High school graduates Research Paper Example | Topics and Well Written Essays - 2250 words

High school graduates - Research Paper Example Living in a time where consistent teaching regulations and youngsters are generally subjected to learn conventional and uninteresting things, there is a great deal of uncertainty in the schools with reference to what to do after high school. In general, college is the default pathway and the majority of students ‘mechanically’ put themselves on that path; however, then there are still a small number of those who appear to be in no doubt regarding what in fact they would like to study for in college. In addition, even if they are certain, experts declare that, on the whole, a student will modify his major three times or more during the track of his/her college profession. On the other hand, a lot more disturbing statistic is that one in every four freshman in school gives up prior to finishing sophomore year. The truth is that college is not for every person nor it is really considered necessary for every person and thus, pushing teens to go to college, in order to have t hem drop out is like harming them (Lee, 2001). Before a generation or two, high-school graduates seldom went on to college, yet one way or another during the years, college more or less has turned out to be a rite of way for youngsters to pass into maturity and an excellent job. However, youngsters do not have to attend college to become grown-ups and they surely do not need to go to land at first-class profession. A few alternatives for high school graduates other than just college are discussed in the following paragraphs. Gap Year There are certain things that a student can do ahead of making up his mind regarding what his long-term path is going to be; something to fill up the gap. In addition, talking about of filling in the gap, the first thing that comes to the mind is gap year. The gap year is basically a practice of channeling in Australia, as well as in the United Kingdom, although not a lot of individuals in the States have noticed it. Mainly, a gap year is a year in the middle of completing high school and starting college that is usually spent either in travelling or working as contrasting to carrying on the education without any delay. For several students, it is a year of self-awareness as well as exploration, and it provides them a little time to dwell on what they would like to do with their lives prior to going back into an educational atmosphere. It is a disgrace that this is nearly rejected within United States of America, where, for the most part, youngsters are forced to being their secondary education immediately the moment as they graduate high school. A lot of them could in fact utilize the free time (White, 2009). As in other countries, it lets students to grow up, be mature, and pull through from burn out. Alternatives take account of recognized programs for individual development. Internships In particular, there are a number of internships readily accessible for students who have started college, and who have not yet started a furt her schooling after high school. The expertise learned from an internship can be immensely helpful as it can create knowledge and familiarity, as a result probably letting students to land on a real employment. In addition, students can get the benefit from the experience, as it will be giving them awareness about the field that the internship work is in. In this regard, this will bring about interest in some specific professional path and could give students an enhanced plan with reference to what they would like to do (Noddings, 2005). Job Having a job can provide the students important experience that can give them insight into what it is they would like to be doing in the future.  In addition, students will be making money that can be reserved for schooling expenditures that student opt to do  subsequently. Nothing assists more with that changeover to maturity than holding down a permanent employment. Student’

Letter from Birmingham Jail Essay Example for Free

Letter from Birmingham Jail Essay Since ancient times, promoters of justice have brought into play rhetorical strategies to persuade their opponents. On April 16, 1963, Martin Luther King Jr. wrote a letter regarding the criticism several clergymen made, stating that the movements of nonviolent resistance to racism from Dr. King were â€Å"unwise and untimely†. In this letter King uses several rhetorical strategies but mainly he makes use of 3. In the first one, King uses an outside authority (Religion), given the fact that he is trying to persuade Christians. Second, Dr.  King appeals to emotion (Ethos), he tries to appeal to their human and goodness side. Third, King employs analogies to emphasize his argument against racism. With these three rhetorical strategies he tries to persuade the clergymen to take action on the injustice that is upon Birmingham against the Negroes. As stated previously, outside authority was used by Dr. King to appeal the clergymen of the racism taking action. Religion has the power to move such an enormous amount of people and this has been proven since the dawn of time. He know that this man obey the laws of God, knowing this he mentions he came to Birmingham for a good reason by saying Just as the Apostle Paul left his village of Tarsus and carried the gospel of Jesus Christ to the far corners of the Greco-Roman world, so am I compelled to carry the gospel of freedom beyond my own home town. (King, 819) With this quote he is making a religious analogy to make the clergymen understand that he is there for a good cause, a cause that is as good as Apostle Paul’s. Later on the letter, King compared his actions with Jesus Christ’s when he was called an extremist. But though I was initially disappointed at being categorized as an extremist, as I continued to think about the matter I gradually gained a measure of satisfaction from the label. Was not Jesus an extremist for love? (826) This is also a religious analogy, and here he wants to deliver the message of peace by comparing his actions with the ones Jesus did. He wants to make the clergymen understand that the one they follow would have done the same. Subsequently, Dr. King employs the rhetorical strategy called Ethos, which means emotion. He uses this tactics to make the clergymen see that the ones they’re segregating are not less than any other human being; he tries to appeal to their good side. King says â€Å"Perhaps it is easy for those who have never felt the stinging darts of segregation say waitâ€Å"(821) And he then proceeds to quote his son who says â€Å"Daddy, why do white people treat colored people so mean? To make a point; make him see what an innocent mind thinks and how it affects him. He then proceeds to say When you take a cross country drive and find it necessary to sleep night after night in the uncomfortable corners of your automobile because no motel will accept you; when you are humiliated day in day out by nagging signs reading â€Å"white† and â€Å"colored†; when your first name becomes â€Å"nigger† and your middle name becomes â€Å"boy† and your last name becomes â€Å"John†, and your wife and mother are never given the respected title â€Å"Mrs. Then you’ll understand why we find difficult to longer willing to wait. (King, 821-822) These are one of the most powerful words this letter has to offer, he emphasizes what a negroe has to suffer day by day. King mentions this to make the clergymen see what it feels like to be segregated, to make them see how unjust it is. Throughout the entire essay Dr. King uses analogies to make his argument sound stronger and emphasize it. Not only does he uses religious analogies he uses historical analogies and geographical. He compares the USA with Africa and Asia â€Å"The nations of Asia and Africa are moving with jetlike speed toward gaining †¦ independence, but we still creep at horse-and-buggy pace toward gaining a cup of coffee at a lunch counter. † (King, 821) he makes this analogy so they understand that other continents are already far beyond them, that this should have been dealt long ago. Later on he defends himself of the accusations of breaking the law for a good cause. He says â€Å"We should never forget that everything Adolf Hitler did in Germany was legal and everything the Hungarian freedom fighters did in Hungary was illegal. With this analogy he tries to let them know laws are not always correct and thus they have to be changes, and therefore the prohibition of segregation. In conclusion, King uses several rhetorical strategies to convince the clergymen that his actions are not â€Å"unwise and untimely† but the opposite. He gives them reasons to listen to him and convince them. The most important rhetorical strategies where religious appeal, emotion appeal and analogies. With this mix of rhetorical strategies he makes this letter one of the most important piece for the civil right movement.

iPad: Thumbs Up or Thumbs Down? Essay -- Environmental Issues

Technology has always fascinated me due to its fast evolution of electronic devices, especially the revolution of computers. In this very case, the iPad, a truly global product, particularly caught my attention. Digging deeper, it is the components of the iPad that accomplish this high quality of product, making it a popular demand. However, the Apple company itself did not produce the components. The other reputable companies and their factories overseas did. The iPad contains so many components that it is unbelievable. It is quite a fascinating journey walking through most of the components that are accessible to the location of productions, not to mention overall impact the product has on the environment, such as carbon emissions. It is expected that every product has its downside, and the iPad is no exception. Unfortunately, Apple products are known as the the most environmentally-unfriendly brand amongst all other brands of electronics. The fast production of the iPad due to th e popular demand is not helping much on this aspect of the product either. Not to mention the fact that a new edition of iPad comes out every year. Hence, it is time to reveal the negative side of the popular global product, the iPad. The components in the iPad are various and complicated. There are so many that it is quite easy to get lost from all the introduction of the intricate parts. Opening up the iPad, the components revealed. Not surprisingly, the components are from all around the world with different reputable companies that are known for their technological advancement and promising high quality. The iPad has unbelievably amount of parts inside of it; imagine the potential hazard it can bring to the environment, not just how the constitue... ...to stop the terrible consequences that the human beings would have to face sooner or later. Works Cited "Apple - The Story Behind Apple's Environmental Footprint." Apple. N.p., n.d. Web. 27 Apr. 2012. . Miller, Michael J.. " iPad 2: Designed in California, Manufactured Everywhere ." Forward Thinking . N.p., n.d. Web. 27 Apr. 2012. . Sherr, Ian. " Breaking Down the iPadà ¢Ã¢â€š ¬Ã¢â€ž ¢s Components - Digits - WSJ." WSJ Blogs - WSJ. N.p., n.d. Web. 27 Apr. 2012. . "iPad Environmental Report." iPad Environmental Report. N.p., n.d. Web. 27 Apr. 2012. .

The Benefits of Community Service :: Community Service Experience Paper

A typical school day for many University students consists of sitting in a classroom and listening to a lecture. While there is great value in this style of learning, my community service work has taught me the many benefits of learning not only from professors, but also from fellow classmates, partners in the community, and individuals at volunteer sites, regardless of their age or educational background. It has also taught me to be an active member of our community and to share the burdens and responsibilities that goes along with that role — caring about the living conditions of others. I am very interested in literacy so I chose to volunteer at the Literacy Center and work with 11- to 16-year-old students after school. On my second visit to the center, I ate dinner with a 14-year-old boy and asked him how his day had gone. He said he didn’t like his reading class, and I asked him why. He replied, â€Å"I read at a third-grade level.† I was extremely shocked and didn’t know how to respond. After a minute of silence, he asked me if I knew about the Spanish_America War. I told him that I had just learned about it last semester in my college history class. He said he had to write a paper on it and asked if I could review what he’d written. I was amazed; a 14-year-old student was writing a paper about a piece of history I hadn’t even known existed until I was nineteen. This discussion gave me a new perspective on the concept of literacy. I learned that when considering what literacy means, it’s important to consider not only an individual’s ability to read and write, but also his or her total cache of knowledge.

Intellectual and Cognitive Development Essay

Intellectual and Cognitive Development Explain the sequence and rate of development Age Range 0-3 Months Babies at this age are learning a lot about their parents they are beginning to recognise the sound of their voices, especially Mum’s voice and smell, they may stop crying when Mums voice is heard. 3-6 Months Objects and toys become very interesting to babies at this time. Toys are explored with fingers and mouth. They are very alert. 6-9 Months Around this time babies will cry when their primary carer leaves the room but then around 8 or 9 moths learn that people and objects do not disappear but continue to exist even when they are out of sight. 1-2 Years At this time in their life they recognise routines throughout the day, babies may get excited when they see a familiar face or toy or when a bib is put on for feeding. They enjoy toys that they put things in to containers and out again, they may pull off hats and socks repeatedly. They also respond well to brothers and sisters. 2-4 Years Children begin to know what they like and play with the same games over and over again. They like pretend play games like drinking from an empty cup or dressing up in clothes of their hero’s. 4-7 Years This is the age they gain load of confidence and co-ordination. They start school and learn to read, write and count they also do simple maths. -12 Years By this age children are well co-ordinated, the way children think and reason is reflected in their play, they are much more organised and focused. 12-16 Years Children of this age have learnt how to solve problems and have an understanding of reasoning. 16-19 Years Decisions have to be made at this tae of ones life, if to stay in education or to find a job. If leaving your familiar environment you have to embrace new settings, rules and people.

Criminal Personality essays

Criminal Personality essays In order to determine what makes a criminal a "criminal," you must first understand their personality. Behavior is largely a result of the way a person things. A personality is what makes a person. Even though a person might have the look of a criminal, the thought patterns of that person are what make them a criminal. In this paper I would like to identify key points which link criminals to their personalities. Criminals decisions to commit crimes come from abnormal thinking patterns, says psychoanalysts from St. Elizabeth's Hospital. Researchers Yocheleson and Samenow identify similar thought patterns found in crimes, which include: constant lying, fail to develop empathy, expect their desires to be catered to them, loving someone for doing what they want, black and white thinkers (no middle ground or moderation), blames other, etc. Criminals which have been tested are proven to be less responsible, intolerant, and deficient in self-control, according to the California Psychological Inventory. Dealing with personality Hans J. Eysenck spent years defining whether criminal behavior had any relationship with personality. He broke his theory into two parts, identifying that personalities have three dimensions. Psychoticism, which describes people as being aggressive, egocentric, and impulsive. Neuroticism describes people with low self-esteem, anxiety, and wide mood swings. The third is extroversion, which describes the personality of an individual who is sensation seeking, dominant, and assertive. A majority of these traits are found in the criminals, which have been studied and classified. "Finding what matters to a person is crucial to furthering change"*. A person is a lot like a clock. To really know how it works you have to take apart and put all the pieces together one by one. And even though a person is not at all like a clock, in order to figure out how one's mind works and wh ...

Top 9 Promising Allied Health Careers That Require Ceritfication

Top 9 Promising Allied Health Careers That Require Ceritfication Allied health careers are some of the best out there. If you’re looking to start a career as a medical assistant, cardiovascular technologist or technician, diagnostic medical sonographer, PA, respiratory therapist, athletic trainer, surgical technologist, clinical lab tech, dietitian, nutritionist, or any work in medical and health services, then congrats! You’re aiming for one of the 10Â  fastest growing allied health careers. These are jobs that pay well, don’t require a huge amount of education to break into, and offer good growth opportunities. Do You Need Certification?If you’re just starting out, it’s a good time to get a handle on which career path you’d like to take, and whether or not you’ll need certification to practice in your desired field.For the following jobs, you’ll need to take and pass the AAH National Certification Exam:Medical Assistant, RMA(AAH)Phlebotomy Technician, CPT(AAH)Pharmacy Technician, CPhTPatie nt Care Technician, CPCTEKG Technician, CETMedical Coding and Billing, CMCB or MCBSPhysical Therapy Aide, CPTAVeterinarian Assistant, CVASurgical Technician, CSTWhy Explore a Field Where I Need to Take a Test?Taking an exam may seem daunting, but the benefits of doing so far outweigh the costs. First of all, you’ll immediately jump to the front of the line in any group of applicants. Applications with completed certification generally get looked at first and more keenly. You’ll be qualified for jobs with the best employers, the ones who have the highest standards for new hires. You’ll be immediately eligible to earn more money. You can expand the scope of your work. And you can begin to build a professional reputation in your chosen field.Sound like a no brainer? It is! And it doesn’t have to be too intimidating. The requirements for eligibility are pretty straightforward: You have to have EITHER graduated from an allied health vocational training program , completed one year of work experience in the field, had some military experience/training in the field, or have acquired reciprocity from another certifying agency. Just one of those four things will do, though you will be required to submit proof to take the test.How to Take Your ExamAfter you’ve demonstrated your eligibility, the certification process is fairly simple. You simply register to take the exam, set yourself up with an online account at AAH, and begin your preparation. There are free study guides and practice tests available.Once it comes time to take the test, you do so online and your results are instant. You can also print PDFs of your certificate and certification card- immediately. The physical copies will arrive by mail within 5-10 business days.So go ahead, get started on the certification process. It can only put you in a better position to make more money and go father in your chosen career.

9 Famous Types of Editing That Every Author Should Know

9 Famous Types of Editing That Every Author Should Know 9 Types of Editing: A Guide for Authors For any writer, the world of professional editing can be very intimidating - especially when trying to figure out what kinds of editors you need and how to find good ones for your project. Indeed, there are so many types of editing out there, it’s enough to make anyone’s head spin!But this process doesn’t have to be so overwhelming. In this guide, we’ll take you through all the different types of editing, what each one entails, and how they relate to one another. Plus we’ll provide insight from our own expert editors on what these types can do for you as a writer! Ready to get started? 9 types of editing how to apply them to your manuscript  Ã°Å¸â€œ  What are the 9 types of editing?1. Developmental editingDevelopmental editing, also called content or substantive editing, involves an editor providing detailed feedback on â€Å"big-picture† issues. They’ll refine your ideas, shape your narrative, and help you fix any major plot or character inconsistencies. Basically, they’ll look at just about every element of your story and tell you what works and what doesn’t.â€Å"For a developmental edit, I look at some of the larger questions,† says editor Mary-Theresa Hussey. â€Å"Why are the characters behaving as they do? What are their motivations? Do these scenes add to the overall story? What is your underlying theme and how does it change?†As we said, this is typically the first step in the editing process. After all, you don’t want to get your manuscript proofed or formatted if you haven’t even fleshed out the plot yet! A developmental editor will make sure your story’s u p to snuff before moving forward, so you don’t end up copy-correcting work that’s just going to get thrown out anyway.What do you get out of a developmental edit?There are two pieces here that your editor should provide: an editorial report and an annotated manuscript.The editorial report is a general critique of everything your developmental editor thinks you should change, along with commentary on what’s functioning well and should stay in your work. Meanwhile, the annotated manuscript is a marked-up version of the manuscript itself, with specific suggestions as to how you can fix each issue. You might think of the annotated manuscript as the editor’s raw feedback and the editorial report as a summary of that feedback.2. Editorial assessmentOn the other hand, if your manuscript isn’t quite ready yet for a developmental edit, but you still want to get some feedback on it, you can always call for an editorial assessment.â€Å"In an editorial asses sment, the author wouldn’t receive comments and example rewrites in the manuscript,† says genre fiction editor Leah Brown. â€Å"Instead, they would receive a letter that focuses on the broad strokes. An editorial assessment is best for an author who is early in the process and whose manuscript may be messier.†So an editorial assessment is similar to an editorial report, but with less detail. It should give you some concrete ideas about how to construct your story. However, it won’t have the nuance of a full developmental edit, so don’t rely on an assessment alone to perfect your manuscript.3. Structural editing Make sure that structure's solid before you build on it! (Image: Michael Eggerl on Unsplash)4. Copy editingOnce you’re certain that you’ve solved the big-picture issues of your book and done any necessary rewrites, it’s time to dive into copy editing! This type is also known as mechanical and sometimes line editing, depending on its particular application.â€Å"A copy editor’s job is to bring the author’s completed manuscript to a more professional level,† says editor Chersti Nieveen. â€Å"A copy edit helps create the most readable version of your book, improving clarity, coherency, consistency, and correctness. The goal is to bridge any remaining gaps between the author’s intent and the reader’s understanding.†What elements do copy editors consider?A copy editor examines and corrects the following elements in your work:SpellingGrammarCapitalizationWord usage and repetitionDialogue tagsUsage of numbers or numeralsPOV/ten se (to fix any unintentional shifts)Descriptive inconsistencies (character descriptions, locations, blocking, etc.)Essentially, while a developmental editor will address overarching issues with your story, the copy editor looks at more minute details. After all, it’d be pretty distracting to your reader if you constantly misuse dialogue tags or misspell the word â€Å"restaurant.† Copy editing ensures that errors like these don’t happen, so your writing is as strong as possible, and your reader remains 100% focused on the story.5. Line editingPeople often use this term synonymously with copy editing, but they’re not exactly the same. To clarify: line editing focuses specifically on the content and flow of your prose. It’s also called stylistic editing, since it concentrates on style rather than mechanics.In other words, it still falls under the umbrella of copy editing, but it’s more precise. While a full copy edit looks at all of the elemen ts listed in the bullets above, a line edit would only take word usage, POV/tense, and descriptive inconsistencies into account, and provide more detailed suggestions as to how to strengthen the prose itself.Obviously, spelling, grammar, and other mechanical elements are critical, but a line edit would not attend to these so much as to creative content. If you feel incredibly confident about the mechanics of your prose but less so about its flow and style, you might request that your copy editor focus their energy on line editing alone. After all, a proofreader can always catch any minor errors that slip through the cracks. Copy vs. line editing: what's the difference? Find out here! 🔎 And speaking of proofreaders...6. Proofreading 9 Types of Editing: A Guide for Authors Read post There are plenty of ways to self-edit or  build a team of insightful beta readers who can provide you with an outside perspective. But if you intend to become a successful author (whatever that means to you), there’s no replacement for professional assistance and correct procedure when it comes to editing. With this in mind, you’re ready to go forth and conquer - the world of editing, that is!Have you ever had a professional edit done on your work? If so, tell us about it in the comments below!

Students should not do H.W after school day Essay

Students should not do H.W after school day - Essay Example Adding more studies in the evening only makes it worse for them. Their minds cannot focus accurately in academics at this time of the day, and all they require is some time to rest. This resting period is vital since it allows the brain to process whatever they learned during the day, and to internalize it. Secondly, sporting activities are neglected over the excuse of having too much homework to do after school. The lack of sports and gaming activities creates lazy and unhealthy students, since they have no time to keep fit. The hours after the school day should be used by the sports teams to practice and perfect their gaming techniques. These sporting activities are essential for brain growth and development. They relieve students of any stress they got in class. This time, when used in sports, will allow for the planning of tournaments with the neighboring schools and other community teams. These tournaments create new social networks that are very useful in life. They also enhance the sharing of ideas and knowledge among students of different schools (McManus, 2005). Another reason why students should not do homework after the school day is taking part in community work (Royse, 1999). There are many voluntary activities that students can take part in, including the cleaning of the environment, visiting the sick and attending to the homeless people. They can also plant trees and hold community education forums, whereby they can educate the public on matters affecting the modern world. Such factors include soil erosion, environmental pollution, communicable diseases, and wildlife conservation. These forums are important in enlightening the community. The charity events that involve taking care of the less fortunate also help build responsible, understanding and caring students (Hothersall, 2010). It is also clear that some students have after-school jobs to cater for their school fees (Lincoln, 1999). As such, they should be

The Dynamic Nurse-Patient Relationship Essay Example | Topics and Well Written Essays - 1500 words

The Dynamic Nurse-Patient Relationship - Essay Example This essay discusses Orlando’s nursing model, the dynamic nurse-patient relationship, and analyzes how this theory can be applied to nursing practice at the individual, family/group, and community/population levels. Introduction Ida Jean Orlando formulated her theoretical models of nursing in relation to her theory of dynamic nurse-patient relationship, and expanded them to involve the distinctive role of nursing in patient care. She examined the aspects that reinforced or hampered the incorporation of mental health doctrine in the curriculum of basic nursing. She developed the dynamic nurse-patient relationship model to provide nursing practitioners a model of efficient nursing practice. She investigated nursing patient care on medical-surgical settings, not individuals with psychiatric disorders in psychiatric facilities (Orlando, 1961). She recognized three aspects of nursing practice: the uniqueness and creation of nursing knowledge, the professional role of nurses, and th e relationship between nurse and patient. A nursing context comprises the patient’s behavior, the nurse’s response, and all that does not alleviate the patient’s suffering. Patient distress is associated with the failure of the person to satisfy or express his/her needs. Orlando’s Nursing Model The dynamic nurse-patient relationship is derived from the assumption that the relationship between the nurse and patient is mutual, which means that the behavior or decision of one influence the other. Orlando (1961) argues that the nursing role is different from the medical role and that the response of nurses is based on the urgent needs, demands, and experience of the patient. Basically speaking, the theory claims that nursing is one-of-a-kind and autonomous because it focuses on the need of an individual for help or support, actual or probable, in an urgent condition. The manner by which nurses relieve this vulnerability is reciprocal and is performed in a clo sely controlled or profession way that requires education and expertise. Orlando (1961) argues that one’s behavior or response must be derived from reason, not set of rules. Her theory is regarded to be an interactive model for it suggests a particular practice of planned, purposeful one-to-one nurse-patient relationship to reinforce the best nursing care intended to take care of a patient’s needs. The nursing process is activated by the behavior of the patient. The behavior of a patient, regardless how trivial, should be seen as a call for help. Patient behavior could be expressed verbally and nonverbally. When a patient needs something that cannot be met without the aid of another person, vulnerability or helplessness arises. If the behavior of a patient does not clearly express a precise description of the need, then setbacks in the relationship between the nurse and patient may occur and make it hard for the nurse to sufficiently deal with the need of the patient. A better understanding, appreciation, or resolution of incapable patient behavior becomes a main concern for the nurse for the condition will probably deteriorate sooner or later and make sufficient care, or the delivery of required assistance or support, more and more problematic. The response, decision, and behavior of the nurse are aimed at alleviating unproductive patient behavior and satisfy urgent needs as well. Patient behavior triggers a nurse response, which is the beginning of the nursing process. Proper or correct nurse response is composed

Critically Discuss the View That Women's Careers Are Not The Result of Assignment

Critically Discuss the View That Women's Careers Are Not The Result of Free Choice - Assignment Example Women were seen making selective career decisions, acquiring professional education, enhancing their skills and eagerly working to support their families along with their husbands. Gradually with the passage of time, women were observed participating actively in different fields. According to United States Department of Labor, around 74 percent of women are working full time in different part of States. However, we cannot ignore that opting for a particular career is solely a woman’s decision but a woman’s career choice could be an outcome of the influence of different social factors. Childhood Socialization and Family influence: Gender roles and expectations of the society start establishing even before the child can actually understand his/her identity or learn about his/her personality. From early childhood, females are dressed in gender specific colors (pink) and they are given gender specific toys (dolls) to play with. This is a clear example of how our society beh aves and discriminate children on the basis of their gender from an early childhood stage. We know that social play an important role in developing a girl’s view of her identity and her future role in the society as a home maker. From an early childhood, girls are either intentionally or unintentionally forced by the families to be polite and soft, to have motherly nature and to spend more of their time in servicing other people. Perhaps, this is one of the main reasons that these girls are encouraged to pursue careers such as teaching, nurses, secretary or enter in other humanitarian services. However, the limit to this discrimination doesn’t end here. Even in schools, girls who opt for science and mathematics as their subjects of interests are often ridiculed by their peers. It is a common thought in our society that girls are weaker in science and mathematics and hence, these subjects are not â€Å"made† for them to study with keen interest (Mendoza, 2011). T o abide by all the rules and principles set by the society according to gender roles in sometimes harsh to follow. As a result, it has been observed that majority of the girls are found weaker in subjects like science and mathematics and when they enter high school, their command on these subjects is weaker than their male peers. Therefore, these girls find it hard to obtain a degree or pursue a career based on such subjects. On the other hand, recently different schools and teachers have stressed upon girls to break the traditional approach in making a career choice for themselves and by developing their interest in subjects like mathematics and science. Traditional Role Models: In the past, women were given limited career choices which resulted in limited approach in their future generations about the women with outstanding careers. It has been observed that women are more likely to get influenced by other successful women in traditional pink collar jobs. Such influence encourages these women to select and excel in the same career. Therefore, instead of creating a different career path for themselves; these women follow the footsteps of other successful women and adopt the traditional career choice. As a result, society has greatly diminished the role and contributions of those women who adopted their careers on the basis of science and mathematics. With the passage of time, girls started perceiving that they would be more successful in adopting traditional pink

Combination of Microsoft Dynamics and Microsoft BizTalk Server Research Paper

Combination of Microsoft Dynamics and Microsoft BizTalk Server - Research Paper Example This research will begin with the statement that Microsoft Corporation is an American based multination corporation with its headquarters in Redmond, Washington. Microsoft is a business empire that develops, supports manufacturers, and licenses numerous products and services that are related to computing. Paul Allen and Bill Gates founded Microsoft Company on April 4, 1945.   Since then, Microsoft Corporation has grown to be the world’s largest software manufacturer by revenue. Notably, Microsoft Corporation is one of the most valuable companies in the world. Microsoft was established to manufacture and sell the Altair 8800 BASIC interpreters. In the mid-1980s, this company ventured into selling personal computers operating systems, particularly the MS-DOS. This was followed by Microsoft Windows operating systems. In the year 1986, Microsoft initiated public offering that led to the rise in its share prices. Since the early 1990s, Microsoft Corporation has increasingly diver sified into numerous operating system markets that have made it acquire numerous corporates. For instance, in May 2011, it acquired Skype Technologies at the value of $8.5 billion, and Skype has been Microsoft’s largest acquisition since its advent. Notably, Microsoft’s key business process is remarkably candid in that it develops software then distributed to users who purchase either directly from the Microsoft Corporation or through the company's outlet agencies or companies that have rights to sell through them.... Nonetheless, the Microsoft’s workflow diagram can be presented as in the diagram below: Microsoft’s Business Operations Microsoft Dynamics This is a business management solution that aims at streamlining and automating financial and customer relationship as well as supply chain processes in order to derive Microsoft’s businesses to success (Griffin, 2012). Microsoft dynamics is integrated business management solution that was adapted by the organization to enable it to make business decisions with immense confidence (Ward, 2012). Automation and streamlining of customer relationship, financial and supply chain processes through Microsoft Dynamics enables the organization to consolidate technologies, processes, and people towards increasing effectiveness and productivity of the business as well as driving the business to be driven to success. The Microsoft Dynamics operates in the same ways as other Microsoft software such as Microsoft office; thereby, it decreases the staff extensive learning requirements (Page, 2010). Notably, the Microsoft Dynamics software easily works with other systems already installed and implement in the organization. The Microsoft BizTalk Server Microsoft BizTalk Server is a process management server that helps the organization to connect to processes, information, and people across extended enterprises. The Microsoft BizTalk Server enables the organization to optimize and automate its business processes; thus, helping it to grow. The Microsoft BizTalk Server was introduced in the year 2006 and has enable Microsoft to expose its data and processes in real time. Moreover, this system has helped the organization to decrease costs, optimize business

Denver International Airport Baggage Handling System Case Study

Denver International Airport Baggage Handling System - Case Study Example The construction by the Denver International Airport baggage-handling system began in 1991 and completed in 1994. The project faced numerous challenges in the course of its implementation leading to the delay of the opening of the Denver international airport by sixteen months. Implementation of the project failed due to software, mechanical and electrical difficulties in its operation. This study aims at enumerating the various issues, management decisions and the consequences of the decisions in the construction of the Denver International Airport baggage-handling system. Major influences The major influence for the construction of the Denver International Airport baggage-handling system was the political scenario in Denver. Mayoral election at Denver was a significant influence in the construction of the Denver International Airport baggage-handling system, as the business community made Pena and Tooley sign agreement for the development of the airport. The need to, please the pub lic made Pena, the winner of the election; lead activities for the erection of a new airport in Denver. The other influence for the construction of Denver International Airport baggage-handling system was the lackluster economic performance leading to the need to ignite economic development. Economic development necessitated increased investments to aid against economic free-fall. This was through infrastructural development by issue of bonds by the Denver city municipality. Another influence for the Denver International Airport baggage-handling system construction was the congestion in the Stapleton airport, favorable geographical local as air transport hub and need to cater for increased air transport in the region. Circumstances Various circumstances led to the need for an airport with an efficient baggage handling at Denver. The circumstance that led to the need was increased tourism, oil, and real estate industries in the region. This led to operational inefficiency at the Stap leton airport because it limited the Denver’s access to business people. Congestion and traffic delays at the Stapleton airport were the reason for improvement in the airport or another airport to ease the congestion. Attractiveness of Denver as an airline hub destination due to its geographical location and increased population was also the reason for the need of a new airport with an efficient baggage handling system. These circumstances led to the construction of Denver Airport and culminated in the construction of the Denver International airport baggage-handling system. Issues faced by the BAE Automated Systems: Denver International Airport Baggage handling system 1.0 Planning The planning of the baggage handling

Combination of Microsoft Dynamics and Microsoft BizTalk Server Research Paper

Combination of Microsoft Dynamics and Microsoft BizTalk Server - Research Paper Example This research will begin with the statement that Microsoft Corporation is an American based multination corporation with its headquarters in Redmond, Washington. Microsoft is a business empire that develops, supports manufacturers, and licenses numerous products and services that are related to computing. Paul Allen and Bill Gates founded Microsoft Company on April 4, 1945.   Since then, Microsoft Corporation has grown to be the world’s largest software manufacturer by revenue. Notably, Microsoft Corporation is one of the most valuable companies in the world. Microsoft was established to manufacture and sell the Altair 8800 BASIC interpreters. In the mid-1980s, this company ventured into selling personal computers operating systems, particularly the MS-DOS. This was followed by Microsoft Windows operating systems. In the year 1986, Microsoft initiated public offering that led to the rise in its share prices. Since the early 1990s, Microsoft Corporation has increasingly diver sified into numerous operating system markets that have made it acquire numerous corporates. For instance, in May 2011, it acquired Skype Technologies at the value of $8.5 billion, and Skype has been Microsoft’s largest acquisition since its advent. Notably, Microsoft’s key business process is remarkably candid in that it develops software then distributed to users who purchase either directly from the Microsoft Corporation or through the company's outlet agencies or companies that have rights to sell through them.... Nonetheless, the Microsoft’s workflow diagram can be presented as in the diagram below: Microsoft’s Business Operations Microsoft Dynamics This is a business management solution that aims at streamlining and automating financial and customer relationship as well as supply chain processes in order to derive Microsoft’s businesses to success (Griffin, 2012). Microsoft dynamics is integrated business management solution that was adapted by the organization to enable it to make business decisions with immense confidence (Ward, 2012). Automation and streamlining of customer relationship, financial and supply chain processes through Microsoft Dynamics enables the organization to consolidate technologies, processes, and people towards increasing effectiveness and productivity of the business as well as driving the business to be driven to success. The Microsoft Dynamics operates in the same ways as other Microsoft software such as Microsoft office; thereby, it decreases the staff extensive learning requirements (Page, 2010). Notably, the Microsoft Dynamics software easily works with other systems already installed and implement in the organization. The Microsoft BizTalk Server Microsoft BizTalk Server is a process management server that helps the organization to connect to processes, information, and people across extended enterprises. The Microsoft BizTalk Server enables the organization to optimize and automate its business processes; thus, helping it to grow. The Microsoft BizTalk Server was introduced in the year 2006 and has enable Microsoft to expose its data and processes in real time. Moreover, this system has helped the organization to decrease costs, optimize business

Response Article Example | Topics and Well Written Essays - 500 words - 4

Response - Article Example In fact, besides cleaning, washing, cooking, child care and teaching, meticulous economists consider that a woman works as a private economist-accountant; in addition she gives first aid, care and psychological support for sick family members at the level of nurses. But always it is taken for granted. The reason for such existing underestimation of women’s labor author sees in difficulty of its treating from the standpoint of price. The concept of the value, firstly distinguished in relation to the market by Adam Smith, comes to be far from â€Å"moral† value expression. Thus, â€Å"value† comes to be only the price one can get for goods and services distribution. So women turn to be a kind of nature resources which worthless when preserved to future generations and only their use establish their validity. Both environment and women’s household labor are constituted to be free gift of nature and their preservation may be considered only as a cost. Women are seen to be â€Å"economically inactive†, though their housework is implicitly taxed by not being valued. Thus, the problem comes when women’s everyday work is not recognized in the distribution of benefits. Though money payments are not necessary for the work to be done, when work becomes a concept in institutionalized economics payment should inevitably enter the picture, as â€Å"money should change hands†. Thus it proves that women are being totally ignored as creators of wealth, though for ages they’ve been at least cultural wealth accumulators. But while women cannot exchange their family production on the market, they make no use of own labor power. The other problem women just came conscious about is that they are being seen just as instruments of economic system, though any time women need convincing about the necessity of household work. The solution of this problem may be seen (at least from V. Lenin’s point of view) in involvement of women into social production. However, from my point

Lengthy lag Essay Example for Free

Lengthy lag Essay From regular lag, another type of lag can developÐ ° delay that becomes too long for one of the speakers Lengthy lag occurs when Ð ° speaker perceives that the ensuing verbalizing or silence is taking too much time and reacts verbally or nonverbally. Typically this produces one of two results, the speaker who is uncomfortable begins to talk again, creating Ð ° pause, or exhibits some discomfort while waiting. In this example, which occurs moments after the meeting begins, the Professor explains that she scheduled Ð ° TV/VCR for next weeks class to show the Students ASL story. 4 After waiting one second, while the interpreting occurs, the Professor begins to speak again. The Professor speaks one utterance and pauses. Meanwhile, an interpretation into ASL is produced which lasts one line segment (Ð ° full second), and then the Professor speaks again. Later, in while viewing this portion on videotape, she indicated that she continued for Ð ° reason: І am waiting for Ð ° response, and it doesnt seem to come, so І say something. The lag becomes lengthy, not because of Ð ° time count, but because of the Professors perception that the ensuing silence lasts too long. One of the factors that may have prompted the Professor to continue talking is that, after the interpretation, the Student begins to respond by nodding his head. As the Professor finishes in line 65, she hears nothing for Ð ° full second, although it is possible that she sees the interpreter signing. This lack of any speaking may have increased the perception of silence (or that there might not be Ð ° response) by the Professor. The Professors wait for Ð ° response in this example becomes important in the light of future silences. The next example of Ð ° lengthy lag, Ð ° segment that occurs near the end of the meeting, is when the Professor waits but signals her discomfort nonverbally. Interestingly, however, she continues to wait without adding more talk. The Student wants to hand his paper in at Ð ° later date. The Professor wants to see if other students in the class are finished with their transcripts the following week rather than today. After two line segments, the Professor is finished. The Interpreter is interpreting from what was said before and continues interpreting for the Professor. The Interpreter actually starts interpreting this segment on line 187 and continues for six lines. The interpretation continues on and on while the Student says nothing and the Professor says nothing. At line 192, after waiting for three and Ð ° half lines or transcript or more than three seconds, the Professor turns, looks at the Interpreter, and then looks back to the Student. Her movement and her facial expression seem indicative of Ð ° sense of puzzlement, but she does not initiate any talk and continues to wait for Ð ° response. І consider this another example of lengthy lag because of the discourse time that elapses and also because of the discomfort displayed by the Professor. It is not hard to note examples of lengthy silences during which primary participants display uneasiness. In her interview, the Professor commented several times that because she heard no response in what seemed to her Ð ° reasonable delay, she continued talking. This can be attributed to her own conversational style of faster pacing and pausing discussed in her book Conversational Style: Analyzing Talk among Friends (Tannen 1984). More interesting, however, is that her tolerance for Ð ° reasonable delay grew from Ð ° length of two clauses to five clauses or from one second to slightly more than five seconds. Learning about Lag From studies of ordinary discourse we know that although participants begin to talk in Ð ° context, they continue to contribute to contextual features, changing the context as the interaction proceeds (Goffman 1981; Gumperz 1982, Schiffrin 1994). In so doing, they learn how to interact with their conversational partners. Thus, it is not unique to learn that primary speakers who lack experience with interpreters seem to learn about interpreted interaction as they progress through Ð ° meeting. However, it is unique in the sense that this learning, for the most part, remains un-described and unaccounted for. In this meeting, the Professor learns how interpreted conversations proceed so that her tolerance for lag and her wait for Ð ° response grow, gradually increasing in length. At the beginning of the meeting, she turns several instances of lag into pauses by speaking again. As the meeting continues, she tolerates longer periods of silence but still turns these delays into pauses. Later, she accepts another long silence which the Student changes into Ð ° pause to shift to Ð ° new subtopic. Toward the end of the event, she waits for Ð ° response even when it becomes longer than she normally tolerates. Here are segments of talk demonstrating that the Professor is learning about lag through the course of the event. The first example has already been presented as turning lag into Ð ° pause by adding more talk.

Environmental And Social Impacts Of Deforestation Environmental Sciences Essay

Environmental And Social Impacts Of Deforestation Environmental Sciences Essay Pakistan is blessed by many things; forests are one of them, which cover 4.224 million Hectare (ha) which is 4.8% of the total land area (Wildlife of Pakistan). Out of these 4604 ha area is covered by forests in Khyber-pakhun-khwa (KPK) and Northern areas. Â  Between 1981 and 1990, there had been a 4.3% decrease in forest areas of the Tropical Asia and Oceania, which Pakistan is a part of. During 21st century, 1.6% deforestation had been occurring each year. This is an alarming situation and needs to be stalled and then reversed, if possible (Wildlife Pakistan). Deforestation is a great threat against ecosystem and deteriorating the relationship between human and ecosystem. It is a main reason of Global Warming. The conventional view of deforestation is that rural people overexploits forests for local consumptive use and also the timber and woods traders using all possible ways to smuggle woods. The demand of people of consumption of wood is increasing, according to bureau of statistics; the consumption of wood in 1993 was 29.5 million cubic meters where as in the year 2010 it was around 50 million cubic meters. Pakistan, at present, is producing only 14 million cubic meters of wood. Over 80 percent of the population in KPK is below the poverty level, which consumes available natural resources for their survival, which results to deforestation. Deforestation contributes in the lacking of Biodiversity by affecting the Wild Life in forests. It is the main source of causing climate change, which results to Global warming, which is the major problem of the world, it is the reason of the dramatic change in temperature, from which Pakistan is suffering. No recycling of water, less carbondioxcide and nitrogen exchange, more decertification, soil erosion, decrease in rainfall rate indicates the alarming rate of deforestation. The area where this research has been conducted is Basho valley which is located in Batistan region in the northern areas of Pakistan. The valley ascends from the southern side of the Indus river with the altitude of 2060 approximately above the level of the sea towards Banak La mountain at 5500m. The findings show that the forest has been decreased 50% in Basho valley and the rate decreased after establishment of the valley in 1968. 1950 people of the population of the valley which depends on the forest for energy necessities, cooking purposes, and heating. The theory of huge deforestation due to fast population growth and local use; the study did not support this theory. The study indicates that the improved convenience combined with mismanagement of the forest department which is main factor in deforestation in Basho valley. The forest department is very much involved in deforestation as they support all the illegal commercial harvesting on a large scale. Damage to the forest in the valley has done due to the authorities of the superiors in forest department. A lot of woods which is fallen or green from the valley forest has been taken by the outsiders or the contractors using some informal permits which is called chits and the officers of the government department has given incentives from this systems by receiving payments. As by local elders the contractors took wood around ten times more than the quota which was allocated to them officially for the construction of government buildings. The contractors then sell out the woods in Skardu market to earn or they build their own shops and houses. The result of the corrupt performance or activities done by the government faculty or the increased access to a forest in the last thirty years; the forest has been reduced significantly. The methodology which is used in the study is that the qualitative data which has been selected for the study by the author in 8 years. During this period of time he meet with the officers of forest department, he also get interacted with the forest contractors and few people of the valley which includes men and women. Interviews has been conducted which was both individual and group in the three different workshops which was conducted by Agha Khan Rural Support Program (AKRSP) and the Norwegian University of Life Science. At least ten people attended the workshop who was representative of the different villages near Basho valley. Some meetings were also arranged in each village. Almost 95 people attended all the workshops in which 65 were women and 30 were men. The interview has also taken by the officers of the Basho development organization. As like this several interviews were conducted there in valley from local jeep owners who transport woods to the people, from the local volunteers and 16 stakeholders in which two were women and 14 were men. Survey was also conducted in different villages with different group discussions and some key respondent interviews and this period was of six months. These fieldworks were also consisted of survey of price, natural resource and village profiles. For the improving of historic information about Basho valleys forest; two pictures were taken, the first one is Landsat Multispectral scanner (MSS) image which was of 20 July 1976 and Landsat-7(ETM+) image which was of 16 august 2002. Rafi khan S., and S. Rafi khan (2009) Assessing poverty:deforestation links: Evidence from Swat, Pakistan Ecological Economics 68 (2009) 2607-2618 Keywords: Ecological degradation Deforestation Poverty Local institutions Resource management The literature analyzes the linkage between poverty and deforestation in Swat valley, KPK. As the poor community has no approach to energy resources like Oil and Gas, so they depend upon wood and timber more than other classes of the country, which results to deforestation. But the hypothesis of the researchers stood wrongs and they debated further that poverty has no link with deforestation. This study has highlighted the historical, empirical and institutional aspects of deforestation. Historically, the research took out the history of 16th century, where forests were protected by the institution and departments assigned for forests by the Walis (Kings) of Swat Valley. When in 20thcentury, Swat was merged into Pakistan in 1969; forests were ignored due to poor managerial and the policies of Pakistan. By reason of rapid rise in Timber prices, the forest departments, for more incentives, collude with Forest Mafias than to protect forests. The corrupt department and the lack of communication between revenue department and forestry also helped in speeding up the exploitation of forests. Locals of Swat valley depend on the forests for daily life use and are also a main source of income for them. Such dependency and also historical and institutional evolution clearly describe the rights of locals on these resources. It is required for Pakistan to look after the managerial skills of forestry department and prevent them for colluding with Forest Mafias. Only such policies can avoid the exploitation of these resources. The sample were selected in the study and that was of 12 villages of Swat; in which five villages from low eco zone, four from mid zone and three from high zone. Information of household was collected by 403 households. For the qualitative analysis 200 households were selected for information from six additional villages from high zone. For the analysis of resource dependence, information was collected on resource income (RI) as the dependent variable and the independent variables included income from other sources or non-resource income (NRI) and livestock numbers (LS), given their potential impact on resource degradation. The total aggregate income was derived from: natural resources (fuel wood collection, timber, fodder, no timber forest products, fish, and forest royalties); agriculture (crops and orchards as an annual figure including both kharif(summer) and rabi (winter) seasoncrops); livestock; employment; donations/transfers; forest royalties; and rental income. Ali T., M. Ahmad, Babar and Abid (2007) Impact of participatory forest management on financial assets of rural communities in Northwest Pakistan Ecological economics 63 (2007) 588-593 Keywords: Northwest Pakistan Participatory forestry Financial assets Livelihood strategies Research paper indicates the relationship between forest management and the livelihood of locals of KPK. It is shown in the paper that the cash needs of local communities is not dependent on natural resources like forests but rather non-cash needs are dependent on forest like use of wood in day to day needs such as cooking, constructions etc. Interviews with different people of local community show how forest management is difficult for locals. They say, people living on mountains are completely dependent on forest for survival as they have no other ways available, unlike people living on lowland like Punjab. It is further argued, that locals cannot be motivated for forest management before giving them economical benefits. These are the reasons which are involved in deforestation in KPK. To avoid deforestation in KPK, government must give priority to the needs of locals which are dependent on forest such availability of resources like Oil and Gas, economical benefits etc. Locals must be employed on the conservation of forest and incentives should be given to them. Government should focus on people at macro level and should work on microcredit and infrastructure development before the implementation of macro projects. The study shows that two main districts were selected of NWFP (KPK) which was Mansehra and Swat because these two districts were having maximum forest cover. In these two districts there were two types of villages, project villages and non project villages. Eight villages were selected randomly which consist of four from each districts in which two were project villages and two were non project villages. For quantitative data survey were conducted with a questionnaire. 400 households were selected in both districts. 200 were from each district in which 100 from project villages and 100 from non project villages. Tahir S.N.A. , M.Rafique, A.S. Alaamer. (2010) Biomass fuel burning and its implications: Deforestation and greenhouse gases emissions in Pakistan Environmental Pollution 158 (2010) 2490- 2495 Keywords: Deforestation Biomass burning Brick kilns Green house gas emission The article indicates the impact of biomass fuel burning due to deforestation and greenhouse gasses emission. Pakistan has an average population of 170 million and average growth in population is 2.4%. Whereas 54% of energy requirement is met from conventional means and the remaining 46% from natural resources like wood and coal. Forests in Pakistan cover a total area of 2.4%, and deforestation rate in Pakistan 1.68%. Gasses emission from human body and brick making in big cities s higher that fresh environment due to forests. This results to polluting of environment. As Pakistan imports coal from foreign countries, therefore, it is expensive for brick maker to use coal, so they prefer to use wood which is comparatively cheaper, which results to deforestation. The study has found out the consumption of wood by brick builder due to deforestation is estimated to be 1378,000 m3. Global warming is assessed to be increasing rapidly due to high rate of greenhouse gasses emission. Researcher has found out these results for helping others for study in same field. For the collection of data 180 brick kilns of 18 provincial divisions in all of four provinces of Pakistan were selected. In each division 10 brick units were randomly selected and surveyed and this was questionnaire based. The emission of total carbon is estimated by applying the basic methodology. This was done by multiplying the quantity of biomass burnt (t dm) by the fraction of biomass oxidized and the biomass carbon content (t C/t dm) (IPCC,1994). The default value of 0.9 is used for the fraction of biomass oxidized. Whereas, for woody biomass, a conversion factor of 0.5 t C/tdmis used. (Ct = Mt *Mf) Where in Equation (1), Ct, Mt and Mf represent total biomass burnt(tdm),fraction of biomass oxidized(0.9)and woody biomass carbon content(0.5tC/tdm) respectively.TheemissionofCO2 from fuel wood burning can be estimated by conversion of total carbon content(tC) to Carbon dioxide content (tCO2) using the conversion ratio of 44 t CO2/12 t C (Ct = Mt _*Mf) Qasim M. , K. Hubacek, M, Termansen, A. Khan (2011) Spatial and temporal dynamics of land use pattern in District Swat, Hindu Kush Himalayan region of Pakistan Applied Geography 31 (2011) 820-828 Keywords: Spatial analysis Land use change Land degradation Remote sensing GIS Deforestation Swat Pakistan According to Pakistani officials the forest are increasing due to deforestation and environmental awareness. In a contrast with Pakistani officials, international researches and statistics shows a rapid rate of increasing in deforestation have is 1.68% annually. This study is about the difference between Pakistani and international statistics. In this study District Swat is taken as a subject matter which is a part of the high altitude Hindu Kush Himalaya region of Pakistan comprising a diverse set of biophysical, ecological and socio-economic characteristics. The forest land in converting into agriculture land and also uses for developmental reasons like roads, infrastructure and construction etc. which results to deforestation in the locality. In Kalam, forest area is decreased by 30.5%; with 11.4% of the deforestation caused by agricultural expansion. In Malamjaba, forests decreased by 49.7% over the last 40 years. Agricultural land expanded by 77.6%. In the Barikot region, forest cover area decreased to 9.5% in 2007, whereas the built up areas increased by 161.4%, and agricultural land expanded by 129.9% consuming 18.96% of forest area in 2007. Annual deforestation rates observed were 1.86% in scrub forest zone, 1.28% in agro-forest zone and 0.80% in pine forest zone in Swat. Growth of agriculture has largely been achieved at the cost of forests. It is concluded that the claim of Pakistani officials of increasing in forest is wrong but rather decreasing rapidly which is alarming. The area where this research has done is district Swat. It is a valley located in a north west of Pakistan consists of many forests. The study was conducted in a form of area divided into three zones i-e zone (A), zone (B) and zone (C). The data selected through maps of different zones and its start from baseline of October 1968 then the Swat state was merged with Pakistan. The next data were selected in 1990 with 2 decades gap in which few important changes took place. The last data was taken out in 2007 which was last available data. The other method used is remote sensing techniques using aerial photograph and satellite images. It provides the areas in the three vegetation zone.

Andrew Jacksons Campaign to Destroy the Bank of the United States Essa

When Andrew Jackson decided to make his veto message regarding the Bank of The United States on July 10, 1832 one thing was on his mind: killing the Bank of The United States forever! This one event was the fuel Jackson used for his reconstruction of the U.S. It all started to unravel during his election of 1828. Several different "sects" within the different states were teaming up with one another to form a coalition of discontent for the President and his reconstruction. Like Thomas Jefferson before him, Andrew Jackson was a tried-and-true defender of American freedom committed to nothing so much as breaking the knot of political corruption and restoring integrity to republican institutions. With the shattering and affirming dimensions of presidential action so well coordinated in his initial claim to legitimacy, Jackson's invoking of original understandings bore the makings of an entirely new government and politics. This dependent authority to disclaim would prove to be Jackson's most remarkable leadership resource. Yet, Jackson did not simply repeat Jefferson's performance, the essential elements of their shared leadership posture being reshaped by the worldly changes that intervened between their presidencies. Jackson's early course of action suggests that he would have liked nothing more than to have led in the expansive manner of Jefferson. Reasons for this difference between these two reconstructions are not difficult to separate since both witnessed dramatic changes in both state and society. It is here-with an acknowledging authority bearing down on a more forceful set of institutions and a more complicated policy- that the two faces of Andrew Jackson merge into one. In this final analysis there is no c... ...ress, the Court, the cabinet, the states, the party, and the electorate. The executive officer gained political foundations positively more independent than it had enjoyed before, and a new regime of governmental commitments and political priorities held convinced. In the process of moving behind his campaign to destroy the bank, Congress had begun to see for itself the special attractions of the new system. Democrats now criticized the President's efforts to control the state banks through national regulation as identical to the imposition of a new national bank. In effect then, Jackson had merely substituted one irresponsible and uncontrollable financial system for another. Jackson left office just as the new order was taking on a political life of its own. It was left to his successor to brush aside his failed experiment while affirming his basic course.

Defining the Future of Education Essay -- Educating Argumentative Pers

Defining the Future of Education What should be the goals of an elementary education within an increasingly diverse population? The simple and obvious answer is that an educational institution should be a place for individuals to learn. The job of the teacher is to issue facts, share methods in which the facts can be learned and model consistent and appropriate behavior. Such behavior should consist of modeling appropriate presentation, cleanliness, respect, methodology, etc. Such a question is bound to raise many arguments by teachers and the answer will raise many arguments by students. Most of our children, especially grades K-5, are not receiving the simple and obvious answer noted above; they are receiving mediocre teaching skills by teachers who are bitterly under-paid, over burdened, and often not credentialed. Mike Rose's, "Lives on the Boundary" (1989), expresses similar views that appear to be quite complex but are attainable. Rose expresses the tremendous need for embracing the purpose of education. He describes several individuals who developed both the social and cognitive ability to step outside the strict confines of tradition and pursue their individual dreams. Rose gives hope and confidence that it is not the students, who are failing, it is the educational system that is failing the students, and particularly those who are ill prepared and lack resources. More often than not, the ability to visualize our potential is lost in what should be rather than what is. Education needs to be seen as a wonderful experience. The content of any curriculum should emphasize the process rather than the product and the joy that can be achieved by struggling together. Struggling together is simply an extension of what we... ...any projects based on Gardner's theory have been implemented in classrooms all over the nation and are proving to be extremely advantageous. Schools have the potential to be a very different kind of place. Teachers need to go beyond the principal and superintendent and talk to each other. Time needs to be allotted where teachers can work cooperatively on issues of curriculum and assessment and foster the development of all forms of thinking. Works Cited Bishop, J. Thomas. "Enemies of Promise." In the Presence of Others: Voices That Call for Response. Second Edition. Andrea A. Lundsford and John J. Ruszkiewicz. St. Martin's Press. New York, 1997. 26-261. Thomas, Lewis. "The Hazards of Science." In the Presence of Others: Voices That Call for Response. Second Edition. Andrea A. Lundsford and John J. Ruszkiewicz. St. Martin's Press. New York, 1997. 239.

Dr Jekyll and Mr Hyde Essay

Throughout the entire novel of Dr. Jekyll and Mr. Hyde, everyone is inquiring or investigating about something. The characters are either meddling in someone else’s business or they become curious about something scientific. Because of this curiosity, different people get in trouble in some way. In the first chapter, Mr. Utterson’s friend Mr. Enfield says, â€Å"You start a question, and it’s like starting a stone. You sit quietly on the top of a hill; and away the stone goes, starting others; and presently some bland old bird (the last you would have thought of) is knocked on the head in his own back garden and the family have to change their name. No sir, I make it a rule of mine: the more it looks like Queer Street, the less I ask.† (35). This is an important epigraph for the entire novella because when Dr. Jekyll, Mr. Utterson, and Mr. Lanyon become curious, someone gets in trouble. The most important example of someone being inquisitive is in the Case of Dr. Jekyll. He questions whether man can be split in two; one half would be the evil half and the other half would be strictly a good-intentioned gentleman. (79) Dr. Jekyll does this experiment on himself but something goes wrong and he becomes strictly his evil side. This transformation allows him to have a separate persona, a separate life. He thrives of off the power he feels when he becomes Mr. Hyde. (81) This leads to his ultimate downfall. He finds it so hard to keep his old self. This constant changing back and forth leads him to eventually kill himself because he has lost hope. His original curiosity of trying to make him self solely good is what leads to his demise in the end. (93) Mr. Utterson’s curiosity about his close friend, Dr. Jekyll, adds to Jekyll’s final, suicidal decision. His investigation of the mysteriousness around the door and Dr. Jekyll begins when he reads Dr. Jekyll’s will. As a lawyer, he should not question the motives behind Jekyll’s peculiar will but instead he tries to pry into his friend’s life to ensure that nothing ‘sketchy’ is going on. This is a question that should not be asked because it is not any of his business but he still tries to figure it out. (37) This leads to another curiosity for Utterson. He feels as though he needs to see Hyde’s face. He waits at the door simply to see his face, to be able to place his finger on why people are so disturbed by him. This is not a necessary question to be asked and it causes more skepticism about the relationship between Jekyll and Hyde. (40) The unclearness of the relationship puts pressure on Jekyll, leading to his breakdown. Finally, Lanyon’s curiosity-downfall spiral is the most obvious. Jekyll goes to Lanyon first, asking him to retrieve a drawer from his laboratory and give it to Hyde. When Hyde asks if he wants to see the transformation, Lanyon being nosy says yes. (55) His starting of a question ‘starts the stone’ and it leads to his death. He is so shocked about seeing his friend transform that he eventually dies. This never would have happened if did not agree to seeing Jekyll and Hyde. (57) Overall, the characters in this book show a lot of curiousity about Jekyll and Hyde. As the quote says, â€Å"You start a question, and it’s like starting a stone.† (35). The characters start a questions and â€Å"presently some bland old bird is knocked on the head in his own back garden and the family have to change their name.† These questions have been about Jekyll and Hyde and so ultimately someone ends up getting hurt of getting in trouble. This is a theme throughout the whole novel which is why this quote serves as a good epigraph for the novella.

Organic vs Non Organic Foods Essay

It’s hard to walk into a grocery store and not notice a certain new kind of trend. There is a growing urge to have more organic items on shelves. The general belief is that organic items tend to be better for the consumer and the environment when compared to non-organic items. Although many people cant tell the difference, there are multiple pros and cons between organic and nonorganic. In terms of consumer health, both organic and processed foods have their benefits. The benefits of processed foods are that scientists can place additives that increase the nutritional value. According to Dr. Mehmet Oz (2010), this helps to â€Å"prevent neural-tube defects and certain childhood cancers, boost brain development and may increase intelligence, and reduce the incidence of rickets. † This means that theres nutrients that can be added to aid in helping the country with disease prevention. Organic foods lack the ability to be genetically modified but offer their own benefits as well. According to Maria Rodale (2010), some organically grown foods have â€Å" more conjugated linleic acid, which is a powerful cancer-fighting nutrient. † Both these types of food can help consumers healthy and prevent disease. There are some alarming differences between organic and processed foods especially when considering agriculture. â€Å"Organic† means that a food is grown without the aid of pesticides or fertilizers. Organic farmers use manure and nothing else to grow fruits, vegetables, and grains. It says in The Organic Myth that this can lead to some bad cases of E. Coli that wouldn’t be present in foods grown with pesticides since there are all sorts of bacteria in the manure (2004). The reverse is that without all those chemicals being sprayed on crops, you tend to have less pollution. Rodale states, â€Å"Growing foods organically prevents thousands of toxic chemicals from entering the environment and poisoning our soil, our wells, our wildlife, our children and ourselves† (2010). Organic goods also tend to cost more leading to them being classified as a luxury item. The downside is that most cattle and genetically altered crops have â€Å"unwanted additives like growth hormone and chemicals† (Oz 2010). It’s hard to know whether it’s worth the money to go organic or just stick with the usual. Foods grown without the aids of pesticides seem to be beneficial to the consumer and the environment, which is a big selling point for those who want to go green. On the other hand they are much more costly than non-organic crops. Many people would rather risk the potentially harmful additives to shave a few bucks of the price. It all depends on preference and beliefs but its definitely easy to see where they offer there own pros and cons. Miller, M. (2004). The Organic Myth. National Review, 56(2), 35-37. Oz, M. (2010). The Organic Alternative. Time, 176(9), 46-46. Rodale, M. (2010). 15 WAYS TO CHANGE THE WORLD (and your life)†¦ ONE APPLE AT A TIME. Men’s Health (10544836), 25(3), 113-138.

Critical thinking Essay Example | Topics and Well Written Essays - 750 words - 6

Critical thinking - Essay Example He uses the church as a source to refer to the hard hearted in support of his position. The church through the ages has at times adopted the doctrine of compel violet, a kind of political dominants, a kind of cultural superiority, a means of political dominance. According to Aristotle the essence of happiness is prosperity combined with virtue. When someone is happy, that is when he or she can make many friends, build a family, make wealth, live long life, excel, have athletic powers and therefore good virtue. Rhetoric is known as the ability of using language efficiently. Aristotle asserts, rhetoric is useful in that; it helps to discover the known and the unknown about a subject. Normally, we use language- in speech or in writing- we engage in a rhetorical work (McKeon, 148). Absolute certainty assumes the knower to understand each concept in its full extension and in its relationship to all other concepts. Absolute certainty precludes doubt of any nature. Absolute certainty holds every thought in total context and always relates all information together as one unified whole. Absolute certainty, defined in this full extension of the term, is possible only to an absolute being that enjoys absolute knowledge. The Corpus of marvel exists when someone evokes or experienced surprise or wonders where as a miracle is an event that occurs inexplicable as per the laws of nature and is taken to be supernatural. Hume defines miracle as a transcriptional of law of nature by a specific volition of Deity. Personally, some experiences are inexplicable i.e. when I got healed stomach ulcers without undergoing any medication (Bailey, Alan & Dan, 212). There are four methods by which we can assure the truth of something. First, is by trusting the source of the information (Lee, 37). For example, by reading a book or review a research study; by using references other than scientific studies such as religious literature. In all cases, the information is usually made clear and

Human Digestion Essay Example | Topics and Well Written Essays - 500 words

Human Digestion - Essay Example The wall of the gastrointestinal tract (GIT) is composed of muscular layers which allow two types of movements: the mixing movements and the propelling movements. Mixing movements are found in small tracts of the GIT and allow rhythmic contraction of the wall while the propulsive movements are wavelike and are also called peristalsis, pushing the mass of food into the next part of the GIT (Boland, Golding, & Singh, 2014). Mouth is the first place of food digestion and breaks food into smaller protions. Saliva also contains the enzyme salivary amylase which breaks the food starch into smaller molecules. In the oral cavity, lingual lipase is also secreted which has a very small impact on fat digestion. Saliva mixes with the food adding mucus to it forming the food bolus. The food bolus is transferred into the esophagus, which propels the bolus through persitaltic movements into the stomach. The stomach produces hydrochloric acid which is important to kill several pathogenic organisms in the food and also aids in protein digestion by converting pepsingen into pepsin. Pepsin breaks the protein into smaller chains so that they can be absorbed. Gastrin is also a part of the stomach secretions and aids in stmach motility and also stimulates the secretion of other gastric secretions. Intrinsic factor is key component in the absorption of vitamin B12, which basically ocurrs in the small intestine, terminal il leum. Without intrinsic factor, absorbtion of vitmain B12 will not be possible (Insel, Ross, McMahon, & Bernstein, 2014). Most of the digestion in the small intestine occurs in the duodenum which receives the secretions from the gall bladder, pancreas and also from the intrinsic duodenum glands. Pancreas secretes major enzymes for the digestion of fats, carbohydrates and proteins. Pancreas also secretes bicarbonate secretions to aid in digestion. The presence of bile

Explain the importance of strategic alliances in international Assignment

Explain the importance of strategic alliances in international business and the reasons why companies choose this growth strateg - Assignment Example This action of entering into foreign markets opens up the firm to benefits of economies of scale and increased opportunities for marketing and distribution. However, the cost linked with entering into foreign markets may far out-span the capabilities of a single firm (BLEEKE & ERNST 1993, 27). This then dictates the need to enter into a strategic alliance with another international firm. This has the effect of expediting the rate of entry into the foreign market albeit maintaining relative low costs (SHENKAR & REUER 2006, 71). Several logistical tussles are still to be encountered with entry into foreign markets. These tussles range from entrenched competition, unfriendly government regulation and irrelevant beauracracies (GIBBS & HUMPHRIES 2009, 45). There is a higher prospect of overcoming these obstacles when strategic alliances are employed, as contrasted to when the firm decides to venture into foreign markets on a solitary basis. There exist three core categories via which stra tegic alliance can be regarded. The first one of these is joint ventures. Joint ventures are formed when the respective companies combine to form an independent company. The respective companies decide to share the profit and loss of the new entity that will be created. One of the most notable cases where joint venture was created is that of Sony Ericson. Sony and Ericson decided to form a new entity known as Sony Ericson Mobile Communications. However, this new entity has just recently been fully owned by the Sony Corporation who renamed it Sony Mobile Communications. The next category of strategic alliances is equity strategic alliances. This entails the new partners having different percentages of equity in the new venture. Depending on the motive or goal of the strategic alliance, the partners can either opt to share equity in each other’s business on in one business. The determining factor is the reason for the strategic alliance. An example of such an alliance is that b etween Star-Bucks and Kraft. The last category of strategic alliance is non-equity strategic alliances. This is when a strategic alliance is carried out on the terms of a contract agreement rather than on the ownership basis. The relationship of this kind is usually referred to as a contractual relationship. A good example of a non-equity strategic alliance is the one between Vodafone and Telecom Malaysia. The deal was signed in 2006 whereby Vodafone was the leading partner. Strategic alliance requires a well though-out procedure to ensure the alliance is successful and realizes its intended goal(s). Prior to embarking on an alliance, firms should choose partners whose strategic goals and objectives are compatible to their own. The firm should take into consideration the extent to which synergy will be availed. Additionally, firms should endeavour to participate in strategic alliances that complement the firm. This translates to mean that, firms ought to engage in alliances that wil l complement their skills, their products and services in addition to its market share. Akin to all business agreements, rules and regulations must be incorporated into strategic alliances. These factors are divided into scope of operation and length of cooperation. The scope of operation entails partners agreeing on how to handle potentially competitively sensitive information. Secondly, it expounds on what will be shared and what will

Leadership & Change Coursework Example | Topics and Well Written Essays - 750 words - 2

Leadership & Change - Coursework Example Despite such, the effectiveness of a change process relies on the management techniques employed in an organization with the leadership skills of the managers remaining integral in the process as the discussion below shows. Transformational model of leadership and theory of change mandates the managers with overseeing the change process thus with the responsibility of ensuring the success of the change process (Mullins, 2010: 451). The theory requires managers to boost the morale of the employees thereby introducing the changes systematically in a manner that the employees embrace them. Employee motivation is a basic mandate of human resource management. It influences the employees’ response to change. Firstly, the leader must influence the employees. This requires the leader to inspire his employees in order to influence them easily. Additionally, the leader should use employ intellectual stimulation when carrying out the change process (Sperry, 2013: 98). The manager can create new positions thus promote productive employees. Remuneration is yet another basic factor of motivation, in case the change promises to increase profitability, and the manager can, therefore, increase the pay of the emp loyees in order to encourage them to adopt the change. Change management further requires the managers to understand their employees. As explained earlier, some employees would adopt change easily while others are inherently resistant to change. By understanding the employees, the management can select the best management technique to employ in order to encourage productivity and acceptance of the changes. Theory X, theory Y and theory Z explain the various traits of employees in an organization. Theory X asserts that employees are inherently lazy and dislike work. As such, the employees require intense supervision without which they remain unproductive. Theory X, on the other hand, argues that employees love their work and are naturally productive. The two

Current Events Journal Article Example | Topics and Well Written Essays - 500 words

Current Events Journal - Article Example The government claims that it needs this program to fight terrorism. The American Civil Liberties Union (ACLU), representing those who have regular overseas dealings, took its case to District Court last March where it won its argument, but because of the stay requested by the government, surveillance is continued until the appeals process is complete. The government will submit its arguments to the court by October 13. The ACLU has a month to respond with a ruling expected to be rendered by the end of the year. Whichever side loses the appeal will likely appeal further to the Supreme Court. The ACLU contends that for the government to authorize the unwarranted surveillance of its citizens violates the Fourth Amendment to the Constitution which prohibits the use of general warrants and requires that probable cause be apparent. The National Security Agency (NSA) has had its surveillance program in place for five years in its global fight on terrorism but has not obtained the proper court-ordered warrants required by law in these monitoring activities. Judge Taylor ruled last August that this violates the civil rights of the Americans affected because the government is not presenting its justifications for its surveillance activities in court. Taylor had ruled that the NSA must stop this program but the 6th Circuit Court of Appeals allowed the stay of that ruling as requested by the government. The Bush administration continues to insist that the ‘Terrorist Surveillance Program’ is a necessary tool which ultimately protects American citizens. This program has been in existence since the September 11 attacks yet the public has only recently learned of it. There are concerns that civil liberties, which are supposed to be protected by the Constitution, are being eroded by a government that is overstepping its powers by wiretapping Americans without benefit of a court-ordered

Vincent Van Gogh Essay Example for Free

Vincent Van Gogh Essay Vincent Willem Van Gogh was born 30th March 1853 in Zudert, Netherlands. He is generally considered the greatest Dutch painter after Rembrandt ( known for his Baroque style painting ), though he had little success during his life time, Van Gogh produced all of his work (some 900 paintings and 1100 drawings ) during a period of 10 years before he succumbed to mental illness ( possible bipolar disorder) and committed suicide. His fame grew rapidly after his death especially following a showing of van Gogh’s paintings in Paris on March 17 1901 (11 years after his death). Vincent grew up in a very catholic area, he was the oldest child of Theodous van Gogh, a minister of the Dutch reformed church, and Anna Cornella Carbentus. He was given the name after his grandfather, and of a brother stillborn. As an adolescent Vincent was serious, silent and thoughtful he attended Zudert village school from 1860, where the single catholic teacher taught around 200 students, he was also home schooled with his sister and later attended a school 20 miles away. As a teen he was distressed to leave his family and on 15th of September 1866 ( 13 years old ), he went to the new middle school, Willem II College in Tilburg. Constantnijn C. Huysmans, an artist from paris taught Van Gogh to draw. He continued drawing through his teens and young adult hood until he decided to become an artist. In march 1868, van Gogh abruptly left school and went back home and in july 1869, his uncle helped obtain a position with the art dealer Goupil and Cie in the Hague. After his training, Goupil transferred him to London, where he worked at Messrs. This was a happier time for him and he was successful at work and was at a young age earning more than his father. He fell in love with his landlady’s daughter, Eugenie Loyer, but she rejected him. He became increasingly isolated, and his father and uncle arranged for him to ne transferred to Paris where he became resentful at how art was treated as a commodity, on april 1st 1876, Groupil terminated his employment . He returned to england for unpaid work, the arragments didnt work so he left to become a methdist ministers assistent. At christmas he returned home and found work at the local book shop. His religious state frew he felt he needed a vacation, to support his efforts to become a pastor, his family sent him to amsterdam to study theology in May 1877 he studied for an enterence exam, which he then took and failed, feeling like a failier he went in a post missonary in a tiny village, where he wasnt happy people would say they heard him crying at night in his hut. He was later dismissed fro his dutys, and travelled back home for a year then left because of frustrations with his parents and a slight conflict between him and his father.

Multilingual communities: Effects of code switching

Multilingual communities: Effects of code switching In multilingual communities, code-switching is a widespread phenomenon that happens from daily life and workplaces to classrooms in which specific languages have been instituted as the official languages of instruction. Malaysia is one of the nations that have multilingual communities that consists of three main races; Malay, Chinese and Indians. From 1957 to 1967, language was used as an important tool in order to achieve unity and Bahasa Malaysia becomes the national language. Previously, English was compulsory in all schools especially the vernacular schools and due to the lack of English educators at that time, the idea was off the hook. In 1967, English language status was removed but it was still used nationwide. 1.1 Background of Problem In 1956, the Education Review Committee aimed to establish multicultural education systems that support other languages since Malaysia have multilingual communities and English becomes part of it. Today, English had becomes an international language and unofficially second language in Malaysia since most people used it. English as a second language status in Malaysia has been complemented through wide use of English in the social setting as well as the education setting. Teaching of English has been greatly emphasised by the government through its ministry. Due to this matter, the declining level of English proficiency among students has brought about the need to find out how to tackle the issue. Teachers, consequently, have been employing code switching as a means of providing students with the opportunities to communicate and enhancing students understanding. Furthermore, code switching helps to facilitate the flow of classroom instruction since the teachers do not have to spend so much time trying to explain to the learners or searching for the simplest words to clarify any confusion that might arise. Code-switching should not be considered as a sign of shortcoming in the teacher. Instead, it is a careful strategy employed by the teachers. Code-switching should be allowed whenever necessary with some learners in specific situations. Richard (1985) suggests that code-switching is a term in linguistics referring to replacement between two or more languages in a single conversation, stretch of discourse, or utterances between people who have more than one language in common. Speakers of more than one language are known for their ability to code switch or mix their language during communication. This phenomenon occurs when the speaker substitutes a word or phrase from one language to a phrase or word from another language. Ayeomoni (2006) claims that many educators have attempted to define the term code switching and each understand the concepts from different points of view. Gumperz (1982) defined code-switching as the use of more than one code or language in the course of a single speech event, taken to refer to teacher utterances in the classroom. In other words, the teachers use code-switching in order to convey meanings to the students. Besides that, Numan and Carter (2001) stated that code switching as a pheno menon of switching from one language to another in the same discourse (p. 275). Appel Musyken (1987) mentioned that code switching can be divided into two categories which are intrasentential and intersentential. Intrasentential is a switch that occurs in the middle of a sentence. It was also known as code mixing. For example, my girlfriend suka ice cream. The word Suka means like in the Malay language. The real sentence is My girlfriend likes ice cream. A word from the Malay language is replaced by an English word in a sentence. The later is a switch of language that happens between sentences. A suitable example is I got an A for my drawing, awak macam mana, Farid?. Awak macam mana means what about you. The exact sentence should be I got an A for my drawing, what about you, Farid?. The first sentence uses English and the later is in Bahasa Malaysia. There is one more type of code switching which is extrasentential as introduces by Hamers and Blanc (1989), extrasentential switches include tags and fillers. An excellent example of a local extrasentential code switching that close to our culture is Later lah. Lah is a particle widely used by Malaysians and Singaporean in their speech. Holmes (2008) stated that the particle Lah is used to show intimacy or solidarity in a relationship. So, the term code switching in this study is the use of two languages within a sentence or between sentences. Intrasentential refers to the switch that occurs within a sentence while intersentential points to switches between sentences. Last but not least, extrasentential refers to the tags and fillers that do not exist in the word list of the language used. Statement of Research Problem Malaysian learners needs to become proficient English users in order to access knowledge and information available in English as well as to be able to communicate successfully, thus suggesting the important position the students may hold in the future. But before they can get to the targeted proficiency level, definitely they must get used to the English language itself. Since English acts as a second language in Malaysia, the lack of exposure is the pivotal factor that will hinders the students to become proficient in English. Thus, classroom instructions are the most valuable experience for learners because of the limited exposures to sufficient comprehensible input from the natural environment they might get. Therefore, in order to raise they proficiency level, they must gain sufficient comprehensible input. It means the students have to gain understanding towards what they learnt before thinking about raising the proficiency level. This is where a strategy to help them learn English as a second language must be applied by teachers. Code switching is a form of strategy that will solve these problems. It helps to facilitate the flow of classroom instruction since the teachers do not have to spend so much time trying to explain to the learners or searching for the simplest words to clarify any confusion that might arise. Teachers code switch when th e level of English used in the textbook or to be taught is beyond the learners ability or when the teachers have exhausted the means to adjust his speech to the learners level. Research Objective The purpose of this study is to investigate code switching in the teaching of English as a second language to secondary school students. There are several factors which are vital in determining the effectiveness of this study. Objectives of the study: To investigate the attitudes of teachers towards code switching The attitudes of teachers towards code switching The types of code switching Function of code switching in instruction Research Questions In more details, this study will answer the following question: What do teachers think about code switching in the English classroom? Do English teachers code switch in the English classroom? What types of code switching occur in the classroom? What is the function of code switching? Definition of Terms Specifically in this study, there are several terms which are used throughout the whole study, thus it is necessary to provide the definition of these terms for better understanding as well as reference to readers. The terms are: Learning It can be described simply as mental activity that includes receiving, storing, retrieving and using knowledge. This process requires interest and often demands effort. It depends heavily on memory process. Distance Learning It can be defined as formal education process in which the majority of the instruction occurs when students and instructors are not in the same place. It is a two way between teacher and students who are separated by a geographical distance and time where the communication support the educational process. Adult learners Individuals who are experienced, financially independent, working full time while enrolled in a learning programme, have other responsibilities and enrolled in the learning programme on their will. They are also experienced, achievement oriented, highly motivated, relatively independent and also required a degree of independence in learning. In this study, adult learners refer to adult students enrolling in PJJ Programme in Faculty of Education, UiTM Shah Alam. Intrinsic motivation Intrinsically motivated actions is that which occurs for its own sake, action for which the only rewards are the spontaneous affects and cognitions that accompany it. Intrinsically motivated behaviors require no external supports or reinforcements for their sustenance. Extrinsic motivation It refers to motivation that comes from outside an individual. The motivating factors are external or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide. Institutional barriers It can be defined as structural in nature as those barriers erected by organization that provide learning opportunities for adults or all practices and procedures that exclude or discourage working adults from participating in educational activities. Situational barriers It can be defined as problem that arises from ones situation in life at a given time. Dispositional barriers It can be defined as attitudes or self perception about one self as learners. PJJ students It can be defined as part time students who come to class on every weekend and most of them are adult learners who are working. Significance This study is apparently one of the first few attempts to investigate the code switching in the teaching of English as a second language to secondary school trainee English teachers in Mara University of Technology, at Malacca City Campus. Therefore, this study may provide a useful launching pad for further research in this area of interest towards teachers from other states. The findings of this study could provide some data for future research in this area. It could perhaps also help in the more effective teaching strategy in the teaching of English as a second language to secondary school students as code switching can be considered as one the teaching strategy. Limitations This study was conducted in Mara University of Technology, at Malacca City Campus and due to this matter; the results will not be the generalization of the whole population of English trainee teachers nationwide. CHAPTER TWO THE LITERATURE REVIEW Introduction Alternation between languages in the form of code switching is a widely observed phenomenon in foreign language classrooms. Numan and Carter briefly define the term as a phenomenon of switching from one language to another in the same discourse (2001:275). Following this definition, discourse will be handled as the students and teachers naturally occurring language use in classroom settings throughout this paper. Additionally, the languages between which alternation is performed are the native language of the students, and the foreign language that students are expected to gain competence in. While putting the phenomenon of code switching in context, the functions of code switching will be introduced in various aspects. Firstly, its function in bilingual community settings will briefly be explained by giving a sample authentic conversation which will help the reader deduce ideas about its possible applications in educational contexts. Secondly, the functionality of code switching in teachers classroom discourse will be introduced with its aspects as: topic switch, affective functions, and repetitive functions. Thirdly, the focus will shift to students code switching by introducing some basic functional perspectives as: equivalence, floor holding, reiteration, and conflict control. Lastly, weak and strong sides of code switching in foreign language classrooms will be discussed with a critical approach. This chapter outlines past research on code switching especially the main factor contributing the attitudes of teachers in the use of code switch, types and functions of code switching used in the classroom. This chapter will provide a clear idea of how code switching plays role in second language learning from the perspective of previous researches and the findings from past studies. 2.1 Theoretical Background Multilingual communities have the tendency to switch code either with or without their consciousness and Malaysia is a good example of a community that practice code switching. People sometimes switch code varied within a domain or social situation. For example, when there is some obvious change in the situation, such as the arrival of a new person, it is the obvious reason why people switch code. In most cases, a speaker may similarly switch to another language as a signal group of membership and shared ethnicity with an addressee. The code switch occurs from the first language to the second language or vice versa. In addition, switches motivated by the identity and relationship between the participants often express a move to show solidarity and it may also referred as the status relations between people or the formality of their interaction. The main focus here is to examine code switching in the field of education, in other words, the correlation between code switch and English t eacher in school especially in secondary school. In order to gain a better insight into code switch and it roles in terms of education, the main concern should be focused on the fundamental concept of code switching. According to Marasigan (1983), the use of two languages in the same discourse is referred to as code-switching. Ayeomoni (2006) stated that many scholars have attempted to define the term code switching and each understands the concept from different points of view. A search of the Linguistics and Language Behavior Abstracts database in 2005 shows more than 1,800 articles on the subject published in virtually every branch of linguistics. However, despite this variation or perhaps in part because of it, scholars do not seem to share a definition of the term. A useful definition of code switching for sociocultural linguistic analysis should recognize it as an alternation in the form of communication. It also signals a context in which the linguistic contribution can be understood. The context so signaled may be very local (such as the end of a turn at talk), very general (such as positioning), or anywhere in between. Furthermore, it is important to recognize that this signaling is accomplished by the action of participants in a particular interaction. That is to say, it is not necessary or desirable to spell out the meaning of particular code switching behavior. Rather, code switching is accomplished by parties in interaction, and the meaning of t heir behavior emerges from the interaction. This is not to say that the use of particular linguistic forms has no meaning, and that speakers make it up as they go. Individuals remember and can call on past experiences of discourse. These memories form part of a language users understanding of discourse functions. Therefore, within a particular setting certain forms may come to reappear frequently. Nonetheless, it is less interesting (for the current author at least, and probably for the ends of sociocultural linguistic analysis) to track the frequency or regularity of particular recurrences than to understand the effect of linguistic form on discourse practice and emergent social meanings. In earlier studies, Bokamba (1989) suggests that code switching is the mixing of words, phrases and sentences from two distinct grammatical (sub) systems across sentence boundaries within a speech event (p. 279). The term code switching (or, as it is sometimes written, code-switching or code switc h) is broadly discussed and used in linguistics and a variety of related fields. Code mixing on the other hand, is the embedding of various linguistic units such as affixes (bound morphemes), words (unbound morphemes), phrases and clauses from two grammatical (sub) systems within the same utterance and speech event (p. 279). Numan and Carter (2001) define code switching as a phenomenon of switching from one language to another in the same discourse (p. 275). To recapitulate, code switching is a practice of parties in discourse to signal changes in context by using alternate grammatical systems or subsystems, or codes. The mental representation of these codes cannot be directly observed, either by analysts or by parties in interaction. Rather, the analyst must observe discourse itself, and recover the salience of a linguistic form as code from its effect on discourse interaction. The approach described here understands code switching as the practice of individuals in particular discourse settings. Therefore, it cannot specify broad functions of language alternatio n, nor define the exact nature of any code prior to interaction. Codes emerge from interaction, and become relevant when parties to discourse treat them as such. In a more recent publication, Unanumo (2008) regards code switching as the use of more than one language in a conversation. Appel and Musyken (1987) suggest that code switching can be categorized as intrasentential or intersentential. Intrasentential is a switch of languages which occurs in the middle of a sentence. This type of switching is often called code mixing. An example of a Malaysian intrasentential switch is My youngest sister ambil Biology. Ambil means take in the Malay language. The sentence should be My youngest sister takes (studies) Biology. A Malay word is embedded in an English sentence. Intersentential, on the other hand, is a switch of language which occurs between sentences. An example of intersentential would be I quit all my jobs already. Christie tak beritahu?. Tak beritahu means did not tell. The sentence should read Christie did not tell you? The second sentence uses the Malay language while the former is in English. Poplack (1980, as cited in Hamers and Blanc, 1989) introduces extrasentential switches which include tags and fillers. These would also include an exclamation a parenthetical statement or particle from another language. An example of a local extrasentential switch is Nothing lah. Lah is a particle widely used by Malaysians in their colloquial speech. McArthur (1998) describes the multi-purpose lah as a token especially of informal intimacy and solidarity. Such a particle also exists in the Singaporean variety of English. Wee (2003) explains that it is typically found in clause-final position. It is monosyllabic and used for discourse pragmatic functions. The term code switching in this study adopts Clynes definition (Clyne, 2000) as the alternate use of two languages either within a sentence or between sentences. Intrasentential in this study refers to switches within a sentence while intersentential refers to switches between sentences. Extrasentential refer to tags and fillers which do not exist in the lexicon of the base language used. 2.2 Attitudes of Teachers in the use of Code Switch Within the world of languages use, code-switching has often been perceived as being of lower status, a strategy used by weak language performers to compensate for language deficiency. This view of code-switching and bilingual talk in general is more normatively based than research-based as pointed by Lin( 1996) who added that such a view conveys little more than the speaker or writers normative claims about what counts as standard or legitimate language. An extensive body of literature studies reported that code switching in classrooms not only just normal but useful tool of learning. Cook (2001) referred to code switching in the classroom as a natural response in a bilingual situation. Furthermore, in the same study, Cook considered the ability to go from one language to another is highly desirable not only among learners but teachers. Moreover, in eliciting teachers reflections to their classroom teachings, Probyn (2010) noticed that most notable strategy that teachers used was cod e switching to achieve a number of communicative and metalinguistic ends. Cooks studies were mainly in the second language classroom context. Rollnick and Rutherfords (1996) studied the science classrooms and found the use of learners main languages to be a powerful means for learners to explore their ideas. They argue that without the use of code switching, some students alternate conceptions would remain unexposed. Amin (2009) mentioned about the recognition to switch codes goes beyond switching between languages; it also recognizes the value of using the vernacular which believes to allow students to draw on useful sense-making resources. Cook (2001) stated that researchers see by using code switching in the classroom as a legitimate strategy (p. 105). Skiba (1997) added that no matter how it might be disruptive during a conversation to the listener, it still provides an opportunity for language development. However, historically, researchers believe that code switching occurred in many countries, which made Ferguson (2003) to conclude that ideological and conceptual sources of suspicion all often attached to classroom code-switching, suggesting that deep rooted attitudes may not be easy to change. Cheng and Butler (1989) list the following as some of the motives a speaker may have to code switch: conversational topic, role of the speaker, setting of the interaction, familiarity of the two speakers, age, sex, race, ethnic, linguistic background, etc (p. 295). Wardhaugh (2006) stated that, when done consciously, switching languages may also allow a speaker to assert power; declare solidarity; maintain certain neutrality when both codes are used; express identity; and so on (p.110). For example, if a group of bilingual Malay-English speakers are conversing in both Bahasa Malaysia and English and a monolingual, Malay speaker enters the conversation, the group will most likely begin speaking only Bahasa Malaysia, in order to allow the monolingual to participate in the conversation, thereby expressing their solidarity with the monolingual. Or, if the bilingual group wishes to assert linguistic power over the monolingual, they might continue speaking only in English to exclude him or her. Unfortunately, code-switching is often wrongly misinterpreted as evidence of a lack of a linguistic ability of the speaker or deterioration of one or both languages. However, sociolinguistic research confirms that code-switching plays an important role in social functions, and does not necessarily indicate linguistic incompetence. So, the main concern here is reasons of code switching used by the English teachers during their lessons in the classroom. In order to discuss further into this matter, the scope will be correlated with the roles of English teachers in the English language classroom. English as a second language status in Malaysia has been agreed through wide use of English in the social setting as well as the education setting. Teaching of English has been greatly emphasized by the government through its ministry. In classroom practice, teachers have been instructed to teach by using high quality English in the classrooms. The second or foreign language learning can only accept the presence of high quality input in the classroom for learners acquisition. Cook (2001) stated that all language classroom input must be in the target language, an effective model of language use can ensure that the intended learning was successful. Classroom instructions, therefore, are the most valuable experience for learners because of the limited exposures to sufficient comprehensible input from their natural environment. Hence, the decreasing level of English proficiency among students is the main reason to the need in finding out how to tackle this issue. Teachers have been employing code switching as a means of providing students with the opportunities to communicate and enhancing students understanding. Furthermore, code switching helps to facilitate the flow of classroom instruction since the teachers do not have to spend so much time trying to explain to the learners or searching for the simplest words to help clearing the students understanding. According to Norrish (1997), teachers code-switch when the level of English used in the textbook or to be taught is beyond the learners ability or when the teachers have exhausted the means to adjust his speech to the learners level. 2.3 Types of Code Switching used in the Classroom Richard (1985) suggests that code-switching is a term in linguistics referring to replacement between two or more languages in a single conversation, stretch of discourse, or utterances between people who have more than one language in common. Speakers of more than one language are known for their ability to code switch or mix their language during communication. This phenomenon occurs when the speaker substitutes a word or phrase from one language to a phrase or word from another language. Ayeomoni (2006) claims that many educators have attempted to define the term code switching and each understand the concepts from different points of view. Gumperz (1982) defined code-switching as the use of more than one code or language in the course of a single speech event, taken to refer to teacher utterances in the classroom. In other words, the teachers use code-switching in order to convey meanings to the students. Besides that, Numan and Carter (2001) stated that code switching as a pheno menon of switching from one language to another in the same discourse (p. 275). Appel Musyken (1987) mentioned that code switching can be divided into two categories which are intrasentential and intersentential. Intrasentential is a switch that occurs in the middle of a sentence. It was also known as code mixing. For example, my girlfriend suka ice cream. The word Suka means like in the Malay language. The real sentence is My girlfriend likes ice cream. A word from the Malay language is replaced by an English word in a sentence. The later is a switch of language that happens between sentences. A suitable example is I got an A for my drawing, awak macam mana, Farid?. Awak macam mana means what about you. The exact sentence should be I got an A for my drawing, what about you, Farid?. The first sentence uses English and the later is in Bahasa Malaysia. There is one more type of code switching which is extrasentential as introduces by Hamers and Blanc (1989), extrasentential switches include tags and fillers. An excellent example of a local extrasentential code switching that close to our culture is Later lah. Lah is a particle widely used by Malaysians and Singaporean in their speech. Holmes (2008) stated that the particle Lah is used to show intimacy or solidarity in a relationship. So, the term code switching in this study is the use of two languages within a sentence or between sentences. Intrasentential refers to the switch that occurs within a sentence while intersentential points to switches between sentences. Last but not least, extrasentential refers to the tags and fillers that do not exist in the word list of the language used. 2.4 Functions of Code Switching used in the Classroom Code switching has a variety of functions which vary according to the topic, people involved in conversation and the context where the conversation is taken place. Baker (2006) have discussed the topic of code switching from a sociolinguistics perspective, in which he listed twelve main purposes of code switching, which are relevant to bilinguals talks in general. Some of these functions can be observed in classroom environment and in relevance to teachers and students interactions. According to Baker (2006) code switching can be used to emphasize a particular point, to substitute a word in place of unknown word in the target language, to express a concept that has no equivalent in the culture of the other language, to reinforce a request, to clarify a point, to express identity and communicate friendship, to ease tension and inject humor into a conversation, and in some bilingual situations, code switching occurs when certain topics are introduced. In the substituting a word in anot her language, Man and Lu (2006) found that in Hong Kong schools, both teachers and students major reason for code switching was that there was no direct translation of words between English and Cantonese, additionally, the same study of Man and Lu found that teachers in Hong Kong schools use code switching also to ease tension and inject humor in to conversations. In a previous study, Eldridge (1996) has listed four purposes in which student code switching as equivalence, floor-holding, reiteration and conflict control. Equivalence which is a strategy that bilingual used to find the equivalent of the unknown lexicon of the target language in the speakers first language to overcome the deficiency in language competence in second language. The second purpose of code switching is for floor holding which is a technique used by bilingual students during conversing in the target language to fill in the stopgap with words in native language in order to maintain the fluency of the conversation. The third purpose of is reiteration, as it implies, it is emphasizing and reinforcing a message that has been transmitted firstly in the target language but then students rely on repeating the message in first language to convey to the teacher that the message is understood. The last function is conflict control, which is used to eliminate any misunderstanding when the accurate meaning of a word is not known in the communication. These researches shown that, the teachers and students used of code switching is not always performed consciously; which means that the teacher which is the main concern for this study is not always aware of the functions and outcomes of the code switching process. Therefore, in some cases it may be regarded as an automatic and unconscious behaviour. Nevertheless, either conscious or not, it necessarily serves some basic functions which may be beneficial in language learning environments. Mattson and Burenhult (1999) stated that all of these functions are listed as topic switch, affective functions, and repetitive functions. (p. 61). In order to have a general idea about these, it will be appropriate to give a brief explanation about each function. In topic switch cases, the teacher alters his/her language according to the topic that is under discussion. This is mostly observed in grammar instruction, that the teacher shifts his language to the mother tongue of his students in dealing with particular grammar points, which are taught at that moment. In these cases, the students attention is directed to the new knowledge by making use of code switching and accordingly making use of native tongue. At this point it may be suggested that a bridge from known (native language) to unknown (new foreign language content) is constructed in order to transfer the new content and meaning is made clear in this way as it is also suggested by Cole (1998): a teacher can exploit students previous L1 learning experience to increase their understanding of L2. In addition to the function of code switching named as topic switch, the phenomenon also carries affective functions that serve for expression of emotions. In this respect, code switching is used by the teacher in order to build solidarity and intimate relations with the students. In this sense, one may speak