Population policies Essays

Population policies Essays Population policies Essay Population policies Essay According to, (Khuse Peter,203), it is false that contracted pregnancy just shifts the risks and health burdens which are associated with pregnancy, this is because in some cases such as infertility, it makes the impossible possible and and risk is lowered for women with high risk pregnancies, babies also benefit from better health and fewer handicaps in the babies and women therefore the available resources are used in other areas therefore benefiting the society at large. This therefore means that there is more to the emphasis on risk, this is because even in normal pregnancies, women are expected to go ahead with child bearing even when the risks are obvious. Furthermore, child bearing has always been taken as something women owed to men and the society regardless of their feelings and when they had little say about it, there were no cases of risk therefore why would the risk be seen now when women have choices? attention should therefore not be drawn to surrogacy as a less risk to the non-traditional reproduction approach. The wrong thing with this transfer is that it involves exploitation of women by men and also exploitation of the rich by the poor people. Another question raises of whether there is something wrong with separation of reproduction and sex. From the history, the separation which is inform of contraception is beneficial to women and society although it is termed as immoral by others. However, not all separations are morally wrong, contraception is permitted because it promotes autonomy, spares women health, manages population and strengthens family life but separation of sex and reproduction exploits women, increases population and weakens family life. This is true because in the case of population problem, people should think of all population policies but not to exploit infertile problems, further, if the major justification for contraception is family strengthening, then contracted pregnancies could do the same and whether or not children saves failing marriages, then surrogacy will prevent a man with a woman incapable of providing children from leaving. Surrogacy reduces women autonomy although some other cases show that it enhances it, the practice also burdens some class of women and the new choices are expected to nourish womens lives so long as they have control of their bodies. What is wrong here however is that contracted pregnancy is seen as prostitution which is sex without reproduction and surrogacy is reproduction without sex, the feature which the two share is that it is a lazy persons way of exploiting own natural resources. However, Laura views this as a naive view of what it entails to be a prostitute and the efforts involved in pregnancy (Khuse Peter,204). Overall asserts that it cannot and is not ones career choice and neither is it a real alternative, she says that it is implausible that parents would want it for their daughters or for people to start training on surrogate mothers, worse still, for schools to invite surrogate mothers to address its advantages, however for Laura, this is a blatant argument and such condemnations should have general condemnation of effortless ways of life which is involved in utilizing distinctive characteristics. This is because people always exploit their resources whenever they work; professors use their minds while ditchdiggers use their bodies, therefore Overall seems only to object some types of work such as contracted pregnancy which is no more than real job options for women. Her arguments that such a deal is not a real job is clearly not based on any social arrangements which enable earning a living but its based on moral judgment which seem wrong because they constitute bodily and personal alienation. Overalls arguments are seen as weak as she says that women working as surrogates are deprived expression of individuality, that they are interchangeable and have no choice of the sperm they are supposed to harbor, (Khuse Peter, 204).

Major Gods and Goddesses of the World

Major Gods and Goddesses of the World In the ancient world, most cultures had many gods and goddesses. Natural phenomena like the sun, moon, thunder, and storms had their own deities who could be prayed to for help or offered sacrifices in order to influence their behavior. Human occupations like warfare, hunting and crafts had patron gods and goddesses associated with them. The stages of life, like childbirth and death, were often thought to be under the protection of specific gods, goddesses, or spirits. The most familiar of these for most of us in the west are those that come from the Greco-Roman myths, although the gods and goddess of the plentiful Hindu pantheon are still worshiped some five millennia later. Search for ancient gods and goddesses in two ways, by culture or alphabetically, by the name of the specific god or goddess. Lists of Gods and Goddesses by Culture or Geographic AreaWho Is Your Favorite God or Goddess? List of Individual Gods/Goddesses Alphabetically: - A - Agdistis or AngdistisAh PuchAhura MazdaAlberichAllahAmaterasuAnAnansiAnatAndvariAnsharAnuAphroditeApolloApsuAresArtemisAsclepiusAthenaAthiratAthtartAtlas   - B - BaalBa XianBacchusBalderBastBellonaBergelmirBesBixia YuanjinBragiBrahmaBrigit   - C - CamaxtliCeresCeridwenCernunnosChacChalchiuhtlicueCharunChemoshCheng-huangCybele   - D - DagonDamkina (Dumkina)DavlinDawnDemeterDianaDi CangDionysus   - E - EaElEnkiEnlilEosEponaEreskigal   - F - FarbautiFenrirForsetiFortunaFreyaFreyrFrigg   - G - GaiaGaneshaGangaGarudaGauriGebGeong SiGuanyin   - H - HadesHanumanHathorHecate (Hekate)HeliosHeng-o (Chang-o)HephaestusHeraHermesHestiaHodHoderiHooriHorusHoteiHuitzilopochtliHsi-Wang-MuHygeia   - I - InannaIntiIrisIshtarIsisIxtabIzanakiIzanami   - J - JesusJunoJupiterJuturna   - K - KagutsuchiKartikeyaKhepriKiKinguKinich AhauKisharKrishnaKuan-yinKukulcanKvasir   - L - LakshmiLetoLizaLokiLughLuna - M - Magna MaterMaiaMardukMarsMazuMedbMercuryMimirMinervaMithrasMorriganMotMummuMuses   - N - NammuNannaNanna (Norse)NanseNeithNemesisNephthysNeptuneNergalNinazuNinhurzagNintuNinurtaNjordNuguaNut   - O - OdinOhkuninushiOhyamatsumiOrgelmirOsirisOstara   - P - PanParvatiPhaethonPhoebePhoebus ApolloPilumnusPoseidon   - Q - Quetzalcoatl   - R - RamaReRhea   - S - SabaziusSarasvatiSeleneShivaSeshatSeti (Set)ShamashShapsuShen YiShivaShuSi-Wang-MuSinSironaSolSuryaSusanoh   - T - TawaretTefnutTezcatlipocaThanatosThorThothTiamatTlalocTianhouTonatiuhToyo-Uke-BimeTycheTyr   - U - UtuUzume   - V - VediovisVenusVestaVishnuVolturnusVulcan   - X - XipeXi Wang-muXochipilliXochiquetzal   - Y - YamYarikhYhwhYmirYu-huangYum Kimil   - Z - Zeus More on Roman and Greek Mythology Greek MythologyAn introduction to and starting point for Greek myth. While the Romans did adopt many of the Greek gods and goddesses, there were plenty of uniquely Roman gods, goddesses, and other spirits and numina. These are lists of the Romans gods divided into categories. The Stories of Gods and MenMany of the ancient Greek myths tell stories about mortal Greek heroes aided by their gods. Gods, Goddesses, Other Immortals of Greek Mythology Moon Gods and Goddesses

BB Furniture Launches New Fire Resistant Products Essay

BB Furniture Launches New Fire Resistant Products - Essay Example BB Furniture Co., Ltd., shall also be promoting its corporate image by sponsoring fire emergency training programs of the departmnent in commercial and domestic settings taking advantage of the chance to build awareness about the fire-resistant products of the company. Hong Kong Fire Services Director Kwok Jing-keung acknowledged in his 2004 message that (Jing-keung, 2004) that the government's budgetary constraints continued to pose serious challenge although he admonished not to compromise the department's service standards. He outlined an alternative to trim expenditure and enhance cost-effectiveness as new fire-fighting appliances and equipment were procured as well as strengthening efficiency through fire-fighting programmes and rescue and risk management. He also noted over 65,000 volunteers from the community while leaders were appointed as Honorary Presidents for the Fire Safety Ambassador Clubs in local districts as early as 2005. fatalities in fires between the same period: 66 recorded deaths in 1996, 47 in 1997, 14 in 1998, 29 in 1999, and 20 in 2000. Likewise, there were 32 recorded deaths in 2001, 25 in 2002, 25 in 2003, 9 in 2004 and 15 in 2005. Injuries in fires are 618 in 2000, 468 in 2001, 515 in 2002, 434 in 2003, 451 in 2004 and 367 in 2005. The report also indicated various classification of fire emergencies that occurred between 2004 and 2005 (please see Appendix). All these data point out to the fact the fire accidents actually occur and frequency cannot be predetermined as well as the place and time it could happen. This makes precaution, proper training and safety campaigns very important. Role of BB Furniture As fire-resistant furniture, BB Furniture products shall serve as fire-retardant whenever is used in domestic, institutional or commercial settings as in school, church, businesses, among other places where people or the public gather. BB Furniture, in its public relations campaign as sponsor for fire safety training and mass awareness campaign

Determine if there are similarities or differences with respect to the Essay

Determine if there are similarities or differences with respect to the treatment of Aboriginal youth by the governments of Canada and Australia, - Essay Example It is reported that the indigenous people have the highest incarceration rates in both countries as compared to any other lots. It is realized that the two governments treats and victimized offenders in the similar manner resulting from highest number of criminal activities undertaken by these indigenous groups. In Australia, statistics shows that 15.1 percent of the homicide victims are felt by the indigenous groups despite their less population of 2.2 percent of the Australian population and 15.7 percent of victimized offender’s results from same indigenous groups according to the 2011 Mouzous research (In Chall,& ProQuest Firm,1953, p.123). Aboriginal are also found in police custodies mainly because of violent and justice offences as compared to other lots who mainly being in custody for drug and traffic offences. Governments in both countries are thus find it necessary to detain more number of Aboriginals with Australian figure rated at 26 percent of all the people detained calculated to be 17 times that of non-indigenous persons. Australian government differs in terms of Aboriginal policing with that of Canada in the sense that indigenous policing systems seen to be relatively centralized divided into eight main police services with one attached to each state and territory and federal department. Unlike in Canada where there is correctional institutions and absence of federal-state split in sentences, Australian states are mandated to enactment of criminal laws and the policing programs are only within the state jurisdictions. Australian aboriginal have found themselves tasks with self-policing as well as hired as police officers after the discussion erupted on the failure of the government to include indigenous in such services but to use police services throughout course of Australian history in which police were universally expected to apply government policies to Aboriginal which led to Aboriginal

To Maintain A Commitement To Professionalism Essay Example for Free

To Maintain A Commitement To Professionalism Essay To maintain a commitment to professionalism I must remember that the parents are the primary teachers and I am there to support them. To me professionalism begins at the top, therefore in order to maintain a commitment to professionalism I will perform my job to the best of my ability. In order to help nurture the potentials of the children there are goals and activities that must be set forth. My goals for children are to instill a sense of well being and accomplishment, while infusing knowledge. In order for this to be accomplished this will not only include the students but also their families and teachers. Some of my goals include commitment , organization, and helping promote learning and child development. I will continuously observe the children to gather information about their skills so I can plan appropriate activities. Skills will include writing, language, use of materials, and fine motor skills. I will work with other professionals and parents to help me make a decision on the needs of the children and families. I find that meeting the needs of the children requires strong commitment. Working with children also takes time and dedication. I complete developmentally appropriate curriculum for each age group, even if it means doing extra work at home. In order to maintain professionalism I believe its important to communicate. I communicate not only with the children but with the parents and teachers. Its always good to know what area a child is lacking in during school, that way I can provide extra help when they are under my care. There are many different activities that I do with each age group of children in order to achieve my professional goals. These activities include open ceremony and discussion time. In this time the children are able to talk about their day at school, their weekend, or any other topics that they bring up. Other activities include homework, kids literature, indoor and outdoor games, arts and crafts, music, and science. During theses activities I am able to see the different skills that the children can perform.

Essay --

Proteins control all biological systems in a cell. Some proteins are able to perform their tasks independently; while many other proteins within a cell interact with other proteins to function properly. Protein interactions within a cell regulate cell behavior at a systems level. Thus, elucidating the structure and dynamics of protein interaction networks in vivo is a central goal in biology. The identification of the protein interaction networks (PINs) inside a cell is crucial to understanding the fundamental questions about how a cell is able to organize matter, information and energy transformations to preform specific functions at a biochemical level. The discovery of novel protein-protein interactions and determining how these proteins function in a network is fundamental to understanding biological systems. This new way of studying biological systems is called interactomics. While several genomes of different species have been sequenced, many proteins that are encoded in the genome have yet to have their function or relevance determined. Although there is an increasing importance to map out protein interaction networks, the actual detection of protein-protein interactions is complicated. Proteins have various charges and numerous secondary and tertiary structures they can fold into. Also, there are countless parameters that can change their interactions with other proteins in the cell. Furthermore, many protein-protein interactions can be transient, in that they only are short lived or require specific condition to facilitate their interaction with other proteins. Several Methods have been used to study protein-protein interactions. However, one rarely addressed question is whether protein-protein interactio... ... broad overview of the structural and functional networks within a living cell. However, there are plenty more areas of the interactome that can be explored, such as the dynamics of the interactions as well as how different growth condition affect protein interaction networks. Also, a wide variety of different reporter genes can be used to study temporal and spatial interactions over a comprehensive range of time periods as well as other distresses. Furthermore, since the PCA can provide a reference for spatial dynamics of different protein-complex topologies since it is able to generate a map at 8nm resolution. The integration of the results found using the PCA technique with gene regulation dynamics and protein modification can lead to a better understanding about how cellular processes are organized at a molecular and structural level within a living cell.

The Change in Society in, “In Cold Blood”

Khaqhovia Lee Ms. Bolle IB English November 18, 2012 The Clutter’s death fades as time disperses the clouds of darkness, revealing winds of prosperity. Within the frigid pages of In Cold Blood by Truman Capote, death haunts the living as time sways through the air. A reunion between Dewey and Susan Kidwell, portrays the endless chain of life and death, as the waves of turmoil of the Clutter family’s death to the execution the murderers. Fields of wheat wave to the dead and the blue sky protecting a bright future ahead.Truman Capote displays the cycle of life and death and the cleansing of the curse left behind, after the murder of the Clutters. Vivid life surrounded by a frozen cemetery creates a contradiction of life and death. Capote introduces death as the â€Å"wreaths, brown roses, and rain faded ribbons still lay upon the raw earth. † Capote incorporates lifeless objects, and the ribbons which have been fading away with the rain, as the turmoil of the Clutt er’s death on the town diminishes as time continues. Using dark and fading colors displays the disappearance of the Clutter’s death in the townspeople’s lives.Time continues to remove the effects of the Clutters’ death, and â€Å"close by, fresher petals spilled across a new mound. † The fresh petals pertain to a new era which the living continues as time disperses the clouds of chaos. Capote incorporates a transition of location, close by, which also signifies the changes which will occur benefitting the town. Truman Capote conveys the effects of time through characters, â€Å"a willowy girl with white-gloved hands, a smooth cap of dark-honey hair, and long, elegant leg. The description of Susan Kidwell, Nancy Clutter’s friend, who stands at the Clutters’ grave, provides the ever haunting spirits of the murder. Capote’s precise description of the girl conjures an image within the mind. Willow trees mean graceful and a symbol of joy, which conveys Susan’s beauty. People gather around during the times of the Clutters’ immediate death, but the people begin to realize life will continue with or without the Clutters. Susan develops into a beautiful girl for whom Dewey does not recognize and yet she is a witness to the murders.The clouds of the past clear as the scars of the hearts of close friends and witnesses will be carried on through life. Physical changes of the town and the characters display people moving on in their lives and not dwelling on the murder. The changing lives of the witness are continuously haunted by the memories of future plans and shattering through the night of the Clutters’ deaths. Capote reveals the change of the era of turmoil during the Clutters’ death and the rebirth of civilization by Susan Kidwell attending her â€Å"junior year at K.U†¦ Nancy and I planned to go to college together. We were going to be roommates. † Susan reminisces of h er past with Nancy, all their plans of college torn apart, displaying continuous memories of horror which she witnessed. Susan also becomes the embodiment of Nancy. Capote foretells Susan’s future through her characteristics, bright and cheerful. The unchanging setting of the town remains entangled of the crime, and â€Å"there’s some talk about paving the street. But you know Holcomb†¦ don’t spent much time there. Capote incorporates allusion into the novel but paving a new bright path on top of a bloody road which changed the town. Holcomb attempts to cover their past by repainting the road. The new road also foreshadows the new future presented to the townspeople, but â€Å"Dewey looked at the gray stone inscribed with four names, and the date of their death: November 15, 1959. † The detective of the murders still remains stunned at the grave site, unable to understand the complexity of the crime which leads him to contradict his own beliefs thro ugh the deaths of others.Capote’s diction within the writing contains many meanings; the word inscribed, which are permanently set in stone, also literally set in stone. Contradicting life and death, where death continues to walk aside life instead of ending in the dark past. Capote illustrates the contradiction between the past and the future through nature. The beautiful skies and the fields of hope for the relations which hold the witnesses and Clutters’ together, blossom into a new future. Truman Capote foreshadows the future of the town and the witnesses through nature.Hope rises in â€Å"the big sky, the whisper of wind voices in the wind-bent wheat. † The curse of the Clutters’ death is cleansed under the vast pure sky and the voice of the wind seals the evil which wanders in their hearts. The imagery of voices of the wind also alludes to the peace in the air. Capote incorporates alliteration and consonance, the multiple â€Å"w† and â€Å" s† sounds convey gentleness and peacefulness. Calm breezes, and a sunlit sky where â€Å"Sue†¦ disappeared down the path, a pretty girl in a hurry, her smooth hair winging, shining-just such a young woman as Nancy might have been. † Susan follows the path of the deceased Nancy and no negative aura is seen as she rushes off. Susan’s smooth shining hair swinging foreshadows a bright future. Susan also inherits a trait from Nancy as well, the gift of time, â€Å"he told her it was past four†¦ I’ve got to run†¦ nice to have seen you, Mr. Dewey. † Susan continues to follow the footsteps of her friend. Susan is no longer haunted by Nancy but receives Nancy’s blessings as Susan continues to live through life.Capote paints a scene of peace and prosperity as time passes and foretells the fortunes of the witness as they continue through their lives. Capote creates internal conflict between the living and the murders of the Clutters. The deaths convey distrust between each other, but time resolves distrust and creates a new civil life for the town. A new future opens up to the people and a fresh start begins; the deaths resemble no more than an unfortunate event in the towns past as everyone moves on in their lives.

A Comparison of Vietnamese and American Writing-Pedagogy Essay

A Comparison of Vietnamese and American Writing-Pedagogy As an international student and educator from Vietnam, I see a lot of differences in the educational systems of the United States and my own country. In order to illuminate the differences between teaching writing in Vietnam and teaching writing in America, I would like to give a brief introduction to teaching writing in Vietnam and what I have learned from a writing class here at Eastern Illinois University. In my discussion of pedagogy in Vietnam, I would like to highlight two things: how Vietnamese people study Vietnamese, and how Vietnamese study English. Though I need to read more about American writing pedagogy, I see some basic similarities between the two countries. As in the United States, mathematics and language arts are important subjects in Vietnam. In Vietnam, however, writing isn’t a subject per se, and students develop their writing skills through the study of literature. In primary school, the teacher begins by asking the student to write simple and short para graphs about what happens in his/her daily life. Popular writing topics include â€Å"the person you love best,† â€Å"pets,† and so on. When grading, the teacher pays attention to spelling, clarity, and the way students use words. In secondary school, a student begins to write longer and more difficult essays, including plot summaries, movie reviews, character- and other kinds of literary analysis. Students continue to study writing up to graduation, when they are required to demonstrate their mastery of writing skills in an exam. Students who want to go on to university must pass an additional exam. The different is, however, university students do not take courses devoted to writing. They devote their time to their majors. Form is an important element of essay-writing in both countries. As in English, an essay in Vietnam includes three parts: the introduction, the body and the conclusion. There is a major difference, however: In America, the college essay derives from classical rhetoric. Ultimately, Aristotle and the syllogism provide the basis of a linear and logical structure. Milton’s â€Å"Of Education† and his political writings would be examples here. In Vietnam, the classical model derives from the Chinese/Confucian tradition. That tradition emphasizes the elaboration of or commentary upon a classical text or phrase. The Western essay is very linear and à ¢â‚¬Å"thesis-driven,† and compared to it the Vietnamese essay can seem circular. To Vietnamese, it is organic. Models for this form can be found in Zhuang Tzu’s, Meng Tzu’s â€Å"Doctrine of the Mean† or Literati prose. Even though these two classical models have been changed and developed considerably in modern writing, their original ideas have great influence on writing customs between the two countries. Western essay strictly follows the thesis statement and topic sentence. All sentences are coherent and support to topics sentences. Vietnamese essay, however, is circular. Students don’t go directly to their topic but approach to indirectly. The reader knows what the student is doing and tries to enjoy the essay. The approach isn’t as analytical. In Vietnam, academic essays can be of different types: description (van ta), commentary (binh luan), proof-and-explanation (chung minh va giai thich), analysis (phan tich), and critique (binh giang). In the introduction to an essay describing a landscape, a student gives general information about the place, time and setting, and the reason he/she is writing. An analysis or a proof essay is a little different. Most importantly, here a student has to give information about the author, setting and social background of the story. In the body, he/she takes up the selected text and discusses its general characteristics, outstanding f eatures, details and logic. Connections between commentary and text should be clear. The conclusion, in general, offers a brief summary of the main idea and a personal or â€Å"felt† response to the subject. The most important differences between English and Vietnamese writing are linguistic and cultural. English grammar is demanding and prescriptive with regard to such matters as tense, agreement, singular and plural forms, etc. In Vietnamese, however, word-building is very complex, and students devote their attention to morphology rather than syntax. Vietnamese (again like Chinese) has classifiers, a linguistic item unknown to English. Lexical items are variously â€Å"classified† in countless ways, including â€Å"animate† (con), inanimate (cai), â€Å"book-like† (quyen), â€Å"picture† (buc), â€Å"photographic† (tam), â€Å"food or medicine† (thuc). The classifiers can be baffling to non-native speakers of Vietnamese. Student-writers have to know how to use classifiers correctly, however, so they have to master word building skills that English students don’t. Finally, there are pronouns. â€Å"He,† to give only one example, ca n variously be any of the following in Vietnamese: no, anh, anh ay, anh ta, ga, y, ong ay, and ong ta. Knowing  these dedicated differences and using them correctly in each context is very important in writing. These linguistic features perhaps help to account for the Vietnamese love of word- play and elegant variation in many contexts where they would be unusual in English. The beautiful is important. This notion of elegance even carries over into the technology of Vietnamese writing. Computers haven’t reached most VN classrooms, and the technology of penmanship still matters. Because enthusiasm in writing comes from the beauty of nature and internal sensation, sitting with teacher and friends in a writing class is believed to be better than with technology devices. Third, I would like to introduce what a good essay is. A good essay is the combination of good grammar, language and knowledge. When grading, the instructor usually pays attention to the content: accord with the topic, clear form and organization, proportionality between introduction, body and conclusion, cohesive transition, logical phrases and sentences, correct spelling, clarity, neat presentation†¦ The instructo r often would underline obscure sentences or redundancies, cross out sentences that may be incohesive, contradictory and write his/her comments at the beginning of these sentences. Now we come to another question: how is a writing class organized? Because a writing class is in fact a literature class, the teacher lectures most of the time. Sometimes, he/she stops to ask students some questions related to his/her lecture or ask them to give their own opinion about some things. The class is not divided into groups for students to discuss or write collaboratively. Students listen to their teacher and write on their own. After students submit their tests, the teacher grades and comments. Normally, the teacher chooses interesting and good essays to read aloud and points out how they are interesting, what is good about them. Then teacher mentions those essays that are not very good, points out the common errors and teaches students how to avoid these errors in later tests. Since writing an essay in Vietnamese usually means writing about literature, the reader may wonder how a student writes essays on other subjects, such as history or geography. Invention is not stressed as much in Vietnam as here. Students listen to the teacher’s lecture and takes note carefully. Sometimes, professors simply dictate their notes to students. Before exams, teachers often give students a list of questions to prepare at home. Students find the answers in the teacher’ s textbooks or  notes, and then try to get them down by heart. The teacher chooses one or two topics for student to write at the exams. There are no take home exams. Students do their research the same way as here. The teacher gives student topics to write about, and the student then chooses a topic and writes a proposal. The teacher will offer suggestions or advice. After that, the student collects material from books, newspapers and the Internet and starts to write. Thesis topics are often very broad. Therefore, the student needs to convince his/her readers using reasonable and logical arguments. The way Vietnamese learn how to write in their own language is of course different from the way they learn to write in English, which is a foreign language. In the following paragraph, I’m going to point out what the differences are. In theory, a student is supposed to learn every step as a native speaker does. The purpose is to learn how to write good essays. However, a writing class in Vietnam is usually more like an ESL class than an American writing class. Freshman and sophomore students learn to write sentences and short paragraphs. The topics are often very simple, for example: write abo ut the first day at school, an unforgettable memory. The teacher focuses on grammar, and the way of using words. Juniors and seniors learn to write essays, but what they learn is basically the theory; they don’t practice writing essays very often. A student is only required to write essays in final tests or graduate exams. The essay is usually about 1-2 pages in length. A 4-page essay is the longest. The topics are about what happens in daily life. In these essays, a student writes his/her own opinion, what he/she sees and thinks. Because their English is limited, students rarely do research in the language or make many quotations. Students aren’t usually acquainted with MLA/APA styles, and teachers focus mostly on grammar errors. In order for students to practice writing, the teacher gives writing assignments for them to write at home. Then the teacher will ask a student to write the assigned essay on the chalkboard. The whole class discusses the ideas and grammar in this essay and participates in the writing process. We have seen that writing customs vary from one country to another, especially between the cultures of East and West. Differences in writing pedagogy reflect cultural and linguistic differences. Being aware of those differences would be of importance to anyone teaching in a diverse classroom. Appreciating those differences can lead to a richer sense of the possibilities of language for all peoples.

List of Phrases Shakespeare Invented

List of Phrases Shakespeare Invented Four centuries after his death, we are still using Shakespeares phrases in our everyday speech. This list of phrases Shakespeare invented is a  testament that the Bard  has had a huge influence on the English language. Some people today reading Shakespeare for the first time complain that the language is difficult to understand, yet we are still using hundreds of words and phrases coined by him in our everyday conversation. You have probably quoted Shakespeare thousands of times without realizing it. If your homework gets you â€Å"in a pickle,† your friends have you â€Å"in stitches,† or your guests â€Å"eat you out of house and home,† then you’re quoting Shakespeare. The Most Popular Shakespearean Phrases A laughing stock (The Merry Wives of Windsor)A sorry sight (Macbeth)As dead as a doornail (Henry VI)Eaten out of house and home (Henry V, Part 2)Fair play (The Tempest)I will wear my heart upon my sleeve (Othello)In a pickle (The Tempest)In stitches (Twelfth Night)In the twinkling of an eye (The Merchant Of Venice)Mums the word (Henry VI, Part 2)Neither here nor there (Othello)Send him packing (Henry IV)Set your teeth on edge (Henry IV)Theres method in my madness (Hamlet)Too much of a good thing (As You Like It)Vanish into thin air (Othello) Origins and Legacy In many cases, scholars do not know if Shakespeare actually invented these phrases or if they were already in use during his lifetime. In fact, it is almost impossible to identify when a word or phrase was first used, but Shakespeare’s plays often provide the earliest citation. Shakespeare was writing for the mass audience, and his plays were incredibly popular in his own lifetime ... popular enough to enable him to perform for  Queen Elizabeth I and to retire a wealthy gentleman. It is unsurprising therefore that many phrases from his plays stuck in the popular consciousness and subsequently embedded themselves into everyday language. In many ways, it is like a catchphrase from a popular television show becoming part of everyday speech. Shakespeare was, after all, in the business of mass entertainment. In his day, the theater was the most effective way to entertain and communicate with large audiences. Language changes and evolves over time, so the original meanings may have been lost to language. Changing Meanings Over time, many of the original meanings behind Shakespeares words have evolved. For example, the phrase sweets to the sweet from Hamlet has since become a commonly used romantic phrase. In the original play, the line is uttered by Hamlet’s mother as she scatters funeral flowers across Ophelia’s grave in Act 5, Scene 1: Queen: (Scattering flowers) Sweets to the sweet, farewell!I hopd thou shouldst have been my Hamlets wife:I thought thy bride-bed to have deckd, sweet maid,And not have strewd thy grave. This passage hardly shares the romantic sentiment in today’s use of the phrase. Shakespeare’s writing lives on in today’s language, culture, and literary traditions because his influence (and the influence of the ​Renaissance) became an essential building block in the development of the English language. His writing is so deeply ingrained in the culture that it is impossible to imagine modern literature without his influence.

Inner Speech - Definition and Uses

Inner Speech - Definition and Uses Inner speech is a form of internalized, self-directed dialogue: talking to oneself in silence. The phrase inner speech was used by Russian psychologist Lev Vygotsky to describe a stage in language acquisition and the process of thought. In Vygotskys conception, speech began as a social medium and became internalized as inner speech, that is, verbalized thought (Katherine Nelson, Narratives From the Crib, 2006). See Examples and Observations, below. See also: DialogueInterior MonologueLanguageMemorySpeechTelegraphic Speech Examples and Observations: Dialogue launches language, the mind, but once it is launched we develop a new power, inner speech, and it is this that is indispensable for our further development, our thinking. . . . We are our language, it is often said; but our real language, our real identity, lies in inner speech, in that ceaseless stream and generation of meaning that constitutes the individual mind. It is through inner speech that the child develops his own concepts and meanings; it is through inner speech that he achieves his own identity; it is through inner speech, finally, that he constructs his own world. (Oliver Sacks, Seeing Voices. University of California Press, 1989)If inner speech is marked by the intimate sense of my active thinking, is also quite concretely a thinking in a language. (Don Ihde, Listening and Voice: Phenomenologies of Sound. SUNY Press, 2007)Difficult as it is to study inner speech, there have been attempts to describe it: its said to be a shorthand version of real speech (as one researcher put it, a word in inner speech is the mere skin of a thought), and its very egocentric, not surprisingly, given that its a monologue, with the speaker and the audience being the same person.  (Jay Ingram, Talk Talk Talk: Decoding the Mysteries of Speech. Doubleday, 1992) Inner speech comprises both the inner voice we hear when reading and the muscle movements of the speech organs that often accompany reading and that are called subvocalizations. (Markus Bader, Prosody and Reanalysis. Reanalysis in Sentence Processing, ed. by Janet Dean Fodor and Fernanda Ferreira. Kluwer Academic Publishers, 1998) Vygotsky on Inner Speech Inner speech is not the interior aspect of external speechit is a function in itself. It still remains speech, i.e., thought connected with words. But while in external speech thought is embodied in words, in inner speech words die as they bring forth thought. Inner speech is to a large extent thinking in pure meanings. It is a dynamic, shifting, unstable thing, fluttering between word and thought, the two more or less stable, more or less firmly delineated components of verbal thought. (Lev Vygotsky, Thought, and Language, 1934. MIT Press, 1962) Linguistic Characteristics of Inner Speech Vygotsky identified a number of lexicogrammatical features which are foregrounded in both egocentric speech and inner speech. These features include omission of the subject, the foregrounding of predication, and a highly elliptical relationship between these forms and the speech situation (Vygotsky 1986 [1934]: 236). (Paul Thibault, Agency and Consciousness in Discourse: Self-Other Dynamics as a Complex System. Continuum, 2006)In inner speech the only grammatical rule at play is association through juxtaposition. Like inner speech, film uses a concrete language in which sense comes not from deduction but from the fullness of the individual attractions as qualified by the image which they help to develop. (J. Dudley Andrew, The Major Film Theories: An Introduction. Oxford University Press, 1976) Inner Speech and Writing Writing is part of the process of finding, developing, and articulating inner speech, that reservoir of internalized thought and language on which we depend for communication. (Gloria Gannaway, Transforming Mind: A Critical Cognitive Activity. Greenwood, 1994)Because it is a more deliberate act, writing engenders a different awareness of language use. Rivers (1987) related Vygotskys discussion of inner speech and language production to writing as discovery: As the writer expands his inner speech, he becomes conscious of things which he was not previously aware. In this way, he can write more than he realizes (p. 104). Zebroski (1994) noted that Luria looked at the reciprocal nature of writing and inner speech and described the functional and structural features of written speech, which inevitably lead to a significant development of inner speech. Because it delays the direct appearance of speech connections, inhibits them, and increases requirements for the preliminary, internal prep aration for the speech act, written speech produces a rich development for inner speech (p. 166).  (William M. Reynolds and Gloria Miller, eds., Handbook of Psychology: Educational Psychology. John Wiley, 2003)

In Orwell's novel 1984 he protrays life as undeisable under Essay

In Orwell's novel 1984 he protrays life as undeisable under governmental control however this also made a better society - Essay Example Thesis In George Orwell's novel 1984, Orwell portrays governmental control over daily life as undesirable; however, governmental control over the citizens' lives makes a better society for the mass of Oceania's citizens. A strict control maintained by the government establishes a positive and peaceful atmosphere within the society. All of material needs are guaranteed by the state, for all classes, self-restraint is a central virtue, though in the lower classes control and moderation of one's own desires are explicitly linked to the virtue of obedience. The Party is consciously seeking to create the ultimate totalitarian society, a world that "is the exact opposite of the stupid hedonistic Utopias that the old reformers imagined" (Orwell 220). A strict control of the state ensures a maximum happiness for all of its citizens, a goal that would remain central to subsequent thought. However, his suggestion that individual freedom should be sacrificed in order to assure this happiness would become a central concern of fiction (Patai 149). The society goes to great extremes to negate any differences in material circumstances that might lead to rivalries, jealousies, or competition for material gain. More over, to ensure that there can be no question of one family's house being preferable to another (and that the citizens do not become too attached. The governmental control over the citizens lives make a better society because the Party also furthers loyalty among its members through the use of numerous techniques borrowed from religion. As with many conventional religions, Party solidarity is furthered by communal rituals, but in a reversal of the Christian emphasis on love the central Party ritual is a phenomenon called the "Two Minutes Hate." In this rite of hatred, Party members gather before a telescreen as programming focusing on the heinous treachery of official Party enemy Emmanuel Goldstein gradually whips the crowd into a frenzy the intensity of which might be envied by any Bible-thumping Southern preacher (Patai 247). The viewers jump up and down, screaming at the screen, and even those who are initially less than enthusiastic find themselves caught up in the mass hysteria: "The horrible thing about the Two Minutes Hate was not that one was obliged to act a part, but that it was impossible to avoid joining in" (Orwell 16). Orwell emphasizes equality above all else, even to the point of suppression of individual liberty and imposition of a potentially oppressive conformity, enforced by a constant surveillance in which all citizens watch all others, with those who deviate from accepted behavior subject to harsh punishments. Thus, this strict control helps the society to avoid civil disobedience acts and violence. The state itself is fundamentally informed by a privileging of the community over the individual. Mass society live a communistic existence, with property held in common. Individualism is thoroughly subjugated to the interests of the state, to the extent that many of the practices clearly foreshadow the intrusion of the state into the private lives of citizens in modern fictions. For example, marriage is considered a service to the state rather than an expression of individual love, and it is accordingly administered by a Ministry of Love. In Oceania sex is to be regarded primarily as a

Influence of Stakeholders on Encouraging Responsible Business Essay - 1

Influence of Stakeholders on Encouraging Responsible Business Practices - Essay Example This research will begin with the statement that in the business world, stakeholders constitute of any group or an individual who has an effect or can be affected by the achievement of the business objectives. They include managers, business corporates, shareholders, corporation and the entire business management. These stakeholders play a critical role in promoting responsible business practices by instituting legitimate business ethics. Business practices range from social to economic perspectives. For most businesses, there are values, responsibilities and sustainability issues that are under consideration. As a result of these factors, business management comes up with a variety of ways to ensure responsible business practices as seen in the research study by Olson. The business world has come under criticism that it is to blame for global warming, carbon dioxide emissions, deforestation, and pollution. To prove the critics wrong, Cohen states that the stakeholders have begun a f ight to reduce global warming and carbon emissions. The green movement has come in to promote the growth of trees. It also helps in educating the public in regard to the emission of carbons. The stakeholders meet annually in Rio de Janeiro for the earth summit. Worldwide campaigns regarding proper business ethics are underway to ensure that businesses reduce pollution and global warming. Apart from the green movement, the stakeholders have stipulated strict rules within their businesses to ensure that there is proper waste disposal. The stakeholders came together in 1997 to sign the Kyoto protocol so as to control the rate of waste disposal as stated in the research study by Kotler & Lee. Stakeholders are now forming various groups to promote responsible business practices. Such corporate groups include the WWF, Friends of the Earth, the Greenpeace as well as the Green Party. These groups play a considerable role in ensuring that business entities protect the environment and consequ ently lead to responsible business practices.