Steroid Hormones And Its Effects On The Body - 2137 Words

The term steroids are defined as, One of a large group of chemical substances classified by a specific carbon structure. Steroids include drugs used to relieve swelling and inflammation, such as prednisone and cortisone; Vitamin D; and some sex hormones, such as testosterone and estradiol (medicine net, The Web). According to the medical source, Among them are male and female sex hormones, such as testosterone and estrogen. Vitamins of the D group are steroids involved in calcium metabolism. Cholesterol is the main building block of steroid hormones in the body; it is also converted into bile salts by the liver (medical dictionary, The Web). The first use of steroids to enhance performance in sports has certainly occurred since the time of the original Olympic Games (from 776 to 393 BC). The origin of the word doping is attributed to the Dutch word dope, which is a viscous opium juice, the drug of choice of the ancient Greeks. The ancient Greek Olympic athletes also experimented wi th herbal medications, drank wine potions, used hallucinogens and ate animal hearts or testicles to enhance their performances. Gladiator competitions and chariot racer s in 100 AD feed their horses substances such as hydromel (an alcoholic beverage made from honey) to make them run faster and gladiators ingest hallucinogens and stimulants such as strychnine to stave off fatigue and injury and to improve the intensity of their fights. In the late 19th century, Vin Mariani; a widelyShow MoreRelatedA Brief Note On The Aids And Its Effects On The Body1534 Words   |  7 PagesErgogenic aids are any foreign products taken by athletes to enhance their physical performance or endurance during physical exercise. Ergogenic aids are formulated to positively alter the physiological process in the body thus offering an advantage edge to the user. 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Creatine is utilized as a part of the body to deliver energy, it blends with phosphate to mak e phosphocreatine or PC, when it brakes it produces energy that puts ADP and P back to together to create ATP, and ATP is the main sort of energy that is utilized as a part of the body. As indicated in the book, â€Å"Creatine supplementationRead MoreThe Increased Use of Steroids in Athletics Essay867 Words   |  4 PagesThe Increased Use of Steroids in Athletics In the past three decades, steroids have become a serious problem in the athletic field. The demand for it has increased within recent years and the prices shot up since the mid-1980s. The smuggling of steroids into the United States increases every year. The methods have become easy. 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Some parentsRead MoreSteroids and Their Affects on the Human Body Essay1201 Words   |  5 PagesSteroids and Their Affects On The Human Body Drugs have been used in sports almost as long as sports themselves have been around. The ancient Incas discovered that the ashes from burned leaves of the Coca tree gave the people great stores of energy, and made sleep unnecessary for hours or even days, it was later discovered to be the stimulant cocaine. They would take it before long hunts, battles, and even found it useful in ancient sport competitions. It wasnt until 1886 that the first drug-relatedRead MorePositive And Negative Effects Of Anabolic Steroids1199 Words   |  5 Pagessport. You might think steroids are the answer to your problem, but it isn’t that easy. There are many adverse effects from steroids, such as the destruction of your organs or your physical appearance. There are many more adverse effects to using steroids than positive ones. This is why it is very risky to use them. Before using them you need to know what steroids are and what happens to your body when you take them. Anabolic-androgenic steroids, also known as anabolic steroids, are a man-made version

Truth Is Not Moral Truth - 1273 Words

Merriam-Webster defines truth as â€Å"the property of being in accord with fact or reality.† With one universe, which follows a definite set of laws, only one reality exists. Therefore, with one reality, only one, absolute truth exists. In recent years, with â€Å"social progress,† truth has been under attack. Many are not willing to accept the truth as it is, as they view absolute fact as offensive and emotionally damaging. People are told that truth is relative; they are encouraged to tailor the truth to their opinions, not accept truth as fact. Truth decays from black and white, yes and no, to an infinite spectrum of gray area. In this gray area, as nothing is absolute, nothing truly exists, as everything becomes personal interpretation. Truth is not merely being in accord with reality, it is reality itself and without truth, tyranny rules over relationships, life, the value of life, the perception of society, and justice. Truth creates the foundation of trust required for such communities to exist as families, cities, states and country. Discussions around our dinner table often encompass the meaning of truth and the opposite of truth, relativism. Parents frequently impress upon their children that they must â€Å"tell the truth† in trivial matters, with the hope that these children one day grow into honest, productive members of society. But, why is truth so important? Truth exists as the basis of trust and no meaningful relationship can exist without trust. A functionalShow MoreRelatedMoral Relativism And Moral Truth1405 Words   |  6 Pages‘Is there such a thing as moral truth? What bearing does this have on law?’ Some would say that moral truth is another word for moral objectivism, since if something is true, then it means it’s an unchanging fact, hence it’s objective. 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The question of the validity of moral truths, whether subjective or objective, has existed for centuries: did humanity generate the idea of moral truths or simply discover it? It is certainly comforting, if not convenient, to live in a society that believes in a system of absolute moral principles. Particularly when this moral system provides the basis for the creation of laws and standards that offer members of the society a sense of security. Moral nihilistsRead MoreThe Gospels as Myths that Convey Moral Truths Rather than Record of Fact996 Words   |  4 PagesThe Gospels as Myths that Convey Moral Truths Rather than Record of Fact Statement Three – The Gospels should be regarded as myths that convey moral truths rather then record of fact. Question – Explain and assess this claim with reference to the different approaches to the New Testament and evaluate the consequences for Christians of holding such a position. 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However, the moral and ethical dilemmas facing the lawyer areRead MoreAn Argument Of The View Morality Is Objective1598 Words   |  7 Pagesa certain system of ethics or set of moral judgments is not just true according to a person s subjective opinion, but factually true.(1) As far as I am concerned, I agree that Morality is objective. Because if people want to avoid certain behavior is morally idea at one point,we should accept and believe the morality which has correct moral purpose and action is independent of society. This leads us to believe these actions are immoral. I believe the moral purpose, but there does not mean youRead MoreThe Theories of Truth Essay1016 Words   |  5 PagesTruth is often something people take for granted. We believe that because we witness or experience something then it’s true. A color-blind person may see a red table as grey and say the table is grey, contending that’s the truth even when everyone else states the table is red. As humans, we have the tendency to base truth off personal experience even if we’re wrong. Indeed, even the majority of people within a community have mistaken the truth. A few centuries ago it was believed the world was flatRead MoreThe Blind Spot1319 Words   |  6 Page sfully comprehend a situation or topic identically also applies to the truth. Individuals tend to have diverse ways of inspecting the truth, as the absolute truth can never be obtained by standing in one individual’s shoes, it necessitates a various quantity of perspectives. Humans are not able to look at the truth due to the ‘Heisenberg’ phenomenon in which a metaphorical ‘blind spot’ disables a person to have a clear view of the truth. This is why perspective from other individuals is required, to reduceRead MoreIs Truth Objective Or Subjective?1504 Words   |  7 PagesPippin Professor Hays HMXP 201 June 28, 2015 Is truth objective or subjective? Is there one truth for all of humankind or is truth subjective? Is there a subjective right and wrong to everything or is right and wrong dependent upon one’s religion, morals, and culture? This is a question that has been debated for years and a topic that many have devoted their careers and lives to. I believe truth is very much subjective. Almost everyone has beliefs or truths that they are unwilling to compromise. WhyRead MoreMorality Objectively Exists. But By Identifying Something1185 Words   |  5 PagesLove is the universal truth for all of humanity. Love stands as the clear line between what is right and what is wrong. If an individual or a culture is acting in a way that does not show love for themselves or others, then they are acting immorally. The simple definition of love stands to bolster and protect all human life. The focus of this paper is to adequately describe what moral relativism and moral subjectivism are. This paper will make the claim that no type of moral relativism or subjectivism

Homelessness In America Essay Example For Students

Homelessness In America Essay Throughout the United States it has been stated that between 355,000 and 445,000 (Resaner) people are homeless everyday and night. Homelessness is something that affects people of all ages, races, backgrounds and religions. The problem of homelessness is not something that only happens in the large cities, it happens everywhere. There are people with many different problems that force then to become homeless. They do however all have one thing in common they have nowhere to live. Some factors that contribute to homeless in America that make it unpreventable are the lack of education, economic factors and mental illness. Nearly twenty six percent (Nichelason 17) of our homeless population are people under the age on eighteen years old. These young kids have no education and in return no way to provide for themselves. So many of them turn to illegal activities to try and better their lives. If the children do have a family their situation is not much better without an education. Most homeless families do not stay in one place very long so the children can not attend school. The parents often need the children to work to help provide for the family. For adults the average that an illiterate adult will earn is forty-two percent less (Resaner 89) then a high school graduate. Being an illiterate person causes a lot of trouble since they can not read newspapers, get a drivers license or even attempt to fill out a job application. The lack of education for our homeless is a key factor in what is bringing then down to that level. Even if we promote staying in school and push our kids to the limit there are still factors that make them not finish. Lack of education is one main reason that homelessness can not be prevented. Some of our homeless did receive an education but because of other factors in their life found themselves on the streets. One of these factors is the economic factors in the United States. People today are also becoming homeless because of economic factors. Good people with educations are becoming part of the homeless problem. More then eight million people are unemployed and without benefits (Rossi 37). Those are people who are spending every last penny they have to prevent themselves from being a statistic. However, most within a few months will have no choice but to turn to the streets. People losing jobs is something that happens everyday around the United States. Many of the bigger manufacturing industries and other companies around America have had to close due to the economic difficulties. Companies today also like to save as much money as possible so many have relocated to countries where it is cheaper to do business. Every year since the 1970s two million Americans have lost their jobs due to economic factors (Ropars 52). From the companies closing and moving out of the country it makes it very hard for people who want to work to find a job. This is a huge problem in the Unites States and is a problem that can not be solved. So since the problem of ecomonic factors can not be soved, neither can homlessness. It can not be solved because the companies will continue to go where the money is for them. Along with lack of education and economic factors another key factor of why homelessness can not be prevented is mental illness. Mentally ill men and women make up nearly 66 percent (Rasaner 30) of those homeless living on the streets around the United States. In 1989, scientists at John Hopkins University found that 42 percent of homeless men and 49 percent of homeless women studied had serious mental illnesses (Resaner 30). Even though there is medicine and hospitals where most of the illnesses can be treated, there are not enough rooms and money to help everyone. Thomas Eliot Essay There is only so much funding that can be given to help the mentally ill. Patients also have a hard time admitting that they have a problem and need some help, so often shut out the opportunity to .

Task Based Approch Compred with Present Practice Production Method Essay Example

Task Based Approch Compred with Present Practice Production Method Essay Task-based learning (TBL) is an approach which concentrates more on carrying out tasks (solving puzzles, writing projects, investigating topics and so on) than on graded structures and vocabulary. Task-Based Learning (methodology plus) Contributed by Mark McKinnon and Nicky Rigby What is TBL? How often do we as teachers ask our students to do something in class which they would do in everyday life using their own language? Probably not often enough. If we can make language in the classroom meaningful therefore memorable, students can process language which is being learned or recycled more naturally. Task-based learning offers the student an opportunity to do exactly this. The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning, they are free to use any language they want. Playing a game, solving a problem or sharing information or experiences, can all be considered as relevant and authentic tasks. In TBL an activity in which students are given a list of words to use cannot be considered as a genuine task. We will write a custom essay sample on Task Based Approch Compred with Present Practice Production Method specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Task Based Approch Compred with Present Practice Production Method specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Task Based Approch Compred with Present Practice Production Method specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Nor can a normal role play if it does not contain a problem-solving element or where students are not given a goal to reach. In many role plays students simply act out their restricted role. For instance, a role play where students have to act out roles as company directors but must come to an agreement or find the right solution within the given time limit can be considered a genuine task in TBL. In the task-based lessons included below our aim is to create a need to learn and use language. The tasks will generate their own language and create an opportunity for language acquisition (Krashen*). If we can take the focus away from form and structures we can develop our students’ ability to do things in English. That is not to say that there will be no attention paid to accuracy, work on language is included in each task and feedback and language focus have their places in the lesson plans. We feel that teachers have a responsibility to enrich their students’ language when they see it is necessary but students should be given the opportunity to use English in the classroom as they use their own languages in everyday life. How can I use TBL in the classroom? Most of the task-based lessons in this section are what Scrivener* classifies as authentic and follow the task structure proposed by Willis and Willis*. Each task will be organised in the following way: †¢ Pre-task activity an introduction to topic and task †¢ Task cycle: Task gt; Planning gt; Report †¢ Language Focus and Feedback A balance should be kept between fluency, which is what the task provides, and accuracy, which is provided by task feedback. Tasks: Getting To Know Your Centre Worksheet 1 2 | Worksheet 3 4 The object of the following two tasks is for students to use English to:   a. Find out what resources are available to them and how they can use their resource room   b. Meet and talk to each of the teachers in their centre. Task 1: Getting To Know Your Resources Level: Pre-intermediate and above It is assumed in this lesson that your school has the following student resources; books (graded readers), video, magazines and Internet. Don’t worry if it doesn’t, the lesson can be adjusted accordingly. Pre-task Preparation: One of the tasks is a video exercise which involves viewing a movie clip with the sound turned off. This can be any movie depending on availability, but the clip has to involve a conversation between two people. Pre-task activity: In pairs students discuss the following questions: †¢ Do you use English outside the classroom? †¢ How? †¢ What ways can you practise English outside the classroom? Stage One Running dictation. Put the text from worksheet one on the wall either inside or outside the classroom. Organise your students into pairs. One student will then go to the text, read the text and then go back to her partner and relay the information to her. The partner who stays at the desk writes this information. When teams have finished check for accuracy. You can make this competitive should you wish. Stage Two In pairs students then read the Getting To Know Your Resources task sheet (worksheet two). Check any problem vocabulary at this stage. This worksheet can be adapted according to the resource room at your school. Stage Three Depending on how the resources are organised in your centre, students then go, in pairs, to the resource room or wherever the resources are kept and complete the tasks on the task sheet. Stage Four Working with a different partner students now compare and share their experience. Stage Five Feedback. Having monitored the activity and the final stage, use this opportunity to make comments on your students’ performance. This may take form of a correction slot on errors or pronunciation, providing a self-correction slot. Task 2 Getting To Know Your Teachers Level: Pre-intermediate and above Students may need at least a week to do this activity, depending on the availability of the teachers in your centre Pre-task activity In pairs students talk about an English teacher they have had. †¢ What was her name? †¢ Where was she from? †¢ How old was she? †¢ Do you remember any of her lessons? †¢ What was your favourite activity in her class? Stage One Using the Getting To Know Your Teachers task sheet (worksheet three) and the Interview Questions (worksheet four) students write the questions for the questionnaire they are going to use to interview the teachers. Stage Two To set up the activity students then interview you and record the information. Stage Three Depending on which teachers are free at this time they can then go and interview other teachers and record the information. You may wish to bring other teachers into your class to be interviewed or alternatively give your students a week or so to complete the task, interviewing teachers before or fter class, or whenever they come to the centre. Stage Four Working with a different partner students compare their answers and experiences then decide on their final answers on the superlative questions. Stage Five Feedback and reflection. Allow time for students to express their opinions and experiences of the activity. Provide any feedback you feel is necessary. Further Activities The Get To Know Your Resources task sheet could be turned into a school competition entry form. Possible prizes could include a video or some readers. Stephen Krashen, The Natural Approach: Language Acquisition in the Classroom, 1996 *Jim Scrivener Learning Teaching  1995 *Jane Willis and Dave Willis Challenge and Change in Language Teaching A traditional model for the organisation of language lessons, both in the classroom and in course-books, has long been the PPP approach (presentation, practice, production). With this model individual language items (for example, the past continuous) are presented by the teacher, then practised in the form of spoken and written exercises (often pattern drills), and then used by the learners in less controlled speaking or writing activities. Although the grammar point presented at the beginning of this procedure may well fit neatly into a grammatical syllabus, a frequent criticism of this approach is the apparent arbitrariness of the selected grammar point, which may or may not meet the linguistic needs of the learners, and the fact that the production stage is often based on a rather inauthentic emphasis on the chosen structure. An alternative to the PPP model is the Test-Teach-Test approach (TTT), in which the production stage comes first and the learners are thrown in at the deep end and required to perform a particular task (a role play, for example). This is followed by the teacher dealing with some of the grammatical or lexical problems that arose in the first stage and the learners then being required either to perform the initial task again or to perform a similar task. The language presented in the ‘teach’ stage can be predicted if the initial production task is carefully chosen but there is a danger of randomness in this model. Jane Willis (1996), in her book ‘A Framework for Task-Based Learning’, outlines a third model for organising lessons. While this is not a radical departure from TTT, it does present a model that is based on sound theoretical foundations and one which takes account of the need for authentic communication. Task-based learning (TBL) is typically based on three stages. The first of these is the pre-task stage, during which the teacher introduces and defines the topic and the learners engage in activities that either help them to recall words and phrases that will be useful during the performance of the main task or to learn new words and phrases that are essential to the task. This stage is followed by what Willis calls the task cycle. Here the learners perform the task (typically a reading or listening exercise or a problem-solving exercise) in pairs or small groups. They then prepare a report for the whole class on how they did the task and what conclusions they reached. Finally, they present their findings to the class in spoken or written form. The final stage is the language focus stage, during which specific language features from the task and highlighted and worked on. Feedback on the learners’ performance at the reporting stage may also be appropriate at this point. The main advantages of TBL are that language is used for a genuine purpose meaning that real communication should take place, and that at the stage where the learners are preparing their report for the whole class, they are forced to consider language form in general rather than concentrating on a single form (as in the PPP model). Whereas the aim of the PPP model is to lead from accuracy to fluency, the aim of TBL is to integrate all four skills and to move from fluency to accuracy plus fluency. The range of tasks available (reading texts, listening texts, problem-solving, role-plays, questionnaires, etc) offers a great deal of flexibility in this model and should lead to more motivating activities for the learners. Learners who are used to a more traditional approach based on a grammatical syllabus may find it difficult to come to terms with the apparent randomness of TBL, but if TBL is integrated with a systematic approach to grammar and lexis, the outcome can be a comprehensive, all-round approach that can be adapted to meet the needs of all learners. Tim Bowen 1. Introduction At the outset of my teaching career, I readily adopted what little teaching methodology I was aware of to my classroom practice. As with most new teachers fresh from the CELTA course, my lessons followed the PPP (presentation, practise, production) model, or slight variations thereof. However, as my teaching quickly developed on a steep learning curve, so did my awareness of other methodological possibilities, and also the shortcomings of the method I had thus far applied. Nevertheless, I persisted with this method. Whilst the PPP method offered a comfortable and safe framework1 for me as a newly qualified teacher, I nevertheless soon realised that i) it is important to meet the specific needs of ones learners, and ii) an authentic context will enhance the learning experience. A failure to deliver on both of these counts is one of the major reasons why the PPP method is criticised. This is also the reason why I have chosen to examine an alternative to this model: Task-based learning. 2. A Comparison of Approaches 2. 1 PPP As stated, the model I based much of my early teaching on was PPP. In this method, a particular language item is presented by the teacher, it is then practised in a controlled way by the learners2, and then finally used by the learners in freer practise activities. My reasons for using this model were twofold. Firstly, it was the one presented to me during my initial teacher training. Furthermore, it offered me a very safe framework in which to operate as an inexperienced teacher, in that it is a reasonably straightforward process to present a structure from a grammatical syllabus (most coursebooks tend to have this to a lesser or greater extent). Having said this, there is a clear drawback. There is an apparent arbitrariness to most selected grammar points, which may or may not meet the needs of the learner. 2. 2 TTT A radically different model exists in the form of TTT (test, teach, test), in that the production stage occurs first: the learners are required to perform a task3 without any input or guidance from the teacher. The grammatical or lexical problems that this activity generates are used by the teacher for language analysis, the learners then being asked to do a similar/the same task again. Although Bowen suggests that the language presented in the teach can be predicted (especially if the initial test is car fully chosen)4, there is a distinct danger of randomness which in turn means that the language focus may not reflect the needs of the learner. 2. 3 TBL A third model for organising lessons is offered by Willis (1996)5. Task-based learning is not entirely different from the aforementioned TTT, although this approach clearly takes into account the need for authentic communication. Typically there are three stages6; 2. 3. 1 The Pre-task Phase Before the task, the teacher explores the topic with the class. Useful (relevant) lexical items may be given. Also, the learners may be given further input, such as a recording of someone doing a similar task or part of an authentic text as a lead in. During the pre-task stage the learners will have their schemata7 activated, and given the opportunity to become personally involved in the lesson. 2. 3. 2 The Task Cycle The task cycle can be broken down into three stages8; task, in which the learners do the task; planning, when the learners prepare to report to the whole class (usually orally or in writing) how they did the task; and report, when the reports are presented to the class and results compared. During the task, the teacher monitors and encourages all attempts at communication without correcting. Willis suggests that this harbours a free environment in whish learners are willing to experiment (as mistakes arent important)9. At this stage in a PPP lesson the focus would be very much on accuracy, with all mistakes corrected. During the planning stage, the learners are aware that their output will be made public and will consequently aim for accuracy. The role of the teacher here is therefore to provide assistance with regard to language advice10. The teacher then chairs the report, and comments on the content. At this stage, the focus is on both fluency and accuracy11. Also, the learners may hear a recording or read a text of a similar task, in order to compare how they did it. 2. 3. 3 Language Focus The language focus consists of analysis and practice. In the analysis learners examine the recording or text for new lexical items or structures, which they then record. The teacher conducts a practice of the new items either during the analysis or after. The learners are given the opportunity to reflect on how they performed the task and on the new language they used in this final part of the lesson12. 3. What TBL Offers Such a framework theoretically provides the learner with an opportunity to use the language they need for genuine communication13. I will now consider how this approach benefits the learner, and how it theoretically eliminates the pitfalls of other teaching approaches. 3. 1 Motivation A need to achieve the objectives of the task and report on it provide short-term motivation. Long-term motivation will be gained from successfully completing tasks14. Bowen (2002) notes that the range of useable tasks15 offer a great deal of flexibility and should also lead to more motivating activities for learners16. TBL also therefore accommodates different learning styles 3. 2 Private v Public There are clear instances in TBL in which the learner has the chance to privately practice the language, using it fluently, and then to publicly show other learners that they can use the language in a fluent and accurate manner. There is no such opportunity or necessity for public performance in the other methodologies. 3. 3 Reflection Task-based learning offers action and reflection. In contrast, PPP is elatively low in action and offers little if any chance for reflection as the language focus comes at the start of the lesson, and is entirely teacher generated. 4. Potential Shortcomings Learners who are used to a more traditional grammatical syllabus may find this approach difficult to come to terms with. This is primarily due to the apparent randomnes s of TBL, a criticism shared with TTT. Littlewood (1999) notes that one of the features of TBL that worries teachers is that it seems to have no place for the teaching of grammar17. Nevertheless, Willis (1998) suggests there are two phases of TBL in which focus on form prove beneficial18. Firstly, the planning stage between the private task and the public report promotes close attention to language form. Secondly, the language analysis activities provide a focus on form through consciousness-raising processes19. To summarise, TBL does not mean forget the grammar20. 5. Relevance to Teaching Contexts As stated, PPP is popular with many new teachers, as it offers what Scrivener (1996) defines as a single, simple, clear, workable lesson model21. Furthermore, it is very comforting for the teacher to be in charge of proceedings22, and this method of teaching is largely based on teacher activity. This ties in with shortcomings mentioned in the introduction, in that it isnt facilitating the needs of learners so much as easing the life of the teacher. Indeed, it is true to say that utilising learner interaction (which clearly occurs in TBL) as a teaching method is underused, mainly due to the fear of factors such as a reversion to L123. However, the relevance of learner motivation and involvement cannot be overlooked. Learner-centred methods, such as TBL, draw on the learners knowledge, and consequently materials are selected on the basis of both their needs and interests. Learning can be seen as a collaborative enterprise, in which there is a great deal of negotiation between the teacher and learner. Nevertheless, when considering TBL it is necessary to examine the context in which it is to be used, and furthermore the possible reaction of the learners. Will learners openly accept a methodology that is alien to them? If learners are unfamiliar with TBL, then it will be necessary to negotiate with learners to make sure that they are happy to learn in this way. If this can be done, then the learners become stakeholders in the approach. It is therefore vital for me as a teacher to take into account my teaching environment and apply this new approach sensitively. It is an accepted fact in my institution that learners cannot possibly be taught all the English that they need to know in one academic year. Consequently, a large part of their classroom time is allotted to teaching skills that will i) allow learners to cope with academic English using the level of language they have thus far attained, and ii) to encourage autonomous learning through the development of learning skills and the use of resources relevant to their future academic careers. Therefore, a methodology that supports the reflective learner, encourages autonomy and accommodates a range of learning styles should suit my learners needs. Also, as stated, TBL is of particular relevance as language is used for a genuine purpose, meaning that real communication should take place. Furthermore, learners are forced to consider language form in general rather than focusing on a single structure24, as is the case in PPP. Another way in which TBL is more relevant to learners than PPP is that the aim of TBL is to integrate all four skills25 and move from fluency to accuracy plus fluency26. . Conclusion TBL offers a structured approach to learning, and supports the notion that learning occurs most effectively when related to the real-life tasks undertaken by an individual. TBL encourages the development of the reflective learner, and accommodates a wide range of learning styles. TBL offers an attractive combination of pragmatism and idealism: pragmatism in the sense that l earning with an explicit sense of purpose is an important source of student motivation and satisfaction; idealism in that it is consistent with current theories of education. ask: An activity (or   technique) where students are urged to accomplish something or solve some problem using their language. Preferably, this activity is open ended; there is  no set way to accomplish their goal. What is Task-Based Learning? by Nick Dawson Using tasks Teachers have been using tasks for hundreds of years. Frequently, in the past, the task was a piece of translation often from a literary source. More recently, tasks have included projects for producing posters, brochures, pamphlets, oral presentations, radio plays, videos, websites and dramatic performances. The characteristic of all these tasks is that rather than concentrating on one particular structure, function or vocabulary group, these tasks exploit a wider range of language. In many cases, students may also be using a range of different communicative language skills. What makes task-based learning different? The traditional way that teachers have used tasks is as a follow-up to a series of structure/function or vocabulary based lessons. Tasks have been extension activities as part of a graded and structured course. In task-based learning, the tasks are central to the learning activity. Originally developed by N Prabhu in Bangladore, southern India, it is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. In the model of task-based learning described by Jane Willis, the traditional PPP (presentation, practice, production) lesson is reversed. The students start with the task. When they have completed it, the teacher draws attention to the language used, making corrections and adjustments to the students performance. In A Framework for Task-Based Learning, Jane Willis presents a three stage process: †¢ Pre-task Introduction to the topic and task. †¢ Task cycle Task planning and report †¢ Language focus Analysis and practice. Does it work? Task-based learning can be very effective at Intermediate levels and beyond, but many teachers question its usefulness at lower levels. The methodology requires a change in the traditional teachers role. The teacher does not introduce and present language or interfere (help) during the task cycle. The teacher is an observer during the task phase and becomes a language informant only during the language focus stage. You can read more about task-based learning in: How to Teach English p31 by Jeremy Harmer [Longman] The Practice of English Language Teaching 3rd edition pp86-88 by Jeremy Harmer [Longman] A Framework for Task-Based Learning by Jane Willis [Longman] A Task-based approach Richard Frost, British Council, Turkey In recent years a debate has developed over which approaches to structuring and planning and implementing lessons are more effective. This article presents and overview of a task-based learning approach (TBL) and highlights its advantages over the more traditional Present, Practice, Produce (PPP) approach. This article also links to the following activity. Try Speaking activities Task based listening planning a night out †¢ Present Practice Produce †¢ The problems with PPP †¢ A Task-based approach †¢ The advantages of TBL †¢ Conclusion Present Practice Produce (PPP) During an initial teacher training course, most teachers become familiar with the PPP paradigm. A PPP lesson would proceed in the following manner. †¢ First, the teacher presents an item of language in a clear context to get across its meaning. This could be done in a variety of ways: through a text, a situation build, a dialogue etc. †¢ Students are then asked to complete a controlled practice stage, where they may have to repeat target items through choral and individual drilling, fill gaps or match halves of sentences. All of this practice demands that the student uses the language correctly and helps them to become more comfortable with it. Finally, they move on to the production stage, sometimes called the free practice stage. Students are given a communication task such as a role play and are expected to produce the target language and use any other language that has already been learnt and is suitable for completing it. The problems with PPP It all sounds quite logical but teachers who use this method will soon identify problems with it: †¢ Students can gi ve the impression that they are comfortable with the new language as they are producing it accurately in the class. Often though a few lessons later, students will either not be able to produce the language correctly or even wont produce it at all. †¢ Students will often produce the language but overuse the target structure so that it sounds completely unnatural. †¢ Students may not produce the target language during the free practice stage because they find they are able to use existing language resources to complete the task. A Task-based approach Task -based Learning offers an alternative for language teachers. In a task-based lesson the teacher doesnt pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages. Pre-task The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task. Task The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement. Planning Students prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have. Report Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare. Analysis The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis. Practice Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language. The advantages of TBL Task-based learning has some clear advantages †¢ Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item. †¢ A natural context is developed from the students experiences with the language that is personalised and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural. †¢ The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. †¢ The language explored arises from the students needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook. †¢ It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson. †¢ It is enjoyable and motivating. Conclusion PPP offers a very simplified approach to language learning. It is based upon the idea that you can present language in neat little blocks, adding from one lesson to the next. However, research shows us that we cannot predict or guarantee what the students will learn and that ultimately a wide exposure to language is the best way of ensuring that students will acquire it effectively. Restricting their experience to single pieces of target language is unnatural. Task based speaking Richard Frost, British Council, Turkey This is a speaking lesson on the theme of planning a night out that uses a listening exercise to provide language input. †¢ Preparation and materials You will need to record two people planning a night out on the town †¢ Pre-task (15-20min) Aim: To introduce the topic of nights out and to give the class exposure to language related to it. To highlight words and phrases. o Show sts pictures of a night out in a restaurant / bar and ask them where they go to have a good night out. Brainstorm words/phrases onto the board related to the topic; people / verbs / feelings etc. o Introduce the listening of two people planning a night out. Write up different alternatives on the board to give them a reason for listening e. g. (a) restaurant / bar (b) meet at the train station / in the square. Play it a few times, first time to select from the altern atives, second time to note down some language. o Tell them that they are going to plan a class night out and give them a few minutes to think it over. †¢ Task (10min) o Students do the task in twos and plan the night. Match them with another pair to discuss their ideas and any similarities and differences. †¢ Planning (10min) o Each pair rehearses presenting their night out. Teacher walks around, helps them if they need it and notes down any language points to be highlighted later. †¢ Report (15 min) o Class listen to the plans, their task is to choose one of them. They can ask questions after the presentation. o Teacher gives feedback on the content and quickly reviews what was suggested. Students vote and choose one of the nights out. †¢ Language Focus (20min) Write on the board fives good phrases used by the students during the task and five incorrect phrases/sentences from the task without the word that caused the problem. Students discuss the meaning and how to complete the sentences. o Hand out the tapescript from the listening and ask the students to underline the useful words and phrases. o Highlight any language you wish to draw attention to e. g. language for making sugges tions, collocations etc. o Students write down any other language they wish to remember. Note: You can go on the planned night out with your students. This can make it even more motivating for them.

SA essays

SA essays What was the third force? To what degree was a third force operating in the period 1990 1994? The period leading up to the first democratic elections of 1994 is often viewed as one of the most violent in South African history. Although many had attributed this violence to mere conflict between parties, a closer analysis suggests that there was a third force that played a major role in the hostility that existed at this time. This essay will attempt to define what this third force was, as well as illustrate to what degree the third force was operating in the four years leading up to the elections. When initially assessing causes for the increased violence building up to the elections historians suggested that the violence in the country was essentially a symptom of rapid political change. The violence had been attributed to two main influences. The first was the opinion that the violence came about as a result of radical tactics by the youth of the ANC. However, others felt that it was a direct attack on the ANC and its allies. But aside from these two arguments evidence suggests that there was a third force that influenced this period of aggression and violence. A specific commission was set up in order to establish the roots and causes of this violence. Goldstone Commission, so named after the judge who headed it, Justice Richard Goldstone, was established in 1990 with a clear mandate to determine the causes of the political violence that was ravaging the country during the negotiations over the transition to democracy. With its main focus being the issue of human rights and how they were being violated; the Goldstone Commission came up with a variety of evidence to suggest the presence of this third force. It is important to consider the level of violence that is being experienced here and assess wh...

The Opening Sequince of Witness by Peter Weir Essays

The Opening Sequince of Witness by Peter Weir Essays The Opening Sequince of Witness by Peter Weir Essay The Opening Sequince of Witness by Peter Weir Essay â€Å"Witness† is an American film made in 1985 produced by Australian film maker Peter Weir; he has successfully conveyed many themes, issues and concepts in this film. The opening scene of the film â€Å"Witness† establishes many features of the film. These features include the camera shots, camera angles, light, sound, and dialogue, positioning of characters and setting. The opening scene is significant as it examines the concepts of ; how the peaceful Amish communities are marginalised and isolated from the modern world; the sense of unity and affinity the Amish culture have with the land; and the contrast between the two different worlds of the slow paced and peaceful life style of the Amish and the fast paced, materialistic, hectic lifestyle of the modern world. In the peaceful Amish community, the examination of marginalisation and isolation from the modern world in which they co- exist is examined. The Amish culture differ from modern day culture dramatically as they are virtually fundamentalists and live very simply and do not have any material goods as we do. The Amish people reject modern conveniences such as cars,, television, electricity and the telephone, living self sufficiently from the land working together to make everyday necessities such as their simple clothing, food, furniture and housing. Weir shows the audience that the alternate lifestyle of the Amish is not â€Å"weird†, but strangely enlightened. The terms isolated and marginalised are often used to describe the social process of becoming or being alienated from the society around them. When placed into the society in which they are marginalised the ideas, values, habits to which these individual Amish members are accustomed are challenged or contradicted by the ideas, values and customs of the modern day group or community they enter. In the film Witness Peter Weir has created two different worlds with different value systems. The close up shot of individual Amish faces in the cramped room at the funeral creates a sense of close community, but also highlights the fact that they are confined from the outside world. Culture is also evident as the mysterious German language in which they speak represents a religious tradition, confinement and isolation from the English spoken society around them. The Amish widow Rachel Lapp is taking her young son Samuel to Philadelphia for the first time, to stay with her sister whilst she morns and recovers the loss of her husband; The long shot of the Samuel at the train station, trying to work out how the bubblers works, highlights his fragile and innocent personality, it emphasize the differences of the two worlds due to the isolation and marginalisation of the Amish community. The mid shot of Rachel trying to perchance a train ticket when another person pushes her out of the frame suggests that the different worlds can’t work together and that there are existing conflicts between the Amish and people modern world, it implies that the modern world has rejected her and her culture, creating a sense of isolation and marginalisation. The examination of the contrast between the two worlds of the slow paced and peaceful life style of the Amish and the fast paced, hectic lifestyle of the modern world is shown through the collision of two worlds; the idealistic world of the Amish comes into conflict with the ugly main culture of the modern world. The camera is set at Samuels head height showing the fast paced movements of the passing modern society and its people. At the start of the movie, before the murder scene, we see Samuel exploring around the train station, walking slowly in indifference to everyone else who are rushing about to be places. This reinforces the concept that the Amish community live a simplistic slow paced lifestyle. The slow paced opening credits relate to the Amish world as they are black and white, this echo’s the values and the slow pace of the Amish culture. The close up of the wheels on the Horse and buggy highlights the Amish’s pre-modern form of transport, The shot of the Horse and buggy which moves to long shot of a semi trailer following close behind, juxtaposes the difference between Amish and the modern American world, it highlights the difference in pace, in which the individuals feel they have to move. After close analysis, Peter Weir’s â€Å"Witness† successfully portray fascinating ideas to the audience. The idea of their unity and affinity with the land is suggested. Through the opening scene the sense of unity and the peaceful nature of the Amish community is examined through the wide shot of long, luscious grass, with the Amish emerging from as if they’re from the land itself. This shot is accompanied by natural abundant lighting, again suggesting there natural ifestyle and highlighting the gentle nature of the people thus establishing the Amish effectively as peaceful people who are in harmony with nature. Weir uses the techniques of the long shot in the opening scene where human figures walking together, whilst only seeing half of their body as if they are coming from the earth, the next shot of the close up of the human figures clearly demonstrating that they are Amish people, with this angle shot Weir has demonstrated the unity of the Amish community a s they walk as one together with the earth. Throughout this film Weir has clearly presented the concepts of,; how the peaceful Amish communities are marginalised and isolated from the modern world; the sense of unity and affinity the Amish culture have with the land; and the contrast between the two different worlds of the slow paced and peaceful life style of the Amish and the fast paced, materialistic, hectic lifestyle of the modern world.

The last financial crisis 2007-2009 has many implication on different Research Paper

The last financial crisis 2007-2009 has many implication on different markets , however there are some arguments that the gulf a - Research Paper Example Therefore, the overall coursework of the research incorporates a qualitative research approach through analyzing different scholarly based articles, peer-reviewed journals and governmental reports in order to evidently justify the impact of financial crisis in Qatar and other GCC countries. The findings of the research identifies that the financial performance of Qatar and other GCC countries were significantly affected. The real estate and construction industries belonging to most of the GCC countries were highly affected by the US financial recession 2007-2009. However, the conventional investment system along with the lower exposure to sub-prime assets has helped the GCC nations to avert financial risks from the crisis. Table of Contents Abstract 2 2 1. Introduction-Background 4 2. Literature Review 4 3. Research Objectives and Research Questions 7 4. Research Design 9 5. Data Collection and Analysis 10 5.1 Data Collection 10 5.2 Analysis 10 6. Ethical Consideration 11 7. Analysis 12 8. Conclusion 15 References 16 1. Introduction-Background The invasion of the last financial crisis 2007-2009 has been ever considered to impose considerable impact on the economic conditions of global nations. The crisis that took during the period 2007 to 2009 had considerably affected the global economy and made dramatic changes to the financial conditions throughout diverse regions of the globe. The global financial turmoil had radically impacted most numbers of the developed countries across different regions of the world. During the financial turmoil period, the countries associated within Golf Council Corporation (GCC) have also been experienced to get affected in terms of real Gross Domestic Product (GDP) growth rate along with annual consumer inflation rate (Nanto & et.al, 2008). With reference to the major consequences that experienced by the GCC nations, the research report tends to critically assess the major factors affecting the financial condition and analyze thei r radical implications that devastated the economic position of the GCC countries. The report also tends to conduct literature analysis through highlighting major economic theories, historical influences and assumptions relating to the invasion of the economic crisis during the period 2007 to 2009. 2. Literature Review In relation to determine the severe impact of the last financial crisis 2007-2009, numerous researches and analyses have been made concerning the identification and assessing the consequences of the influencing factors that led towards the last financial crisis 2007-2009. Various literatures depict number of issues that significantly define the root cause of financial crisis along with their potential implications that further led the GCC countries to experience radical changes in their respective economic conditions. Therefore, the literature review section would be incorporated with analyzing various scholarly based articles, reports and internet related sources alo ng with their findings in order to evaluate the major impact of financial crisis on the GCC regions. According to the observation of Cozzi (2009), the aspects including low household saving rates along

Marketing Essay Example | Topics and Well Written Essays - 250 words - 79

Marketing - Essay Example they are done with holidays and return back home, they buy coca cola whenever they feel thirsty because they recall having a good experience in the beach house. For coca cola to attract more people they organize for parties every night and occasionally they blend the nights with pop music and great performance. Moreover, a private media company televises coca cola products in their morning program during the whole of summer (Adweek, pp.98) Alternative marketing plays a big role in the life of business if applied properly and at the right time. Firms can get advantage if they use alternative method when they make a commercial a trend, not essentially from their product. For instance Budweiser commercial players are taken to be great stars like a professional actor and athlete, as they established an image, a tendency that transformed into a culture. For a conclusion on this commercial, all of the people available shouted â€Å"what’s up† and in everyday life people do the same. Alternative advertising is the best for

Acid and magnesium Essay Example for Free

Acid and magnesium Essay B unit for rate constant is not definite, because I am not certain what order the reaction is So Rate = 0. 0490 [HCl] 1. 90 This shows the rate is very dependent on the [HCl], the concentration against time is illustrated in graph 8. The reaction for H2SO4 is: H2SO4(aq) + Mg(s) H2(g) + Mg SO4 (aq) Graph 4 is Rate against [H2SO4]. I found the line of best fit is roughly a straight line. Graph 5, I plot Rage against [H2SO4] 2 and found the line of best fit is a curve. N. B the error bars shows the uncertainty is higher than I purposed Using the log method again, I found the line is y = 1. 33x 0. 889 So overall order is 1. 33 and k is 0. 129 So Rate = 0. 129 [H2SO4] 1. 33 However, the order of a reaction must be a integer, because number of particles are discrete. So the order I obtain must be an average order of the reaction. From graph 3 and 6, the points are not fitted with the line of best fit that means the gradient is not constant, hence the order is not constant throughout the reaction. The gradient of the first few points is big and decrease hence the order is high at the beginning, and decrease as the reaction proceeds. Integrated Rate Laws. Using the integrated Rate Laws, I can see how [acid] varies with time. I assume [HCl] is second order and [H2SO4] is first order. F According to the graph, the reactions seems stop after 50seconds, which is the same results in table 4. However, these two graphs are only estimations, because I have to assume the order of the reaction in the first place. For Experiment 2: HCL and Mg Using table 6, I plotted graph   and Mg Using table 7, I plotted graph 8, do some calculation as above, line of best fit is y = -1800x + 1. 71 EA= 18008. 31=15000j=+15kJ According to the rate equation, Rate = k[Acid] a, a would affect the rate, and I used Ln K for the calculation above, where I assume a is a constant. My results from experiment 1 shows that the order may have changed as concentration changes , according to graph 1 and 2, because the rate slowing down. Just look at the last two results on graph 1 and 2, it seems the order has decrease to zero, because the line of best fit is a horizontal line. This can due to the experiment error I described in page 12. Same case applied sulphuric acid, the order may has slow down as concentration increases. For experiment 3 Enthalpy HCl and Mg Q=cmT = specific heat capacity of solution x mass of the solution x temperature change. Having work out the enthalpy change for the whole reaction, the energy liberated during 20% of the reaction can be calculated. Table 11 Change of temperature during the 20% of the reaction for HCl and Mg Concentration/ moldm-3 Volume/ cm3 Mole Energy liberated during the 20% reaction/j Change in Temp/ Table 12 Change of temperature during the 20% of the reaction for H2SO4 and Mg Concentration/ moldm-3 Volume/ cm3 Mole Energy liberated during the 20% reaction/j Change in Temp/ oThe material below is reference to Chemistry in Context, it talks about the effect of temperature rise(below). From the kinetic theory, we can predict the relative increase in number of collisions when the temperature rises by 10K. The kinetic energy of a particle is proportional to its absolute temperature: 1/2mvi ? T But the mass of a given particle remains constant Vi ? T Therefore Vi 1 = T1 Vi 2 T2 Where V1 is the velocity at temperature T1, and V2 is the velocity at temperature T2. Now, suppose that the average speed of a particle is V at 300K. We can work the average speed at 310K by using the equation. This therefore shows that the average speed at 310K is only 1. 016 times greater than that at 300K i. e. it has only increased by 1. 6%. So as the calculation above, I can work out the increase in speed of particles, using the temperature change in table 12 and 13. Temperature in the solution is 24 oc, as I measured. Table 14 % increase in velocity of the particles during the reaction for HCl and Mg Concentration/ moldm-3 Temp before(T1)/ oc Temp after(T2)/ oc T2/T1 % increase in V. Table 15 % increase in velocity of the particles during the reaction for H2SO4 and Mg, Concentration/ moldm-3 Temp before(T1)/ oc Temp after(T2)/ oc T2/T1 % increase in V Entropy. The entropy of this reaction also tell us how likely the reaction would occur. HCl and Mg 2HCl(aq) + Mg(s) H2(g) + MgCl2 (aq) ?Stotal=? Ssurrouding+ ? Ssystem ?Ssurrouding= -? H/T, (T=298K, room temp) and we worked out ? H before, -1. 17kJ, Ssurr = +3. 93 Jmol-1K-1 ?Ssystem=Product Reactant , values are obtained from the databook, H2 (65. 32)+MgCl2 (89. 6)- 2(H+(0)+Cl-(56. 5))-Mg(32. 7)=+74. 5 Jmol-1K-1 ?Stotal= +78. 43 Jmol-1K-1 We can deduced that the reaction would happen spontaneously in 298K H2SO4 and Mg, H2SO4 (aq) + Mg(s) H2(g) + Mg SO4(aq) Same calculation as above, ? Stotal=? Ssurrouding+ ? Ssystem ?Ssurr=+3. 79 Jmol-1K-1 ?Ssys= Mg SO4 (91. 6) + H2 (65. 32) Mg(32. 7) H2SO4 (0+ 20. 1)=+169. 2 Jmol-1K-1 ?Stotal= +173 Jmol-1K-1 Confidently, we can deduced that the two reaction would happen spontaneously in 298K So far, for HCl and Mg, I have found Rate = 0. 0490 [HCl] 1. 90 EA =+16. 6kJ ?H= 1. 17kJ per mole ?Stotal= +78. 43 Jmol-1K-1 For H2SO4 and Mg, Rate = 0. 129 [H2SO4] 1. 33 EA= +15kJ ?H= 1. 30kJ per mole ?Stotal= +173 Jmol-1K-1 The likelihood of the reaction The reaction is very likely to happen. This is because ? Stotal is positive, suggest spontaneous reaction and its =+16. 6kJ is not very high. When the concentration increases, the temperature increases as in graph 10, hence a increase in speed of particles (graph 12), and 0. 5xMxv2 is KE, so KE increase by the square of v, which is a big gain in energy, so the activation energy curve is shifted to the right hand said and more particles has the KE to go over the energy barrier. This means the higher the concentration the higher increase in temperature, so higher velocity of particles, higher KE, hence more particles have enough energy to complete the reaction, so more likely the reaction would happen. Difference in rate. Two acids are ionic Ionic equation for acid and Mg: 2H+(aq) + Mg(s) H2(g) + Mg2+(aq) H2SO4 is dibasic and HCl is monobasic. They are all strong acid, means the H+ would dissociated fully. H2SO4 has 2 acid protons and HCl only has 1 acid proton. So 0. 1mol wrt [HCl], is 0. 1mol wrt [H+], and 0. 1mol wrt [H2SO4] and 0. 2mol wrt [H+]. The rate for sulphuric acid ought to be higher than hydrochloric acid, because the more the acid proton, the quicker the acid proton dissociate. However, when we consider about the spectator ions, SO42+ and Cl-, there is a significant difference in size, Cl- has ionic radius of 0. 180nm, S8+ has ionic radius of 0. 102nm, covalent radius of 0. 102nm, and O2+ has ionic radius of 0. 140nm and covalent radius 0. 073nm. For SO42+ overall is roughly about 0. 140 0. 103 0. 101 0. 140 the length of SO42+ is about 0. 140 + 0. 102 + 0. 102 = 0. 344 is about 2 times bigger the Cl ions. The atomic weight of SO4 is 32 + 164 = 96, and Cl is 35. SO4 is 2. 7 times heavier. From these evidence, I can suggest that during the collision, the spectator ions SO4 and Cl affect the rate of reaction as well. The SO4 ion is bigger than the Cl, so the sulphuric acid reaction, the SO4 slows down the rate of collision because of its size. But for hydrochloric aicd reaction, the Cl is relatively small and lighter, so the collision is easier to happen, hence a quicker rate of reaction.   Keith Li 111 1 Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.

Man of La Mancha :: essays research papers

"Facts are the enemy of truth!" cries Don Quixote de la Mancha. And I wonder, is this the madness of Quixote or Cervantes's inspiration? Can facts really be truth's enemy? Facts aren't adequate to explain how irrational perfection lies at the root of imperfect Aldonza. Facts have always misled us. For history and science, facts are used at all times. Yet in both areas, unprocessed facts are truth's enemy. Facts taken at face value deceive us every time. In the end, Quixote's family hauls him in and subjects him to the cure. When they force him to accept the obvious facts, it kills him. Aldonza approaches his deathbed. In his defeat, Quixote calls her Aldonza. "No," she says, "my name is Dulcinea!" She has, at last, found the truth -- the perfection -- that contradicts the facts. If Quixote's madness didn't redeem him, it did, at least, redeem her. Throughout the O.J. Simpson Case of 1991, his lawyers were attempting to convince people, most importantly the jury, that by conjuring facts which created doubts in the minds of the people, and hence concealed the truth about what happened. Fahrenheit 9/11 or Iraq War. Facts are part of the truth, but not its whole. Fact is always limited; it’s a piece of information about something. Fact is a small division of truth as interpreted by an individual. The truth emerges when there is the clear vision to see facts with their proper weight and place. It can take much research and fact-checking to determine what the facts are. It's not easy to sort out what is real and what is not. Being fully informed on every important issue is impossible; all one can do is their best with the time, resources, and inclinations they have. However, even if one has time to read extensively, it's not always possible to conclusively know the facts in the middle of the "he said, she said" of politics. In the face of contradictory versions of events, for example, whose version do we trust? We weren't there, after all. We often end up just believing what we want to believe, what fits with our views and is palatable to us. It's important to keep an open mind and recognize when we don't have enough information to be certain of the facts. Pg. 11. Taken out of context, almost anything a person does or says can be made to look bad or good.

Erikson’s Theory Essay

When discussing the development theory, Erikson had been the frontier with many major contributions. Unlike Freud and Piaget, Erikson’s theory of development focused much more on social interactions. While most of us agreed that children do become toilet-trained between ages one and three, Erikson’s theory also went further to acknowledge that children also learn to talk, walk, feed themselves, etc. In order to understand Erikson’s theory of development, we need to focus on three main principles: dynamic balance of opposites, vital involvement and life in time. Dynamic balance of opposites: There are two opposing tendencies in dynamic balance of opposites: dystonic (negative) and syntonic (positive). Erikson believed there were eight stages, and at each one, the individual resolved a crisis between the positive (syntonic) and negative (dystonic) tendencies (Erikson & Kivnick 1986). A resolution of crisis does not mean that a person rejects either syntonic or dystonic completely, but rather that a person should find a balance between two of those tendencies. For instance, our American culture has frequently taught parents to never say â€Å"no† to their children because that could potentially damage a child’s self-esteem. However, Erikson would disagree and say that children do need to hear â€Å"no† sometimes to understand that the whole world does not revolve around them. Erikson would also say that telling the child â€Å"no† all of the time is bad as well. Vital involvement depends on the balance of syntonic and dystonic tendencies. Vital Involvement: Erikson developed eight stages of development. First, the trust versus mistrust stage, where infants start to learn that either the world is good and can be trusted, or is bad and can’t be trusted (Erikson et.al 1986). For instance, Erikson would state that babies learn to trust their caregivers for not letting them go hungry, but babies also learn to mistrust their caregivers for yelling at them and not feeding them consistently. Second, the autonomy versus shame and doubt stage where children learn about their own â€Å"selves† which is separate from their caregivers (Erikson et.al 1986). In this stage, children usually develop their own will and desires and apply  them well by saying â€Å"no†. When children start to feel comfortable using â€Å"no† as a way to reach their desires, they have reached the initiative versus guilt stage. In this stage, children learn to internalize values from the elder and also acquire the sense of guilt for wrongdoing. The next stage is industry versus inferiority where children explore the greater world in elementary school and their surroundings. Erikson did pay a lot of attention in the identity versus confusion stage because it focuses on adolescents and their identity crisis. Fidelity is the heart of identity because adolescents share some of their parent’s values, as well as develop their own. The last three stages include intimacy versus isolation, generativity versus stagnation, and integrity versus despair. Each of these stages focuses greatly on the continuity of human development until death. Erikson recognized that there are certain time periods when it might be easier for some to develop and harder for others to develop, depending on the environment that influence them. For instance, some children who faced hardships (family separation, family violence, etc.) might have trouble in certain stages or even all of the stages, depending on where the factors start. Life in time: Erikson referred to his theory of development as epigenesis. Epigenesis is relevant to evolution (the past and the future) and genetics. Erikson explained, â€Å"†¦epi can mean ‘above’ in space as well as ‘before’ in time, and connected with genesis can well represent the space-time nature of all development† (Erikson et.al 1986). Erikson did not refer epigenetic to individual genetic make-up and how it influences individual development. Rather, Erikson was concerned with how personality and behavior is influenced after birth and so on. For instance, my mother has had a hard time adjusting with American culture when we first migrated here from Vietnam. My sister and I started to adapt to the new culture right away—from clothing style, hairstyle, hobbies, etc. in which my mother had a very difficult time to accept. She wanted us to keep our traditional customs at home, as well as outside our home. At first, we felt reluctant because we felt she did not understand the importance of â€Å"fitting-in† at school. However, as we started college, my sister and I started to realize that our culture and traditions are unique and understand where my mother was coming from (Identity/ confusion stage). Conclusion: Erikson had dedicated his life by contributing to developmental psychology in major ways. Erikson’s theory of development is still widely used and studied by many scholars.

Public Displays of Affection Essay

Have you ever walked down the hallways of our school and seen so momentous that all public displays of affection should be banned? As a student I walk through these halls every day and the gravest thing I have seen is a kiss that lasted a bit too long. That doesn’t seem enough to grant banning all forms of public displays of affection (PDA). I believe that it should not be banned. Hugging is not just a way to show affection, high school is supposed to get us ready for our life beyond BHHS, and finally PDA keeps people in line, no fights etc., and banning it would lead to student’s unhappiness and therefore our enthusiasm to work would diminish. First, hugging is not just a way to show affection but also a form of greeting. Hugging is a way of greeting much like how the French kiss your cheek when meeting you. In America we often shake hands to greet someone but in France they kiss you on your cheek. This is not a way of showing how you love that person but more like saying hello. Just the other day a friend and I were at the mall and I happened upon an old friend that I hadn’t seen a long time. When we recognized each other we said hello and also gave each other a hug. It was a short hug and just served the purpose of a greeting between to friends. I have no feeling of love toward her so although it was public it was not an affectionate hug. Not all hugs are used to show affection toward a loved one. Second, high school is supposed to get us ready for our life beyond BHHS; in that life I hope to have a girlfriend but how am I supposed learn to keep that girl if I cannot show affection toward her? For starters I would like to learn how to hold a girls hand. By holding her hand I am telling her that I don’t want to be away from her. Unfortunately holding hands is a form of PDA and so I could not do that. Also it is said that a first kiss is very important. By kissing her it shows that I have feeling for her. I do not want to get out of high school and, because I had never done it before, mess up the first kiss with someone I liked and lose her. Learning these things in high school is central to you living a good and happy life outside of BHHS. PDA keeps people in line, no fights etc., and banning it would lead to student’s unhappiness and therefore our enthusiasm  to work would diminish. If you want to kiss your girlfriend during lunch then you must be at lunch. Getting detention would keep you from being there. If PDA was allowed kids would not do anything that might lead to detention. Furthermore, PDA ties almost directly into having a girlfriend. Everyone wants to have the one they like think that they are worthy to go out with, put simply they want to impress them. Getting good grades is a way to impress and show that you are smart. By banning PDA grades would be expected to drop and such things as fights may occur. In conclusion, Hugging is not just a way to show affection, high school is supposed to get us ready for our life beyond BHHS, and finally PDA keeps people in line, no fights etc., and banning it would lead to student’s unhappiness and therefore our enthusiasm to work would diminish. This is why I say that public displays of affection should not be banned. It would do more harm than good and not all of it is even relevant to showing that you love someone.

Strategic Review of Associated Business Consultants and their use of IT The WritePass Journal

Strategic Review of Associated Business Consultants and their use of IT Introduction Strategic Review of Associated Business Consultants and their use of IT IntroductionGeneral BackgroundSWOT AnalysisCompetitive AdvantageLow-cost StrategyDifferentiation StrategyPEST AnalysisAdvantages of a New IT SystemDisadvantages of a New IT SystemRecommendationsConclusionShort Term GoalsLong Term GoalsBibliographyRelated Introduction Over the years businesses have become extra reliant on technology and moreover throughout the current economic climate as there is a huge importance for a business to keep up to date technology.   Competition is driving companies to become more efficient and effective through the purchases of IT developments.   Gaining competitive advantage over rivals can play a major part in the use of information technology. Based on the business structure, I have looked at the IT systems that are currently in place to see if there can be any alterations to help increase productivity and also business strategies.   The following report goes through this. General Background The firm is a large sized business based on the fact that there are over twenty offices throughout the UK with 50 partners and also 350 support and administration staff.   The firm provides business and financial information to clients, so it is vital to have a system that holds the relevant information and in one secure place.   The current system consists of standard office software which includes basic word processing, access to spreadsheets and also a range of specialist software.   Some IT provision has been inherited; therefore creating a wide range of systems between sites and has consequently meant communication has been limited to email. SWOT Analysis A SWOT analysis of the competitive environment is used so that the business can identify its position in the market place and recognise potential future strategic options. Figure 1 SWOT Analysis The strengths of the business include factors such as the firm expanding quickly as per the success in various consultancy projects.   This has meant the need for work to be required overseas and is to become a huge benefit to the business.   Other strengths are that the business holds many offices across the UK, which will also provide future prospects. The main weakness are that the business is running on a wide range of IT software and systems, meaning that all data will be scattered around the various sites and almost everything will be in a different format.   These issues cause problems in terms of wanting or needing files that are saved on a different computer in another office.   This also interferes with the lack of communication between sites.   Communication can be shown in all different ways by means of voicemails, meetings, emails, and reports.   In terms of this business, the current system has only allowed communication between sites to be via email.   In a business of this size, poor communication can result in a lack of planning and also mistakes by employees that later cause complication to the business.   This is a major problem as the ability to communicate is one of the biggest factors in business success and an essential part of a smoothly running business, for example business partners need to discu ss future goals and tactics. Another concern is the lack of corporate IT policies and procedures throughout the business, therefore adding to the communication problem.   Policies procedures are required when there is a need for consistency in day-to-day working activities. These procedures allow employees to understand their roles and provide the ability to work to the same rules when dealing with activities that are of importance to the business, such as the acquisition of hardware and software.   There are different IT policies that are needed within the business environment and would include IT Administration, IT Asset Management, IT Training and Support, IT Security and Disaster Recovery and Software Development.   Despite the fact that these offer a firm background, they do not provide the employees with any formal training. While the strength of the business is growing, the opportunity for working overseas has become available, therefore creating many opportunities for future business and in turn more projects. Although the existing system has provided the ability to grow, it is hugely noticeable that due to the quick expansion, the IT system needs to be reliable and accessible in different offices, which the current system is not.   Therefore, the current system is not providing the best resource, so is not allowing the business to give the best possible service.   So the need for a decent system is an important part in the running of this business.   Even though a new system is needed as a matter of urgency, there can be several threats that come about due to the transition from the old system to the new system.   These problems can be anything from teething problems to the loss of important data, so planning is important.   Another possible threat is the competitors, as they can use their IT systems to gain advantage. Competitive Advantage A competitive advantage is an advantage over competitors gained by offering consumers greater value, either by means of lower prices or by providing greater benefits and service that justifies higher prices. The most significant model for assessing the nature of competition in a business is Michael Porters Five Forces Model.   It shows how a firm can use these forces to obtain a sustainable competitive advantage.   According to Porter and the model below, there are five areas of the external environment that affect the profitability of the firm.   These include supplier power, buyer power, threat of new entrants, threat of substitutes and also Industry rivalry.   These are used as an action plan to exploit the information system by investigating how IT might spawn new businesses. The business can use their IT systems to gain competitive advantage using Porter’s five forces to do this. Figure 2 Porter’s Five Forces To gain advantage through the threat of new entrants, the business must raise the level of competition by means of providing a unique service that no new entrant can compete against, thereby reducing its appeal. To gain advantage through the threat of substitutes To gain advantage through bargaining power of suppliers, To gain advantage through bargaining power of customers, To gain advantage through Intensity of Rivalry Porter suggests that any firm can be profitable in any industry, it all depends on the strategy that the firm adopts. There are two significant strategies that any firm can follow to improve their profitability. The firms that fail are those that do not follow any strategy, or try to follow both. These firms get stuck in the middle. Low-cost Strategy The firm adopts a position trying to minimise all its expenses. It should set prices below other firms in the market. Ordinarily this would seriously constrain profit margins, but the second aspect of this is that the costs of providing the product are pushed down even further so even though the firm sells at a lower price it still makes more profit than other firms in the industry. Differentiation Strategy If the firms competitors are trying to undercut the prices of its products, there are two choices. Fight them in a price war to keep matching or undercutting their prices, or make the products different so that it doesnt matter how low their prices go, there will still be some customers that prefer the goods that the firm produces. The price war has a tendency to reduce profits almost completely, so obviously a different product is the slightly more desirable method. This is why there are so many subtly different products on the supermarket shelves. PEST Analysis Also by using the PEST framework we can investigate many different factors in a firms macro environment that may be affected by a change in the way the business will be run following an upgrade in an Information System. Figure 3 – PEST Analysis Advantages of a New IT System As with any investment and also every business, many advantages and disadvantages need to be considered to establish the best way forward.   The intention of a new system is to provide a structured framework and a practical approach, providing major increases in processing speed, cheaper memory and improved storage capacity. Other advantages and benefits of updating a system include: Better safety Improved service Competitive advantages Less errors Greater accuracy Higher-quality products Improved communications Increased efficiency Increased productivity More efficient administration Further opportunities Reduced labour requirements Reduced costs Superior financial decision making Superior control over operations Superior managerial decision makingAdded value to products (goods and services) Disadvantages of a New IT System However, every business must consider start-up costs when implementing an IT system.   In addition to the cost of hardware and software, some technology dealers require businesses to purchase user licenses for each employee that will be operating the system.   There are also other costs that need to be anticipated when introducing new software into a business; these can include the cost of training employees and maintenance costs and could therefore get expensive.   Although the initial costs would be high, the possibility of greater competition is of a greater advantage. Other difficulties include business opportunities being missed, lack of integration of systems, and also priorities are not based on business needs.   Some or all of these can occur when the firm does not have the means to plan and manage information systems strategically. Whilst the business works with data, a key concern is the security of the data, as the input of a new information system would enable the business to process more and more personal data.   For instance, as more data is set up and the more information is exchanged, there becomes a greater risk that the information will be lost, corrupted or misused. Information technology systems are vulnerable to security breaches, mainly when they are accessible via the Internet. If the correct measures are not in place, this data could be lost or misused. The Data Protection Act says that: â€Å"Appropriate technical and organisational measures shall be taken against unauthorised or unlawful processing of personal data and against accidental loss or destruction of, or damage to, personal data.† Data Protection Act 1998 The statement above is taken from the Data Protection Act and is the seventh data protection principle.   It means that you must have appropriate security to prevent the personal data held being accidentally or deliberately compromised.   If data is not properly safeguarded, this can seriously damage a business’s reputation.   To protect the business, it must make sure it has the right security, backed up by policies and procedures and also the use of reliable staff. Recommendations There are 50 partners and 350 support staff that require office software and a range of specialist software that include customer and project management packages.   The business would help from a WAN (A wide area network), this is a computer network that covers a broad area and are all connected together.   Their software packages could be held in a centralised place and customers details held on the central server so each employee has access to them and be synchronised, which creates a more secure system and better data integrity.   A WAN could allow for an intranet for better communication purposes, overseas and internationally.   Another advantage of a WAN is the allowance of being able to have remote access from where ever in the world, and due to the firm now achieving business overseas, this is essential. In addition to the WAN, the business would also benefit from the investment of up to date software in both word processing and spreadsheets, as these would help both the employees and also at managerial level.   Offices these days try to keep up to date software as it helps the general running of day to day activities. Conclusion Short Term Goals In terms of short term goals, I recommend that all computers are updated immediately with the latest version of office software as this can be done easily with the right planning.   I also recommend that the IT policies and procedures are written and implemented to start bringing all the offices and staff together to create one whole business across the various sites. Long Term Goals It is imperative that the long term goal of the business is to look into updating and combining their systems.   In order to do this, a strategic plan must be put in place which looks into all aspects of combining systems throughout the business.   This may include the advantages and disadvantages, costs and also problems that may come about in the process.   Once an agreed time limit and plan has been agreed, work can be started to merge the office systems into one. Bibliography ico.gov.uk/for_organisations/data_protection/the_guide/principle_7.aspx bbc.co.uk/dna/h2g2/A593345

Swath vs. Swatch

Swath vs. Swatch Swath vs. Swatch Swath vs. Swatch By Maeve Maddox A reader sent me this extract, asking if it might provide material for a post topic: Charles Darwin did a fine job of showing why his theory of evolution explained the living world better than any creationist ideas could, and evidence has piled up ever since, but a swatch of the American public remain unconvinced. The reader was referring to the use of swatch where the context calls for swath. The example appeared in Forbes Magazine. The editors there have since corrected swatch to swath and even include the following addendum: â€Å"An earlier version of this story contained a typo in the word swath.† Unfortunately, about 172 other sites, which copied part or all of the original Forbes article, continue to display the error. I have found the same error- perhaps they are also typos- on news sites. Here are two: During the visit to the site where construction has started and a smoothened dirt road cuts through a wide swatch of the land where olive trees used to stand, border police arrived.- Catholic News. Stanley denounced the demand that American Jews â€Å"unequivocally support Israel against criticism† when â€Å"Israeli policies of the moment can and do betray values held by a large swatch of American Jewry.†- Progressive.

Global Trade Operations Essay Example | Topics and Well Written Essays - 2000 words

Global Trade Operations - Essay Example International trade has also played a pivotal role in offering economic growth in the countries involved. International trade has also helped countries to reduce their manufacturing costs. For instance, a country can concentrate on what it produces efficiently and effectively. The countries specialize on the field where their absolute advantage lies. This case involves international trade between two countries that are located in different parts of the world. Both countries are different but they are linked together by trade. Background; Trade between CHINA and UK China and UK have enjoyed productive trade relations for a long time. Statistics reveal that trade between the two countries is increasing significantly. In 2009, UK – China bilateral trade in goods was more than $ 201.16 billion. The value is expected to increase significantly in the future. More than 56 Chinese companies have also been listed in the London Stock Exchange. In 2009, UK, imports from China was $ 15.97 billion. Desired Incoterms In 2000, International Chamber of Commercial Terms issued International Commercial Terms (Incoterms) that are now adopted in international trade throughout the world. The Incoterms that are basically used by these traders is the Free on Board (FOB). In this case, the seller is required to deliver the goods to a carrier identified by the buyer. For FOB, the seller delivers the goods after which they are cleared for export (Grath 2008). Importing from China While importing from China, an importer is supposed to create a relationship with the supplier. After establishing a relationship, an individual or organization is required to confirm the terms of trade between the two countries. After confirmation of the trade terms, the parties then agree on the terms of payments. This is followed by approval of samples. Finally, an order is placed in writing after which the freight forwarder is appointed (Grath 2008). In 2008, China exports to UK were $36.07 million. These statistics reveal that there is a strong trade relationship between China and United Kingdom. Exporting to China Exporting from China is almost similar to the importing process. The first step is for the exporter to develop a relationship with the buyer. Then, the two confirm the terms of trade which applies for the two countries. The two parties are then required to agree on the conditions of payment. This involves the deposit balances well as receipts of goods. It is also, important to have samples approved before receiving an order with the new buyer. This should be in writing. The order should indicate the exact order and the terms of trade. Regulations guiding trade in EU and non- EU countries Although the international trade has opened new markets for many companies, it has some complications. For example, trading between EU and non EU member is crucial bearing in mind that the two regions may have different regulations. In this case, the trading companies are required t o adhere to the jurisdiction within the region where the trade is taking place. Some restrictions are unhealthy since they undermine the ability of companies to export freely. The regulations within the EU regions favour the trade between the member states. It promotes free movement of goods and services between the members. The member states are required to withdraw all restrictions to the member states. Therefore, all businesses in the member states can easily