Marketing Management for Digital Marketing Strategy -myassignmenthelp

Question: Talk about theMarketing Management for Digital Marketing Strategy. Answer: Assess My Valuer, New Zealand current advanced promoting methodology utilizing the 4E system: Experience and Engage While undertaking a look towards My Valuer and assessing the 4E structure viability for the online life, it was immediately investigated that the association is extending in its field. Through dispersing the report about what new in the property showcase, My Valuer rapidly advise their clients about the new contribution or items and how a similar work with whats new. Among the new items its altogether exists on clients to live the experience and get a property in new regions with current offices. For the one, who select live understanding, they generally get ready for marriage. My Valuer rapidly contacts individuals, as they move towards new data and as needs be update their clients. These clients are keen on the progression of administrations or items whether its the instance of new home highlights (Ries, 2003). My Valuer draw in their clients in their new advancements, which is chiefly intended to deliver with the assistance of web based life. Twitter and Facebook is the ideal spot for the total world to see what is in reality about taking available. With the decrease in the utilization of TV, on the grounds that the new age is moving towards Hulu, Netflix, and Amazon Streaming to accomplish the moment satisfaction, this circumstance happened when the age quit viewing the plugs, or it is possible that they hang tight for the planned time of their preferred shows. That is the explanation; social applications are working best in spreading the updates on property showcase (Grewal, 2016). Suggest a showcasing technique for every component of the 4E structure, legitimize your chose computerized stage for every individual component as indicated by wanted development of your association and situating and the objective client. Plan and give a course of events of your advertising methodology My Valuer includes the total 4E structure with understanding, and commitment. My Valuer attempts to draw in their clients through their items and by catching the occasions and pictures that are record-breaking. My Valuer likewise tries to draw in their clients by sharing the property data by means of short substance or by recordings about the items or new venture alternatives. To encounter the brand, it is acceptable to see the YouTube recordings and achieve the data without My Valuer can in sight. My Valuer advertising relies upon different sites, papers, messages, as they can stretch the limits and post one of a kind substance of the brand. (Hoskisson, Michael, Duane Harrison, 2012). Web based life is the chosen computerized foundation of My Valuer, who alludes to the substance that is circulated with the assistance of versatile and online advancements, to encourage the relational correspondence. The 4E system covers, helping clients in encountering the items and giving them a chance to engage with the informal community. Inside the components of the 4E structure, internet based life is primarily pertinent to get draw in with clients. According to 4E system of web-based social networking and in endeavoring to draw in with the clients, My Valuer invests their energy in clarifying the favorable circumstances and item highlights, and they additionally start the clients to give them criticism. Experience clients through this component My Valuer bestow a chance, through which clients can without much of a stretch comprehend the organization and the equivalent is done through recordings, test trails, and client survey (Armstrong, Adam, Deneize Kotler, 2014). Potential clients visit the stores or sites, as such advertiser holds a chance to give best understanding to clients about the gave arrangements and advantages, alongside incentive. Connect with clients My Valuer draws in the clients through their new offers and welcome them to visit the spots. My Valuer effectively utilizes web based life, for example, Google+ and Facebook for imparting the new arrangements and offers, which can pull in the clients towards the property. Development Currently, My Valuer is extremely well known in New Zealand and has effectively gotten numerous clients. They offer different items to their clients like places of business, eateries, houses, alongside different offices inside the townships like games, unwinding, visits, and so forth. My Valuer likewise advance their items through their occasions which bolster them in driving the computerized and physical commitment (Kluyver, 2010). Situating the organization position itself as the top property Valuer and offer best rates to their clients (Sharp, 2010). Focusing on My Valuer focus at the occupants of New Zealand as their clients. Alongside them they likewise center around clients keen on getting the business property. My Valuer catches the web based life channels through their designs just as copywriting post, which is enjoyed by crowds. Along these lines, they impart their message to the general population. Promoting Strategy course of events: References Armstrong, G., Adam, S., Deneize, S., Kotler, P. (2014). Standards of Marketing. Pearson Australia Grewal, D. (2016). Promoting (fifth ed.). New York, NY: McGraw. Hoskisson, R. E., Michael, A., Duane, H. R., Harrison, J. S. (2012). Going after Advantage. Cengage Learning Kluyver, C. D. (2010). Essentials of Global Strategy: A Business Model Approach. Business Expert Press Ries. (2003). Situating: The Battle For Your Mind. McGraw-Hill Education (India) Pvt Limited Sharp, B. (2010). How Brands Grow: What Marketers Don't Know? OUP Australia New Zealand

Understanding Javas Cannot Find Symbol Error Message

Understanding Java's Cannot Find Symbol Error Message At the point when a Java program is being arranged, the compiler makes a rundown of the considerable number of identifiers being used. On the off chance that it cannot discover what an identifier alludes to (e.g., there is no presentation articulation for a variable) it can't finish the gathering. This is what the can't discover image mistake message is stating the compilerâ doesnt have enough data to sort out what the Java code is planned to execute. Potential Causes For the Cannot Find Symbol Error In spite of the fact that the Java source code contains different things like catchphrases, remarks, and administrators, the Cannot Find Symbol mistake references the name of a particular bundle, interface, class, strategy or variable. The compiler has to recognize what each identifier references. On the off chance that it doesnt, the code is fundamentally searching for something that the compiler doesnt yet grasp. Some potential foundations for the Cannot Find Symbol Java mistake include: Attempting to utilize a variable without pronouncing it.Misspelling a class or technique name. Remember that Java is case sensitiveâ and spelling mistakes are notâ corrected for you. Likewise, underscores could possibly be fundamental, so keep an eye out for code that utilization them when they shouldnt be utilized or bad habit versa.The parameters utilized don't coordinate a techniques signature.The bundled class has not been referenced effectively utilizing an import declaration.Identifiers look the same yet are really extraordinary. This issue can be difficult to spot, yet for this situation, if the source records use UTF-8 encoding, you might be utilizing a few identifiers as though theyre indistinguishable yet truly theyre not on the grounds that they basically seem, by all accounts, to be spelled the same.Youre taking a gander at an inappropriate source code. It might appear to be difficult to accept that youre perusing an alternate source code than the one delivering the mistake, however its certainly conceivable, and particularly for new Java developers. Check document names and form chronicles carefully.You overlooked another, such as this: String s String();, which ought to be String s new String(); Some of the time, the mistake emerges from a mix of issues. In this way, in the event that you fix a certain something, and the mistake continues, check for various issues despite everything influencing your code. For instance, its conceivable that you are attempting to utilize an undeclared variable and when you fix it, the code despite everything contains spelling blunders. Case of a Cannot Find Symbol Java Error Lets utilize this code for instance: This code will cause a can't discover image blunder in light of the fact that the System.out class doesn't have a strategy called â€Å"prontln†: The two lines beneath the message will clarify precisely what some portion of the code is confounding the compiler. Slip-ups like capitalization befuddles are frequently hailed in a committed incorporated advancement condition. Despite the fact that you can compose your Java code in any content manager, utilizing IDEs and their related linting devices decreases grammatical mistakes and confuses. Basic Java IDEs incorporate Eclipse and NetBeans.

Why People With PTSD Take Part in Risk-Taking Behavior

Why People With PTSD Take Part in Risk-Taking Behavior PTSD Symptoms Print Why People With PTSD Take Part in Risk Taking Behavior By Matthew Tull, PhD twitter Matthew Tull, PhD is a professor of psychology at the University of Toledo, specializing in post-traumatic stress disorder. Learn about our editorial policy Matthew Tull, PhD Updated on June 23, 2019 Post-Traumatic Stress Disorder Overview Symptoms & Diagnosis Causes & Risk Factors Treatment Living With In Children Geber86 / E+ / Getty Images Risk-taking behavior refers to the tendency to engage in activities that have the potential to be harmful or dangerous. Why People Take Part in Risk-Taking Behavior Given that risk-taking behavior is potentially dangerous, some people wonder why anyone would take part. On one hand, the behavior puts those who engage in it in harms way; on the other, it gives participants the chance to experience an outcome they perceive as positive. Risk-taking behaviors such as driving fast or substance use, for example, may lead to car accidents or overdoses, respectively. In the moment, however, they may bring about positive feelings such as the thrill of a fast ride or the high one gets from drug use. Examples of Risk-Taking Behavior Risk-taking behavior can also include having sex with strangers, often with no protection against sexually transmitted diseases or unplanned pregnancies. Risk-takers may also enjoy gambling, typically losing more than they can handle. These individuals may take part in extreme sports or recreational activities. Even when risk-takers engage in widely practiced behaviors, such as drinking or smoking cigarettes, they put their lives at risk, as deaths associated with these behaviors are higher than deaths associated with illicit drug use. But risk-takers tend to ignore the consequences of their behaviors. PTSD and Self-Destructive Behaviors Whos at Risk for Risk-Taking Behavior? Some research indicates that men tend to be more likely to be risk-takers than women. But both male and female risk-takers share the same personality traits, such as impulsive sensation-seeking, aggression-hostility, and sociability, one study found. Genetics play a role in risk-taking behavior as well. Identical twins separated at birth, for example, tend to engage in risk-taking behaviors at high rates. Testosterone appears to play a role as well, which is why theres a gender imbalance in the people most likely to take part in risk-taking behaviors. A 2012 study of 395 military veterans with PTSD found a link between risk-taking behavior and the disorder. In addition to the above forms of riskiness, vets with PTSD have a propensity for firearms play, potentially endangering their lives. People with PTSD may have already survived dangerous situations, and risk-taking behavior may give them the feeling that they have more control over their present danger than the danger that led to them developing PTSD. Getting Help If you find yourself coping with PTSD by engaging in risky behaviors such as drug abuse, anonymous sex, or gambling, its time to get help. Risk-taking behavior may cause you bodily harm, result in you contracting a sexually transmitted infection, or lead to financial losses that you cant recover from without some heavy lifting.   Its unwise to toy with your wellbeing in this way. A psychotherapist with experience treating patients with PTSD may help. You can also find a support group for people with PTSD or confide in a close friend or family member who can try to hold you accountable when you feel the urge to engage in risky behaviors.   Treatment Options for PTSD

Cultural Diversity in the International Business Free Essay Example, 2500 words

It is important to look closely at globalization in relation to cultural change since the two elements happen to be closely interrelated. Globalization is an important factor since it happens to have an effect on the populace throughout the world. Some of these effects of globalization can be viewed as being beneficial while others can be viewed as being not so beneficial (Lum and Tehranian 2006). With the increasing advent of global technology, items such as symbols, images, values, information, and beliefs are constantly being transmitted across the globe instantaneously (Ervin 2008). The rise in the rate of global communication has led to a general increase in global, cultural interaction. These interactions are causing there to be a coming together of different, diverse and relatively distinct cultures each having different cultural norms and messages that were once considered to be beyond the perception of the different individual cultures. This has had the general effect of so me the cultures altering the norms and beliefs of other cultures (Ervin 2008) 4.1 Effects of Globalization on Culture There has been a contentious debate on the impact and effects of the increasing globalization on culture with different school of thoughts having different opinions on the matter. We will write a custom essay sample on Cultural Diversity in the International Business or any topic specifically for you Only $17.96 $11.86/page 5.0 Process of Cultural Changes As has been pointed out above, through the effects of the process of globalization, cultures are constantly influencing each other and changing though it is not yet quite certain if these changes will have the net result of causing a cultural convergence.

Essay on The Importance of Slearys Circus People in Hard...

The Importance of Slearys Circus People in Hard Times In Charles Dickens novel Hard Times, an alternative view of the Gradgrind-Bounderby way of life is presented by Slearys circus people. Slearys people are shown by Dickens as leading lives which go against everything which Gradgrind represents and as such they are at first a kind of abomination to him. They are shown as people with a life of freedom, not constrained by the rigid set laws and hard facts which Gradgrinds philosophy is based upon. Not only just the physical freedom to roam the countryside almost at will, where Gradgrind is tied to Coketown. But also a mental freedom to enjoy life to the full with all its spontaneity, unconditional emotions,†¦show more content†¦One of the main tools he uses is the subtle and sometimes not so subtle method of the comparison of objects and characters with their physical and literary opposites. An example being the horse. When we look at Gradgrinds definition of a horse given to us early on in the book Quadruped. Ggraminivorous, forty teeth namely grinders.......with iron.2 ,a strict and non compromising definition. We then find the circus people lodging in an inn , aptly named Pegasus Arms. Pegasus is a horse which could not get further from Gradgrinds definition if it tried. For it being a mythological creature and as such the product of the imagination. A creature in Gradgrinds world such as this should not and must not come to light. To hammer the point home there is a pantomime Pegasus in a glass case hanging on the wall behind the bar. Dickens uses the narrator of the story, who being an essential all seeing, all knowing invisible character, to constantly bombard us with these comparisons. Like when he informs us that the circus people are of a much generous construction 3 . Which also goes against Gradgrind philosophy as the narrator states later on in the book Fundamental principle of Gradgrind philosophy.....give anybody anything, or render anybody help without purchase 4 Dickens also draws our attention very closely to every word which Sleary saysShow MoreRelatedWhile Every Culture, Race, Community, And Family Have Their1008 Words   |  5 PagesCharles Dickens’s 1854 novel, Hard Times, he explores these varying viewpoints while quite obviously taking a stand for one perspective. Throughout the novel, one can clearly see that there are two different models for raising a child. These models are through the guidance of Sleary’s circus members and Mr. Gradgrind. Sleary’s circus has a very humanized approach to raising a child. Unlike Mr. Gradgrind. Through the influential writing of Charles Dickens, Sleary’s circus creates a platform for SissyRead MoreCharles Dickens Hard Times For These Times1074 Words   |  5 Pagesthe course without straying from it. If you do, you are considered broken. Yet, what exactly is the point of mindlessly walking the same path as everyone else, only to constantly find yourself memorizing empt y facts over and over again? In Hard Times for these Times, Charles Dickens embodies the consequences of an absolutely factual world: blindness, imbalance, and nonfulfillment. Through the convoluted stories of the opposite worlds, Sissy’s journey to becoming a jewel of balance, Louisa’s tragic fightRead MoreEssay on Wealth and Poverty in Hard Times by Charles Dickens2288 Words   |  10 PagesHow does Dickens contrast wealth and poverty in the opening book of Hard Times? Hard Times is set in the 1840s, which was an amazingly turbulent time in history due to the industrial revolution. The novel is set in Coketown (Coketown is fictitious but is loosely based on the town of Preston), one of the many new industrial towns, and is centred on the lives of its inhabitants. Peoples lives had changed at this time. The working class used to work in farms, and because they were theirRead MoreSignificance of Emotional Education in Dickens Novel, Hard Times 1911 Words   |  8 PagesSet in the ever shifting world of the Industrial Revolution, Charles Dickens’ novel Hard Times begins with a description of a utilitarian paradise created by the illustrious and eminently practical Mr. Gradgrind, a world that follows a prescribed set of logically laid-out facts. However, readers soon realize that Gradgrinds modern utopia is only a simulacrum, belied by the damnation of lives devoid of elements that feed the heart and soul, as well as the mind. As the years progress, the weaknessesRead MoreUtalitarian Principle in Charles Dickens Hard Times3069 Words   |  13 Pagesage of eighteenth century. Utilitarianism, as rightly claimed by Dickens, robbed the people of their individuality and joy; deprived the children of their special period of their lives, Childhood and deprived women of their inherent right of equality. The th eme of utilitarianism, along with industrialization and education is explored by Charles Dickens, in his novel  Hard Times.. Hard Times written in those times intended to explore its negativisms. Utilitarianism as a government was propounded asRead MoreSocial Network2525 Words   |  11 PagesIntroduction  : Hard Times is the tenth novel by Charles Dickens, The book appraises English society and is aimed at highlighting the social and economic pressures of the times. Hard Times is not a delicate book . has not usually been regarded as one of Dickens s finest novels and It is also not a difficult book: Dickens wanted all his readers to catch his point exactly, and the moral theme of the novel is very explicitly articulated time and again. There are no hidden meanings in Hard Times, and the

Hydraulic cone crusher operating principle in manufacturer Free Essays

Upper material through the crusher feed opening into the crushing chamber, crushed material from he lower row of the discharge port. hydraulic cone crusher:http://www. ock- crusher. We will write a custom essay sample on Hydraulic cone crusher operating principle in manufacturer or any similar topic only for you Order Now org/products/Hydraulic-Cone-Crusher. html SMG single-cylinder series hydraulic cone crusher:http://www. conecrusher. org/SMG-Hydraulic-Cone- Crusher. html SMG single-cylinder series hydraulic cone crusher operating principle: summed up the advantages on the basis of the crushing chamber type, experienced a theoretical analysis and practical test case, Yifan engineers design the SMG series hydraulic cone crusher has a variety of crushing chamber type, available for users to hoose, by selecting suitable crushing chamber and eccentric distance, can meet customer production requirements, to achieve high yields. Packed feed laminated crushing, to make the final product better grain shape, particle content of the cube. Meanwhile,SMG single-cylinder series hydraulic cone crusher is uesd in stone production line. SMH series hydraulic cone crusher is the cone crusher developed after the absorption of the world advanced crushing technology with the advanced level, the more widely used in metallurgy, construction, utilities, transportation, hemical industry, building materials industry, suitable for crushing hard, medium hardness a variety of ores and rocks. SMH series hydraulic cone crusher is a high- performance cone crusher, will design speed and stroke, as well as crushing cavity optimized portfolio to achieve intergranular laminating crushing significantly improves yield and product shape is also greatly improved . rock crusher in china:http://www. rock-crusher. org/ Yifan machinery is professional hydraulic cone crusher manufacturer in china. Any problem,contact us. How to cite Hydraulic cone crusher operating principle in manufacturer, Papers

Multiculturalism Diversity Oil and Gas Industry †Free Samples

Question: Discuss about the Multiculturalism Diversity Oil and Gas Industry. Answer: In this MNC oil and gas industry, linguistic and communication diversity has been an eternal issue. It is important to note that in multinational companies in particular for local ones, employees are not well versed in language diversity and hence delivering wrong messages. There are challenges in communicating properly with other employees hence cause the impact among the teams and cause the miscommunication. This misunderstanding affects the group members and leads to a negative attitude towards each other (Jakob, 2011). The fact that we are in the TECH world today, various media are available for communication. However, there many times we failed and increasingly the linguistic diversity because of the existence barrier (Feely, 2003). The impact of the language diversity is associated with the tone of voice, pronunciation, slang and speed of conversation of the person. This difference is commonly noticed among individuals from different other nationality, example the message could be as simple as greeting how are you in Australia the greeting would be good day mate but for the local will be heard wrongly with the meaning of go die mate. As for Malaysian, the sentences will always end with LAH with the mixture conversation of Malays language for example I kena check with him means I need to check or confirm with him. Language barrier interferes with effective communication in a workplace. It suffices to point out that in circumstances where the receiver has preconceived ideas, communication becomes a challenge. For instance, when the receiver only hears what s/he wants to hear on the basis of personal opinions, ideas, and views, the information that is being communicated is distorted (Steyaert, C., Ostendorp, Gaibrois, 2016). In some cases, there occurs denial of contrary information. This distortion happens when the message that is communicated has some conflicts with the kind of information that the receiver acknowledges to be valid. Consequently, a situation arises where the receiver ends up rejecting the information or the message from the sender (Woo, Giles, 2017). In most cases, communication breaks down because the message that is being put across by the sender possesses a different meaning to the one known by the receiver. Further, communication requires interest, trust, and motivation for it to be effective (Woo, Giles, 2017). The language barrier is also brought about by the variations in the dialects. The meanings attached to a particular dialect appears to be different from the other and therefore, constraining communication. It is worth noting that in the contemporary world, communication is evolutionary and dynamic in nature. The issue of intercultural communication is imperative to the company because its workforce is drawn from different cultural backgrounds (Gavin et al., 2017; Steyaert, C., Ostendorp, Gaibrois, 2016). It is imperative to note that in many cases employees fail to communicate effectively because they often assume similarity instead of appreciating the differences in their cultures (Ahmad, 2016; Woo, Giles, 2017). In addition, communication has been ineffective because messages sent or received are packaged with a lot of prejudice and stereotypes. It is vital to note that in communicating effectively, employees ought to appreciate the value systems of colleagues so that conflict does not arise in the company. In the modern times when the world is turning into a global village, people must understand how culture affects communication. Culture is important in the communication process because it influences how people perceive and understand messages that are sent to them (Atkinson, Kelly-Holmes, 2016). There is a plethora of literature that supports the argument that people from different cultures encode and decode messages in various ways. As a result, misunderstanding is inevitable as the communication and the messages are altered (Steyaert, C., Ostendorp, Gaibrois, 2016). References Ahmad, F. (2016). Knowledge sharing in organizations: language diversity and performance. Informaatiotutkimus, 35(3), 15-16. Atkinson, D., Kelly-Holmes, H. (2016). Exploring language attitudes and ideologies in university students discussion of Irish in a context of increasing language diversity. Language and Intercultural Communication, 16(2), 199-215. Feely, A. J., Harzing, A. W. (2003). Language management in multinational companies. Cross Cultural Management: An International Journal, 10(2), 37-52. Gavin, M. C., Rangel, T. F., Bowern, C., Colwell, R. K., Kirby, K. R., Botero, C. A., ... Gray, R. D. (2017). Process?based modelling shows how climate and demography shape language diversity. Global Ecology and Biogeography. Lauring, J., Selmer, J. (2011). Multicultural organizations: common language, knowledge sharing and performance. Personnel Review, 40(3), 324-343. Steyaert, C., Ostendorp, A., Gaibrois, C. (2016). 8. Multilingual organizations as linguascapes and the discursive position of English. A Guide to Discursive Organizational Psychology, 168. Woo, D., Giles, H. (2017). Language attitudes and intergroup dynamics in multilingual organizations. International Journal of Cross Cultural Management, 17(1), 39-52.

Arab Woman to Gain Quotas

Arab Woman to Gain Quotas Free Online Research Papers Quotas are setting up a percentage of or number or the representation of a certain group, in this case it will be women, most frequently in the form of a minimum percentage, for example a 20, 30 or 40 percent. Quotas are used as a measure to boost the representation of excluded or under-represented groups in politics in the past. In most of the countries quotas are target mostly to woman. It is targeted towards woman because the county was woman to take part in the county’s politics and it also helps woman’s to bring out the problems they face in the society and what the county can do to help them solve their problems. Quotas have been introduced in many countries, for example â€Å"Latin American, Argentina was the forerunner with its introduction of legal candidate quotas in 1991. Since then this type of quotas has spread all over the Latin-American region. In Africa, South Africa has inspired other countries in the region to adopt voluntary party quotas, while Uganda has led concerning reserved seats. In South Asia gender quotas at the local level have been introduced in recent years in Pakistan, India and Bangladesh, even if these three countries do not openly refer to experience made by their neighbors. â€Å"(Quota database, 2007) Pros Quotas for women do not differentiate, but compensate for real barriers that prevent women from their reasonable share of the political seats. Women have the right as citizens to equal participation. Womens experiences are needed in or should be addressed political life. Women are just as qualified and educated as men, but womens qualifications are looked down upon and minimized in a male-dominated political system. (Quota Database, 2007) Cons Quotas are against the principle of equal chance for all, since men are given less chance and woman are given more preference. Quotas are an undemocratic way; the voters should decided who should be chosen. Again a party should decide who should be in a party and who should be selected to represent a party. Quota again tells that people are elected on the base of their gender and not on their education qualification; and the candidates who are eligible for election are kept aside. (Quota Database, 2007) Many of the non democratic countries like the Arab countries and African countries do not allow woman to take part in politics. In these countries women’s groups have been actively involved to help woman to take part or get seats in politics. Let us now take a look at how woman in the Middle Eastern regions are treated. Woman in the Middle Eastern region have been seen as an oppressed group. From the sand deserts of Saudi Arabia to the hilly lands of Afghanistan, Arab woman have faced many problems in society. The role of any woman around the world is seen nurturing and meant to be taken care of the family, even in the Middle Eastern regions woman have been seen as nurturing and home makers. But many of the women have moved on to a more new outlook they have take roles as educators and laborers. Arab woman are threatening the traditional Arab family structure by moving to a modern view, however many of the woman are willing to make the sacrifice, to see the world has more to offer them than just family circle responsibility and childbearing. Islam religion allows their woman to be educated and also to earn a separate income from their husband. As Arab woman continue to seek education and continue their jobs, society’s anticipation over them, giving more power to those who are against these a ctions. In the past decades , the number of Arab woman in work force have rise, and have included a solid education in their early life achievements. The idea of an educated and successful woman started lond time back, it dates back to almost 1500 years when Prophet Muhammad wife Khadija, she owned her own caravan and was her own employer, and she was successful at that. After the death of the Prophet the status and important of woman started declining slowly. Due to this many feminist movements started taking place. Even though these feminist movements encouraged Arab woman to raise in society only a handful were able to attain that, many countries like Saudi Arabia still held their woman back. Muslims have taken Islam religion very seriously, while each Middle Eastern county has its own set of rules. Majority of the Middle Eastern countries take a few things from the Islam religion and a few things are thrown out just to satisfy with they want to achieve. This still happens in Saudi Arabia and Yemen. While a few countries do not permit woman to work, majority of the countries allow their woman to wok, therefore the number of woman in workforce has risen and also rate of woman achieving education has risen. There are still many factors which keep the number of woman in workforce low. In many of the Arab countries girls get married at a very young age, they barely even complete their high school. Therefore these Arab families consist of many children is not an uncommon sight. These two factors are the many cause of Arab woman’s participation in work force. The role of a woman in the house is seen is always viewed as a doubtful as to whether or not she can move up to a position of power or authority. Here in the Middle Eastern region especially Saudi Arabia, men and woman are not allowed to work closely, things like a hand shake with a man and a woman is prohibited. At restaurants there will be different sitting area for men and woman and one for family area where a man and his wife and children can sit. Culture like this has a large influence on woman and their upcoming in work force. One country that is slightly advanced than the other Middle Eastern countries is Lebanon; the Lebanon government does not force their woman to wear a veil, communication between male and female is allowed publically. Lebanese woman have been given the freedom to sexually express them self. In many of the Middle Eastern families the son is educated and independent and the girl is made to work alongside to the mother in the house. They domesticate the female child at an early age and tell them that this is what they need to know. Even some parts of India, Bangladesh, Sir Lanka, woman are seen as a home maker and not fit for outside the home jobs. Even if they are they are give job like a secretarial post, or a teachers post. In Iran, woman joined the revolution to remove the Shah’s rule and played a very important role in helping. The Iranian women are now fighting against wearing the veil, and this battle they have to fight on their own. It is now up to them whether they want their freedom or not. Arab woman have become more active in their societies, they have taken part from politics to feminist movements. In Kuwait, woman made history or wrote a new chapter for all other woman in the Middle Eastern region to get involved in politics and government positions. Kuwait Parliamentary finally allowed woman to participate in election, which means which means they will participate in 2007 elections. Also a Kuwaiti woman started a campaign to run for position in municipal council in Kuwait. This is the first time woman has taken part in campaign like this since 1962. This is the first time an election campaign was organized by a woman. In 2006 Najah-al-Attar from Syria is the first woman ever to be elected or appointed in such a high position. She will be responsible for the cultural foreign policy. President Hafez Al Assad who was the president for nearly 30 years, Attar was the cultural minister during his rule. This kind of news is rare but encouraging to see woman being assigned to such high position in the Syrian government. It shows some progress on the uplifting status of woman among the Arab countries. It is good to see woman working in government and achieving such high position, it is also good to see that woman are not just treated as a symbol of domestic role. On 25th of March 2006, a news article tells us, a large number of woman in Iran have also started in working in Iranian police force, and the government wants more woman to work under crime related issues. There are around 2000 police woman, but the head of the police says that they still need around 8000 more. A police recruiter said in a Islamic state like Iran men and woman have the same amount of rights and they both have equal rights. So as there as there is a need for having policemen there is need to have policewoman too. In countries like Jordan woman are fighting to get seats in the parliament. In Morocco woman are roughly given 10% of 325 seats. A demand of quota for woman in Jordan is high. In many of the other Arab counties men feel a strong opposition to quota system and feel that political process should not be interfered with. In the year 2002 in October, all eight women lost to men even when most of them who voted were woman. Some say that this is because of the culture; woman will not vote for another woman and will vote for a men as they feel that men should the one in power. Since 1970 the number of girls in school has doubled which means that more girls are being educated. (Arab women demand quotas) Sheikha Yousef Hasan Al-Gerifi ran for city council in 2005 in Qatar. She can across many problem other woman around the world would have never faced. Since Qatar is a conservative country like its neighbor like Saudi, Sheikha Yousef Hasan Al-Gerifi’d family did not allow her to put her picture on her campaign as woman there are supposed to be wearing the Veil. But the most important that maters here is she won the election. Political scientist Hala Mustafa of Egypts al-Ahram Foundation says that woman have a small or very little power in the field of politics. In Saudi Arabia woman are granted a few political rights as compared to other countries, recently two woman were introduced to the chamber of commerce, it might be a small step but to the Arab Woman it is a very important step. Although many achievements have been made yet so much more has to be done. Arab woman have a lot of oppression yet to overcome. Like we have seen before Islam has given many rights to woman, the ones have held these rights back from woman are the males in the society. Islam religion has given their woman to right to education and earn income separate from their husband. There is a major battle between religion and culture. How will this battle be resolved? Will Arab woman give way to independence and forget their traditional duties? Will they be able to turn society as a whole, or will they be able to give justice to both worlds and bring on a new generation? Research Papers on Arab Woman to Gain QuotasDefinition of Export QuotasInfluences of Socio-Economic Status of Married MalesNever Been Kicked Out of a Place This NiceMind TravelHip-Hop is ArtAnalysis Of A Cosmetics Advertisement19 Century Society: A Deeply Divided EraPersonal Experience with Teen PregnancyResearch Process Part OneBringing Democracy to Africa

Chinampa - Raised Field Agriculture in the Americas

Chinampa - Raised Field Agriculture in the Americas Chinampa system farming (sometimes called floating gardens) is a form of ancient raised field agriculture, used by American communities at least as early as 1250 CE, and successfully used by small farmers today as well. Chinampas are long narrow garden beds separated by canals. The garden land is built up from the wetland by stacking alternating layers of lake mud and thick mats of decaying vegetation. The process is typically characterized by exceptionally high yields per unit of land.  The word chinampa is a Nahuatl (native Aztec) word, chinamitl, meaning an area enclosed by hedges or canes. Key Takeaways: Chinampas Chinampas are a type of raised field agriculture used in wetlands, constructed of stacked alternating layers of mud and decaying vegetation.  The fields are built with a series of long alternating strips of canals and raised fields.  If properly maintained, by dredging organic-rich canal muck and placing it onto of the raised fields, chinampas are quite productive.  They were seen by the by Spanish conquistador Hernan Cortes when he reached the Aztec capital of Tenochtitlan (Mexico City) in 1519.  The oldest chinampas in the Basin of Mexico date to ca. 1250 CE, well before the formation of the Aztec empire in 1431.   Cortes and the Aztec Floating Gardens The first historical record of chinampas was by the Spanish conquistador Hernan Cortes, who arrived in the Aztec capital of Tenochtitlan (now Mexico City) in 1519. At the time, the basin of Mexico where the city is located was characterized by an interconnected system of lakes and lagoons of varying size, elevation, and salinity. Cortes saw agricultural plots on rafts on the surface of some of the lagoons and lakes, connected to the shore by causeways, and to the lakebeds by willow trees. The Aztecs did not invent chinampa technology. The earliest chinampas in the Basin of Mexico date to the Middle Postclassic periods, about 1250 CE, more than 150 years before the formation of the Aztec empire in 1431.  Some archaeological evidence exists showing that the Aztecs damaged some of the existing chinampas when they took over the basin of Mexico. Ancient Chinampa Aerial view over Xochimilco traditional agricultural fields Mexico City, March 16, 2015. Getty Images / Ulrike Stein / Stock Editorial Ancient chinampa systems have been identified throughout the highland and lowland regions of both continents of the Americas, and are also currently in use in highland and lowland Mexico on both coasts; in Belize and Guatemala; in the Andean highlands and Amazonian lowlands. Chinampa fields are generally about 13 feet (4 meters) wide but can be up to 1,300–3,000 ft (400–900 m) in length. Ancient chinampa fields are difficult to identify archaeologically  if theyve been abandoned and allowed to silt over: However, a wide variety of remote sensing techniques such as aerial photography have been used to find them with considerable success. Other information about chinampas is found in archival colonial records and historic texts, ethnographic descriptions of historic period chinampa farming schemes, and ecological studies on modern ones. Historical mentions of chinampa gardening date to the early Spanish colonial period. Farming on a Chinampa Chinampa Field Scene, Xochimilco. Hernn Garcà ­a Crespo The benefits of a chinampa system are that the water in the canals provides a consistent passive source of irrigation. Chinampa systems, as mapped by environmental anthropologist Christopher T. Morehart, include a complex of major and minor canals, which act both as freshwater arteries and provide canoe access to and from the fields. To maintain the fields, the farmer must continually dredge soil from the canals, and redeposit the soil atop the garden beds. The canal muck is organically rich from rotting vegetation and household wastes. Estimates of the productivity based on modern communities suggest that 2.5 acres (1 hectare) of chinampa gardening in the basin of Mexico could provide an annual subsistence for 15–20 people. Some scholars argue that one reason chinampa systems are so successful has to do with the diversity of species used within the plant beds. A chinampa system in San Andrà ©s Mixquic, a small community located about 25 miles (40 kilometers) from Mexico City, was found to include an astonishing 146 different plant species, including 51 separate domesticated plants. Other benefits include a damping down of plant diseases, compared to ground-based agriculture. Ecological Studies Instensive studies in Mexico City have been focused on chinampas in Xaltocan and Xochimilco. Xochimilco chinampas include not just crops such as maize, squash, vegetables, and flowers but small-scale animal and meat production, hens, turkeys, fighting cocks, pigs, rabbits and sheep. In sub-urban spaces, there are also draft animals (mules and horses) used to draw carts for maintenance purposes and take visiting local tourists. Beginning in 1990, heavy metal pesticides such as methyl parathion were applied to some chinampas in Xochimilco. Methyl parathion is an organophosphate which is extremely toxic to mammals and birds, which negatively impacted the kinds of levels of nitrogen available in the chinampa soils, decreasing beneficial types and increasing those not-so-beneficial. A study by Mexican ecologist Claudia Chvez-Là ³pez and colleagues reports successful laboratory tests removing the pesticide, lending hope that damaged fields may yet be restored. Archaeology Chinampa or floating gardens, Mexico, journey of Leon De Pontelli to Central America, from LIllustration, Journal Universel 886(35), February 18, 1860. De Agostini / Biblioteca Ambrosiana Getty Images The first archaeological investigations into chinampa farming were in the 1940s, when Spanish archaeologist Pedro Armillas identified relict Aztec chinampa fields in the Basin of Mexico, by examining aerial photographs. Additional surveys of central Mexico were conducted by US archaeologist William Sanders and colleagues in the 1970s, who identified additional fields associated with the various barrios of Tenochtitlan. Chronological data suggests chinampas were built at the Aztec community of Xaltocan during the Middle Postclassic period  after significant  amounts of political organization was in place. Morehart (2012) reported a 3,700–5,000 ac (~1,500–2,000 ha) chinampa system at the postclassic kingdom, based on aerial photographs, Landsat 7 data, and Quickbird VHR multispectral imagery, integrated into a GIS system. Chinampas and Politics Although Morehart and colleagues once argued that chinampas required a  top-down organization to be implemented, most scholars today (including Morehart) agree that building and maintaining of chinampa farms do  not require organizational and administrative responsibilities at the state level. Indeed, archaeological studies at Xaltocan and ethnographic studies at  Tiwanaku  have provided evidence that the meddling of the state in chinampa farming is detrimental to a successful enterprise. As a result, chinampa farming may be well-suited to locally-driven agricultural efforts today. Sources Chvez-Là ³pez, C., et al. Removal of Methyl Parathion from a Chinampa Agricultural Soil of Xochimilco Mexico: A Laboratory Study. European Journal of Soil Biology 47.4 (2011): 264–69. Print.Losada Custardoy, Hermenegildo Romn, et al. The Use of Organic Waste from Animals and Plants as Important Input to Urban Agriculture in Mà ©xico City. International Journal of Applied Science and Technology 5.1 (2015). Print.Morehart, Christopher T. Chinampa Agriculture, Surplus Production, and Political Change at Xaltocan, Mexico. Ancient Mesoamerica 27.1 (2016): 183–96. Print.-. Mapping Ancient Chinampa Landscapes in the Basin of Mexico: A Remote Sensing and GIS Approach. Journal of Archaeological Science 39.7 (2012): 2541–51. Print.-. The Political Ecology of Chinampa Landscapes in the Basin of Mexico. Water and Power in Past Societies. Ed. Holt, Emily. Albany: State University of New York Press, 2018. 19–40. Print.Morehart, Christopher T., and Charles D. Frederick . The Chronology and Collapse of Pre-Aztec Raised Field (Chinampa) Agriculture in the Northern Basin of Mexico. Antiquity 88.340 (2014): 531–48. Print.

Debate speech for filibuster protocol Essay Example | Topics and Well Written Essays - 250 words

Debate speech for filibuster protocol - Essay Example However, is it plausible to argue that filibusters are bad in any debate? Filibusters cause delays to confirmations since at least 60% are from the oppositions as Sinclair 5. In these holds, the opponents always create opponents hostages. This inconsistency impose barring of nominees. In cases of partisanship rising, filibusters if not continuity that is coupled to consensus, bring about moderation. This is has been protecting public interests especially among the minority. It provides leverage that premise exhaustive examination of federal branch candidates. For instance, Davis Filibuster was a thirteen-hour speech to stop this controversial bill from approval by senate. Although senate republicans were unhappy with his breaking the filibuster rules, a commotion arose and votes could not be held ("Wendy Davis Filibuster to Block Abortion Bill") In this instance, Davies Wendy, prevented desperate measures of endings safe abortions and indeed there was need for clinics to upgrade their services to serving the public better. Briefly, it is important to impose a filibuster when a contradictory bill is brought to parliament to allow for necessary corrections on it to safeguard the interests of the

Hristian theology Research Paper Example | Topics and Well Written Essays - 750 words

Hristian theology - Research Paper Example The central theological event that defines the religious center of Christianity is the event of the crucifixion with the subsequent resurrection. The basic concept of Christian belief is that Jesus died on the cross to take the burden of sin from mankind and was then reborn in order to activate salvation for those who believe. Salvation is a matter of belief and is not earned through good acts. Another important belief is that when Christ died, the curtain was torn in the temple, thus opening communication between God and his people without the need of an intermediary priest. However, Catholicism still maintains the intermediary between the flock and God through their priests. According to Smith, â€Å"Faith in Jesus’ resurrection produced the Church and its Christology† (324). The resurrection is the event that signals the divinity of Christ. According to Thiessen, there are several reasons that the resurrection is important. The first is that through the witness of th e apostles of the events of the resurrection, truth must be believed otherwise the recorded events are a fallacy that strips all of the rest of the history of its truth. In other words, if one aspect is false, it puts into question all of the other aspects of the story of the life of Jesus. The second reason is that in rising from the dead, Jesus was then able to â€Å"baptize the believer in the Holy Spirit† (Thiessen 243). In Romans, Paul makes clear that through the resurrection, man is reconciled with God, thus providing for salvation (Thiessen 244). Baptism, an act in which water is either sprinkled, poured, or within which a person is immersed, provides an introduction of the person into the supernatural world through the... This paper demonstrates the Christian religion. The basic theology of the Christian religion is based upon the stories of the four Gospels which create a structure in which the life of Jesus is revealed. The birth of Jesus is told to have occurred as a miracle of conception. Mary is said to have been a virgin when she became pregnant. Near the time she must give birth, Mary and her husband Joseph traveled to his native home in Bethlehem in order to register in a census. As there is no room in the inn, they are given space in a stable to spend the night where Mary gives birth to her son. The central theological event that defines the religious center of Christianity is the event of the crucifixion with the subsequent resurrection. The basic concept of Christian belief is that Jesus died on the cross to take the burden of sin from mankind and was then reborn in order to activate salvation for those who believe. Salvation is a matter of belief and is not earned through good acts. Anothe r important belief is that when Christ died, the curtain was torn in the temple, thus opening communication between God and his people without the need of an intermediary priest. However, Catholicism still maintains the intermediary between the flock and God through their priests. While there are a great number of theological discussions available about the nature of Christianity, the basic stories of his being exalted at birth, of his ministry, the crucifixion and resurrection define the central being of Jesus as the core of the nature of salvation.

Source Of Errors In Language Learning Research English Language Essay

Source Of Errors In Language Learning Research English Language Essay Introduction Errors are integral part of language acquisition. The phenomenon of error has long interested SLA researchers. In a traditional second language teaching situation, they are regarded as the linguistic phenomena deviant from the language rules and standard usages, reflecting learners deficiency in language competence and acquisition device. Many teachers simply correct individual errors as they occur, with little attempt to see patterns of errors or to seek causes in anything other than learner ignorance. Presently, however, with the development of linguistics, applied linguists, psychology and other relevant subjects, peoples attitude toward errors changed greatly. Instead of being problem to be overcome or evils to be eradicated, errors are believed to be evidence of the learners stages in their target language (TL) development. It is through analyzing learner errors that errors are elevated from the statue of undesirability to that of a guide to the inner working of the language lea rning process (Ellis, 1985,p 53) In the field of SLA, there have been three influential approaches to errors with a general movement from approaches emphasizing the product, the error itself, to approaches focusing on the underlying process under which the errors are made. The analysis of error sources has been regarded as a central aspect in the study of learner errors. Researchers believe that the clearer the understanding of the sources of learners errors, the better second language teachers will be able to detect the process of L2 learning. Error Making errors is the most natural thing in the world and it is evidently attached to the human beings. But, how do we define error? There are different definitions of the word as Ellis explains learners make errors in both comprehension and production, the first being rather scantly investigated. All learners make errors which have a different name according to the group committing the error. Childrens errors have been seen as transitional forms, the native speakers ones are called slips of the tongue and the second language errors are considered unwanted forms (George 1972). We use the term error to refer to a systematic deviation from a selected norm or set of norms. According to Lennon (1991) an error is a linguistic form or combination of forms which in the same context and under similar conditions of production would, in all likelihood, not be produced by the speakers native speakers counterparts. On one hand, it was considered to be a sign of inadequacy of the teaching techniques, something negative which must be avoided, and on the other hand it was seen as a natural result of the fact that since by nature we cant avoid making errors, we should accept the reality and try to deal with them. The error-as-progress conception is based on the Chomskys idea that a child generates language through innate universal structures. So, using this symbolic code, one can have access to different pieces of knowledge not as something mechanically learned but as mentally constructed through try and error. The idea is now that the second language learners form hypotheses about the rules to be formed in the target language and then test them out against input data and modify them accordingly. There is an approach which concerns error as being the result of social-cognitive interaction. This means that the error implicitly carries a social norm as well as cognitive process. The error also carries a social and cultural component which makes it different in different societies. Cultural differences in the error Previous research has shown that cultural differences exist in the susceptibility of making fundamental attribution error: people from individualistic cultures are prone to the error while people from collectivistic cultures commit less of it (Miller, 1984). It has been found that there is a differential attention to social factors between independent peoples and interdependent peoples in both social and nonsocial contexts: Masuda and his colleagues (2004) in their cartoon figure presentation experiment showed that Japaneses judgments on the target characters facial expression are more influenced by surrounding faces than those of the Americans; whereas Masuda and Nisbett (2001) concluded from their underwater scenes animated cartoon experiment that Americans are also more likely than Japanese participants to mark references to focal objects (i.e. fish) instead of contexts (i.e. rocks and plants). These discrepancies in the salience of different factors to people from different cultu res suggest that Asians tend to attribute behavior to situation while Westerners attribute the same behavior to the actor. Consistently, Morris Peng (1994) found from their fish behavior attribution experiment that more American than Chinese participants perceive the behavior (e.g. an individual fish swimming in front of a group of fish) as internally rather than externally caused. One explanation for this difference in attribution lies in the way people of different cultural orientation perceive themselves in the environment. Particularly, Markus and Kitayama (1991) mentioned how (individualistic) Westerners tend to see themselves as independent agents and therefore prone themselves to individual objects rather than contextual details. in the second language teaching/ learning process the error has always been regarded as one of the most generally known approaches concerning the error throughout human history is to consider it a negative effect or result, even worth to be punished. According to Corder (1967): A learners errors then, provide evidence of the system of the language that he is using. They are significant in three different ways: first to the teacher, in that they tell him is he undertakes a systematic analysis, how far towards the goal the learner has progressed. Second, they provide the researchers with evidence of how language is learned or acquired. Third they are indispensible to the learner himself because he can regard the making of errors as a device used in order to learn. The sources of error might be psycholinguistic, sociolinguistic, epistemic or residing in the discourse structures. Richards(1971),when trying to identify the causes of competence errors he came up with three types of errors: interference errors, which reflect the use of elements from one language to the other, intralingual errors, subdivided into errors due to overgeneralization, or to ignorance of rules restriction, which is incomplete application of the rules, or finally due to the false concept hypothesis, which demonstrate the general characteristics of rule learning and third developmental errors when the learner builds hypothesis about the target language based on limited experience. Assuming a term hierarchy of errors, Burt and Kiparasky (1974) suggest that there is a difference between global and local errors. They say: Global mistakes are those that violate rules involving the overall structure of a sentence, the relations among constituent clauses, or, in a simple sentence, the relations among major constituents. Local mistakes cause trouble in a particular constituent, or in clause of a complex sentence. They claim that global errors are more serious and rank higher in the error hierarchy than local ones, and they should be corrected prior to all others in language classrooms. Accordingly, errors in tense and aspect are regarded as local errors. They may be minor errors, for they may not cause grave breakdowns in communication. However, they are extremely common mistakes among second language learners of English and very much worth investigating since tense and aspect represent one of the most essential parts of English grammar. Corder (1967) goes a step further to propose different terminologies for these two kinds of errors and stresses that we must make a clear distinction between mistakes and errors; the former refers to non-systematic performance errors of chance circumstances, whereas the latter can be defined as the systematic errors of the learner from which we are able to reconstruct his knowledge of the language to date. In the following discussion, the analysis focuses on competence errors: There are two major approaches to analyzing errors committed by a target language learner. Contrastive Analysis (CA), Error Analysis (EA). Theoretical base of CA lies in Behaviorist Learning Theory; while the EA is closely related with the emergence of Interlanguage Theory (Ellis, 2005) Behaviorist learning theory accounts of errors: The behaviorist learning theory illustrates the TL learning is a mechanical process of habit formation. Habits entail over-learning, which ensures that learning of new habits as a result of proactive inhibition. Thus, the challenge facing the L2 learner is to overcome the interference of L1 habits. Basing on the habit formation, contrastive analysis sought to identify the features of the L2 that differed from those of the L1 so that learners could be helped to form the new habits of the L2 by practicing them intensively. Most errors made by L2 learners were the result of differences between L1 and L2 structure. (Martin 1996) Interference, the CA insists, is the result of unfamiliarity with the rules of a TL and psychological causes, such as inadequate learning (Swan, 2001). Transfer can be positive or negative: linguistic features of the L1 that are similar to those of the TL will facilitate learning (positive transfer); those aspects of the L1 that are different to the TL grammatical and phonological system will hinder SLA and cause the learner to make numerous production errors(negative transfer). Thus difference between the L1 and L2 create learning difficulty which results in errors, while the similarities between them facilitate rapid and easy learning (Ellis, 1985 cited Corder). According to behaviorist learning theory, both types of transfer are the outcome of automatic and subconscious use of old habits in new learning situations (Dulay, Burt Krashen) Rod Ellis (1985) assesses, errors, according to the theory, were the result of non-learning, rather than wrong learning. By comparing the L1 with TL, differences could be identified and used to predict areas of potential errors. The idea of the error as an effect to be avoided has been especially supported by behaviorism, being considered an obstacle to language learning. To them error has been a symptom of ineffective teaching or as evidence of failure and they believed that when they occur they are to be remedied by provision of correct forms; that is to say, use of intensive drilling and over-teaching. It was also believed that interference takes place whenever there is a difference between native mother tongue and the target language. A hypothesis based on Lados suggestion in linguistic across cultures where he states in comparison between native and foreign language lies the key to ease all difficulties in foreign language learning (Lado, 1957) 2. Interlanguage (IL) theory accounts of errors (i) Selinker (1972) coined the term interlanguage to refer to the systematic knowledge of an L2 which is independent of both these learners L1 and the target language. The term has come to be used with different but related meanings: To refer to the series of interlocking systems which characterize acquisition To refer to the system that is observed at a single stage of development To refer to particular L1, L2 combinations. Other terms that refer to the same basic idea are approximate system and transitional competence. (ii) Interlanguage is the type of language produced by second and foreign language learners who are in the process of learning a language, whose errors are caused by several different processes. These include: Borrowing patterns from the mother tongue. Extending patterns from the target language Expressing meanings using the words and grammar which are already known from Richards, Jack et al (1992). (iii)Interlanguage refers to the separateness of a second language learners system, a system that has a structurally intermediate status between the native and target language. Interlanguage is neither the system of target language nor the system of the native language, but instead falls between the two; it is a system based upon the best attempt of learners to provide order and structure to the linguistic stimuli surrounding them. By gradual process of trial and error and hypothesis testing, learners slowly and tediously succeed in establishing closer and closer approximations to the system used by native speakers of the language. (iv)Rod Ellis (2005, 54) views Error Analysis as being based on emergence of IL theory, that is known to be used to explain effectively the errors committed in SLA processes. Slinker (1972) tried to find a way to explain the errors that some students make, have nothing to do with their foreign language; for example a Spanish speaker, an Arabic speaker and a Japanese speaker might all make the same mistake in English which was not related to their respective languages. According to Slinker, L2 learners go through a process of making and testing hypotheses about the target language. They begin with knowledge about language in general, gained from their native language, and move toward the target language. Bit by bit, they readjust their mental model of the new language, improving their communicative competency in that language. Successful hypotheses become mental constructions that correspond to the rules of the new language. Brown(1993) viewed ,truly successful students make the journ ey to a high level of competency in the target language, while less successful students become fossilized somewhere along the IL continuum. For around 35 years Selinker has viewed learners errors as evidence of positive efforts by the learner to learn a new language. This view of language learning allowed for the possibilities of learners making deliberate attempts to control their own learning and, along with theories of cognitive processes in language learning. Errors are indispensable to learners since the making of errors can be regarded as a device the learner uses in order to learn. A modern definition of language transfer is provided by Slinker (1992): language transfer is best thought of as a cover term for a whole class of behaviors, processes and constraints, each of which has to do with CLI (Cross Linguistic Influence), the influence and use of prior linguistic knowledge, usually but exclusively native language knowledge. Selinker (1992) pointed two highly significant con tributions that Corder made: that the errors of a learner, whether adult or child, are not random, but are in fact systematic and are not negative or interfering in any way with learning a TL but are, on the contrary, a necessary positive factor, indicative of testing hypothesis. In 1994 Gass and Slinker defined errors as red flags that provide evidence of the learners knowledge of the second language. The learners developing knowledge of second language may have characteristics of the learners native language, characteristics of the second language, and some characteristics which seem to be very general and tend to occur in all or most interlanguage systems. Interlanguages are systematic, but they are also dynamic, continually evolving as learners receive more input and revise their hypotheses about the second language.L2 learners process through an interlanguage, which is an independent knowledge of L1 and L2 system. Interlanguage Is systematic, because the learner selects the rul es systematically, learners bases plans on the rule system, in the same way as the native speaker bases on the internalized knowledge of L1 system. (iv)One of the crucial contributions of IL was its underlying assumption that the learners knowledge is integrated and systematically reorganized with previous knowledge of the native language. By a gradual process of trial-and-error or hypothesis testing, learners slowly and tediously succeed in establishing closer approximations to the system used by the native speaker of the language. The characteristics of IL are described by many researchers as follows: Permeable, in the sense that rules that constitute the learners knowledge at any one stage are not fixed, but are open to amendment(Ellis1985:50) Dynamic, in the sense that L2 learner slowly revises their variable interim systems to accommodate new hypothesis about the TL system. Systematic, in that L2 learners IL is rule-governed, that is, the learner bases his performance plans on his existing rule system much the same way as the native speaker bases his plans on his internalized knowledge of the L1 system. The variable shape of interlanguage The concept of interlanguage has had a major impact on the field of second language acquisition, studies on interlanguage focus on the linguistic and psychological aspects of second language acquisition research. I will first outline how the interlanguage assumption developed .since the interlanguage concept is not only important for the development of the students grammar system; I will then explore how it applies to other components of language. I will also focus on the consequences of the concept for the teacher and his work in the classroom. Before the 1960s language was not considered to be a mental phenomenon. Like other forms of human behavior language is learnt by processes of habit formation. A child learns his mother tongue by imitating the sounds and patterns he hears around him. By approval or disapproval, adults reinforce the childs attempts and lead the efforts to the correct forms. Under the influence of cognitive linguists this explanation of first language acquisitio n was criticized. Language cant be verbal behavior only since children are able to produce an infinite number of utterances that have never heard before. This creativity is only possible because a child develops a system of rules. A large number of studies have shown that children actually do construct their own rule system, which develops gradually until it corresponds to the system of the adults. There is also evidence that they pass through similar stages acquiring grammatical rules. Through the influence of cognitive linguists and first language acquisition research the notion developed that second language learners, too, could be viewed as actively constructing rules from the data they encounter and that they gradually adapt these rules in the direction of the target language. However wrong and inappropriate learners own language system, they are grammatical in their own terms, since they are a product of the learners own language system. This system gradually develops toward t he rule-system of the target language. The various shapes of the learners language competence are called interlanguage. This draws to the fact that the learners language system is neither that of his mother tongue nor that of the second language, but contains elements of both. Therefore, errors need not be seen as signs of failure only, but as evidence of the learners developing system. While the behaviorist approach led to teaching methods which use drills and consider errors as signs of failure, the concept of interlanguage liberated language teaching and paved the way for communicative teaching methods. Since errors are considered a reflection of the students temporary language system and therefore a natural part of the learning process, teachers could now use teaching activities which did not call for constant supervision of the students language. Group work and pair work became suitable means for language learning. A brief review of approaches to analyses of errors Contrastive Analysis (CA) Contrastive analysis is an approach generated from behaviorist learning theory. Through CA applied linguists sought to use the formal distinctions between the learners first and second languages to predict errors. The basic concept behind CA was that a structural picture of any language could be constructed which might then be used in direct comparison with the structural picture of another language. Through a process of mapping one system onto another, similarities and differences could be identified. Identifying the differences would lead to a better understanding of the problems that a learner of the particular L2 would face. (Corder , 1983). CA stresses the influence of mother tongue in learning a second language in phonological, morphological, lexical and syntactic levels. It holds that L2 would be affected by L1. Here, language is taken as a set of habits and learning as the establishment of new habits, a view sprung from behaviorism, under which langu age is essentially a system of habits. In the course of language learning, L1 learning habits will be transferred into L2 learning habits. Therefore, in the case of L1 transfer into L2, if structures in the MT have their corresponding structures in the TL and L1 habits can be successfully used in the L2, learners would transfer similar properties successfully used in the L2, learners would transfer similar properties successfully and that would result in positive transfer. Contrastively, in the case of negative transfer or interference, certain elements of the MT have no corresponding counterparts in the TL, L1 habits would cause errors in the L2 and learners would transfer inappropriate properties of L1. CA places the environment as the predominant factor in SLA, while learners are believed to play only a passive role in accepting the impositions of the environment. We must not forget that there are numbers of errors made by language learners seem to be unrelated to the learners na tive language. According to SLA researchers non-interference errors were more pervasive in learner performance than CA were ready to recognize. Dulay and Burt (1973) studied the errors made by Spanish-speaking children learning English as an L2 and claimed that all of the learners errors had collected, 85% were developmental (non-interference), 12% were unique and only 3% were results of L1 interference. Primary tenets of CA are: Prime cause of difficulty and error in foreign language learning is interference coming from the learners native language. Difficulties are chiefly due to differences between the two languages The greater the difference s, the more acute the learning difficulties will be The results of a comparison between the two languages are needed to predict th e difficulties and errors which will occur in learning the target language What needs to be taught is discovered by comparing the languages and subtracting what is common to them. (Corder, 1981) 3. Error analysis (EA) It is defined as the study of linguistics ignorance, the investigation of what people do not know and how they attempt to cope with their ignorance, by James (2001).Error analysis was first introduced by Fries (1945) and Lado (1957) who have claimed that foreign or second language learners errors could be predicted on the basis of the differences between the learners native and second languages. They have also suggested that where the aspects of the target language are similar to those of the learners native language, learning will be easy; otherwise, it will be difficult and second language learners are expected to make errors .The field of error analysis in SLA was established in the 1970s by S. P. Corder and colleagues. A widely-available survey can be found in chapter 8 of Brown (2000). Error analysis was an alternative to contrastive analysis, an approach influenced by behaviorism through which applied linguists sought to use the formal distinctions between the learners first an d second languages to predict errors. Error analysis showed that contrastive analysis was unable to predict a great majority of errors, although its more valuable aspects have been incorporated into the study of language transfer. A key finding of error analysis has been that many learner errors are produced by learners making faulty inferences about the rules of the new language. This is the examination of those errors committed by students in both the spoken and written medium. Corder, who has contributed enormously to EA, writes this: The study of error is part of the investigation of the process of language learning. In this respect it resembles methodologically the study of the acquisition of the mother tongue. It provides us with a picture of the linguistic development of a learner and may give us indications as the learning process. Error analysts distinguish between errors, which are systematic, and mistakes, which are not. Corder(1967) made use of Chomskys the competence versus performance distinction by associating errors with failures in competence and mistakes with failures in performance. In his view, a mistake occurs as the results of processing limitations rather than lack of competence. It signifies L2 learners failure of utilizing their knowledge of a TL rule. They often seek to develop a typology of errors. Error can be classified according to basic type: omissive, additive, substitutive or related to word order. They can be classified by how apparent they are: overt errors such as I angry are obvious even out of context, whereas covert errors are evident only in context. Closely related to this is the classification according to domain, the breadth of context which the analyst must examine, and extent, the breadth of the utterance which must be changed in order to fix the error. Errors may also be cl assified according to the level of language: phonological errors, vocabulary or lexical errors, syntactic errors, and so on. They may be assessed according to the degree to which they interfere with communication: global errors make an utterance difficult to understand, while local errors do not. In the above example, I angry would be a local error, since the meaning is apparent. From the beginning, error analysis was beset with methodological problems. In particular, the above typologies are problematic: from linguistic data alone, it is often impossible to reliably determine what kind of error a learner is making. Also, error analysis can deal effectively only with learner production (speaking and writing) and not with learner reception (listening and reading). Furthermore, it cannot account for learner use of communicative strategies such as avoidance, in which learners simply do not use a form with which they are uncomfortable. For these reasons, although error analysis is still used to investigate specific questions in SLA, the quest for an overarching theory of learner errors has largely been abandoned. In the mid-1970s, Corder and others moved on to a more wide-ranging approach to learner language, known as interlanguage. Error analysis is closely related to the study of error treatment in language teaching. Today, the study of errors is particularly relevant for focus on form teaching methodology. EA emphasizes on the significance of errors in learners IL system, Brown (1994) may be, carried out directly for pedagogic purposes. Carl James (1998) viewed, EA developed out of the belief that errors indicate the learners stage of language learning and acquisition.th learner is seen as an active participant in the development of hypotheses regarding the rules of the target language just as a young child learning the first language. Errors are considered to be evidence of the learners strategy as he or she builds competence in the target language. These errors are defined as global which inhibit understanding and local which do not interfere with communication. Error analysis has been criticized as being an inefficient tool for studying the way second language learners develop their target language. It is argued that error analysis deals with the learners productive competence rather than the receptive one, and it is also an imperfect instrument for categorizing errors and explaining them. In the book Error and Interlanguage written by Pit Corder, he stated that various classifications of these error systems have been developed by error analysis researchers, three of which can be helpful for the teacher and are as follows. Pre-systematic; errors occur before the language learner has realized any system for classifying items being learned; the learner can neither correct nor explain this type of error. Systematic; errors occur after the learner has noticed a system and error consistently occurs; learner can explain but not correct the error. This classification relies on three major groups: (1) interference errors; (2) intralingual errors; (3)development errors. Interference errors are caused by the influence of the native language, in presumably those areas where the languages differ markedly. Intralingual errors originate with the structure to TL itself. The complexity of language encourages over-generalization, incomplete application of rules, and the failure to learn conditions for rule application. Development errors reflect the students attempt to make hypotheses about the language from the native language. Post-systematic; errors occur when learner is consistent in his or her recognition of systems; can explain and correct the error. The following steps are distinguished in conducting an EA: collection of a sample of learner language; identification of errors; explanation of errors; error evaluation (Ellis cited in 2005) Richards (1971) focused on the intralingual and developmental errors observed in the acquisition of English as a second language and further classified them into four categories: (i) Overgeneralization; covering instances where the learners create a deviant structure on the basis of his experience of other structure of the TL. (ii)Ignorance of the rule restriction, occurring as a result of failure to observe the restrictions or existing structures (iii) Incomplete application of rules, arising when the learners fail to fully develop a certain structure required to produce acceptable sentences (iv) False concepts hypothesized, deriving from faulty comprehension of distinctions in the TL. from the analyses of errors to the practice of error correction We know that in traditional classroom instruction is laid on accuracy, errors frequently corrected because the teacher thinks the error as a thorn in his/her flesh. Yet with the understanding of IL theory, the role of error correction has changed. Errors are considered natural products in language learning and in fact reflect the modes of learners developing system. What are the sources and causes of Errors? The following factors are identified as the source and causes of Errors Mother tongue interference Wilkins (1972) observes: When learning a foreign language an individual already knows his mother tongue, and it is this which he attempts to transfer. The transfer may prove to be justified because the structure of the two languages is similar-in that case we get positive transfer or facilitation- or may prove unjustified because the structure of the two languages are different- in that case we get negative transfer- or interference. Loan Words

Mandatory Testing Needed for Elderly Drivers Essay

In July of 2003, an eighty-four year old man drove through a crowded farmer’s market in Santa Monica, California, killing ten people, including a seven-month old and a three-year old. He also injured around forty others. According to many news reports, the driver apparently panicked and hit the gas instead of the brake, speeding through the crowded street. This mistake is common among elderly drivers who no longer possess the necessary skills to safely operate a vehicle. Either their vision has become poor, they are no longer able to react quickly, or their cognitive abilities have begun to deteriorate. Some older drivers do not realize they are becoming unsafe on the road, while others simply do not want to give up their keys. Still others are perfectly capable of driving safely well into their eighties or even nineties. Because of the variation in driving abilities and the high incidence of fatal accidents among older drivers, states need to ensure the safety of our streets and highways by passing laws requiring motorists over the age of seventy to pass frequent road and vision tests. Although many people agree that elderly drivers are a high-risk age group, some critics of mandatory testing call it a form of age discrimination. This statement, however, is entirely untrue. Mandatory testing and frequent license renewal are not products of age discrimination, but rather precautionary measures to ensure the safety of both the driver and all others on the road, much like the laws governing teenage drivers. Teen drivers cause more fatal accidents than any other age group; therefore, states have legislation specific to that group of drivers. Those laws, though age specific, are not criticized as discrimination, and laws geared toward senior drivers should not be considered discriminatory either. Elderly drivers are right behind teens in the number of fatal crashes they cause, and statistics show that per licensed driver, the rate of fatal crashes rises sharply at age seventy. According to the National Highway Traffic Safety Administration, in 2001, elderly drivers made up just over ten percent of the driving population, yet accounted for thirteen percent of all fatal accidents. Also, about half of fatal accidents involving older drivers occurred at intersections, and seventy-three percent involved another vehicle. These facts show that many elderly drivers put both themselves and others at risk by driving when they are no longer able to do so safely. If frequent mandatory testing were required, unsafe elderly drivers would no longer be licensed to be on the road. It is the responsibility of each state to take measures to decrease the number of fatal accidents caused by high-risk groups, and mandatory testing is just such a measure. Many states focus heavily on teenage drivers, raising the minimum driving age or instituting graduated license systems, but statistics show that equal attention needs to be given to elderly drivers. Some states have already instituted frequent renewals and/or mandatory vision and driving tests. In Iowa and Rhode Island, for instance, drivers age seventy and older are required to renew their licenses every two years, as opposed to the five years for all other drivers. In Illinois, drivers over seventy-five have to take a road test at each renewal. In Maine, drivers over the age of sixty-two have to pass a vision test at each renewal, and drivers over sixty-five are required to renew more often. By addressing not only the high-risk teen drivers, but also the high-risk elderly drivers, these states are providing others with an example of what steps can be taken to make our nation’s roads safer. Granted, frequent license renewals and optometry visits can be costly and timeconsuming. But, these problems can be easily addressed. One way to counteract the costs -seniors would incur would be to discount the rate of senior licenses and to have an -optometrist onsite to provide qui ck vision screenings. That way, seniors are not paying more for their license than any other driver, and they do not have to pay for an optometry visit each time they renew. They would still have to receive comprehensive optometric exams on their own time, but not at the requirement of the licensing office. Also, in addition to hiring an optometrist, license offices can make minor adjustments to their normal operations to help -cut back on the wait-time for seniors. For example, there could be a senior day on which all -drivers over age seventy automatically get to go to the front of the line. Another issue that elderly drivers could face if mandatory testing laws were enacted would be finding adequate transportation after they no longer have a valid license. Like the above issues, this problem can be easily addressed. City buses and taxi companies can offer significant discounts for senior citizens. Also, cities can add more bus routes and bus stops, making sure seniors have easy access to public transportation. Local governments or nonprofit organizations can initiate community service programs in which licensed drivers with good driving records volunteer to drive senior citizens to and from work, medical visits, the grocery store, or any other location they may need to visit. Families can also pitch in to see that their parents or grandparents are still able to get around after they are no longer licensed to drive. Drivers should be licensed for as long as they are safe and able, but states must strive to make sure that only safe and able drivers are on the road. It is sometimes hard to identify who is and who isn’t safe, which is why road and vision tests are used. High-risk groups need special laws, and this includes elderly drivers. I know as well as everybody else that there are many seniors who are great drivers, just as there are teens who are great drivers, but there are also many in each of these age groups who are not. States need to make sure that only the capable drivers in high-risk age groups are on the road. In most states, strict laws are already in place for teenagers, but not for elderly drivers. Now is the time for every state to institute mandatory road and vision tests for drivers over age seventy, before any more unnecessary accidents happen.

Koreans in California

United States is the land of opportunities. With open society offering freedom and liberty, United States has always been an attractive place for immigrants from through out the world. The influx of people having diverse culture and background in one society on one hand has been benefiting and on the other hand, it has been posing serious problems as well. New people take some time to adjust in new environment. The inter-cultural and ethnic confrontations are major impediments in their growth. But time allows the dust to settle down. Same is the story of Korean immigrants coming to this large hearted country, who began their journey almost hundred years ago. They found tough resistance but had high ambitions. Through their sheer hard work and docile nature, Korean immigrants are now considered as an integral string of US societal fiber. This paper aims at scrutinizing the history of Korean immigrants to United States specially in California, highlighting the start of their journey, problems they encountered, reasons for their coming to America, their present state, current issues faced by them, and their business activities. History of Korean Immigration Koreans are one of the largest, fastest growing Asian groups in the United States. Their immigration to the U.S. started between 1902 and 1905 when a total of 7,200 Koreans arrived in Hawaii as sugar plantation workers (Lee 21). The difficult working conditions on the plantations motivated some Korean Americans to move to the mainland where many continued in agricultural work. Since their initial numbers were limited therefore they did not formed groups and rather stayed fairly dispersed. After the abolishment of the Immigration Act in 1965, large numbers of Koreans, including some from the North that have come via South Korea, have been immigrating ever since, putting Korea in the top five countries of origin of immigrants to the United States since 1975. Initial Problems Faced by Korean Immigrants In the beginning, Koreans experienced the same kinds of discrimination that other Asian groups encountered including being prohibited from attending school with whites in San Francisco, being unable to intermarry with whites (California Anti-Miscegenation Law, 1901) and being unable to own land in California (1913 Alien Land Law). The years from 1910-1940, were particularly difficult for many Korean Americans as they thought of themselves more as exiles than immigrants and felt they were without a country. They had problems in getting jobs, and even were restricted from going to public places (Takaki 10-25). Reasons for Korean Immigrations to US Koreans came to America for a variety of reasons like family reunions, fleeing from military regimes or the threat of war, better employment opportunities, and a good education for their children. Besides that the other reasons for immigration include their desire for increased freedom, especially for women, and the hope for better economic conditions. In short, they came here to realize their own â€Å"American dream.† The Present State of Korean Immigrants Today there are over a million Korean Americans. They have continued their early patterns of not being as concentrated as other Asian groups in particular locations. Currently 44% live in the West, 23% in the Northeast, 19% in the South, and 14% in the Midwest. The state with the largest population is California with 33% of the total; New York is second with 12%. Even in California the population is scattered with only 20% of the Koreans in Southern California living in Koreatown, Los Angeles. Korea town is located about five miles west of City Hall and is roughly bounded by Beverly Boulevard and Pico Boulevard to the north and south and Hoover and Crenshaw on the east and west. In Southern California they own 45% of liquor stores, 46% of small grocery markets, and 45% of one-hour photo shops (Takaki, 40-50). The Current Issue Faced by Korean Immigrants The 1992 Los Angeles incidents have left many marks in the memory of Korean Americans. The Korean community is yet to recover from the aftermath of Rodney King verdicts. Much of the destruction was caused to many Korean markets and businesses which were located in those areas of the inner city (South Central and Korea town) which were burnt down. According to estimates 50% of Korean American property was lost. At that time there was little or no police presence in those areas and Koreans were left at their own. The frustration still continues due to lack of due support of the state, and 40% of the Korean businesses lost have not been able to reopen. The Koreans business in those areas still struggle to fight high rate of crime, violence, and interethnic tension (Hwangbo 1-2). Conclusion Like America, Koreans are tough, resilient, and sincere. They know how to survive through crises. As with most other Asian groups, California is increasingly preferred by new Korean immigrants as a permanent place to settle down. As community, they are peace loving, and they strongly believe in Confucian teaching of family culture. They had tough times in California and faced discriminations, but they stuck to their aim of creating harmony and striving for a better future. They are still confronted with ethnic challenges but are successful in negotiating the problems as and when they arise. Works Cited Hwangbo, Kay. â€Å"Human Dramas in The Their Own Voices.† LA Times, April 4, 1996: 1-2 . Lee, Lauren. Korean Americans. New York: Marshall Cavendish Corporation, 1995. Takaki, Ronald. Strangers from a Different Shore: A History of Asian Americans. NY: Penguin, 1989.

Marxist Criticism Of 1984 - 1766 Words

Human history is full of hundred and millions of evil deeds, tragedies , wars and disasters. From the past decades the social and economic problems has a huge impact on human livings ,which are still existed in our world. Many novels and plays are being made on the social and economic aspects of life which are based on different literary lenses. The novel 1984 by George Orwell is all about the man named Hinston smith who lives in the society which is controlled by the political party leader named big brother. He decided to be a rebellion and to fight against the big brother and get out from this darkness eventually ended up dying at the end. the novel 1984 demonstrated the many fundamental themes as a perspective of Marxist theory. The†¦show more content†¦On the other hand ,the novel 1984 is described as a critique on the danger of capitalism, when the whole society lives under the control of big brother . The society is suffering because of its own consequences because of the capitalism in which society is ruled by bourgeoises. This reveals in the novel when Hinston describe about the infrastructure, rules ,telescreens – how people are always under surveillance , thought crime, face crime and the life of ordinary people who are living there. This explains the theme because the whole society was under the surveillance of Big Brother they all are treated as a slaves who are putted into jail in 24 hour surveillance. If the society members protest against it, they are get executed and being killed. They all are living in a darkness, for which they are responsible for themselves. This is how capitalism affects in 1984 in which society have to suffer. Lastly, the element critique of the society is being used to show that 1984 is critique on changes of capitalism ,When Hinston talks about how the government is using the society for their own benefits and to increase their powers. when he says, the problem turning without increasing the reel week of the world. Goods must be produced ,but they must not be distributed. And in the practice the only way of achieving this way by conditions welfare (page 148) this reveals that the system/society at that time isShow MoreRelatedCompare the Functionalist and Marxist Views on Social Stratification1734 Words   |  7 Pages2004). Those who belong to a particular group or stratum will have some awareness of common interests and a common identity. They also share a similar lifestyle which, to some extent, will distinguish them from members of other social strata (Lenski, 1984). 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