Memo 1-follow intructions below Case Study Example | Topics and Well Written Essays - 250 words

Memo 1-follow intructions below - Case Study Example According to an email sent, there were examples of adjustments made as a result of budget cut. It is better to understand these adjustments were not done intentionally but as a result of drastic change in Budget cost. Lake Clarke National Park offers services which everyone would look forward to enjoy. The mail was not written without the right consent. The relevant individuals had tried all they could squeeze the park’s budget in the new reduced budget. It is at times impossible to shift to a new budget line. Low service-adjustment caused by changes in reduced Budget cost can close down the company’s operations. Lake Clarke National Park was forced to lower some services it offered to its customers. Poor financial situation of the park led to changes in services it offered. My intention is to make the park’s customers understand the financial position of it. The mail used had good means to reach the

Colorimeter Essay Example for Free

Colorimeter Essay Record the absorbance values for 4ppm Methyl orange, making sure to zero the machine with the deionised water cuvette after each reading is taken. After I measured out my methyl orange I diluted each with deionised water up to the calibration mark on the volumetric flask. 4. I then poured each solution into separate cuvettes. 5. Recording the absorbance values for each always â€Å"zeroing† in between each reading with a cuvette containing deionised water. 6. Get the absorbance value of the unknown solution. 7. Record results in Tables 8. Prepare a standard curve graph 9. Estimate the concentration of the unknown solution on your graph. Results Part Two Concentration Discussion Using a colorimeter I used different coloured liquids to prove beer lamberts law. I did this experiment three times each time recording my results. I believe I proved beer lamberts law and this can be seen by my results which I have listed. I was also able to find the concentration of an unknown solution by plotting it on my graph using its absorbance number.

Alcoholics Anonymous Essay example -- essays research papers

The phrase â€Å"early A.A.† refers to the early fellowships and meetings held in Akron, Ohio. These meetings took place between 1935 and 1939 when Alcoholics Anonymous was an integral part of â€Å"A First Century Christian Fellowship† (Pitman 56). A.A. was the outcome of a meeting between Bill W., a New York stockbroker, and Dr. Bob S., an Akron surgeon. Both had been hopeless alcoholics (Fingarette 14).   Ã‚  Ã‚  Ã‚  Ã‚  Before this time, Bill and Dr. Bob had each been in contact with the Oxford Group, a mostly nonalcoholic fellowship that emphasized universal spiritual values in daily living(Fingarette 15). During this period, the noted episcopal clergyman, Dr. Samuel Shoemaker, headed the group. Under this spiritual influence, and with the help of an old time friend, Ebby T., Bill had gotten sober and had then maintained his recovery by working with other alcoholics, though none of there had actually recovered (Wekesser 23) . Meanwhile, Dr. Bob’s Oxford Group membership at Akron had not helped him enough to achieve sobriety. When the doctor met Bill, he found himself face to face with a fellow sufferer who had made good (Pitman 62). Bill emphasized that alcoholism was a malady of mind, emotions and body. Though a physician, Dr. Bob had not known alcoholism to be a disease. Due to Bill’s convincing ideas, he soon got sober, never to drink again. The founding spark o f A.A. had been struck (Wekesser 26).   Ã‚  Ã‚  Ã‚  Ã‚  Both men immediately set to work with alcoholics at Akron’s City Hospital, where one patient quickly achieved complete sobriety (Pitman 69). In the fall of 1935, a second group of alcoholics slowly took shape in New York. A third appeared at Cleveland in 1939. It had taken over four years to produce 100 sober alcoholics in the three founding groups. That same year, the Fellowship published it’s basic textbook, Alcoholics Anonymous. The text, written by Bill, explained A.A.’s philosophy and methods, the core of which was the now well-known Twelve Steps to Recovery (Pitman 75 & 76). The book was reinforced by case histories of around thirty recovered members. From this point on, A.A’s development was rapidly growing (Wekesser 36).   Ã‚  Ã‚  Ã‚  Ã‚  One milestone in A.A’s history was in 1939. The Cleveland Plain Dealer carried a series of articles about A.A. supported by warm editorials. The Cleveland Group,... ...d without its host of well wishers who have since given their time and effort A.A. could never have grown and prospered. The Fellowship records its constant gratitude (Fingarette 72).   Ã‚  Ã‚  Ã‚  Ã‚  It was on January 24, 1971, that Bill, a victim of pneumonia, died in Miami Beach, Florida, where he had delivered at the 35th Anniversary International Convention what proved to be his last words to fellow A.A.s: â€Å"God bless you and Alcoholics Anonymous forever† (Pitman 120). Since then, A.A. has become truly global. This has revealed that A.A.’s way of life can today transcend most barriers of race, creed and language (Wekesser 87). A World Service Meeting, started in 1969, has been held biennially since 1972. Its locations alternate between New York and overseas. It has met in London, England; Helsinki, Finland; San Juan del Rio, Mexico; Guatemala City, Guatemala; Munich, Germany and Cartagena, Colombia. These meetings and their locations have gone to show the global impact A.A. has achieved. The Akron A.A. team of Dr. Bob, Bill, and Anne has never been equaled in personal, spiritual recovery outreach. It was truly the heart of A.A.’s s piritual beginnings (Pitman 124).

texas v. johnson case brief Essay example -- essays research papers

U.S. Supreme Court TEXAS v. JOHNSON, 491 U.S. 397 (1989) 491 U.S. 397 Citation:   Ã‚  Ã‚  Ã‚  Ã‚  Johnson was convicted of desecration of a venerated object in violation of a Texas statute. Date Decided:   Ã‚  Ã‚  Ã‚  Ã‚  June 21, 1989 Facts of case:   Ã‚  Ã‚  Ã‚  Ã‚  At the 1984 Republican National Convention in Dallas, Texas, Johnson decided to burn an American flag in protest of some policies made by the Reagan administration and some Dallas corporations that he did not agree with. Noone sustained physical injury or was even threatened with physical injury, but many were offended by the jesture made by Johnson. The Texas penal code forbids the desecration of a venerated object. Issues:   Ã‚  Ã‚  Ã‚  Ã‚  Does the first amendment overrule the Texas law that forbids the desecration of a venerated object under these circumstances? Decision of the court:   Ã‚  Ã‚  Ã‚  Ã‚  The State court of Appeals affirmed that Johnson was in the wrong, however, the Texas Court of Criminal Appeals reversed. Opinion or reasons for the decision:   Ã‚  Ã‚  Ã‚  Ã‚  The Texas Court of Criminal Appeals pointed out that the state, under the first amendment, could not punish Johnson for burning the flag due to the current circumstances. The court found that Johnson's burning of the flag was expressive conduct protected by the First Amendment. They concluded that the State could not criminally sanction flag desecration in...

Descriptive Essay Example

Descriptive Essay Example We all know college is hard; if it were easy, everyone would have a degree and no one would ever ask for help. But here at Crafton Hills College, tutors are available to help out students in any way, so that those who struggle can do well and be successful. These mentors don’t just lecture, they take the time to make sure students understand and comprehend what is being taught. Tutors are at hand for a variety of subjects, some have appointments for one on one time and others are for use at one’s convenience.The best part is, students don’t have to search for a tutor, or post flyers saying â€Å"HELP NEEDED. † CHC has a Tutoring Center, completely free, which is easy to find and a perfect environment to learn and study. Although Crafton is a large campus, finding classes and certain buildings isn’t so hard with a few directions. In order to find the Tutoring Center, it is necessary to know and understand the layout of the c ollege. The most prominent building on campus is the LRC, Learning Resource Center, where the Tutoring Center, Lecture Hall, Library, Teaching Center and other services are obtainable.The campus is shaped like a long chain, and the LRC is located behind the chain closest to Student Services offices. It is the newest edition on campus, and its appearance is very up to date and modern. The LRC has replaced the old library in an outstanding way. This center is 3 stories tall, with large glass paneled walls on all sides. Entranceways are at use on opposing sides of the building, depending which direction you are coming from. But the main entry is through the large glass double doors on the eastern side of the LRC.Once inside, one will be standing in a grand hallway, with cream marble floors and tall neutral colored walls. There are two doors on the left which lead to an auditorium, and two doors on the right which are bathrooms. Keep walking forward and in view will be a large opening o n the right hand side; this is the library. The library can be of great use to students, so let’s take a few moments to look over this area. Besides the Tutoring Center, the library is also very resourceful and entirely useful.It’s filled with computers, private rooms, a small auditorium, a copy room and thousands of books (which are found on the top floor of the LRC). Writing tutors will encourage students to visit the library, especially when it comes to research papers. Now, continuing on to the Tutoring Center, a few more steps and you have reached a set of stairs that lead downward. Down these twenty or so steps is the Tutoring Center. After reaching the bottom, there is a small doorway to the left and a sign that says â€Å"Welcome to the Tutoring Center! †, as a confirmation that one is indeed in the right place.The Tutoring Center is a large rectangle shaped room, with small separate glass enclosed rooms around the edges. The rooms on the left and right are offices of some professors an instructors, while the back wall has some small rooms for study groups and private tutoring lessons, with one very large room painted bright yellow. A front desk is located to the immediate right once entered. Here is where anyone can receive information about the Tutoring Center and view waiting lists for certain subject tutors; flyers and booklets are also free to take.The center of the room has two long tables with twenty computers on both sides for student use, and on each side of those tables are four small square tables with four chairs each for groups or alone work. These separate tables also have power outlets so students can bring laptops or tablets. A student doesn’t have to make an appointment to see a tutor, they can put their name on the waiting list, or just ask a tutor who is not busy at that moment. Help is always available here. Learning specialists are available for english, math, writing and other specific classes; some tut ors are multi subject oriented.Student workshops are also optional for use. This includes MLA/APA format information, note-taking tips, conducting research, study skills, and test-taking strategies. DLA, directed learning activities, can be done as well. These help in strengthening particular english skills and some teachers even accept them as extra credit. Helpful coordinators can be found in the TC who plan summer programs, such as the bridge program, which helps students who are enrolled in pre-req english and math classes; and this helps the tutoring center by bringing in more students.The library is not the only section of the LRC that holds books, the TC has a textbook for every english, math and science class as a reference for CHC students. On busy days, one can find the TC completely filled with students, and still there is available help. Groups of students help others and the tutors are still around for support and confirmation of ideas. People who aren’t proficie nt in a general field learn through others and eventually can help others with the same problems that they once had. Many students have found the Tutoring Center to be of great use, for many reasons besides tutoring.It’s located right on campus, and is open for most of the school day, which means anyone can stop by before class, after class and in between classes. Despite it’s name, students don’t have to go to the Tutoring Center for tutor help. It’s a great place to study, work on homework, and a few tutors are available for immediate help if there is no time to wait. The center is a student-oriented environment with people dedicated to helping any student with a problems or questions. If some spare time is in hand, stop by the Tutoring Center, so it’s features and helpfulness will be fresh in mind.

Microwaves Essays - Microwave Oven, Ovens, Microwave, Free Essays

Microwaves Essays - Microwave Oven, Ovens, Microwave, Free Essays Microwaves WARNING ! ! ! ****** BE CAREFUL Microwaving Water To Heat it Up!!! ****** Please be aware of the following information if you or someone you know, is a person that uses a microwave oven to heat water. About five days ago a 26-year old man decided to have a cup of instant coffee. He took a cup of water and put it in the microwave to heat it up (something that he had done numerous times before). I am not sure how long he set the timer for but he said he wanted to bring the water to a boil. When the timer shut the oven off, he removed the cup from the oven. As he looked into the cup he noted that the water was not boiling but instantly the water in the cup blew up into his face. The cup remained intact until he threw it out of his hand, but all the water had flown out into his face due to the buildup of energy. His whole face is blistered and he has 1st and 2nd degree burns to his face, which may leave scarring. He also may have lost partial sight in his left eye. While at the hospital, the doctor who was attending to him stated that this a fairly common occurrence and water (alone) should never be heated in a microwave oven. If water is heated in this manner, something should be placed in the cup to diffuse the energy, such as a wooden stir stick, tea bag (without the metal staple), etc. It is, however, a much safer choice to boil the water in a teakettle. Please pass this information on to friends and family. Take care, all!

Free Essays on Music At The Eva B. Dykes Library

After visiting The Eva B. Dykes Library, I’ve found out that there are many musical resources available. Books, magazines, and computers are the typical means for information, however, not only does the library offer these assets but it also provides a Media Resource Center. The research center provides students with cassette tapes and cassette players, television’s, VCR’s and video’s. In addition, many activities are available for students while working in the library. Students might surf the internet, watch video’s, listen to tape cassette’s, read a wide range of books and magazine’s, study, or in most cases do research. When searching for a book, or magazine, a call number is displayed, each call number contains a specific meaning. The following call numbers meanings are as follows: ML (Literature of Music) MT (Musical Instruction and Study) M (Instrumental Music). A bibliographic citation for each of the following would go accordingly: The Broadway Song Companion, DeVenney, David P. ML128. M78 D48,  © 1998 Study & Listening Guide for a History, Burkholder, J. Peter MT6.5 .B92  © 1996 The Comprehension Study of Music, Brandt, William E. M2 .C67 V.  © 1996 After researching a â€Å"Slit Drum† in both, The Harvard Dictionary of Music and The New Grove Dictionary of Music and Musicians, the musical term’s meanings differ. According to The Harvard Dictionary, a slit-drum is â€Å"A length of wood or bamboo hollowed out through a slit on one side and beaten with a stick. In America, the slit is often cut in the form of an â€Å"H† to make two tongues of different pitch.† The New Grove, definition of a slit-drum is â€Å"A percussion tube used for musical or signaling purposes. Made by cutting, burning or gouging a slit in the wall of a hollowed-out tube. On most slit-drums the wall of the two sides of the slit are carved to different thickness so that at least two different pitches can be produced. Whe... Free Essays on Music At The Eva B. Dykes Library Free Essays on Music At The Eva B. Dykes Library After visiting The Eva B. Dykes Library, I’ve found out that there are many musical resources available. Books, magazines, and computers are the typical means for information, however, not only does the library offer these assets but it also provides a Media Resource Center. The research center provides students with cassette tapes and cassette players, television’s, VCR’s and video’s. In addition, many activities are available for students while working in the library. Students might surf the internet, watch video’s, listen to tape cassette’s, read a wide range of books and magazine’s, study, or in most cases do research. When searching for a book, or magazine, a call number is displayed, each call number contains a specific meaning. The following call numbers meanings are as follows: ML (Literature of Music) MT (Musical Instruction and Study) M (Instrumental Music). A bibliographic citation for each of the following would go accordingly: The Broadway Song Companion, DeVenney, David P. ML128. M78 D48,  © 1998 Study & Listening Guide for a History, Burkholder, J. Peter MT6.5 .B92  © 1996 The Comprehension Study of Music, Brandt, William E. M2 .C67 V.  © 1996 After researching a â€Å"Slit Drum† in both, The Harvard Dictionary of Music and The New Grove Dictionary of Music and Musicians, the musical term’s meanings differ. According to The Harvard Dictionary, a slit-drum is â€Å"A length of wood or bamboo hollowed out through a slit on one side and beaten with a stick. In America, the slit is often cut in the form of an â€Å"H† to make two tongues of different pitch.† The New Grove, definition of a slit-drum is â€Å"A percussion tube used for musical or signaling purposes. Made by cutting, burning or gouging a slit in the wall of a hollowed-out tube. On most slit-drums the wall of the two sides of the slit are carved to different thickness so that at least two different pitches can be produced. Whe...

A Modest Proposal Essays

A Modest Proposal Essays A Modest Proposal Paper A Modest Proposal Paper Swift creates a narrator in order to satirize the intellectual hypocrisy, arrogance, and moral depravity of the landlords who paper over greed and prejudice with scientific rationalizations about the causes of Irelands poverty. Englishmen of that era frequently attributed Irelands poverty to its backward Catholic faith, not to English policies. Swifts narrator mocks, of all things, Irish eating habits and cites a French physician who attributes the seasonal surplus of Irish infants to the Catholic practice of eating fish during lent which the expert claims make Catholics more fertile. He claims that this backward Catholic practice of fish-eating can actually be turned into a financial windfall because the Irish children can be butchered and eaten during religious holidays and after christenings. It never even occurs to the narrator that eating human beings is more barbaric than eating fish. And this is where the similarity becomes evident. For in Alive, Read has made it reasonable to eat flesh, and in a similar manner to Swift, uses impersonal vocabulary, such as carcass rather than body. Although there is a strong moral tone throughout, the text remains neutral and dispassionate in Alive. In both, the authors have not tried to make their voices sensational, but rather like arguing their cases by presenting evidence. We can see this on page 62, where the survivors are still indecisive. Both sides of opinions are given, one perhaps slightly stronger than the other, and the reader is allowed to decide for himself what is right. I think most readers, due to the biased nature of the script, and the conditions mentioned before hand, tend to agree with the eventuality. P P Read has taken care to point out via his characters, that social taboo is not a sin of God, and differentiates between sin and physical revulsion. No one of the survivors proclaims that what they are doing, or might do is wrong! but each argues for himself, for personal reasons. Read suggests that there is no moral indecision, as there is in Swifts Modest Proposal, but there is a distinction between what is accepted by social conventions and what is right in the name of God. As well as using motives and social issues, there are a variety of literary techniques used by both the narrator in A Modest Proposal, and P P Read. The narrators well structured, almost business like approach, in A Modest Proposal, that has the posterity of a politicians, such as, I propose to provide for them, and careful selection of words, nutrient rather than food is one example or yield to compare human flesh to crops to be harvested, becomes apparent only when the article is understood for its real meaning. This mix of both an apparently shielded, as well as a grotesquely open approach to cannibalism, for example, a healthy child well nursed is at a year old a most delicious, nourishing, wholesome food, in A Modest Proposal, confounds the reader. Read, often to make a point, will isolate sentences, such as The truth was incontestable, and like Swift, writes his piece in a detached manner. Although he does sometimes generate empathy, for example from the letters that were never sent home, it is interesting to note that the detail and description is economised, saved for particular occasions, for example, the crash itself, or as the survivors watched as a far away, disorientated Valeta stumbled down a valley: his body slithered helplessly down the side of the mountain There is also a regular use of short, sharp sentences that are used for a similar effect as the above. Combined with very minimal writing, P P read presents an argument that is guided by him, yet is left to the reader- one that seems sensible, scientific, and pragmatic. With a similar purpose, although with a contrasting approach, Swift too teaches his confused readers an important object lesson about how easy it is to be taken in, about how easy it is to become perplexed and morally confused when faced with clever, but false, reasoning. For example, while most readers will recognize that Swift is not seriously advocating cannibalism, many will mistakenly attribute the narrators anti-Catholic ravings to the Anglican clergyman, Swift. Perhaps Swift wants to show readers that their own religious prejudices make them easy targets for manipulation and make their reason an unreliable instrument for clearly differentiating between the rationalizations of Swifts morally degenerate narrator and a truly enlightened Christian perspective (his own? )- In the same way that Read questions whether the fact that the survivors of the Fairchild are Christians make them differentiate between society and religion, or whether they become cannibals because of their own instincts, in mind of the Survival of the Fittest. In a similar way, Read approaches religion almost dismissively, yet takes it into special account. His story is very much about spirituality, and throughout, the characters are often speaking the Hail Mary, but continuing to eat flesh, in religious confusion. The barren lifeless environment that they inhabit seems to give them a particular closeness to God. Yet, they challenge century old ideas of respect for dead bodies, of the linkage of body and soul, and their thoughts of the dead as simply meat is a very radical idea in the Christian world. Whether the survivors of the Fairchild convince themselves or actually believe in what they are doing is another matter. It is clear to me that Read has used wine in particular to signify the Holy Communion in connection to the blood of Christ, yet this time, it seems that they have taken a step further, substituting bread for the body itself. Another survivor, Delgado: we thought to ourselves, that if Jesus at His last supper had shared His flesh and blood with his apostles, then it was a sign to us that we should do the same take the flesh and blood as an intimate communion between us all. Although Swifts grotesque narrator, with his reasoned proposal for cannibalism, his suggestion that childrens skin be manufactured into ladies gloves or gentlemens boots, and his grisly recipe collection is probably the literary antecedent of Hannibal Lecter, he states his piece so calmly, that one can sometimes wonder where the blood and gore has gone. The narrators moral confusion is also mirrored in Swifts readers. Swift entangles not only his narrator, but also his readers, possibly deliberately, in faulty reasoning. To most readers, the reasonable narrator appears completely irrational in suggesting cannibalism as a modest and reasonable solution to the problem of Irish poverty. Yet this cannibal professes Christianity and concern for the poor; he champions progress. An effective technique that Swift uses is verisimilitude. He quotes scientific experts such as a French doctor, and another cannibal, Psalmanazar, and manipulates reason and science to justify not only cannibalism, but ignorance, unemployment, exploitation, and anti-Catholic bigotry. However, the conditions which Swift or Read describes are not hyperbole, for the Great Potato Famine ravaged Ireland, and the moral dilemmas faced by the Argentinean Rugby Team were ones that had never been addressed in the society of the day. Only, in Modest Proposal does the projector exaggerate, and perhaps only a little. Instead, Swift has used savage irony to wield his powerful writing skills, and here lies the success of his article. By writing of cannibalism and its meaning in society as an antithesis, in an masterminded satirized form, Swift makes his work all the more poignant, while his projector appears cold, mechanical, his thoughts computed and wicked, his words spoken, rather, with the banality of evil in mind. However, in Alive, the reader learns that decisions of an extreme nature shall always have opposition, whichever answer is given. The author, while remaining detached and reporting only through the survivors journey and speech, I feel creates a similar narrator as in A Modest Proposal, only not quite as directly. There is certainly the voice of Pier Paul Read in the book, and although he is not quite as direct or inhumane as his counterpart in A Modest Proposal, his detachment creates a sense of fear and bewilderment in the reader, as they envision what they themselves might have don in a similar situation. When Alive and A Modest Proposal are compared, although I found this difficult considering they are not easily paralleled, I preferred Jonathan Swifts satirical piece, for this reason. It was short, ridiculous, and although not originally intended, humorous in its madness. On the other hand, I found Pier Paul Reads work tedious and too questioning of a topic, cannibalism, that many today have made their firm minds up about, and of decisions that may only be changed if they were faced with such terrible situations.

Critical Analysis of strategic Issues Essay Example | Topics and Well Written Essays - 3000 words

Critical Analysis of strategic Issues - Essay Example In conclusion, the report gives suggestions and recommendations on how the issues can be amicable. Oman national carrier, Oman Air started its operations in the year 1993. The organization primarily began operating in the local religion before expanding its services to other markets. Within a short period, the company had solidified its position as a leader in the airline industry. Since its formation, Oman Air has managed to transform Muscat into a major economic hub in the Middle East religion. In addition, the city has been able to tap into the numerous business opportunities that have emerged in the market. There has been an increase in population something that has brought up industrial, tourism and commercial business opportunities in the countries capital. Oman Air offers flight services for passengers traveling to different destinations in the world. However, the journey has not been rosy for the airline company. Serious challenges have faced the company in the recent days if unresolved could see the company’s fortunes dwindle. Competition and escalating fuel price s have been some of the challenges facing the airline company (Oman Air, 2015). Oman Air intends to be the leading airline company through the provision of quality services to its customers. In addition, the company hopes to link the world with the Omani and promote its cultural values globally (Oman Air, 2015). Oman Air has made a bold step to ensure provision of quality services to customers by exceeding the expectations of the customers. Reliability, safety, comfort and quality services are some of the factors that the company strives to employee secretly to attract more customers. In addition, the airline also seeks to be involved in community development projects in promoting of tourism activities (Oman Air, 2015). The industry has grown over the years. With the growth of the market, there has

- Art and Music Appreciation Essay Example | Topics and Well Written Essays - 250 words - 5

- Art and Music Appreciation - Essay Example in God’s design, but Leonardo illustrated it in a scientific or mathematical diagram, still showing a beautiful form and capturing the movement of that time. This painting seeks ancient classic forms to create a historic scene: a Renaissance characteristic that is carried off with architecture (Palladian columns) and figures (Constantine). If the same action took place in a forest, it would be robbed of the elegance and historic props necessary to tell the story, and it would lose significance. The Emperor requires the regal surrounding and the baldachin (or marquee): piety. The poor and rich onlookers would not be contrasted so sharply if the background was neutral: here the beggars are seen as being there at the behest of a kind king: charity. The rich are there to pay homage to a Christian leader: humility. The grandeur underlines the meaning. Mother and child pictures and statues have come down to us from ancient times: much further back than the Christian era. Isis, the Egyptian goddess, was often depicted with her son Horus, which scholars think is one example of the source of most Mother/Child portrayals. There is also the Phemba, a 19th century African secular statue of a mother and child. Michelangelo’s early 1500s statue of Madonna and Child is a highly evolved rendition of a very old theme that differs greatly from early medieval images, which were idealized, and largely based on icons. Even medieval statues have a stiff flat look, and almost all show the Madonna with an ‘upturned egg-shaped head’ and long Byzantine nose. Michelangelo’s statue is a sensitive portrayal of a melancholic woman: a humanistic sketch of emotion. The lyrics of the Spring sonnet, and the strains of the chamber music that paradoxically paint an outdoor scene, are my favorite of all the four movements. Here we have a clear sensation of hope in all things new: ‘a glittering arrival of Spring’ full of little birds, zephyrs (light breezes), leaves and plants that

Selling of body organs Essay Example | Topics and Well Written Essays - 750 words

Selling of body organs - Essay Example   1. There are thousands of people dying around the world for not getting a suitable donor. There are many ailments and accidents which require body organs like kidney, liver part, eye ball or intestine. So if a person is willing to sell their body organ for the benefit of other, then many people can be saved from death 1. Many people hesitate to sell their body organ for the fear of it being unsafe. The body organs are removed by means of surgery and people may lose their life or can impair their health during the medical procedure. People do not have to be afraid of donating their body organs as the removal of organ and its tissue makes it a safe medical process 2. Today most of the organ removal surgery is a safe procedure. Technology has advanced well enough to make this medical process safe. The people have a notion that if they lose one of kidney or part of liver or intestine can make them ill. However one kidney is enough for a human to survive and liver does grow so there is no issue with it being removed. 1. The selling of body parts is an illegal business around the world. There is large opportunity for body organs however the illegal trafficking of the body organs and the crimes involved in it makes it an illegal affair. However, the absence of a legitimate marker is the reason why the sale of body organ is facing problem. 2. Government need to understand the potential of sale of body organ and make it a legitimate process which would also decrease the criminality involved with it. There is nothing illegal about sale of body organ if it is not damaging the health of the donor and would give them a financial boost and save lives of people. 1. Sale of body organ is a beneficial medical process and can save lives of many people around the world. The body organs like kidney, liver portion, eyeball or intestine part can be a saleable organ which can save people in need of them. However, the people are scared of surgery and risk

Impressionist and Post Impressionist Art and Sculpture Term Paper

Impressionist and Post Impressionist Art and Sculpture - Term Paper Example Impressionist painting includes a relatively small but visible brush strokes that changes the qualities of the ordinary subject matter by unusual visual angles (Lewis, 2007). On the other hand, the Post-impressionism is a term used by the British artist in the early 1990s to describe the French art development from the time of Claude Monet. Post Impressionist extended from the impressionism though eliminating its limitations. It included vivid coloring, thick painting, and distinctive brush strokes but had more inclination to the geometric forms. The Post Impressionist much emphasized on the expressive effect and the use of the unnatural arbitrary color (Fleming and Honour, 2005). Many artists gave a hand in the exhibition and Impressionist painting but the main figures were Claude Monet, Pierre Renior, Pissarro, Edgar Degas, and Henri Marie who formed the backbone of the impressionist. Among the most important works were the over 20 impressionists’ paintings by Monet that inc luded the entire favorites, like the blue water lilies and regatta at Argenteuil and London houses of parliament (Robertson, 2005). In France the popular form of woodblock prints were the bold designs from the Japanese. This form of art had an asymmetrical arrangements with contrasting large areas and intricate patterns that offered a compositional format that succeeding impressionists used to develop their ideas about color. This was very helpful as the artist required assurance of following traditional rooted path. Renoir, Degas, and Lautrec made impressionist portraits composition, which had identifiable individuals (Lewis, 2007). Their figure strongly influenced the photographic cropping of the Japanese design. In this work, Lautrec included a self-portrait beside a tall cousin who seemed to walk away from a can-can dancer while La Goulue is seen fixing her hair. At their fronts sits a group of entertainers, writer, and a photographer Paul Sescau. There is another woman with gre en lamp lit and cropped by the edge of a picture thought to be of another dancer, May Milton. Another hugely popular impressionist was the still life as it had â€Å"Plein air† subject fitted to capture the atmospheric qualities of light and color. This has few outstanding examples like Renoir’s fruits whose vegetables carefully selected to range the prismatic colors in the impressionist spectrum. Generally, the impressionists painting and sculptures were celebrated and transformed in the commonplace but finding their beauty in the misty harbor. Another alternative exhibition mounted comprising the painting and sculptures that rejected the official salon but ironically attracted more attention than the original form (Robertson, 2005). It also provided a platform for displaying of any newly invented impressionist art to the entire public. Some of the rejected artist organized an alternative exhibition in the studio of the Parisian photographer named Nada (Lewis, 2007). This exhibition unearthed the name that embodied a new approach to painting. Journalist and satirical magazine writers wrote a scratching review called â€Å"The exhibition of the impressionist† which aimed at ridicule over Claude Monet’s painting. The sarcastic title by Le Harve appealed as the most public name that ever stuck. It was among the first impressionist exhibitions to be shown in the periods between 1874 and 1886. Post-Impressionism Post-Impressionism is a French Art movement in the early modernism also

European Social Model Essay Example | Topics and Well Written Essays - 6250 words

European Social Model - Essay Example Article 36 of the Charter of Fundamental Rights1 and Article 16 of the EC Treaty2 establish SGI amongst the common values of the Union as well as their role in fostering social and territorial cohesion. Implementation of SGIs also ensures that some fundamental human rights are upheld, such as, the right to health and care; the right to education; the right to housing; the right to work; the right to access water and electricity, etc. Personal social services are not only services of general interest but also an indispensable element of social protection systems. The European social model contributes substantially to the European Union's economic development and productivity. Social protection systems provide both a base for the creation of wealth, and a guarantee against social exclusion, poverty, insecurity and discrimination. These services differ from other SGI in that their quality depends on other requirements such as vulnerability and dependency of their users. The principles governing the single market have led to the growing dominance of the logic of the market, which should remain a means and not become an end and should thus effectively support the fundamental objectives of the European Union, which are "to promote economic and social progress", "to achieve balanced and sustainable development", to reinforce "social and economic cohesion"3. . . Two different legal regimes apply to SGI and to social protection systems. EU competition law covers services of general economic interest while social security systems fall outside the scope of EU competition law as stated in 29 of the European's Commission Communication on Services of General Interest in Europe / Com (2000) 580: In the second place,... This paper explores that the principles governing the single market have led to the growing dominance of the logic of the market, which should remain a means and not become an end and should thus effectively support the fundamental objectives of the European Union, which are "to promote economic and social progress", "to achieve balanced and sustainable development", to reinforce "social and economic cohesion" . Two different legal regimes apply to SGI and to social protection systems. As the report declares services such as national education and compulsory basic social security schemes are also excluded from the application of competition and internal market rules. With regard to the former, the European Court of Justice ruled that the State, in establishing and maintaining such a system, is not seeking to engage in gainful activity but is fulfilling its duty towards is own population in the social, cultural and educational fields. The European legal tools of governance have served to Europeanize services of general interest. The reconciliation of the European market orientated approach to liberalization and the national defence of public services had been brought about by the creation of a Community law concept of â€Å"universal service†. This has been achieved through the use of Article 86 EC and the soft law communications by the Commission. Governance by soft law queries the legitimacy of the exercise and the legal nature of soft law Communications.

Impressionist and Post Impressionist Art and Sculpture Term Paper

Impressionist and Post Impressionist Art and Sculpture - Term Paper Example Impressionist painting includes a relatively small but visible brush strokes that changes the qualities of the ordinary subject matter by unusual visual angles (Lewis, 2007). On the other hand, the Post-impressionism is a term used by the British artist in the early 1990s to describe the French art development from the time of Claude Monet. Post Impressionist extended from the impressionism though eliminating its limitations. It included vivid coloring, thick painting, and distinctive brush strokes but had more inclination to the geometric forms. The Post Impressionist much emphasized on the expressive effect and the use of the unnatural arbitrary color (Fleming and Honour, 2005). Many artists gave a hand in the exhibition and Impressionist painting but the main figures were Claude Monet, Pierre Renior, Pissarro, Edgar Degas, and Henri Marie who formed the backbone of the impressionist. Among the most important works were the over 20 impressionists’ paintings by Monet that inc luded the entire favorites, like the blue water lilies and regatta at Argenteuil and London houses of parliament (Robertson, 2005). In France the popular form of woodblock prints were the bold designs from the Japanese. This form of art had an asymmetrical arrangements with contrasting large areas and intricate patterns that offered a compositional format that succeeding impressionists used to develop their ideas about color. This was very helpful as the artist required assurance of following traditional rooted path. Renoir, Degas, and Lautrec made impressionist portraits composition, which had identifiable individuals (Lewis, 2007). Their figure strongly influenced the photographic cropping of the Japanese design. In this work, Lautrec included a self-portrait beside a tall cousin who seemed to walk away from a can-can dancer while La Goulue is seen fixing her hair. At their fronts sits a group of entertainers, writer, and a photographer Paul Sescau. There is another woman with gre en lamp lit and cropped by the edge of a picture thought to be of another dancer, May Milton. Another hugely popular impressionist was the still life as it had â€Å"Plein air† subject fitted to capture the atmospheric qualities of light and color. This has few outstanding examples like Renoir’s fruits whose vegetables carefully selected to range the prismatic colors in the impressionist spectrum. Generally, the impressionists painting and sculptures were celebrated and transformed in the commonplace but finding their beauty in the misty harbor. Another alternative exhibition mounted comprising the painting and sculptures that rejected the official salon but ironically attracted more attention than the original form (Robertson, 2005). It also provided a platform for displaying of any newly invented impressionist art to the entire public. Some of the rejected artist organized an alternative exhibition in the studio of the Parisian photographer named Nada (Lewis, 2007). This exhibition unearthed the name that embodied a new approach to painting. Journalist and satirical magazine writers wrote a scratching review called â€Å"The exhibition of the impressionist† which aimed at ridicule over Claude Monet’s painting. The sarcastic title by Le Harve appealed as the most public name that ever stuck. It was among the first impressionist exhibitions to be shown in the periods between 1874 and 1886. Post-Impressionism Post-Impressionism is a French Art movement in the early modernism also

F Robert Nozick's How Liberty Upsets Patterns Essay

F Robert Nozick's How Liberty Upsets Patterns - Essay Example This paper agrees that a society, even a socialist one, can still be unequal because of the uneven distribution of skills, knowledge, and attitudes among people, but liberty is a natural equalizer, ensuring that people, no matter how small their financial/nonfinancial gifts may be, can have opportunities for self-development and economic prosperity, so that they can increase their shares to more socially equitable terms. Nozick employs the concepts of distributive justice and supply and demand to depict the complexities of justice in the real world. Distributive justice can have different patterns, depending on the preferred pattern of society. It aims for the fair distribution of benefits and burdens using particular criteria, such as equality, merit, and needs. Liberty, which is married to a capitalist society, relies on the criteria of equality and merit. Nozick uses the example of Wilt Chamberlain to explore the effects of in-demand skills on its supply. Chamberlain knows that he is in high demand as a basketball star. This allows him to change D1 to D2, where the public changes D1 by the nature of their preferences. D2 is different from D1, where â€Å"[a]fter someone transfers something to Wilt Chamberlain, third parties still have their legitimate shares; their shares are not changed† (Nozick). The public has legitimate ownership of their shares, which they can skew, if they want, in favor of Chamberlain. As a result, even if Chamberlain may be working as hard and as long as, let us say Spitzer, the former earns higher than the latter because of the third party intervention. The level of demand dictates the price of the supply. The key steps of Nozick’s argument are giving examples on how a preferred distribution of justice may be upset and changed, comparing capitalist with socialist societies, and establishing the primary argument that in a liberal capitalist society, the concept of free will and diversity of inherent or inherited financi al and non-financial resources will definitely skew the original distribution of justice, unless a constant form of control is imposed on society.

The Role of Grammar in Language Teaching & Learning Essay Example for Free

The Role of Grammar in Language Teaching Learning Essay Introduction In this ever changing world, the barriers to communication and understanding must be lowered. The acquisition of linguistic skills requires that one must be able to master it and use it to communicate effectively to people who are using that same language, like English for instance. For learners of this particular language to communicate effectively, teachers in the language arts have a very important role to play in teaching every aspect of English, particularly its grammar and use. This is because, to understand and be understood, grammar is an important part of language and communication. The English Language The English language, a language belonging to the Germanic languages branch of the Indo-European language family, is widely spoken in six continents. It is the primary language of the United States, Britain, Canada, Australia, Ireland, New Zealand, and various Caribbean and Pacific island nations; it is also the official language of about 45 nations including India, the Philippines, and many sub-Saharan African countries. Other than this, it is the second most widely spoken native language in the world, the mother tongue of more than 350 million people, and the most widely taught foreign language (Britannica Concise Encyclopedia, 2006). The United Nations uses English not only as one of its official languages but also as one of its two working languages. The language is also the dominant international language in communications, science, business, aviation, entertainment, diplomacy and the Internet (The Columbia Electronic Encyclopedia, 2003). Usage English relies mainly on word order: usually subject-verb-object, to indicate relationships between words. But many, including native speakers of the language, are still finding it hard to use the language correctly. In the past, there have been those willing to provide guidance to the public on correct usage of the language. Americas most famous lexicographer, Noah Webster, for instance, published a dictionary and speller which taught not only spelling but also pronunciation, common sense, morals, and good citizenship. Other lexicographers have also attempted to produce material that would serve as guide for the public regarding correct use of the English language (Encyclopedia of American History, 2006). Like other languages, English has changed greatly. English easily borrows words from other languages and has coined many new words to reflect advances in technology. Changes of every sort have taken place concomitantly in the sounds (phonetics), in their distribution (phonemics), and in the grammar (morphology and syntax) (The Columbia Electronic Encyclopedia, 2003). English is the most widely learned and used language even in non-native English speaking nations. It is widely learned and used for communication purposes especially in the academe and in businesses. Because of this wide use of the language, it has often been referred to as the global language or the lingua franca of the modern era.   It is currently the language most often sought and taught as a second language around the world (Wikipedia, 2007). Grammar Today, use of formal Standard English is required in the workplace and in the academe. It is the language of most educational, legal, governmental, and professional documents. It is used in newspapers, magazines, and books. It is the English we hear from radio and television announcers and persons making formal speeches. It is the language spoken in international commerce. Hence, many schools are focused on teaching students proper English speaking and writing skills. English grammar is a body of rules specifying how meanings are created in English. Basically, English is a subject verb object (SVO) language, meaning, it prefers a sequence of subject–verb–object in its simplest, unmarked declarative statements. But word order is a complicated matter in English (Wikipedia, 2007). Standard English can vary in different situations, but certain conventions or rules within it are fairly constant, and well-educated people deem them worthy of being observed. That is why the name â€Å"standard† is applied to this variety of English. If a person wants to succeed in the academic and business worlds, as well as in many other pursuits, he or she must master the conventions of Standard English. Formal and Informal English Standard English is used in so many different situations. Its use may range from casual telephone conversations to formal speeches, that it would be impossible to name a particular kind of English appropriate for each situation. Two domains of Standard English may be distinguished, however, and that is formal English and informal English. Formal English, like formal dress and formal manners, is a language for special occasions. It is sometimes referred to as literary English. It is also the language used in serious writing. It is used in formal essays, essay answers to examination questions, formal reports, research papers, literary criticism, scholarly writings, and addresses on serious or solemn occasions. Formal English is likely to include words that are rarely used in ordinary conversations. The sentences are likely to be more elaborately constructed and longer than those of ordinary writing. Contractions are rarely used. Formal English pays close attention to refinements in usage and avoids slang. Informal English, on the other hand, is the language most individuals use most of the time. It is the language of most magazines, newspapers, books, and talks intended for general audiences. The conventions of informal English are less rigid than those of formal English. Sentences may be long or short, and they are likely to sound more like conversation than the stately rhythms of formal English. Contractions often appear in informal English, and sometimes a slang expression is used. Excellent Language Skills While individuals can generally speak about three kinds of English: formal standard, informal standard, and non-standard, the lines between them are not always easy to draw. One kind of usage shades into another. An expression that one may think of as being informal may turn up in a formal address. A slang word or colloquial that originates in non-standard English may become an acceptable part of the informal vocabulary. Many words and constructions which one may think of as belonging to standard speech may come into use among speakers of non-standard English. This essentially means that the great majority of words and one’s ways of putting them together are common to all three kinds of English. If the language conforms to the conventions of Standard English, one’s main concern will be to vary his or her specific word choices to meet a particular need. The need will be determined by the nature of the audience, whether one is speaking or writing. There will be times when one cannot be sure whether a particular word or expression is suitable for the occasion. One can get help with his or her decision by turning to a textbook on grammar and usage, by turning to a dictionary, or by consulting a special book on English usage. Most of all, one can pay closer attention to the preferences of people who speak the language with obvious care. With careful observation, one may also notice that the rules of grammar are useful but not an invariably reliable guide to usage. Grammar describes the system of a language. Usage, however, is concerned with appropriate forms of expression. The two – grammar and usage – are not always the same, for language is a living and growing thing, and life and growth are not always logical. The people who use a language are constantly changing it. Since the rules of grammar describe the way the language works, when the system changes, the rules also change. Importance of English Grammar Effective speaking and writing goes beyond mere acceptance of the most appropriate grammatical rules. It embraces such qualities as clarity, forcefulness of expression, honesty, originality, freshness, and often, brevity. Yet the conventions of Standard English should never be underestimated as the essential foundation of good speaking and writing. If one deviates from the conventions of Standard English, people will think more about how one is expressing himself or herself about what he or she is saying. Any language that calls attention to itself or strikes listeners as unsuitable to the situation gets in the way of communication. For instance, if an applicant speaks casually with a prospective employer, as he or she does with close friends, that applicant may ruin his or her chances of getting the job. Moreover, if a person jokingly uses non-standard language around strangers, then these people who hear the speaker may get the impression that he or she does not know Standard English. It is thus important to know the different forms of English to make wise choices from them. Language Teaching English is basically the medium of instruction in most schools all over the world. In teaching the English language, most teachers begin with the parts of speech, their identification and their function. For some students, the study of English may point to certain aspects that are already familiar, like grammar for example, but for others, especially for those who will learn the language formally for the first time, grammar will not be very familiar. Grammar is important. It gives learners the ability to talk about language by providing a terminology and a system of classification. Also by making a learner aware of the basic patterns of English sentences, grammar can help the learner develop a varied and interesting style in their speaking and writing. This is one of the main goals of the study of English. Teacher and Learner Roles One can hardly imagine a language learning situation in the absence of interaction between and among students, fellow students, the teacher and the textbook. Every time a student interacts with any of these sources, he or she makes various hypotheses about what is being learned, and accepts or rejects them, trying out new ones. In an attempt to learn a foreign language, the student-learner is dependent on other people with whom he or she can interact with, as he or she develops a wide range of strategies which will be tested only in a communicative context. According to Thanasoulas (1999), these strategies can be distinguished in three categories: production strategies, comprehension strategies and interactive strategies. These strategies will not be explored in this paper. However, what is being pointed at here is the importance of human interaction in the classroom or learning setting as a condition for successful language learning and intellectual, emotional and social development (Thanasoulas, 1999). The Teacher’s Role It has been suggested that language teaching is a complex issue, encompassing linguistic, psycholinguistic, socio-cultural, pragmatic, as well as instructional and curricular dimensions. There are numbers of factors contributing to the dynamics of the educational process, such as internationalism and the pragmatic status of the foreign language (e.g., English), teaching and learning styles, and program characteristics. For example, the general expectation by students, parents and teachers that learners should achieve a high level of proficiency in English when they leave school influences both language policies and how foreign language learning will evolve. Furthermore, the teaching-learning process reflects different cultural traits and traditions. In some cultures, students tend to feel more at ease in the classroom, expressing their viewpoints and agreement or disagreement; in others, a passive attitude towards the teacher and the target language is more common. For instance, Greek society and its educational system favour rote memorisation, while western countries, in general, do not value it. Instead, they practice and take tons of drills to perfect their study of grammar and the English language. Moreover, such issues as the degree of preparation of teachers and the validity of testing and evaluation procedures can have a tremendous impact on language learning (Thanasoulas, 1999). As is patently obvious, the task or act, one may say, of teaching encapsulates a lot more than merely providing instruction and guidelines for students. It presupposes a psychological and philosophical knowledge on the teachers part, so as to combine techniques in class, as well as sufficient command of the basic structure of human existence, with a view to assessing any situation accurately and appropriately (Thanasoulas, 1999). Clearly linked to the roles defined for the learner are the roles the teacher is expected to play in the instructional process. Teacher roles, too, must ultimately be related both to assumptions about content and, at the level of approach, to particular views of language and language learning. Some instructional systems are totally dependent on the teacher as the source of knowledge and direction; others see the teachers role as catalyst, consultant, diagnostician, guide, and model for learning; still others try to teacher-proof the instructional system by limiting teacher initiative and building instructional content and direction into texts or lesson plans. Teacher and learner roles define the type of interaction characteristic of classrooms in which a particular method is being used. Teacher roles in methods are related to the following issues: the types of functions teachers are expected to fulfil (e.g., practice director, counsellor, model), the degree of control the teacher influences over learning, the degree to which the teacher is responsible for determining linguistic content, and the interactional patterns assumed between teachers and learners (Richards, 1994: 23). Undoubtedly, the teacher is called upon to perform several functions in foreign language learning. These are the following: teacher as director and manager; teacher as counsellor and a language resource; and teacher as a model and independent language user (Thanasoulas, 1999). The Teacher as a Director and Manager. One of the main concerns of the teacher as a director and manager is to create a warm, stimulating atmosphere in which the students will feel secure and confident. It is very important for learners to feel very much at home with both their teachers and fellow-learners, if they are to be expected to venture out into the deep waters of foreign language learning, to experiment with new and strange sounds, and to role-play in a language which they have barely begun to learn (Papaefthymiou-Lytra, 1993: 95). Apart from assisting in creating the right atmosphere, the teacher should also make decisions on the materials to be used, as well as the activities and games which will best accord with the learners needs and abilities. Inasmuch as learners do not necessarily share the same cognitive and linguistic abilities, or interests and motivation, it is incumbent on the teacher to choose a wide variety of materials and teaching techniques and strategies in order to respond to the students interests and capacities. To this end, the teacher is supposed to organize the class, deciding whether a specific role-play or game will be simulated in pairs or in groups. Bearing all this in mind, the teacher may help develop a learner-centred approach to foreign language learning, as he / she takes into account the learners preferences, tailoring the materials and strategies to their needs (Thanasoulas, 1999). The Teacher as Counsellor and a Language Resource. The second function that the foreign language teacher is expected to fulfil is that of counsellor and a language resource. In other words, the responsibility is on the teacher to provide the learners with the necessary input in order to foster understanding of the relation between grammar, language, and communication. In short, the teacher must modify and simplify the language used according to the needs arising in each communicative situation, and to the grammatical competence and language proficiency of the students. In addition to simplifying teacher talk, it is also the teacher’s prerogative to resort to miming and facial expressions (Thanasoulas, 1999). Learning and teaching is multi-sensory and everything in the classroom and method must imply that learning is relaxing, fun and possible to be attained (Papaconstantinou, 1991: 35). Moreover, the teacher as a language resource should help learners to acquaint themselves with, and acquire a taste for, the target language and culture. It is the teacher’s duty to make explicit that language is not to be held in a vacuum but should always be learnt in connection to its users and the uses to which it is put. In light of this, grammar, though it is very important, should not be the sole reference point in foreign language learning; the teacher has to draw his students attention to the socio-cultural and pragmatic aspects of the foreign language, in order to help them assess the accuracy and appropriacy of the language they produce, both at the sentence level and the discourse level. As J. C. Richards (1994: 157) notes, a focus on grammar in itself is not a valid approach to the development of language proficiency. The teacher as a counsellor and a language resource should see it as her goal to provide enough remedial work, in order to eradicate students errors, and encourage learners to develop their own learning strategies and techniques, so as to discover the answers to their own questions (Thanasoulas, 1999). The Teacher as a Model and Independent Language User. In order to become a successful communicator and model for learners, the teacher should promote a wide range of behaviours and psychological and social relationships such as solidarity and politeness. Often learners have difficulties in adopting these behaviours because of the psychological and social distance that there exists between learners and materials. As a result, learners have a tendency to adopt the teachers language behaviours to indicate attitude and role relationships, rather than those presented in materials. This is understandable, of course, since the teacher is a live model, a real human being to whom they can more easily relate (Papaefthymiou-Lytra, 1993: 101). In short, the teacher should help learners to negotiate meaning in the target language through his or her own active participation in it, and act as a mediator between the linguistic and extra-linguistic context of foreign language learning, as these are reflected in the textbooks and audio-visual aids, etc., or literature, respectively (Thanasoulas, 1999). Teachers play an essential role in the foreign language classroom. Not only are they directors and managers of the classroom environment but they also function as counsellors and language resources facilitating the teaching-learning process. In addition, teachers can become models and independent language users in order to overcome the inherent shortcomings of the foreign language classroom environment (Papaefthymiou-Lytra, 1993:104). The Learners What roles do learners play in the design of educational programs and systems, and how much leeway are they left with in contributing to the learning process? In the last two decades or so, there has been a shift from Cognitive and Transformational-Generative Grammar Approaches to a Communicative view of learning. Learners, who were formerly viewed as stimulus-response mechanisms whose learning was the product of practice reminding one of the well-known dictum, Repetitio est mater studiorum are nowadays regarded as individuals who should have a say in the educational process. The role of the learner as negotiator between the self, the learning process, and the object of learning emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way (Breen and Candlin, 1980: 110, cited in Richards, 1994: 22-23). Three Factors Responsible for Student Learning Age, cognitive and learning factors. Age variation in foreign language learning and learning differences between children and adults are significant factors that must be taken into account in choosing the right approaches, design and procedures. Experiments have shown that there are a lot of biological factors at work in language learning. In young learners, both hemispheres of the brain are responsible for the language function, while at puberty it is only the left hemisphere that takes over, which makes language acquisition and learning more difficult. This process is called lateralisation and it may be responsible for learning differences between children and adults. Cognitive and learning styles, already acquired through mother tongue, may influence foreign language learning. According to Papaefthymiou-Lytra, â€Å"Of all personality characteristics attributed to individuals, certain cognitive and learning variables have been researched to determine the degree of their influence on successful foreign or second language learning. These are: field-dependence and field-independence, formal operations, the monitor and foreign language aptitude† (Papaefthymiou-Lytra, 1993: 84-85). Field-independent individuals are more analytical by inclination and tend to learn through reasoning faculties, whereas field-dependent individuals view learning in toto, acquiring knowledge subconsciously. Piagets formal operations theory relates to adults more mature cognitive capacities as opposed to the unconscious automatic kind of learning (Genessee, 1977, 148, cited in Papaefthymiou-Lytra, 1993: 85) that characterizes young learners less mature cognitive system. According to this theory, adults are thought to deal with the abstract nature of language more easily than young learners; it is very often the case, though, that young people may prove better learners in the long run. Another factor that influences language learning is the monitor use employed by learners. Three types of monitor users have been identified: over users, under users and optimal users. Over users are associated with analytical conscious learning†¦On the other hand, under users are associated with subconscious learning and extrovert personalities†¦Finally, the third category is that of optimal users who seem to be the most efficient (Papaefthymiou-Lytra, 1993: 85-86). Social and affective factors. Successful foreign language learning calls for an examination of the social and affective factors at work. First of all, the teacher should take into consideration the social proficiency which learners have attained. By social proficiency we mean the degree to which the learner employs, or taps into, the foreign language in order to communicate and negotiate meaning or achieve certain social goals. Some learners, for example, may complain when their classmate uses their pens or pencils because they have not learnt to use language in a socially accepted way. For instance, they cannot cope with making requests, asking permission, giving condolences, etc. It is worth noting that different cultures favour different attitudes on the part of the learner and, as a result, it is very probable that most of these situations do not necessarily reflect lack of social proficiency. Apart from social factors, affective factors also play an important role as they may facilitate or preclude learning. It is a commonplace that an atmosphere that fosters and promotes confidence and emotional stability will produce better students. Harmony in the classroom helps relieve tension and keeps the door to language processing open. A teachers task is like that of an orchestra conductor, who tends to fly into higher spheres, and has a tendency to fly and pull himself and the others above everydays problems towards a more creative reality (Papaconstantinou, 1991: 65). In this reality the learner may easily identify with the teacher and venture out into new aspects of the target language, dealing with it in her own, individual way. Unless she feels at ease with her teacher and her fellow-students, she will not learn. If she feels rejected and is afraid of being told off or scoffed at whenever she makes a mistake, she will withdraw from the educational process and lag behind, both cognitively and emotionally. Consequently, the content of materials for classroom use as well as classroom practices should be compatible with the affective variables influencing learners (Papaefthymiou-Lytra, 1993: 90). Learner’s needs and interests. Indubitably, a successful course should consider learner needs. For this reason, the concept of needs analysis has assumed an important role in language learning. Needs analysis has to do with the aims of a course, as these are determined by the uses to which the target language will be put on completion of the programme. For example, is our aim to achieve a high level of language proficiency or are we called upon to respond to the needs of, say, adult learners who need to master specific skills, such as academic writing or note-taking? All these parameters will have to inform the methods and techniques we use in class, as well as the materials design we are supposed to implement in order to achieve the best results. With regard to learners interests, it is worth noting that we, as teachers, should be cognizant of the differences between children and adolescents. For instance, the former are interested in body movement and play, whereas the latter want to learn about human relationships in general and achieve a deeper understanding of their abilities, with the aim of developing a sound personality and character. It has become evident that foreign language learning is far from a simple, straightforward process where teachers are the purveyors of knowledge and students the passive subjects who receive that knowledge. For successful foreign language learning, students must have both the ability and desire to learn. Otherwise, the objectives we set are doomed to failure. Foreign language teachers, therefore, must be flexible enough and sensitive enough to respond well to the individual learning preferences, interests and needs of their learners in terms of materials, techniques, classroom methodology and teacher talk. After all, language learning is not a monolithic process since not all personality and environmental factors can be kept under control in a foreign language situation (Papaefthymiou-Lytra, 1993: 94). Grammar in Communicative Language Teaching Linguists define grammar as a set of components: phonetics or the production and perception of sounds; phonology or how sounds are combined; morphology, which refers to the study of forms, or how elements are combined to create words; syntax referring to how words are strung together into sentences; and semantics or meaning. Because all languages are characterized by these components, by definition, language does not exist without grammar (Musumeci, 1997). Musumeci (1997) asserts however, that grammar has not always been defined in these terms. Originally, the term grammar, grammatica, referred to the art of writing, as compared to rhetoric, rettorica, the art of speaking. As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern language, primarily its morphology and syntax. But morphology and syntax are only two components of grammar. Communicative language teaching has brought a renewed emphasis on the role that semantics plays in the definition of language. Communicative language teaching is fundamentally concerned with making meaning in the language, whether by interpreting someone elses message, expressing ones own, or negotiating when meaning is unclear. Viewing grammar with all of its components helps learners as language teachers understand the complexity of what it means to know the grammar of a language. Clearly, the goal of language learning in the communicative classroom is for learners to acquire the grammar of the second language in its broadest sense, to enable them to understand and make meaning; that is, to become proficient users of the second language. Research and experience have shown that explicit teaching of grammatical rules, even if linguists were able to formulate them all, does not produce such competence (Musumeci, 1997). Adnan (n.d.), however, disagrees with this contention of Musumeci and asserts that there are many aspects of SLA such as the strategy of learning, the role of communicative language teaching, the role of formal grammar teaching etc. Adnan (n.d.) attempts to study the role of formal grammar teaching for two reasons: First, this has generated a great debate in second language teaching and a lot of research has been done on it. Second, there is an indication that grammar teaching has been neglected in English teaching in favour of developing communicative competence in language which results in students having poor knowledge of grammar. Now, some people have called for the return of grammar teaching into the English class to solve the problem. It was noted that similar problems occurred in the immersion program in Canada. Although Krashen (1982) praises the program for producing learners with very high levels of second language proficiency, many researchers have for some time recognised that immersion learners fail to recognise some grammatical distinctions (Ellis, 1994). According to Adnan (n.d.), the Indonesian language teaching circle are beginning to use the communicative approach and he is concerned that if this circle gets affected by the strong view that only communicative activities are important in developing second language proficiency, and therefore, grammar teaching is of little importance, this may lead to the same problems. He stresses in his study that he is not advocating a grammar dominated classroom or a return to grammar translation method. Nor is he trying to advocate that communicative activities are not important either. It is stressed that they are also very important. What is being done is discuss the research findings on the role of grammar teaching so as to have a good understanding of what it can offer and what problems it has (Adnan, n.d.). It was determined that there were some problems that occurred in grammar teaching. And these were: it can have deleterious effects, e.g. avoidance of certain grammar points which once traumatised the learner (Pienemann, 1987), it can de‑motivate if the teaching is not interesting, it can lead to wrong generalisation (Lightbown, 1983; Felix, 1981), and it can be ineffective if the learners are not ready. (Pienemann, 1987). Nevertheless, the advantages are the following: formal grammar teaching can improve accuracy Ellis (1989); Pica (1985); Lightbown and Spada (1990), it can accelerate acquisition when learners are ready (Pienemann, 1987) it can help eliminate inappropriate use of expressions (Adnan, 1994), and it can result in new knowledge (Pienemann, 1984). In light of this, it is clear that to improve learner acquisition of a second language, there is a need to consider teaching grammar at an appropriate time. Spada (1987) suggests that formal instruction may work best when it is combined with opportunities to engage in natural communication. Ellis (1990) explains how formal instruction works. According to him, the main mechanism by which instruction works is by developing explicit knowledge of a grammatical feature which subsequently helps learners to acquire implicit knowledge (which in his mind is responsible for actual performance). Pienemann argues that grammar should be taught only when learners are ready for it. In an extensive review of research in the second language acquisition, Ellis (1994) suggests that the ideal approach to teaching is the combination of both formal teaching and engaging students in communicative activities. This is also supported by research findings in good learners studies which generally concluded that successful learners pay attention both to forms and functions i.e. engage in communicative use of the language. Pienemanns argument, namely teaching grammar when learners are ready, that is, when they begin to use it and ask about it, is appealing. This is also in line with Krashens hypothesis of comprehensible input. However, most have not had a standard sequence of the acquisition order of a different language like say Adnan’s language which is Indonesian, by foreign learners though it is noted by Adnan that this is being done as they do in English and German. Before the learners are ready, grammatical explanation is kept to a minimum or presented indirectly through games or other types of exercises. Learners at tertiary levels (or perhaps adults in general) appear to need grammatical explanation from an early stage. But it is believed that time should not be sacrificed to develop communicative mainly oral skills in favour of detailed grammar teaching. Their needs should be met by providing grammar books which explain grammar in language that they can understand. References Adnan, Z. (n.d.). The Role of Formal Grammar Teaching on Second Language Acquisition: A Review of Research and on Views. Retrieved on March 5, 2007 from http://intranet.usc.edu.au/wacana/2/grammar.sla.html Crystal, David (1997). English as a Global Language. Cambridge: Cambridge University Press. Dendrinos, B. (1992) The EFL Textbook and Ideology. Athens: N. C. Grivas Publications Ellis, Rod (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press English language. (2006). Britannica Concise Encyclopedia. Encyclopà ¦dia Britannica, Inc. Retrieved on March 7, 2007 from http://concise.britannica.com/ English language. (2003). The Columbia Electronic Encyclopedia, Sixth Edition. Columbia University Press. Retrieved on March 7, 2007 from www.cc.columbia.edu/cu/cup/ English Language. (2006). Encyclopedia of American History. Encyclopedia of American History through a partnership of Answers Corporation. Retrieved on March 7, 2007 from http://www.answers.com/topic/english-language English Language. (2007). Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. Retrieved on March 6, 2007 from http://en.wikipedia.org/wiki/English_language English Grammar. (2007). Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. Retrieved on March 6, 2007 from http://en.wikipedia.org/wiki/English_grammar Felix, S. (1981). The effect of formal instruction on second language acquisition. Language Learning. 31: 87‑112 Krashen, S. (1982) Principles and Practice in Second Language Acquisition. Oxford: Oxford University Press Lightbown, P. (1983) Exploring relationship between developmental and instructional sequences in in L2 acquisition in H. Seliger and M. Long (eds.) (1983) Classroom Oriented Research in Second Language Acquisition. Rowley, Mass: Newbury House. Lightbown, P. and Spada, N. (1990). Instruction and the Development of Questions in L2 Classroom SSLA. Vol. 15, pp. 205‑224 Lixin Xiao. (2006). Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-Cultural Perspective. Teaching English as a Second or Foreign Language. Volume 10 Number 3. Retrieved on March 6, 2007 from http://tesl-ej.org/ej39/a2.pdf McArthur, T. (ed.) (1992). The Oxford Companion to the English Language. Oxford University Press. Mora, J. K. (1999). Major components of the study of syntax and grammar: Teaching grammar in context. San Diego State University. Retrieved on March 5, 2007 from http://coe.sdsu.edu/people/jmora/Grammar.htm Musumeci, D. (1997). The role of grammar in communicative language teaching: A historical perspective. The McGraw-Hill Companies. Retrieved on March 5, 2007 from http://www.mhhe.com/socscience/foreignlang/conf/grammar.html Papaconstantinou, A. (1991) Suggestopedia: An art of Teaching, an art of Living. Athens: Hellinika Grammata Papaconstantinou, A. (1997) Creating the Whole Person in New Age. Athens: A. Kardamitsa Papaefthymiou-Lytra, S. (1993) Language, Language Awareness and Foreign Language Learning. Athens: The University of Athens Press. Pienemann, M. (1987) Learnability and Syllabus Constructions. In Hyltenstam, K. and Pienemann, M. (Eds.) Modelling and Assessing Second Language Development. Clevedon: Multilingual Matters Pienemann, M. (1984). Psychological Constrains on the Teachability of Languages. SSLA, 6 (2), pp. 186‑214 Richards, J. C. (1994). The Context of Language Teaching. Cambridge: Cambridge University Press. Spada, N. (1987). Relationship between Instructional Differences and Learning Outcomes: A Process‑product Study of Communicative Language Teaching. Applied Linguistics, Vol. 8, pp. 137‑61 Thanasoulas, D. (1999). Classroom: Forum or Arena? Retrieved on March 7, 2007 from http://www.englishclub.com/tefl-articles/classroom.htm

Doris dorie miller

Doris dorie miller Not much people know about the name Doris â€Å"Dorie† Miller when you ask them. However he was listed as one of the bravest man doing the attack on Pearl Harbor. He was the first African American to be awarded the Navy Cross award, and it was the third highest honor awarded by the US Navy at the time. Who is Doris Miller? Miller was born October 12, 1919 in Waco, Texas to Henrietta and Connery Miller. Being the third of four sons, he grows up in a strong loving household. As a child he often helps around the house, cooking meals and doing laundry, as well as working the fields. He went to high school at Wacos A.J. Moore High School. There he was a good student and a fullback on the football team, they called him the â€Å"Raging Bull† because of his size which was five foot nine and was over two hundred Ibs. He worked on his father farm until the age nineteen. He then when to Dallas to enlist in the US Navy as Mess Attendant, Third Class in September 1939, in which was the only military job classification officially open to African Americans during the time. He had enlisted to travel, and earn money for his family. Miller was trained at the Naval Training Station in Norfolk, Virginia. He was later assigned to the ammunition ship USS Pyro where he served as a Mess Attendant. Then later he was t ransferred to the USS West Virginia. There he became the ships heavyweight boxing champion. Why is Doris Miller Famous? Doris Miller is famous cause of is braver during the attack on Pearl Harbor. He was a cook on board of a ship during the attack on Pearl Harbor. When the attack began he help carry wounded sailors to safer sections of the ship and help carried the ships wounded captain, Mervyn Bennion, off the bridge. He then manned a 50-caliber anti-aircraft machine gun on deck of the ship. He had never been trained to fire the gun at the time. However it was said he shot down as many as six planes before being ordered to abandon ship. A week after Pearl Harbor he was transferred to the USS Enterprise where Commander in Chief Admiral Chester W. Nimitz, pinned the Navys highest award for valor, the Navy Cross on is chest at the age 22. He was the first African American to receive this award. What Happen During the Attack? Pearl Harbor, Hawaii, on December 7, 1941 Miller was on deck collecting laundry at 7:55 a.m. Most of the other ship crew were either sleeping or spending the weekend ashore. On Sunday morning no one had expected the attacks. When the alarm for the general quarters sounded, Miller ran to his battle station but a torpedo had damage it already. He then was knocked down by an explosions but scrambled back to his feet to see many sailors was wounded by the explosions. He then tries to carry out the wounded sailors to a safer part of the boat. There where he saw the wounded captain and then carried him off the bridge. He then manned a 50-caliber anti-aircraft machine gun on the deck and began to shot down the Japanese aircraft. How Did Miller Die? Miller was aboard the Liscome Bay were they was called on to assist the flight crews who were preparing the planes for launching at dawn. There when no warning a Japanese submarine shot a torpedo and struck the carrier. The entire interior of the ship burst into flames. Within minutes the ship sank, taking down the captain, 53 other officers, and 591 crewmen. Only 272 men were rescued a Dorie Miller was not among them. Dorie Millers parents were later notified that their son was missing in action. The following year, on November 25, 1944, he and the other missing crew member were officially presumed dead. The carrier he was on received one battle star for its service in WW II. Where Are Millers Memorials? Dorie Miller has lots of memorial like the USS Miller a Knox- class frigate was commissioned in his honor. Also the Doris Miller Foundation was founded to give an annual award to the individual or group considered outstanding in the field of race relations. There is a lot more like the Doris Miller Drive, Doris Miller Center, Dorie Miller Houses, Dorie Miller Housing Project, the Dorie and Doris Miller Elementary School, the Doris Miller YMCA, The Doris Miller Park, The Doris Miller Community Center, and must more. Notes Dictionary of American Naval Fighting Ships, Vol. IV. Navy Department, 1969. Richardson, Ben. Great American Negroes, Crowell, 1956. Http://www.history.navy.mil/fags/fag57-4.htm â€Å"Mess Attendant Doris Miller.htm.† Medal of Honor.com USS West Virginia Action Report mentioning Miller http://www.answers.com/topic/doris-miller Bibliography Extracts from USS West Virginias 11 December 1941 Action Report, Relating to Doris Miller during the Pearl Harbor Attack African American in the U.S. Navy: A Bibliography The Pearl Harbor Attack, 7 December 1941 National Archives: War in the Pacific: Mess Attendant First Class Doris Miller

Are arithmetical truths empirically falsifiable? :: essays research papers

Arithmetic and the study of arithmetic have been around for many centuries. Used by people to trade with each other, understand each others’ problems, build houses etc. Arithmetic is a huge part of everyday life for everyone on the planet. So why do we have arithmetical ideas and concepts? I think this is pretty simple. Arithmetic exists because we need it to live and interact with each other. A good way for us to understand each other is through arithmetic. Although it sounds like arithmetic was found by humans, there is no way that it could have been created by us. Arithmetic is more of something that was discovered, although it already existed in the world around us. It was discovered so we can use it to figure out everyday problems and to understand the people and world around us. Later through extensive mathematics arithmetic has also become commonly used in high level mathematics where things may not relate to real life right now or sometimes never. It is crucial to understand the difference between two kinds of mathematics to really understand the question of arithmetical truths being empirically falsifiable or not. These two contexts in which we can analyze mathematics are pure mathematics (imaginary world) and applied mathematics (the real world around us). The imaginary world is the world that is created by formulas and mathematicians to try to understand the world in a general matter with certain theories while applied mathematics deals with real world problems rather than going for a general explanation. We can make this distinction by saying that pure mathematics never really only deals with the real world when it is applied thus causing it to be used as applied mathematics. Thus pure mathematics to a point is the cause for applied mathematics but this does not mean that pure mathematics deals with real world problems but rather might be the answer to some of the problems in the real world. I would also like to make the question about â€Å"arithmetical truths might be empirically falsifiable† or not clear, because there can be misunderstandings. I think the key to understand is that if an arithmetical truth is falsifiable it in no way means that the arithmetical truth is false. It just implies that there is a possibility that it might have a wrong answer or may be proven wrong in one way. This means that it is falsifiable if it might have one wrong answer at some point in time rather than false all together.

Creon as the Tragic Hero in Sophocles Antigone Essay example -- Antig

Creon as the Tragic Hero in Antigone     Ã‚   This essay will compare two of the characters in â€Å"Antigone†, Antigone and Creon, in an effort to determine the identity of the tragic hero in this tale.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To identify the tragic hero in Sophocles’ renowned play â€Å"Antigone†, we should first consider both the elements present in Greek tragedies and what characteristics define a tragic hero. Aristotle’s definition of tragedy is: â€Å"Tragedy is a story taking the hero from happiness to misery because of a fatal flaw or mistake on his part. To be a true tragic hero he must also elicit a strong emotional response of pity and fear from the audience. This is known as catharsis or purging of emotion.† In most cases the tragic hero begins the play with high status, which is often lost in the exodus of the play. For example, in another of Sophocles’ plays, â€Å"Oedipus Rex†, in which Oedipus is the undisputed tragic hero, Oedipus begins the play as an illustrious king and ends as a blind beggar. His plight encourages sympathy from the audience because of the curse that had been on him since he was a chil d.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Antigone, to whom the play owes its name, is daughter of Oedipus, the former king of Thebes. It would seem that she has a relatively high position for a woman, based on the fact that she has a marriage tie to Haemon, son of Creon, the present king of Thebes.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Antigone, rather than being happy at the plays’ beginning, instead makes her entrance in the opening scene very upset with the order given by Creon not to bury her brother Polynices. Antigone is then caught while burying Polynices and seems almost content with being put to death, â€Å"I earned the punishment which I now suffer† (Antigone, 152), though... ...† In Twentieth Century Interpretations of Oedipus Rex, edited by Michael J. O’Brien. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968. Heidegger, Martin. â€Å"The Ode on Man in Sophocles’ Antigone.† In Sophocles: A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966. Jaeger, Werner. â€Å"Sophocles’ Mastery of Character Development.† In Readings on Sophocles, edited by Don Nardo. San Diego, CA: Greenhaven Press, 1997. Segal, Charles. Oedipus the King: Tragic Heroism and the Limits of Knowledge. New York: Twayne Publishers, 1993. Sophocles. Antigone. Exploring Literature: Writing and thinking About Fiction, Poetry, Drama, and the Essay. Ed. Joseph Terry. New York: Addison-Wesley Educational Publishers Inc, 2001. Sophocles. Oedipus Rex. Trans. Bernard M. W. Knox. New York: Washi ngton Squ are Books, 1994.

Disneyland in Hong Kong Essay

1. Explain a person’s attitude towards visiting Disneyland in Hong Kong in terms of the tri-component model. A tri-component attitude model consists of three major components as affect, cognition and conation. It is implying that Disneyland in Hong Kong has the unique attraction towards the customer. The first part of this model refers to cognition that is knowledge and perception that are acquired by a combination of the attitude object and related information from different sources. With reference to visiting Disneyland in Hong Kong it is a great place to visit and have a fun with the kids, where people are able to rest from common daily activities. The cognitive component towards Disneyland is what people experienced by visiting this place and what information they got from various sources (friends, ads). Affective component considers a person’s feelings and emotional response to an attitude object. It is mostly learnt during our daily live. This is the way as we fee l. We may love the place as Disneyland. It gives joy, happiness and join the family. It could have a good emotion or feeling about it. Conation, the final component concerns how the consumer will behave with regard to attitude object. People will go and visit Disneyland in Hong Kong and spend time with the family there. 2. Explain how the product manager of a breakfast cereal might change consumer attitudes toward the company’s brand by: a. changing beliefs about the brand, b. changing beliefs about competing brands, c. changing the relative evaluation of attitudes, d. adding an attribute. The product manager might change consumer attitudes towards the company’s brand by different ways. It could be done by emphasizing the attributes the brand . a) Product manager might change consumer attitude toward the brand by changing beliefs about the brand. It mostly appeals from advertisement, so production manager should try to make customers willing to buy this product by successful ad with a ‘catchy’ affect, having a bit of fear and humour could be helpful. The way in which company can change beliefs about brand is putting less emphasis on product strength in its advertising and more emphasis on others value which cereal has. b) Product manager can change consumer attitude toward the brand by using a broad statement (for  example that only cereal with vitamins and dried fruit or corn are helpful) and or claim. It will allow to set the brand higher than competitors. c) People change their attitudes, so companies should be aware of it. They should go forward with changing environmental. As the current life style attempts to look for healthy food, it could be good crossing over from the existing to the new ones with dried fruit and some corns. d) As a production manager I will add such attributes as vitamins to breakfast cereal, making the product healthier. By adding this new formula it will put the brand higher than the others as the tendency is to buy healthy products and will change the customers’ attitude toward the brand. 3. What sources influenced your attitudes about studying buyer behaviour before classes started? Has your initial attitude changed since the unit started? If so, how? Social media and discussion with my colleagues had influenced my attitudes about studying buyer behaviour before my classes started. I found out that it could be very interesting to get know how consumer behaves in reply to different ads, promotions or tricks used by the producers. My initial attitudes were positive and motivation were on the highest level and so far nothing has changed. I still believe that studying buyer behaviour is interesting and can bring much knowledge that people don’t recognize in daily life during the shopping. What’s more I have a feeling that I am more experienced and have better view and understanding on different aspects and finally I hope I can still learn more and take as much as possible of the classes. 4. Should the marketer of a popular computer graphics program prefer consumers to make internal or external attributions about the success that people have using the program? Explain your answer. The marketer objective is to get consumers to try the product and then to evaluate it, so in direct marketing programs to target small consumer niches, the marketer should attribute internal and external. But external should be more major, but internal is not less important though. To sell as many computer graphics program as possible , the marketer has to tell people how good their product is and change their attitude to make them think it is the best graphics program. The consumers should know what benefits they will get by buying it, because consumer benefit perception is more than anything else. In this case also consumer lifestyle can change attitudes, so as a result they might change it to be attractive for customers. Internal are also important to  still develop the brand and make t he program the best on the market. 5. Find an ad for a free service trial (e.g. carwash, free brake check or a free software trial). What attributions would consumers make about the advertiser? What self-attributions would a consumer make if he or she accepted the trial offer? This offer make consumer interested because no cost needed to trial. So as a result customer is attracted and can make a judgment if it is worth of buying or not. No obligation with complimentary 3 Day Chair Assessment Service with selected chair/s and complimentary phone support during the trial. It will allow to check the product. 6. Find examples of advertising that uses fear and humour and discuss why you think they are effective or not effective. The first advertisement showing how tires of Yokohama keep the road uses humour. In my opinion it is very useful because attracts more customers, so the audience is increased and it is more effective. Easier to remember. The other advertisement concerns Lazer company. Wearing the helmet protected head. It uses fear and again is very effective. It stress the negative consequences. The sight of a man, wholly in plaster is not nice. In this way the must of wearing helmet is achieved.