Experiments Are Done Using Testing - Free Essay Example

Sample details Pages: 5 Words: 1395 Downloads: 5 Date added: 2019/04/12 Category Biology Essay Level High school Topics: Animal Testing Essay Did you like this example? Experiments are done using testing of many different species. Scientists use humans to determine certain things about society and use animals to test products, medications, or diseases. Such experiments can be ineffective or unnecessary due to these animals not even being able to attract the same diseases or disorders as many humans. Don’t waste time! Our writers will create an original "Experiments Are Done Using Testing" essay for you Create order With that being said, I argue that animal testing should not be tolerated under any circumstance because they are cruel and unreliable testing methods. Moral theories such as Utilitarianism and Deontology relate to the topic of animal testing and help me to enforce this movement. In this paper, I argue that the utilitarian stance on animal testing provides a superior argument about animal testing over the moral theory of deontology. John Stuart Mill wrote Utilitarianism and is known as one of the most influential theories on society even 150 years after it was written. Utilitarianism or the Greatest Happiness Principle is defined, in The Ethical Life: Fundamental Readings in Ethics and Moral Problems, as, actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness, (Mill 98). The most important part of this theory, I believe, is that to achieve the goal of happiness in a utilitarianism aspect, is to not only achieve the happiness of just the agent, but all of those who are concerned. This means that in a situation where more than one being, or living thing, alls happiness must be taken into consideration and accounted for. In an NCBI article titled Utilitarian and Deontological Ethics in Medicine, discusses utilitarian and deontological approaches that deal with conflicts and complications in medical ethics. It states, In the utilitarian approach, decisions are chose based on the greatest amount of benefit obtained for the greatest number of individuals. It continues on to say, According to rule utilitarianism, a morally right decision is an action complying moral codes/rules leading to better consequences, (Mandal Ponnambath Parja paragraph 3). It is important to understand how the definition of utilitarianism emphasizes the importance of focusing on the happiness of all those that are concerned and not only the specified agent. Immanuel Kant discusses good will and categorical imperative using deontological ethics in The Ethical Life: Fundamental Readings in Ethics and Moral Problems. Though he does not specifically define deontology in the text, it is defined by an Ethics Unwrapped article from the McCombs School of Business at the University of Texas as, an ethical theory that uses rules to distinguish right from wrong. This theory is associated with Kant because he believed that ethical actions that are seen as morally correct are related to moral laws such as refraining from lying, stealing, or cheating. In the textbook, Kant discusses how we could act morally as a society and enforce good will overall. He sets out two tests for morally acceptable action, one being, actions are morally acceptable only when the principles that inspire them can be acted on by everyone consistently, and the second being a requirement to, treat humanity always as an end in itself, and never as a mere means. With these things being said, it is hard to determine the true definition of good and all of the abstractions that can come from these definitions. Both moral theories help me to argue against the subject of animal testing in different ways. Utilitarianism is discussed in an extensive article titled, Animal Rights Theory and Utilitarianism: Relative Normative Guidance. Gary Francione uses this article to explain animal rights along with utilitarianism while discussing the pros and cons of both topics. I will be focusing mainly on the cons of animal testing and the pros of utilitarianism as it pertains to the subject in order to build and shape my argument against animal testing. Peter Singer has his own utilitarian theory that are similar to Jeremy Bentham and John Stuart Mill, them being utilitarians as well. Singer believes that the consequences of the contemplated act are the ones that matter as opposed to those that follow. Francione writes, Pleasure and pain matter because they are a part of what humans and nonhumans desire or prefer or seek to avoid. In Animal Liberation, Singer argues that in assessing the consequences of our actions, it is necessary to take the interests of animals seriously and to weigh any adverse affect on those interests from human actions as part of the consequences of those actions. I believe the most important part of this sections of the article is how Singer believes speciesism is discrimination just as sexism or racism is. This is an important part of my argument because this stresses how if we are not able to discriminate against humans, what makes it right to harm or take the lives of animals? Humans are not of a higher power over any other species and were never personally given the right to take the lives of other living things unless it was a necessity to survive. One may argue that animal testing is done in order to allow humans to endure a longer life by finding ways to cure cancer or other life-threatening diseases, but with the technology that has evolved, we must use those resources to prevent health and medical issues instead of taking the lives of other species. The article continues on the say, For Singer, the rightness or wrongness of conduct is determined by consequences, and not by any appeal to right. Francione then writes, Singer opposes most animal experimentation, only because he thinks that most animal experiments produce benefi ts that are insufficient to justify the animal suffering that results. This is also an important part of the article because this helps to emphasize how animal testing does not have an end result of happiness for all of those concerned. The Hastings Center Report from The Ethics of Animal Experimentation and Research, written by Strachan Donnelley and Kathleen Nolan explored the complex ethical issues surrounding animal testing in depth. With deontology focusing solely on the immediate decision of whether an action is good or bad, ignoring the following consequences, Tom Regan is a contemporary deontologist that believes animals have a significant moral status and that any animal testing or experimentation is immoral and must be avoided at all costs. The article reads, The deontological emphasis on respect and justice for the individual often underlies the judgment that it is wrong to be callous or casual about the use of animals even where those attitudes dont result in actual harm, (Donnelly Nolan 6). This is important to understand because deontology explains that even if there is no harm caused during the process of animal testing, it is still immoral to act on them for experimentation. Personally, I believe the utilitarian argument against animal testing is a better argument. In the article I used to create my deontological argument, Donnelly and Nolan also discussed the utilitarian views. It reads, Probably the most common justification is that the benefits gained from such research far outweigh the suffering of experimental animals, (Donnelly Nolan 4-5). It continues to say on page 5 that, Unless one is prepared to argue that animals simply lack the capacity for morally relevant interests and desires, any consistent form of utilitarianism that includes pleasures, suffering, or interests in its account of good must accord sentient animals a significant moral status. Overall, the utilitarian argument is a better argument as opposed to deontological theories because the definition on its own speaks for all species. Anyone who is involved must be accounted for in any action to promote happiness in utilitarianism while deontology focuses on good or bad actions without focusing on the following consequences. If animal testing was to be done to find a cure for cancer, and the animal ended up losing its life, a deontologist would say that the decision was good or moral because they found a cure for cancer and did not focus on the animals life following the experiment. A utilitarian would make the decision to not test on the animal because it would cause the opposite of happiness for all species or living things involved. I personally believe that the human species should refrain from acting on animals for the sake of their own species. The utilitarian position provided a clear and concise argument against animal testing while deontology leaves a lot of unanswered questions.

Essay about Relationships in Shakespeares As You Like It

Relationships in As You Like It Pronounce that sentence on me, my liege. I cannot live out of her company(Shakespeare quoted in Norton Anthology 1611). Who made these remarks about the dear Rosalind, was it Celia, the one whom she calls coz, or is Orlando the man that she is in love with? The question then becomes if Celia said these words what was her meaning. Is it that Celia is attracted to Rosalind as more than a friend or is this just an example of the female friendships of the time? This is a look at the different dynamics of relationships during the Renaissance. Those relationships of female friends, male bonding and homoeroticism in As You Like It. During the Renaissance the friendship between females†¦show more content†¦One can see the intense friendship that Celia and Rosalind share in the passage when Celia agrees that Rosalind does have a good reason to cry. The bond that is between female friends is analogous to the autonomy valorized in ideal male friendships (Shannon 658). Celia and Rosalinds friendship can also be example of the phenomenon of female friendship. The phenomenon of the female friendship that is so elusive in the writings of the Renaissance appears as an extraordinary dramatic effect, linking marriage and tyranny and enhancing the otherwise familiar disapprobation towards the absolute power of the patriarchal society (Shannon 658). The bonding between males is something that is not an obvious in the writings of the Renaissance as other types of relationships. It has been noted that the structures of a patriarchal society have an obligatory homosexuality built in the male dominated kinship systems (Sedgwick 3). It is apparent in As You Like It that there is a bond between Adam and Orlando. The question is whether this bond is that of male bonding, master/servant, or homoerotic. The relationship really cant be categorized as homosexual because at no point in the play is there any actions taken in that manner. In Act 2 scene 3 Adam and Orlando are discussing Orlandos money issues. Adam offers his support in lines 39-41: But do not so. I have five hundredShow MoreRelated Variety of Love Relationships in Shakespeares As You Like It4426 Words   |  18 PagesThe Variety of Love Relationships in Shakespeares As You Like It  Ã‚   One of the main concerns of man throughout the centuries has probably been to define the concept of love and to understand the complexities that govern love relationships among people. William Shakespeare seems to have been fully aware of the need and interest in love, since his work transcends time and place. Love is the central concern in As You Like It. 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Society and its expectations can make a significant impact on one’s ability to fit in to an environment. Some individuals’ however challenge society andRead MoreIncetuous Relationship : Incestuous Relationships In Shakespeares Time758 Words   |  4 PagesIncestuous Relationships in Shakespeare’s Time Incest-- sexual relations between people who are too closely related to marry each other. Incestuous marriage became a debatable topic in the 1600’s, and is an evident part of Shakespeare’s playwrights. Many of his characters were involved in incest throughout the plots. William Shakespeare alludes to his disagreement with incest in many of his playwrights. Over half of Shakespeare’s playwrights involve an incestuous relationship that leads to deathRead MoreAnalysis : Shake And Stir Theatre Company1620 Words   |  7 Pagescompelling theatrical voice which aspires to render Shakespeare’s plays to appease modern audiences. However, William Shakespeare penned his last play 400 years ago; despite this, his plays and sonnets are as alive today as they were in the 16th and 17th Centuries. Shakespeare’s plays still appeal to modern society because of the universality of the dramatic themes- desire, domestic relationships, the complications of love and p ower struggles in relationships - humans still experience these emotions andRead MoreShakespeare Gender Stereotypes1049 Words   |  5 PagesImpact of Gender Stereotypes to Shakespeare’s Plays Imagine living in Shakespeare’s time, when expectations were held at a higher standard for both men and women. A time when what gender you were dictated what you could and could not do. Male supremacy ruled the world, and therefore women were subjected, â€Å"‘To suckle fools and chronicle small beer.’† (Othello 2.1.132) This means that the woman’s only responsibilities in life was to nurse her children and take care of her home. These kinds of genderRead MoreShake And Stir By William Shakespeare1234 Words   |  5 PagesShake and Stir Responding Task Shake and Stir Theatre Company is a compelling theatrical voice which aspires to render Shakespeare’s plays to appease modern audiences. However, William Shakespeare penned his last play 400 years ago; despite this, his plays and sonnets are as alive today as they were in the 16th and 17th Centuries. Shakespeare’s plays still appeal to modern society because of the universality of the dramatic themes- love, deceit, political endorsement, honour, ambition and courage-

Shark Conservation Essay Example For Students

Shark Conservation Essay Arising over 350 million years ago, the shark species has been labeled as a human devourer. Now, with the increase in human population, the demand for shark meat, fins, and cartilage are at an all time high; therefore, the existence of the shark is becoming a concern (Budker 1971). Individuals are conditioned to think of sharks as a negative aspect to the environment, which is prolonging the effort to save shark species from becoming extinct. With that in mind, some private as well as national organizations have accepted the challenge of educating and informing people about the existence of the shark specie and its importance to the sea. Portrayed as the beast of the sea, the shark species is a cold blooded animal that shows great diversity in size. The largest of the sharks measure up to 13.7 m, while the smallest of the species range from 22-to-25 cm (Ellis 1976). Typically, these creatures of the sea have a fusiform body, that is composed of cartilage, which is capable of reducing drag and the amount of energy needed to swim (Ellis 1976). Their countershade coloration allows the species to blend in with both the dark depths and the light surfaces of the sea (Ellis 1976). These beautiful dwellers of the sea also possess rigid fins that are supported by cartilaginous rods. All together the shark has five different types of fins: the paired pectoral fins, are used to lift the shark as it swims, the paired pelvic fins stabilize the shark, the one or two dorsal fins also stabilize the shark, a single anal fin provides stability in species where it is present, however not all sharks have the anal fin, and the caudal fin which propels the shark (Lineaweaver and Backus 1970). The sharks head structure consist of lateral eyes, a ventral external nose, and a mouth that is ventrally located at the tip of the snout. Some species possess an eyelid like structure called a nictitating membrane, which helps in protecting the eye from being injured when prey are thrashing around, and a nasal barber, which are sensory projections near the nasal (Lineaweaver and Backus 1970). In the mouth, teeth are modified, enlarged placoid scales. Having numerous rows of teeth attached at their bases by connective tissue, sharks have rows of replacement teeth that are continually developed behind the outer row. As the functional teeth fall out, the replacement teeth will take their place, and in some species as many as 30,000 teeth are replaced within a lifetime (Lineaweaver Backus 1970). Shark mating rituals vary from the size of the shark and its specie. In smaller, more flexible species, the male coils around the female, while the male of the larger specie orients himself parallel and head-to-head with the female (Woums Demski 1993). Some species mating rituals also consists of males biting females on the pectoral fins or the middle of the back to hold on to them (Woums Demski 1993). The female will often bear scars or marks, after the ordeal. Due to the fact that sharks are cold blooded animals, there is no precise gestation time. The development of the embryo will depend solely on the temperature of the water, however, the gestation period can last anywhere from 2 months to 2 years (Woums Demski 1993). Within shark species there are two methods of reproduction. In some cases a female shark will lay eggs in a coastal nursery where the presence of other sharks are absent. And in other cases, usually in the larger sharks, females give birth to live offspring (Wourms Demski 1993). In which case the young are born fully developed, and once they are born they shoot away fast or they risk being eaten. Adapted for a wide range of aquatic habitats, various shark species inhabit shallow coastal habitats, deep-water ocean floor habitats, and the open ocean. With a wide selection to feed off of, as a whole the shark species feed on just about everything. Their diet consists of fish, crustaceans, molluscs, marine mammals, and other sharks. .uc3b56e266965c06a82a4df0b59788942 , .uc3b56e266965c06a82a4df0b59788942 .postImageUrl , .uc3b56e266965c06a82a4df0b59788942 .centered-text-area { min-height: 80px; position: relative; } .uc3b56e266965c06a82a4df0b59788942 , .uc3b56e266965c06a82a4df0b59788942:hover , .uc3b56e266965c06a82a4df0b59788942:visited , .uc3b56e266965c06a82a4df0b59788942:active { border:0!important; } .uc3b56e266965c06a82a4df0b59788942 .clearfix:after { content: ""; display: table; clear: both; } .uc3b56e266965c06a82a4df0b59788942 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc3b56e266965c06a82a4df0b59788942:active , .uc3b56e266965c06a82a4df0b59788942:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc3b56e266965c06a82a4df0b59788942 .centered-text-area { width: 100%; position: relative ; } .uc3b56e266965c06a82a4df0b59788942 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc3b56e266965c06a82a4df0b59788942 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc3b56e266965c06a82a4df0b59788942 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc3b56e266965c06a82a4df0b59788942:hover .ctaButton { background-color: #34495E!important; } .uc3b56e266965c06a82a4df0b59788942 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc3b56e266965c06a82a4df0b59788942 .uc3b56e266965c06a82a4df0b59788942-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc3b56e266965c06a82a4df0b59788942:after { content: ""; display: block; clear: both; } READ: Michael Jackson: The King Of Pop Essay When preying for their daily bread, the shark will seek out the weak, ill, injured or dying prey because it is .

Shiven Patel Essays - G20 Nations, , Term Papers

Shiven Patel The geography of China and Japan is quite different. They are both located in Eastern Asia, but China is apart of the mainland, while Japan is a group of islands off in the North Pacific. China, the world's fourth largest country, is considerably larger than Japan. China has a total area of 9,596,960 square kilometers while Japan is only 377,8356 square kilometers. Of course Japan has double the coastline of China for it is an island chain. China has an eastern coastline along the East China Sea, Korea Bay, Yellow Sea, and South China Sea. China's main geographic aspects are the Yangtze River and the Himalayan Mountains. Deserts and high plateaus characterize the west, with plains, deltas, and hills in the east. There is a varied climate from tropical to subarctic, the main weather hazard is the monsoon. Japan's islands are peaks of underwater volcanoes such as Mount Fuji. There are no major rivers, just rocky land and an irregular coastline. There are valleys and plateaus along the coast. It is cold and dry in the north, warm and wetter in the south. Earthquakes and typhoons plague Japan. The governments of China and Japan are completely different. The world's largest Communist party leads China. The president is a ceremonial figure. Executive powers are given to the State Council headed by the premier. The legislature, the elected national People's Congress, has little power. Japan is a constitutional monarchy, but similar to England, the emperor is a symbol and ceremonial figure without much power. The powers rest with the cabinet headed by the Prime Minister. The legislature called the Diet consists of the 500 member House of Representatives and 252 member House of Councilors. The foreign relations of China are quite a bit more tense then those of Japan. This is due to the fact that China is Communist. Although relations have improved, China is still looked down upon. Since the fall of Communism in Europe, China has been forced to make ties with Japan and Western Europe. Foreign trade is still a major part of their economy. The Chinese are still working on improving relations with the United States. Japan is very friendly with other countries and is a huge trading partner of many countries. The Japanese work to better the world through global issues such as arms control and nuclear war, economic and social conditions, population growth, and resolving conflicts. Japan fulfills its international responsibilities of working for peace and prosperity. The Chinese and Japanese have many of the same belief systems. Buddhism is the primary religion in both countries. The Japanese have cultivated a sect of Buddhism called Zen Buddhism the focuses on meditation. Taoism is a Chinese religious theme. This is a religion based on the religious and philosophical thoughts of Lao Zi, from the 6th century BC. The philosophy conveys a being beyond human sense, a universal oneness that is everything. The key is to live naturally. Confucianism is another Chinese philosophical system based on the beliefs and writings of Confucius from the 6th century BC. These teachings dealt with the principles of good conduct, practical wisdom, and proper social relationships. Confucianism has influenced the Chinese attitude toward life and set the patterns of living and standards of social value. Christianity has been brought to both countries as well. There are many similarities and differences in the daily lives of the Chinese and Japanese. There are many urban areas with Western architecture in Japan. There are many hi-tech industries and jobs. The Chinese also live in large cities, but they are not as technologically advanced. Most Chinese people are farmers. They live in 2-3 room clay brick houses with roofs of tile or straw. The staple food in Japan is rice and meat, eaten with chopsticks. Sushi is a favorite dish, as are any foreign dishes from other countries. The diversified diet includes bread, noodles, fishes, meats, fruits, and vegetables. Many youngsters enjoy hamburgers and fried chicken from fast food restaurants. The Chinese eat primarily vegetables and grain, including wheat noodles and the staple rice. Bits of meat and seafood are also served with spoons and chopsticks. Tea is the popular drink in both countries. In Japan, the traditional

Walt Disney History Essay Example For Students

Walt Disney History Essay When people think of animated cartoons, one name immediately comes to mindWalt Disney. He is the most popular and known animator in the world. He wasnt successful at the beginning of his career but he was a taskmaker andentrepreneur. Walts hard work and entrepreneurship made the worlds bestpopular cartoon character Mickey Mouse. As an animator and an ownerof Disney Corporation, he made a lot of influences in past and present days. Hereby the importance of his life and influences will be discussed, in a ageorder. First of all, Walter Elias Disney was born in Chicago, Illinois, onDecember 5th, 1901, the fourth kid of five children of Elias and Flora Disney. We will write a custom essay on Walt Disney History specifically for you for only $16.38 $13.9/page Order now The family often moved from place to place because of Walts father Elias. Hetried his hand successively as a farmer, a businessman, an orange grower, acarpenter and But he expected all members of his family, no matter howyoung, to spend most of their waking hours working for him without anycompensation. During Walts childhood and adolescence, Elias operated a farm inMarceline, Missouri. It was there that Walt spent his early years and developedhis interest in drawing. In 1910 the family moved again, this time to KansasCity. There he enrolled in art classes at the Kansas City Art Institute. In 1917the family moved again, this time back to Chicago. In Chicago, Walt joined RedCross unit and spent nine months as a ambulance driver in France at the end ofWorld War I. After Walt Disney returned from France in 1919, he decided to makeart his career. He soon joined the staff of the Kansas City Film AdvertisingCompany, which was producing a simple type of animation. He and a colleague,Ubbe I werks, learned enough about animation to try doing some of their own. Theyformed a company called Laugh-O-Gram Films. The company made fun of localproblem and scandals in cartoon form. They sold well enough to give Walt andIwerks the courage to go into business for themselves. But the Laugh-O-Gramsdidnt hold Walts interest very long. He had a new idea to try, which wasillustrating updated fairy tales in series of cartoons. The cartoons he andIwerks produced were not bad, but Walt never got paid for hid films. Walt thenstarted on a new fresh project, a series of funny story featuring a girl actressand animated characters. He called it Alices Wonderland. Money wasso scarce that he couldnt even pay for the rent. With such meager fund all hecould produce was a pilot film for the Alice series. He thought Kansas City wasnot the place that earns much money, so he decided to move to California. In1923, Walt Disney moved to California, and began Walt Disney Production with hisbrother Roy Dis ney and a colleague, Ubbe Iwerks. After five year of makingsilent cartoons, he produced SteamBoat Willie, the first cartoon to usesynchronized sound1. In 1928 Walt Disney created a cartoon MickeyMouse by using his own voice. Disneys success in Mickey Mouseled to the film series called Silly Symphonies, which was introducedin 1929 and first used color in 1932. Soon full color Disney cartoons wasproduced, such as Three Little Pigs and The Tortoise and theHare. These two films even won academy awards. 1930s brought fame andsuccesses to Walt Disney as a creator of Mickey Mouse, Donald Duck, Pluto,Minnie Mouse, and Goofy. These characters not only appeared in cartoons but alsoon merchandise items licensed by Disney Production. In 1937 the Walt DisneyProduction Studio produced the worlds first animated feature film SnowWhite and Seven Dwarfs. Then came Pinocchio and Fantasia in1940, Dumbo in 1941, and Bambie in 1942. Song ofthe South in 1946, used cartoon characters with live actors. All of thesefilms were successful. During World War II the Walt Disney Production Studiodesigned military insignias and made training films for the United States armedforces. After the war Walt Disney continued to make animated films, such asAlice in Wonderland in 1951, Peter Pan in 1953, andThe Jungle Book in 1967. He also turned to live-action films such asTreasure Island in 1950 and 20,000 Leagues Under the Seain 1954. Moving into totally new area, Walt Disney opened Disneyland in Anaheim,California, in 1955. He had wanted to design an amusement park where familiescould have fun together. Disneyland had exciting rides and attractions but wasalso spotlessly clean and run by smiling, friendly employees. The parkeventually came to be one of the most popular tourist attractions in the UnitedStates and may be in the world, too. During the next ten years, Disney added newattractions to Disneyland while continuing to make the films the whole familycould enjoy. Marry Poppins, in 1964, is con sidered by many to be thepinnacle of his filmmaking career. Disney won a record 32 Academy Awards for histechnical innovations ideas in film. Walt Disney also pioneered the productionof feature films for television. Some of these appeared on his weekly seriesThe Mickey Mouse Club (1955-59) and on Walt DisneysWonderful World of Color, which aired, under several titles for 29seasons. Shows prepared for New York Worlds Fair in 1964 enabled Disney to showoff his Audio-Animatronics figures in such attractions as Its a SmallWorld and Great Moments with Mr. Lincoln. The life likefigure of Abraham Lincoln, which recited passages from his speeches, neverceased to amaze fairgoers. Walt Disney never rested. Even as he died, onDecember 15th, 1966, he was planning for a whole new Walt Disney World vacationkingdome in Florida, and EPCOT. It is an experimental prototype community oftomorrow. It is a fun area consists of a showcase, a recreation of foreigncities, spread like fan around lagoon. On the other side of water, the world offuture is dominated by a 180-foot geodesic sphere, and Spaceship Earth. Thesphere is is surrounded by a number of pavilions housing entertaining displaysof future possibilities in the fields of energy, transportation, agriculture,mariculture2, and technology. Spaceship Earth is devoted to information andcommunications from dinosaur time to the 21st century. In conclusion, WalterElias Disney was a great taskmaster full of innovative ideas. In his lifetime hemade so many movies and cartoons that play important role in childrens life. .ua447c709df20a5d1a3a1f82fca6792ec , .ua447c709df20a5d1a3a1f82fca6792ec .postImageUrl , .ua447c709df20a5d1a3a1f82fca6792ec .centered-text-area { min-height: 80px; position: relative; } .ua447c709df20a5d1a3a1f82fca6792ec , .ua447c709df20a5d1a3a1f82fca6792ec:hover , .ua447c709df20a5d1a3a1f82fca6792ec:visited , .ua447c709df20a5d1a3a1f82fca6792ec:active { border:0!important; } .ua447c709df20a5d1a3a1f82fca6792ec .clearfix:after { content: ""; display: table; clear: both; } .ua447c709df20a5d1a3a1f82fca6792ec { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua447c709df20a5d1a3a1f82fca6792ec:active , .ua447c709df20a5d1a3a1f82fca6792ec:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua447c709df20a5d1a3a1f82fca6792ec .centered-text-area { width: 100%; position: relative ; } .ua447c709df20a5d1a3a1f82fca6792ec .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua447c709df20a5d1a3a1f82fca6792ec .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua447c709df20a5d1a3a1f82fca6792ec .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua447c709df20a5d1a3a1f82fca6792ec:hover .ctaButton { background-color: #34495E!important; } .ua447c709df20a5d1a3a1f82fca6792ec .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua447c709df20a5d1a3a1f82fca6792ec .ua447c709df20a5d1a3a1f82fca6792ec-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua447c709df20a5d1a3a1f82fca6792ec:after { content: ""; display: block; clear: both; } READ: Marx and smith EssayAlso he played important role in the development of animation and film. Even nowmost people remembers him, because animation computer designers of Walt DisneyProduction are keeps remaking Walt old films and cartoons. Even-though he died,he still plays important role in our society, today.

The National Museum of American History †Essay

The National Museum of American History – Essay Free Online Research Papers The National Museum of American History Essay It was a nice sunny morning when I and a friend have decided to take a trip to one of greatest museums of all times The National Museum of American History. It was a great adventure to discover something new for ourselves and fill up our knowledge with tons of new information. The museums ambitious mission is to chronicle American history, science, industry and culture through artifacts. It is the sixth Smithsonian building on the National Mall. To this end, the museum has an enormous collection of more than 3 million objects (Washington Post). American History museum is very large and it would definitely take more than a day to explore it. On the first floor the museum maintains many of the exhibitions from its original manifestation as the National Museum of History and Technology. The exhibits focus primarily on science and transportation and connections between technology and daily life in general. After looking around for a few minutes we immediately headed to the â€Å"Communities in a Changing nation† section. The title below said â€Å"The promise of 19th century America†. This was a good topic to start with. As I walked through this part I’ve noticed a number of great inventions such as a milling machine (Henry Hayden) and a gating gun. A lot of attention went to the ‘Rise of the Labor Unions† exhibit as we moved further. It represented the rise of industrialization during the second half of the nineteenth century where labor shifted from skilled artisans to unskilled workers who operated machines. I learned that this condition put a severe limitation on the independence and economic viability of the worker and that no laws yet existed at that time protecting workers. This lack of legislation allowed employers to overwork and underpay the laborers, who were desperate for some employment. These factors initiated the rise of labor unions. When I passed the â€Å"Peddling Life Jewish immigrant’s movement† corner, my eyes stopped on â€Å"African American in slavery and Freedom† exhibition. Since this is a topic currently discussed in our history class, I’ve realized I need to give it more attention and look at every detail. I’ve closely studied slave’s lifestyle and their treatment. Nearby there was an imitation of a Charleston Market which had all kinds of products including: peaches, potatoes, peas, carrots, fish, onion and many more different foods. Later in this section I discovered the â€Å"Cruel and Unusual Pun ishment† of slaves and â€Å"Plantation Slavery†. Later we headed downstairs to the second floor for the intriguing opportunity of viewing the huge flag. This is the very flag that inspired Francis Scott Key to write the poem that eventually became the U.S. national anthem in 1931Maintenance work was completed in August 2004 and now the flag remains on view and outstretched, flat, behind glass, in its specially designed conservation lab (Washington post). The other major exhibition on the first floor, America on the Move, traces the history of transportation in America. On the second floor, one of the most popular exhibits is First Ladies: Political Role and Public Image, which displays the first ladies gowns and tells a bit about each of these women. Personally, I liked the other exhibition right next door â€Å"From Parlor to Politics: Women and Reform in America, 1890-1925†, which talks about the changing roles of women as theyve moved from domestic to political and professional directions. In my opinion this section is one of the most popular and successful of the museums displays. The exhibition traces the changing role of the first lady politically and socially and holds up a mirror to the changing role of American women in general. Our next mission was to see â€Å"The American Presidency† exhibit which explores the power and meaning of the presidency by studying those who have held the position. There’re tons of artifacts including documents, personal effects, photographs and much more other stuff there. There is a small gift shop for this exhibit on this floor, so I end up purchasing a calendar containing the names of all the presidents up to date. I figured this would be helpful for my history final exam. Later, we passed by â€Å"The Price of Freedom: Americans at War† section and examined major American military explores and events. â€Å"Field to Factory† section was also kind of interesting, telling us the story of African-American migration from the South between 1915 and 1940. About 4 hours later we were exhausted, but very pleased. The museum holds many other major exhibits, but we didn’t have time to see it all. I discovered some of the everyday things of American history and had a great time. Overall this is a great museum which has more displays and more categories of interest than any other museum I have ever been to. There’s great historical information presented in many interesting areas. After spending nearly half a day in the museum I promised myself that I will definitely go back there again! Research Papers on The National Museum of American History - Essay19 Century Society: A Deeply Divided EraTwilight of the UAWBook Review on The Autobiography of Malcolm XAssess the importance of Nationalism 1815-1850 EuropeHip-Hop is ArtPETSTEL analysis of IndiaWhere Wild and West MeetMind TravelMarketing of Lifeboy Soap A Unilever ProductThe Effects of Illegal Immigration

New Parity concepts to address Globalised economy Essay

New Parity concepts to address Globalised economy - Essay Example Financial institutions, pension funds and institutional investors are reaching out the developing and most prospective markets such as China, India and other Asian markets with lot of investments. In this scenario, there has been a need for proper management of rate fluctuation, risk and exchange rate, which allows the estimation of investment yields and global risk premiums. The important issue is hedging of specific international risks through currency overlay strategies, derivatives and credit risk management models. In this highly globalised business scenario, issues in international business such as trade disputes, exchange rates, inflation and currency crises have necessitated more focus on international financial management. Some new approaches for this are characterized by high analytical rigor, substantial attention to empirical evidence, and integration of functional areas (including finance, economics, strategy, and accounting/taxation). (Reid W. Click, Joshua D. Coval, The Theory and Practice of International Financial Management, Prentice Hall; 1st edition) Global flows of funds have caused a substantial change in the international financial markets and foreign currency markets. ... These issues have potential impact on currency values. Purchasing Power Parity (PPP), Interest Rate Parity, International Fisher Effect, Fisher Effect, and Forwards Rates are some of the major theories on exchange rates. Regarding parity issue, there are analytical problems with the standard comparisons based on market exchange rates existed in developing countries in the global economy. Purchasing Power Parity measures of Global Domestic Product of countries are popularly used for international comparisons. In PPP measures as standard comparisons of GDPs across countries convert national currency aggregates to a common currency-the US dollar exchange rate. Purchasing Power Parity (PPP) is a theory of exchange rate determination and a way to compare the average costs of goods and services between countries. PPP has two versions, absolute PPP and relative PPP. The absolute version stands for an equal real price for a commodity in all countries. The relative PPP says that exchange rate between two countries will adjust to reflect changes in the price levels of the same countries. (Solnik, International Investments, Adisson Wesley Longman, Inc, New York, 2000) However interest rate parity thesis envisages as a relationship that holds between spot interest rates of two countries if there are to be no arbitrage opportunity. The relationship depends on the spot and forward exchange rates between the currencies. (http://www.riskglossary.com/link/interest_rate_parity.htm) The generalized version of the Fisher Effect states that real returns are equalized world wide through arbitrage. It says that many factors such as Psychological barriers, legal constraints, transaction costs, taxes, political risks and currency risks have a direct bearing on

Reflection Research Paper Example | Topics and Well Written Essays - 500 words - 1

Reflection - Research Paper Example Increasing affordability of the smartphones is the most fundamental factor that has contributed to their growth in Philippines. MP3 players have already reached the stage of maturity in their lifecycle. One of the biggest drawbacks of MP3 players has been their short battery life. In order to sustain their sales in the contemporary age when products that contain the function of MP3 players along with many others of their own are omnipresent, MP3 players need to provide the customers with an added benefit that the new devices have yet not managed to. Extending the battery life of the MP3 players is a potential way to increase their life cycle because most of the new products contain a multitude of features but with a compromise over the battery life. Text messaging has been in use for all kinds of purposes particularly business since the middle of the first decade of the 21st century. To take the text messaging to the next level, mobile companies need to make the text messaging experience more convenient for the customers. Traditionally, customers experience inconvenience in text messaging because they have to deal with very short-sized keypads on the mobiles. Text messaging experience of the customers can be enhanced by enlarging the key boards on the mobile devices. If increasing the size of the mobile devices is difficult for some technical reasons, an alternative solution to it can be manufacturing portable USB keyboards to be connected with the mobile devices. To extend the lifecycle of the pressure cookers, companies need to add useful features to the pressure cookers. Features that the customers would like to see added to the pressure cookers may include but are not limited to the reading of pressure developed inside the pressure cooker varying with time, and the reading of temperature inside the pressure cooker. Pressure and temperature inside the pressure cooker are a key concern in

Executive Summary - Research and Evaluation Essay

Executive Summary - Research and Evaluation - Essay Example The use of e-tickets also eliminates the need to have airport counter staff and space. These can be replaced by self-servicing kiosks. The customers do not have to face the risk of losing the ticket and hence is advantageous to them as well (Williams, 2007). The use of e-tickets empower centralized staff by providing them with relevant data and information as and when required. However the technique creates problems for passengers when they have to switch planes between airlines or the flight is delayed or cancelled (Malaval and Benaroya, 2002). Along with these issues, the concept has also brought issues regarding information security and privacy (Nemati, 2006). Moreover, the concept can’t be used for infants. Apart from it, the cost of moving from a paper-based ticketing system to e-ticket requires a global tie-up and synchronized system between all the airlines of the world. This system is costly and very complex to implement (Perreaux, 2006). p-value is the probability that is in agreement with the alternate hypothesis. It is the smallest level of significance level ÃŽ ± for which the null hypothesis Ho can be rejected (Mendenhall et al., 2009) The t-test as well as the p-value confirms that the null hypothesis can not be rejected. This implies that the mean number of complaints received per month is less than or equal to 15. Hence the proposition that the number of complaints per month made by passengers has increased as a result of use of e-ticketing stands false. At the same time, e-ticketing leads to a reduction in the cost of operations of airlines. It also reduces the cost of passengers by eliminating the middlemen: travel agency. Moreover, airlines can highlight it as an initiative to save paper and environment. Hence, the use and promotion of e-tickets is strongly recommended to be done by airlines. Williams, L. (2007, September 27). From online to onboard. [Online]. Computing p.25. Available at:

Bilingualism is a controversial issue

Bilingualism is a controversial issue However, defining bilingualism and bilinguals is more difficult than what the people think. This is due to bilingualisms multidimensional aspects as been stated by many linguists, educationalists, and psycholinguists. For example, Hofmann (1991), mentions that the multi-faceted phenomenon of bilingualism is the most remarkable and significant feature which is expected to centre the point of difficulty when defining bilingualism from one dimension. Moreover, Hamers Blanc (2000, pp. 3 23) provide a similar point of view and they highlight multidimensionality as being one weakness of bilingualism because when defining it, only one dimension would be taken into account, ignoring other sides of bilingualism. They add a number of various definitions of bilingualism which are one sided as they believe. For example, a definition of bilingualism may concern competence, without the other significant dimensions. Baker Jones (1998) become more specific in explaining the multidimensionality of bilingualism and they assert that there are five main issues that show the difficulty of defining bilingualism very concisely. Also, they show that there might be degrees of bilingualism which vary in the same person over time. The five issues are as the following: There is distinction between ability in language and use of language. They are two separate things. For example, a bilingual person has the ability to speak two languages very fluently, but he or she uses and practices only one of the two languages regardless whether it is the native language or the second language. Another bilingual person has the ability to speak two languages but he or she has some problems in speaking one of the two languages regardless whether it is the native language or the second language, but this person uses and practices both languages regularly. This distinction can be referred to the degree of difference between proficiency or competence of language (ability) and function of that language (use). Proficiency may vary in a language. For example, the abilities of a bilingual person will vary in using a language among the four skills of that language (listening, reading, speaking, and writing), where that person might be very good in speaking A language but when it comes to writing, the person will use B language to write or read, because his or her ability of writing in A language is weak or low. Another bilingual person might have good abilities (proficiency) in speaking and writing of a language, but he or she cannot use and practice (speak or write) that language, so he or she tends to use another language. This is called receptive competence. Few bilingual people are equally proficient in both languages, but one language tends to be stronger and better developed than the other language. It is called the dominant language and it is not necessarily to be the first or native language. Few bilinguals possess the same competence as monolinguals in either of their languages. This is because bilingual individuals utilize the languages they acquired for different functions and purposes. A bilinguals competence in a language may vary over time and according to changing circumstances. For example, a child starts to learn a minor language at home or in the childhood. As time goes, he or she learns another language in the school or community and he or she will gradually lose the minor language, because it is out of use and that person became away from the childhood; the situation where the minor language is used (Baker Jones 1998). Mackey (1967) supports Bakers Jones issues in a different way that there are four aspects should be taken into account when defining and describing bilingualism. They are overlapped to each other and cannot be treated separately. These aspects are degree, function, alteration, and interference. The degree of bilingualism indicates the proficiency and competence of language, which is the extent to which the bilingual knows each of the languages. The part of function focuses on the use and practice a bilingual has for the languages. How much each language is used and practiced by the bilingual? Alteration concentrates on the extent to which the bilingual switches between the languages (code switching). And interference is the degree to which a bilingual manages to keep the two languages separate or fused. Mackey adds that the four questions are overlapped to each other and they cannot be treated separately. For example, a bilinguals knowledge of a language will to some extent specify the functions to which it is put; and the vice versa. The contexts in which bilinguals have the opportunity to use language will affect their competence in it Adding to the previous points, Romaine (1995), states that proficiency and function are the factors which are related to the definition and description of bilingualism. Bilingualism should be carefully viewed with great consideration to certain variables appearing in the coming definitions. Auer (1995) shows that bilingualism can be referred to the linguistic competences in more than one language. This bilingual competence can be accessible via the analysis of well-formed sentences involving two languages which may be treated as a window on the bilingual mind (Auer, 1995, p.115). Clearly, psycholinguists deem bilingualism as hidden competence in bilinguals minds, and it can be revealed as bilinguals produce utterances. Conversely, Saunders (1988) declares that bilingualism has different associations in peoples minds. In the issue of the definition of bilingualism, two distinctive sides have appeared which have been opposing each other in the way of defining bilinguals and bilingualism. The debate is centred about two definitions. In one side, there are some people who assume that bilingualism is being proficient in speaking two languages just like the native speakers. This is related to Leonard Bloomfield the most famous linguist on the first side of the issue. According to Hofmann (1991), Bloomfield pays special attention to users who become so proficient in the new language that they cannot be distinguished from the native speakers and he considers these users are bilinguals. He relates bilingualism to those individuals who speak a second language with high native level of proficiency. In 1933, Bloomfield published a book called Language which was an early book of modern linguistics and it defines bilingualism as In the extreme case of foreign language learning, the speaker becomes so proficien t as to be indistinguishable from the native speakers round him. à ¢Ã¢â€š ¬Ã‚ ¦In this case where this perfect foreign language learning is not accompanied by loss of the native language, it results in bilingualism, (the) native-like control of two languages (Bloomfield, 1933, p.55-56). As a consequence of Bloomfields definition, Hoffmann (1991) raises some questions, where he believes that Bloomfield has a clear idea of bilingualism, but there is some inconsistency on his definition of bilingualism. For example, if there is no definition for a degree of perfection in bilingualism, so how could Bloomfield talk of perfect foreign language learning? Continuing with Romaine (1995), who says that the previous definition identifies native like control of two languages as being the norm for bilingualism. Moreover, Hamers Blanc (2000) add that Bloomfield concentrates on the one dimension which is proficiency in language and this is not satisfying, because it is one of the weaknesses in defining bilingualism. As a consequence of Bloomfields definition, Also, Saunders (1988) stresses that this definition is restrictively limited to bilingual individuals who master their two languages completely. The previous views towards Bloomfields definition show the reasons of having another side of defining the term bilingualism. Moving to the other most different side of defining and describing bilingualism, bilinguals who have no native speakers competence in both languages reject that definition utterly and a number of definitions opposing Bloomfields notion have been placed by many linguists. For example, Saunders (1988) argues that many bilinguals comprehend a foreign language without having the ability to speak it fluently. Therefore, linguists define bilingualism as the bilinguals capability of using and speaking two distinctive languages at any level of competency. After all these various arguments regarding bilingualisms nature, it is clear that bilingual individuals have different degrees of competence in the second language. Also, comes in the other side, Haugen (1953, p.7) who shows that if an individual of any language could produce complete meaningful sentences in any othe r language, he or she would be a bilingual. One more definition contradicting Bloomfields is Macnamaras definition. Macnamara (1967a) cited in Hamers Blanc (2000, p.6) who defines a bilingual as anyone who possesses a minimal competence in only one of the four skills, listening comprehension, speaking, reading, and writing in a language other than his mother tongue. There is a collection of other definitions of bilingualism between the above most two distinctive sides of definitions. That collection appeared to align for either side. For example, Hamers Blanc (2000, p.6-7) note that Titone (1972) defines bilingualism as the individuals capacity to speak a second language while following the concepts and structures of that language rather than paraphrasing his or her mother tongue. All the previous distinguishing definitions show the degree of difficulty in providing a concise definition of a bilingual and bilingualism, because most of the definitions are seen to be lacking specifity and clarity in the main points on them like native-like competence, minimal proficiency in a second language, and following the concept of structures of the second language (Hamers Blanc, 2000, p.6-7). In the case of bilingualism at HCT, Macnamaras definition of bilingualism seems to be the most appropriate one to the foundation year students capability of English and this is due to their level of English which is not as much as Bloomfields notion of native like control of two languages. 2.2 Types of bilinguals: Bilinguals in the world have been categorised into groups depending on certain points. The Finnish linguist Skutnabb-Kangas (1981) discusses this part of the issue of bilingualism and she proposes that bilinguals in the world can be classified into four different groups and there are some factors should be taken into account to distinguish between these groups. The factors are: the pressure to become bilingual, the prerequisites for bilingualism, the method used to achieve bilingualism, and the consequences in the case of failure. Skutnabb-Kangas focuses mainly on children bilinguals in her classification, but this classification to some extent might apply on bilinguals other than children. She classifies the groups as the following: Elite bilinguals: this group consists of people who have chosen to learn another language and become bilingual and in most cases they are not forced to bilingualism. Most of the bilinguals in this group are upper and middle class people. For example, some of them become bilinguals for the sake of studying or working abroad such as wining scholarships or having business, while others move and change their country of residence, so they want to learn the language of the target country. Regarding the factor of pressure, elite bilinguals volunteer to learn a second language and there is mostly no pressure, unless the children from the families who move to other countries might feel the pressure since they have to learn the language of the new country. In this group, the bilinguals prerequisites are seen to be most often suitable for them, because this is their choice of being bilinguals. In the case of children, the parents make their children acquire the mother tongue very well, so they will not lose it when learning another language. When they live abroad, the children then will be encouraged to learn a second language which is expected to be used most often, however they will still use the mother tongue at least within the home environment. The method of achieving bilingualism for elite bilinguals is a combination of the natural method and teaching as Skutnabb-Kangas states, where children or other bilinguals will face situations in which they must speak and communicate in the foreign language. Besides, they will be taught the foreign language in their home country as well as in the target country. In the case of failure for elite bilinguals, there are no serious consequences when not making a positive progress in learning a second language. For example, children or bilinguals might have less contact with native speakers and in some cases they will accompany speakers of their own mother tongue. Children from linguistic majorities: this group consists mainly of children who learn a language at school other than their mother tongue and this language is more likely to be a minority language, where children or bilinguals from such groups will learn it for certain reasons. This minority language is used either for the enhancement of its prestige, Hoffmann (1991) provides an example of learning French in Canada. Skutnabb-Kangas (1981) continues that a language might be regarded as being highly beneficial in the field of education and also in getting good occupations in a country, so this language will be used in immersion programmes or in foreign language classes, Hoffmann (1991) mentions the case of using English as a foreign language in Netherlands as an example for the second reason (Hoffmann, 1991). Another example for the later reason could be the situation of teaching English in almost all the educational institutions in Oman and using it widely in most of the occupations i n the various fields of work. There is little or no pressure on the children or other people of this group to learn a second language. The family and the society might be a source of pressure for the children; the parents will motivate their children to become bilinguals for either of the reasons been mentioned previously at least. The members of this group are taught to learn a second language and the methods used in teaching are believed to be better than the methods used for the rest of the groups, because these methods involve well-prepared materials that aid the learning of the second language. The consequences of failure in learning the language and being bilingual are small and this might result that people of this group will use the mother tongue in the society and they will have less opportunities of getting better jobs. According to Hoffmann (1991) the members of the preceding two groups come from monolingual backgrounds. In the contrary, the members of the following two groups are from bilingual backgrounds Children from bilingual families: this group consists of children who come from bilingual families which are the families that the parents have two different mother languages. For example, a family in Finland where the fathers mother language is Finnish and the mothers is Swedish. In this case there is some pressure on the children to be able to speak with their parents in their mother tongues. Besides, the society will push and encourage the children to learn the language used officially in the country which is more likely to be the mother language of either parent, and this helps the children to integrate in the society and to be successful at school. However, in this case the children become monolingual and there are some possible problems in the relationship between them and one or both of their parents, because these children lack complete bilingualism of both parents mother tongues. In the case of failure, the children of this group will face some problems and there might be ne gative consequences within the family environment. For example, a child has negative relationship with one of the parents because he or she fails in being bilingual and learning the mother language of the father or mother. Children from linguistic minorities: this group consists of children whose parents use a language of the minority. For example, a family in Canada, where both parents speak French (minority). In this case, there will be strong pressure from the society and the family on this group of children to become bilingual and learn the language of the majority (English) in order to successfully contact in that society and cope up with the others from majority groups. The methods and materials used to achieve bilingualism need to be more developed, because they still have not reached the level of the high expectations. In the case of failure, the children of this group will face consequences that are thought to be greater than for any of the other previous groups as Skutnabb-Kangas shows that the failure of being bilingual may be catastrophic. For example, the children might lose most of the educational and future opportunities and their contact with the society will be very limited. 2.3 Reasons of being bilingual: Saunders (1988, p.1) states that Fishman, a well-known writer in bilingualism, declares that more than half of the worlds population today uses more than one language while engaging in activities basic to human needs. Also, Baker Jones (1998) add that nowadays, most people in the world live in bilingual environments where two or more languages are used. Numerous causes contribute to the emergence and dominance of bilingualism. There are various optional or compulsory factors. According to Baker Jones (1998), emigration, economic trade and colonisation are main factors that facilitated the dominance of bilingualism over monolingualism. Emigration is a major factor of being bilingual, whereas emigrants move from their own countries to other countries, because of various reasons. For example, some of them escape from wars or poverty in their countries to search for better life in foreign linguistic communities. As a result, they will be forced to learn the language of the host countri es and in order to have wider contact opportunities and more employment availability. According to Saunders (1988), most emigrants speak the language of the new culture and environment. In Australia, for instance, 86.3% of emigrants speak their second language more than their home languages. Saunders also states that commerce and trade are critical factors motivating people to acquire a second language. Most economic business and commercial markets involve bilingual individuals to deal with customers from multicultural areas. Furthermore, Baker Jones (1998) highlight that the existence of bilingualism has also increased because of the mass communication systems such as television, telephone, radio and computers which increased the contacts between members of a variety of languages. (Baker Jones 1998). Another factor is the Geographical proximity of two countries which is a possible factor leading to bilingualism, where people of the two communities need the communication among each other for different purposes like trade and other social relations like marriage resulting in bilingual families. 2.3.1 Education as a great reason of being bilingual: Education is one of the most fundamental factors pushing or motivating individuals to learn a second language. Being bilingual through education can be optional or obligatory. I notice that, in all Arab Gulf countries, most school students become bilingual due to their learning of English as a compulsory subject. However, there are some students, including colleges and universities students, who learn their second language English as an optional subject. The learning of English in these countries seems to be the result of the international relations between them and the United Kingdom. It is worth mentioning that the main focus of my research paper is being bilingual due to education. Adding to the above motives of bilingualism, there are different bilingual education programmes that have been suggested as aiding the increase of bilingualism. (Baker Jones 1998). According to Baker Jones (1998), bilingual education has been widely considered as the capability of using two languages at school. However, it is a more complex phenomenon. Baker (1988) notes that bilingual education could be referred to any program aiming to teach students a second language besides their mother tongue at school Moreover, Hamers Blanc (2000, p.321) mentions that the term bilingual education is used to describe a variety of educational programs involving two or more languages to varying degrees. While, Bialystok (2001) asserts that Brisk describes that the term bilingual education is used in a different way in a number of different countries. For example, in the USA, bilingual education means teaching English to children whose native language is not English. In Europe, it refers to the education used in schools where two languages are involved in teaching different school subjects. These various definitions of bilingual education assure the complexity of this pheno menon. Ferguson et al., (1977) cited in Baker Jones (1998, p.465) provides a number of aims of bilingual education. Some of them are as the following: Bilingual education used to assimilate individuals or groups into the mainstream of society to socialize with people for full participation in the community. To enable people to communicate with the outside world. To provide language skills which are remarkable, aiding employment and status. To deepen understanding of language and culture. To give equal status in law of language of unequal status in daily life. The above aims show that bilingual education does not always concern the use of two languages in the classroom and it takes various classifications, where there are weak and strong forms of bilingual education programmes. The weak forms of bilingual education programmes aim to make children of minority language learn and transfer to the language and culture of majority resulting in monolingualism or limited bilingualism. In contrast, the strong forms of bilingual education aim to make students proficient in their own language as well as the language of majority resulting in full bilingualism. According to Baker (1988), bilingual education is classified to elitist bilingualism and folk bilingualism in accordance to the incentives of being bilingual. Elitist bilingualism is regarded as a reward offered to certain special individuals by government. Some students, for instance, are rewarded by being allowed to study abroad or study in prestigious universities in their countries. On the other hand, folk bilingual education is deemed a crucial need people have to meet in order to remain alive. As mentioned in the previous section that when immigrants move to a new place, they acquire the language of that place so that they can interact with people there. Bilingual education is also categorised into immersion and submersion bilingual education based on the use of both languages in learning. The immersion education is belongs to the strong forms of bilingual education. In immersion education, students are allowed to speak their mother tongue while experiencing their subjects and communicating with teachers. They learn the second language gradually as time goes by. Baker (1993) states that the immersion bilingual education started in Canada in 1965 where an experiment was done on a class of pupils and the aims were to make those pupils competent in using French and to reach good achievement levels in the curriculum involving the English language as well as appreciating the culture and traditions of French speaking Canadians and English speaking Canadians. On the other hand, students are not allowed to speak their home language in the submersion bilingual education, which is one of the weak forms of bilingual education. They are taught a ll their subjects in their second language. According to the major used language, bilingual education can be also categorised into transitional and maintenance or enrichment bilingual educations. The weak form transitional bilingual education essentially aims to develop and make students fluent in one language only, which is the majority language. Therefore, this bilingual education focuses on the bilinguals first language in the learning procedures with few extra classes to learn the second language leading to a limited bilingualism. For example, in the USA and Europe, the minority of languages are taken into account and cured in order to make the minority groups to be able to continue the education in English or other majority languages. While, the strong form maintenance or enrichment bilingual education aims to teach children their subjects with both languages to guarantee that children get good levels of proficiency in both languages. Baker indicates that some students are taught some subjects such as grammar in their nat ive language, while mathematics is learned in the second language. Consequently, students master both languages, and the two languages are developed simultaneously with complete bilingualism. This type of education is used for example in Canada and Wales as Baker (1988, p.47) shows that English speakers are taught French or Welsh to enable them to be fully bilingual (Baker 1988). I assume that maintenance or enrichment bilingual education refers to the same kind of education used in Oman but, here, the government uses the term dual education to refer to it. 2.4 Social attitudes towards bilingualism: Attitudes are the internal thoughts, feelings and tendencies in behaviours that an individual embodies in various contexts. They are difficult to be measured and significant in the thinking and they influence behaviours of individuals and groups. Language attitudes have a pivotal role in the learning of a second language or the loss of the native language. For example, research indicates that an individual will learn a language faster and better than others if his or her attitudes towards that language are positive. Moreover, bilingual education is also influenced by the attitudes of bilinguals being taught where their attitudes will be the reason behind the success and development or the failure of a bilingual education programme. (Baker Jones 1998). According to Baker Jones (1998), there are different types of attitudes to languages. The one related to this research study is the attitude to learning a new language since this paper considers the effects of learning English as a new language on HCT foundation year students social life in Oman. International research focused on the motivations and reasons that make students learn new languages has found that some individuals have the ability to learn a second language quicker and better ways and this due to their positive attitudes towards that certain language and this has been indicated by a research as I mentioned in the first paragraph of this section that positive attitudes to a language will aid the learning of that language. Also, research has found that people in England and the USA have less positive attitudes towards learning a second language than people in Asia, Africa, Latin America, and mainland Europe, where in the latter places; bilingualism is more typical, desirable, and valuable. The reasons might be the consideration of English as a dominant language across the world, so people need to learn it for better employments purposes, wider range of contacts and relationships, as well as travel (Baker Jones 1998). Attitudes to a language are categorised into integrative and instrumental attitudes. Integrative attitudes are the ones that people have when they seek for example, jobs require a second language, read the literature of a second language, socialise with natives of a second language and all this in order to learn that second language and identify different language communities. In the contrary, Instrumental attitudes are the ones that people have when learning a second language for different purposes. For example, they learn a language to pass exams, to find better and more job opportunities, or to help their children in their bilingual education programmes (Baker Jones 1998). Baker Jones (1998) also note that research explains that integrative attitudes and motivations are more helpful in making individuals proficient in the second language, because they provide them with positive attitudes resulting in long term motivation to learn a language, while instrumental attitudes provide short term motivation that will fade for example, an individual has passed in the exam and reached the goals of learning a second language. However, the opposite is a possibility where instrumental attitudes and motivation would be more powerful than integrative attitudes and motivation in learning a language. For example, in India, some Indian students gave instrumental reasons for learning English rather than integrative reasons. They show that English is important in education and future employment and without the need for them; the students would not have learned English. In accordance to the data collected for this research study, the case is that most of the foundation year students at HCT in Oman provided a mixture of both instrumental and integrative reasons for learning English and it can be noticed that instrumental reasons have greater effect than the integrative reasons and this will be discussed in the following chapter. Skutnabb-Kangas (1981) states that bilingualism has been seen in a very negative way in the past and as time was passing by the attitudes towards bilingualism have changed and the negativity has diminished. For example, at the beginning of the twentieth century, there were many statements and investigations that have negative attitudes to bilingualism. They stated that bilingual individuals are for example, lazy, stupid, unreliable, morally inferior, and so on. Romaine (1995, p.303) has conducted a study to investigate attitudes relating to a second language in the Punjabi/English bilingual community in Britain. Romaine has found out that most of her subjects believe that culture is deeply affected by language, for culture cannot be protected without conserving language. In this particular studied community, learners are only taught their second language, which is English, in schools regarding to the assumption that they have already mastered their home language. Therefore, Romaine has reported that the majority of her samples, including parents, prefer their children to be taught using their home language rather than the second language regardless of the latters language qualities. Romaines study shows that monolingual parents feel embarrassed when their bilingual children speak the second language, widely in the society and even in front of the traditional and older generation relatives and guests. Romaines study somehow conforms to the r esults that Huddy and Sears (1984) have found in their survey implemented for 1,570 non Hispanic subjects. They have discovered that people often consider bilingual education as a great factor affecting their culture and language. However, it is obvious that most countries all over the world implementing bilingual education, regardless of its classifications, teach their students English. Those countries believe in the great benefits of having a second language like English. White et al., (2002) declare that New Zealand offers non-English native speakers great opportunities to learn English, for it believes that English is currently very crucial in all life aspects. English skills should be improved as it is critical in facilitating social contacts, in enhancing employment and educational opportunities, and in providing the basis for p

British Entrepreneurs and the decline of the British economy :: European Europe History

British Entrepreneurs and the decline of the British economy Was the British entrepreneur the most important single reason for the relative decline of the British economy in the late nineteenth century? Despite a continued growth of production and wealth in absolute terms, the economy of "the first industrial nation" began to decelerate after 1870, in comparison with that of her closest competitors. This so called "decline" was caused by a number of factors not merely one as the question suggests, indeed Supple` s foreword (1) asks, "Are we to be concerned with the rate of growth of total income or of manufacturing output? Above all, by what standards do we assess `failure` or `success`?" Derek Aldcroft` s article, `The Entrepreneur and the British economy, 1870-1914 published in 1964 spearheaded the broad indictment of the British entrepreneur...(2)....... A/ They failed to adopt the best available techniques of production in many industries, ranging from ring-spinning and automatic weaving in cotton to the mechanical cutter and electrification of mines in coal. B/ They underestimated the growing importance of science, investing little in laboratories and technical personnel for research or for the effective exploitation of foreign research. C/ They over-invested in the old staple export industries such as cotton and iron, and were slow to move to the industries of the future such as chemicals, automobiles, and electrical engineering. D/ They were bad salesmen, especially abroad. E/ They were insufficiently aggressive in organising cartels to extract monopoly profits from the world a t large. I intend to investigate these areas, in addition to labour relations, education and the class system, as I feel that they have a distinct bearing on the late Victorian economic climate. The "technological retardist" theories are strongest in considering the erosion of "King Cotton` s" pre eminence, due in part to America` s competition and, the critics suggest, the British cotton manager` s lack of judgement. It is said that the slow adoption of the ring spindle in spinning, and the low uptake of the automatic loom in weaving seriously hampered those industries` competitive edge. The principle advantage of the ring spindle was it` s operation by unskilled female staff, whereas the traditional mule required skilled (mostly male) operatives, thus saving on labour costs. The disadvantage was that the ring needed more expensive cotton to make a given `fineness` or `count`. Given this information, replacement of old existing technology should only be undertaken if the total cost of the new technology is less than the variable cost of the old technique.

Show the importance of four women to Jane Eyre’s development

The four people who played a significant part in Jane Eyre's early life whilst also influencing the development of her character, were Mrs. Reed, Bessie, Miss Temple and Helen Burns. All four of these women had strong beliefs about how women should behave, in addition to possessing a deep rooted passion for their own religious beliefs. This essay will discuss how each of these women shaped the person that Jane Eyre became. Initially, I will be looking at Mrs Reed who is Jane's aunt through marriage and discussing how significant she was to Jane's early life. Mrs. Reed had responsibility for Jane, as sole carer, a role that neither Jane nor Mrs. Reed were happy with. Their relationship was one of hatred and general dislike on both parts. Indeed, Mrs. Reed so disliked Jane, even from a young age that she treated her worse than one of the servants of the house. It was not that she did not like children, as she had several of her own to whom she showed great love and affection. However, so acute was the resentment that she held for Jane that she frequently separated her from the activities planned for her own children, declaring that they were; â€Å"intended only for contented, happy little children†. Unfortunately, exclusion such as this only succeeded in embittering Jane and causing a larger rift between herself and her aunt. Additionally, these actions also succeeded in Jane developing a general dislike for her cousins, in particular Master John Reed, who behaved as equally disgracefully towards Jane, following the example laid down by his mother. He treated her like a â€Å"rat† whose actual existence was insignificant. Infact, the relationship between the two deteriorated to such a degree that it resulted in a physical argument which ended up with Jane being imprisoned in the Red Room. Although the intention had been to punish Jane, the Red Room actually assisted Jane in becoming a stronger person, which in turn resulted in Mrs. Reed becoming fearful of her unwanted niece. Jane had time to reflect and realise the weapons that would most offend her aunt, that is, to turn her aunt's religious convictions back upon herself, as can be seen when she relates in the mind of the mature Jane. â€Å"But I ought to forgive you, for you knew not what you did: While rending my heart-strings, you thought you were only uprooting my bad propensities†. Not only does she blasphemously incorporate the dying words of Christ upon the cross in her speech, but she also professes forgiveness, which follows the word of the Lord. Mrs. Reed had expected bitterness, hatred and spite as a response to her punishment, but instead is faced with an apparent religious conviction, which undermines her actions and leaves her nervous as to future responses. Jane had grown strong through her abuse and would in future enjoy the opportunity to un-nerve her tormentors. This speech is a prelude to the personality of the ‘new Jane' that is to come. Another example of this change is witnessed by Mrs. Reed after attempting to ruin Jane's prospects of attending Lowood School when she provided ill-intended advice to Mr. Brocklehurst. However, on this occasion Jane does not use faith to un-nerve Mrs. Reed but explodes with the rage of a ten year old when she says; I dislike you the worst of anybody in the world except John Reed†, and then continues in her tirade with, â€Å"I am glad you are no relation of mine. I will never call you aunt again as long as I live, I will never come to see you when I am grown up; and if anyone asks me how I liked you,†¦ I will say the very thought of you makes me sick†. This speech leaves its recipient wanting rid of its orator more than ever and hence Jane succeeds in her plan to be rid of her aunt and her wretched cousins, as she leaves to attend the school Mr Lloyd had suggested she attended after the Red room incident. However, she again leaves the aunt feeling un-nerved as the rest of her angry outburst had told of how her uncle would seek revenge on the wicked aunt for her poor treatment of his niece. Although it can be clearly seen that the two never liked each other, it is apparent that Jane learnt a lot from her aunt, including what is expected of a young lady, how people should be treated in order to prosper in life and she learnt about the church and religion. This brings us to the next significant influence in Jane Eyre's life. Bessie was a servant at Mrs. Reed's house in Gateshead Hall and was the first person who showed Jane real love and friendship. She was prone to giving Jane treats and creating songs about her, such as; â€Å"Poor Miss Jane is to be pitied†. On the night that Jane was locked in the Red Room having her â€Å"species fit†, it was Bessie who was at her side, making sure that the young girl was alright and ensuring that she had something â€Å"to drink, or eat†, taking care of her needs. For Bessie was of the opinion that Mrs Reed was far too hard on the young girl and thus had great sympathy for Miss Eyre. This can be seen when Bessie helps to prepare Jane for her departure to attend school at Lowood. Bessie has tea with the young Miss. Eyre in the absence of Mrs. Reed and the children, grabbing the opportunity to tell Jane that she was fonder of her â€Å"than all the others†. Despite that fact that Bessie was only a servant, she teaches Jane to become a strong woman who should not settle for anything less than honesty and commitment. It is also through Bessie's eyes that Jane sees the purer side of God's love, as Bessie was also a strong Christian who tried to let Jane see that she lived her life according to his word, which is what brought her inner peace. The third person who played a significant role in Jane Eyre's life was her teacher at Lowood School, Miss. Temple, who was superintendent in charge of Jane's daily life at school. However, unlike Mrs. Reed, Jane admired this woman with â€Å"the sense of admiring awe†, as it was Miss. Temple who had cleared Jane's blackened name. After Mrs. Reed had spoken to Mr. Brocklehurst about what a bad child Jane was, and how she resembled the devil in her actions, he had taken this information and publicly humiliated Jane with it. However, Miss. Temple managed to re-address this malicious rumour and rest ore Jane's good name, whilst also helping Jane to see that she no-longer had to be the outsider, as the other girls at the school were happy to be her friends. In short, Miss. Temple, with her healthy, truthful smile, offers Jane opportunities in life, something that had previously been denied to her. She showed Jane care, from the young girls first day at Lowood, trying to make her feel comfortable and included. She also recognised a child in need of love and thus showed her some affection, giving hugs, something only one other person had done for Jane before. Hence, Jane felt indebted to Miss. Temple and declares; â€Å"To her instruction I owed the best part of my acquirement†. So strong an influence was this person on Jane's life that when Miss. Temple left the school and got married, Jane felt that Lowood was no-longer a home. Arguably therefore, she too, like the other significant factors in Jane's life, had an impact on the woman that Jane became. Miss. Temple also held deep religious convictions and as Jane's teacher, influenced Jane to live her life as a young religious woman who obeyed the word of the Lord. Nevertheless, of all the religious influences in Jane Eyre's early life, perhaps the most influential of all was her one and only true young friend, Helen Burns. Her love of Helen is evident in the following speech; nor ever ceased to cherish for her a sentiment of attachment as strong, tender and respectful as any that ever animated my heart†. The two girls' first meeting illustrates an instant connection, as Helen was reading a book, and Jane was a keen reader, who loved nothing more than to be lost in stories, which were a means to escape her dreadful reality with Mrs. Reed and her cousins. Helen is an intelligent, knowledgeable and dutiful young lady, which leads to the two girls sharing many an opposing discussion about forbearance and religious beliefs. One such discussion centres on love and Jane's desire for it; â€Å"If others don't love me, I would rather die than live – I cannot bare to be solitary and hated†. However, Helen conveys that for her, the love of the Lord is the greatest love of all and in knowing that he is watching over her, it is enough for her to be happy and confident in who she is. For as she states, this love is more meaningful than that temporary love of â€Å"human beings†, as it lasts forever. Indeed, many of their conversations ultimately referred back to God in some way or another, no-matter from where the discussion had originated. Jane rarely argued with Helen's religious convictions as she was in fact in complete awe of her; â€Å"I was struck with wonder†. Even when discussing death, Helen had â€Å"an impression of woe†. Helen's deeply rooted religious beliefs made her unafraid of the inevitable, as she knew that the end of this life on earth was not the end of the story. Helen firmly believed in an eternal afterlife in Heaven which was difficult for Jane to understand and come to terms with. Jane knew that when her friend died, she would mourn her loss as she loved her so much, but she knew that Helen would not have wanted this, as it was against God's will. Nonetheless, the conflict within religion, supplied by the major influences in Jane's early life, shaped the woman who she became. The vengeful and fearful ‘Almighty', espoused by Mrs. Reed, was to be rejected but the more caring, loving and forgiving God that was evident in Bessie, Miss. Temple and Helen certainly played a part in a blossoming Jane Eyre, who grew to be a bright, outspoken, and bold woman. Although not filled with religious conviction herself, Jane admitted to the significant influence that these women who did believe, had played in shaping who she had grown to be in adulthood.

The Hutterites essays

The Hutterites essays Out in the rugged West there are colonies of people called Hutterites who embody the pioneer spirit but live entirely removed from the modern world. The Hutterites are Anabaptist farmers and ranchers - close cousins of the Amish - who, after centuries of persecution in Europe, found religious freedom in North America in the 1870s. Their central belief in a kind of Christian communism informs everything they do. They work, worship, and eat together, and have no personal possessions. They do use computers and high-tech machinery; but they speak an old Austrian German dialect, sew their own clothes, and shun television, radio, or anything else that might let in the temptations of worldly materialism. Hutterites live rigidly structured lives that leave little room for individual expression, but they give this up willingly in exchange for the strong community support that promises spiritual salvation. For the Hutterites, the way to heaven lies through faith, communal living and a lot of hard work. The Hutterites live in farm communities, devoutly holding to the rules their founder laid down. In every Hutterite colony, the minister or spiritual leader is also the chief executive and he, along with an advisory board, makes the day-to-day decisions. The ministers duties include conducting church sermons, marriages, baptisms, funerals, and disciplining members of the church. The minister carries a lot of responsibility, as it is his duty to focus and worship everyday of the week. Hettorites are taught to surrender their lives and give themselves to the community, as this is Gods will. In addition, Hutterites are taught that they are not on earth to enjoy themselves, but to serve the community in preparation for eternity. Each Hutterite colony has to provide for its people. Most Hutterites are sustained through agriculture. Most colonies are crop producers and have fair-sized farms. They also raise a l ...

The Making of a Memory in January Essay Example

The Making of a Memory in January Essay Example The Making of a Memory in January Essay The Making of a Memory in January Essay As a â€Å"baby boomer†, I have seen and done many things during my 60 years in the world.   I grew up to see technical innovations, the space race, and the transformation of the United States in the 1960’s.   I have traveled all over the country as a child with a father, who was a career military man.   I have even traveled the world during my stint as a Seaman.   I have seen the hard life of the streets and walked the hallowed halls of the university, receiving a Master’s in Criminal Justice, some twenty-plus years ago.   The events of my past tie into the major event I will soon see in my future, President-elect Barack Obama’s Presidential Inauguration.   I must admit that this milestone in our nation’s history brings to me pride, wonder, and nostalgia.   Along with all these emotions, comes what a man like me finds hard to admit, fear.   Barack Obama has been talking about change and I know all about and I have seen change, I hav e embraced it.   I will embrace inauguration day with as much enthusiasm as I can, even though I am still filled will wonder.I must admit that the new transformation of the nation is difficult for me and many like me.   I grew up, as a young boy, to understand that the integrity of a military person was never to be questioned.   It was an inconvenient truth in my twenties, during my own military experience to see the opposite.   Many Vietnam veterans were not received and revered like the military men of my father’s wars.   To me, McCain was the epitome of courage and strength during that misunderstood war in Vietnam and to see the shift away from the honor that men like him deserve brought up many painful memories for me.   I must add too, that I am white.   But, color has never been an issue with me in this situation.   Most of us, who remember the 60’s, have evolved from pointless racism.As a man, though, who has seen the ins and outs of criminal jus tice, it is hard to trust the integrity of an attorney.   Most in the criminal justice field feel similar.   As an older person, as well, it is hard to trust the unfounded optimism of the youth and their vote.   I remember when I was young and saw many activists hitting the streets in protest and to me it was simply chaos.   But, then it was â€Å"word of mouth† grassroots campaigning while now technology has advanced us to internet activism and social networking.   Some have even said the Obama won because of his extensive internet presence.   All of this is a wonder in itself.   I must admit that some of the fear, too, comes from recalling the tragedies of innovative men like Obama.   I vividly recall the assassinations of both Kennedy brothers, Martin Luther King Jr., and Malcolm X.   When I hear reports of dissidents in the U.S., I fear for this man, because I know that this can happen, because it has happened.   I wonder if the youth think about that much.In closing, I would like to say that I was proud of both candidates that ran for President in 2008 and will be proud of Obama, when he takes the honor in 2009.   I feel as if I am passing the torch into a new era, a torch that has been burning now for some years without me even realizing it.   It will take a lot of acceptance and expectations for this new generation, but I am confident that they can handle the charge appointed not just to the President, but to them, as well.   As long as the conception of honor and integrity stay always on the table, I can rest assured that the next four years will be memorable and momentous.