Albert Einstein Essay - 942 Words

Albert Einstein was born on March 14, 1879 in Ulm, the first child of the Jewish couple Hermann and Pauline Einstein. In June 1880 the family moved to Munich where Hermann Einstein and his brother Jakob founded the electrical engineering company Einstein Cie. Albert Einsteins sister Maria was born on November 18, 1881. Einsteins childhood was a normal one, except that to his familys irritation, he learned to speak later than most. In 1884 he received some tutoring in order to get prepared for school. In 1885 he started learning to play violin. Beginning in 1885 he received his primary education at a Catholic school in Munich; in 1888 he changed over to the Luitpold-Gymnasium, also in Munich. However, he didnt like his school and†¦show more content†¦From 1909 to 1916 Albert Einstein worked on a generalization of his Special Theory of Relativity. The results of his efforts were published in March 1916 in the paper The Foundation of the General Theory of Relativity. This theory investigates coordination systems which experience acceleration relative to each other and also the influence of gravitational fields to time and space. The Special Theory of Relativity was still intelligible to the average person; this did not apply to the General Theory of Relativity. Due to the relatively small relativistic effects, this theory was difficult to verify experimentally. Einstein predicted the perihelion motion of mercury, the gravitational red shift as well as the deflection of light in a gravitational field. He was convinced that light deflection by the gravitational field of the sun could be observed during a total solar eclipse. After several failed observations of total solar eclipses proof finally came in 1919: On May 29 of that year the English astronomer Arthur Stanley Eddington confirmed Einsteins prediction of light deflection when he observed a total solar eclipse on the volcanic island of Principe in the Gulf of Guinea in western Africa. A second expedition, led by Andrew Crommelin, observed this eclipse in Sobral, Brazil. The official result of these expeditions was announced on November 6, 1919 during a joint meeting of the Royal Society and the Royal Astronomical Society in London. EinsteinShow MoreRelatedThe Contributions Of Albert Einstein1197 Words   |  5 PagesNovember 6, 2016 2nd Period Mrs. Watson Albert Einstein Research Paper There are only two ways to live your life. One is as though nothing is a miracle. The other is as though everything is a miracle. (Einstein). Through Albert Einstein s eyes, everything that exists in the world is a miracle. Einstein s discoveries have proved the science world that the elements which make up the earth are indeed miracles. Albert Einstein is one of the most accomplished mathematicians and scientistsRead More Albert Einstein Essays842 Words   |  4 Pages Albert Einstein Albert Einstein was born on March 14, 1879 in Ulm. He was raised in Munich, where his family owned a small electrical machinery shop. Though he did not even begin to speak until he was three, he showed a great curiosity of nature and even taught himself Euclidean geometry at the age of 12. Albert despised school life, thinking it dull and boring, so when his family decided to move to Milan, Italy, Einstein took the opportunity to drop out of school, only 15 at the time. AfterRead MoreEssay on Albert Einstein985 Words   |  4 PagesEducation The only thing that interferes with my learning is my education -Albert Einstein Albert Einstein was born on March 14, 1879 in Germany to a Jewish couple. While having initial complications with a misshapen head during child birth, he grew normally. However it was commented by Albert Einsteins relatives that he was a little slow. Einsteins lack of intelligent was shown by his late age of learning how to speak. His first formal education (besides the private education he receivedRead MoreThe Life Of Albert Einstein923 Words   |  4 Pages 2015 5th Period The Life of Albert Einstein Albert Einstein, the son of Hermann and Pauline Einstein, was born on March 14, 1879, at Ulm, in Wurttemberg, Germany. Shortly after his birth, his family moved to Munich, where he would begin his schooling at the Luitpold Gymnasium. In 1894, his parents decide to move to Pavia, Italy, but Einstein wanted to finish the school year. He only stayed for six months and then joined his family in Italy. One year later, Einstein took the entrance exam for theRead More Albert Einstein Essay1645 Words   |  7 Pagesmiracle. Albert Einstein was the first child born to Hermann and Pauline Einstein, Jewish, middle-class Germans, on March 14, 1879 at Ulm, in Wurttemberg, Germany. Alberts sister, Maria, was born in November of 1881. They remained close throughout their lives.Einstein and sister 1 The Einstein family moved to Munich in 1880 to start their own business. Albert began his secondary schooling at Luitpold-Gymnasium. In 1894, the family business failed and the family moved to Milan, Italy. Albert stayedRead MoreThe Physics Of Albert Einstein1284 Words   |  6 PagesRobbie Patio BIO 101 Professor Dartley 4/16/15 Albert Einstein Most people know who Albert Einstein is and how great of a physicist he was, yet many aren’t aware that Albert Einstein had not even finished high school! Most would think that a person who doesn’t complete high school is dumb, and lazy. The fact is, Einstein did not complete high school, not because he was dumb or lazy. At the age of 15, he quit high school because he did not agree with the way the teachers taught. He thought that theRead More Albert Einstein Essay678 Words   |  3 PagesAlbert Einstein Einstein was born in 1879 in Germany. When he was a small child he didn’t show any high intelligence. In fact he even took a while to learn how to speak. He was a smart kid but it took a while for people to notice his intelligence. He would ask questions his own teachers couldn’t answer and he even taught himself calculus. He took an entrance exam for Swiss Federal Polytechnic School and failed. He failed but he was still admitted a year later. While doing his regular work heRead MoreAlbert Einstein Essay1763 Words   |  8 PagesAlbert Einstein is looked at as one of the most magnificent scientific thinkers throughout history. His theories on the nature and dimensions of time and space immensely changed the way people thought of the physical world and established many of the major fundamental foundations for a tremendous amount of the our scientific discoveries and inventions in the 21st century. Albert Einstein was born on March 14, 1879 in Wà ¼rttemberg, Germany, into a middle-class Jewish family that owned a small electricalRead More Albert Einstein Essay1047 Words   |  5 Pages Albert Einstein was born in Ulm, Wà ¼ttemberg, Germany, on March 14, 1879. While he was still an infant, the family moved to Munich. Albert’s father was plagued with business failures throughout his life, and after one such failure, he moved his family to Milan, Italy. Einstein was, at first, left behind to finish his schooling at the Luitpold Gymnasium, but he disapproved of this choice, and followed his family to Milan. Albert decided to attempt to skip the rest of gymnasium and tried to passRead MoreAlbert Einstein Essay1119 Words   |  5 PagesAlbert Einstein Einstein, Albert (1879-1955), was one of the greatest scientists of all time. He is best known for his theory of relativity, which he first advanced when he was only 26. He also made many other contributions to science. Einsteins relativity theory revolutionized scientific thought with new conceptions of time, space, mass, motion, and gravitation. He treated matter and energy as exchangeable, not distinct. In so doing, he laid the basis for controlling the release of energy

Summary Of The Land Of Equestria - 1735 Words

Narrator: In the land of Equestria, there lived many ponies together in harmony under the control of the two sisters Celestia and Luna. The eldest one was the loneliest, despite her younger sister for company she still felt empty inside. But, out of all her subjects there was on Pegasus that achieved her attention. His name was Cloud Racer, for he was one to put his heart all in into the things that he does, that is what caught the princesses eye. Fortunately, Cloud Racer had the same feelings for her, he would come up with many ways just to see her, until one day he got tired of making excuses. He went up to the princess and proposed, of course she said yes. After†¦show more content†¦Celestia: yes sweetie they are your little brothers Raspberry: what are their names? Celestia: they both shall be named Blueberry but one will be Blueberry Splash and the other is Blueberry squirt. {oh how they remind me of him} (Scene changes to Raspberry, Berry, and Squirt walking to school (Raspberry age 10, Berry and Squirt age 6)) Raspberry: so how do you two feel about your first day of school? Berry: I’ll be fine I got my books Raspberry: Berry, you know that you can’t always rely on your books. Squirt: I’m kind of nervous Raspberry Raspberry: don’t be, you’ll be fine Squirt *they reach the school* (at lunch) Berry: *is walking around reading a book and runs into another filly* ow! Twi: nnnn *rubs head* Berry: huh? Oh are you ok? Twi: yeah I probably should have looked at where I was walking. Berry: me too, wait were you reading? Twi: yeah where you? Berry: yeah, I kind of read a lot. Twi: me too! Berry: *laughs* so what s your name? Twi: my name is Twilight Sparkle Berry: mine is Blueberry Splash but I like to be called Berry. Twilight: well it was nice to meet you Berry, even though we walked into each other. Berry: yeah. (Raspberry, Berry, and Squirt are walking back home) Raspberry: so how was it? Berry: I met a girl who reads a lot, just like me. Raspberry: that’s nice, it looks like you already made a friend. Squirt: it was sooooooo boriiiinnnnng! Raspberry: Squirt!

Modifying The Conduct Of Professional Military Education Education Essay Free Essays

Education, in the military profession, is the procedure of culturing a individual to the hereafter needs of the administration. This procedure of preparing an person to accommodate the wide-ranging demands of the system is of paramount importance. Airmen of tomorrow will hold to set about operations which are non merely web centric but besides knowledge centric. We will write a custom essay sample on Modifying The Conduct Of Professional Military Education Education Essay or any similar topic only for you Order Now As the universe changes at an unprecedented and speed uping rate, the constructs of war, peace, and struggle merge with each other. Human-centered aid, war against panic, insurgences, and rebellions now occupy the Centre phase for most armed forces. Success in any operation will come from sound preparation and quality instruction. Professional Military Education ( PME ) will play an of import function in guaranting that the IAF theodolites onto a more effectual acquisition environment. Effective PME will play a important function in the effectivity of any contending force in the hereafter. There is frequently confusion in the form in which military instruction should be conducted and the mode in which the officers have to be groomed. IAF requires officers who are educated so that they are able to happen solutions to the battalion of unexpected challenges that are bound to face them in the class of their callings. 2. Education is a uninterrupted procedure. If any organisation does non acknowledge the importance of instruction, it certainly is non germinating. It is a ‘must vision ‘ for an organisation like Indian Air Force to hold its officer cell strong in professional cognition, flexible and turning in idea and imaginativeness. Amidst turning national security challenges, Professional Military Education ( PME ) has to germinate to provide for the demands of a more complex and engineering intensive environment as we head towards our vision of tomorrow. In fact continued and comprehensive instruction plan is indispensable to develop rational abilities amongst officers to set about diverse missions in an intricate security scenario. Purpose necessities of instruction procedure and to give matter-of-fact and practical suggestions to modify the behavior of professional military instruction for officers in the IAF, providing to the complexnesss of future wars. Understanding Education Difference between preparation and Education 4. Training and instruction are two different procedures despite being associated with the similar demands of acquisition. The construct of preparation is usually designed to get specific accomplishments. These acquired accomplishments make a individual more employable and specialized in any profession. Therefore preparation is more specific, more focussed on a peculiar undertaking and is for a limited period of clip. Education on other manus is more wide based and is related to geting cognition and heightening mind. It is a procedure of complete mental and moral development. The methodological analysis of preparation is through specialised classs while instruction is a uninterrupted womb-to-tomb procedure. Another glowering difference concerns the limited range of originative thought and normative methods used in preparation. In the preparation procedure a individual is introduced to right methods go forthing small range for original originative thought. Education, in contrast focal points on making independent minds. Military instruction focuses on the art of war and on developing penetrations on how to contend the wars cleverly. It enables the forces to comprehend future menaces, engage in originative ways to decide struggle, select the right tools and methods, and achieve the coveted consequence. 6. In a complex and fast changing universe, there is demand for a comprehensive, broad ranging and all inclusive educational frame work embracing an academic course of study which trains for the certainty and yet is diverse plenty to be able to educate for uncertainness. Need for a alteration in Education Pattern 7. Rapid progresss in engineering and easy handiness of information dictate a serious reconsideration into the mode in which military instruction is conducted. Technology has revolutionized modern war combat. Basically what it means is easy entree to knowledge and in general an addition in cognition. In the yearss to come the full art of war combat will acquire engineering driven at an even faster rate thereby increasing the necessity to educate and intellectually equip officers to maintain gait with this alteration. In simple footings, officers will hold to possess necessary rational accomplishments to manage machine-controlled systems and work the overplus of information in the battleground. In any instance newer capablenesss would intend newer functions which will necessitate specialised accomplishments and above all a mentality to alter. A good structured educational form will play a important function in fixing officers to understand and confront these challenges. Military offic ers will necessitate particular accomplishments to believe, understand and show the effects of modern engineering. Importance of Critical thought 8. The profession of weaponries nowadayss legion occasions where officers are confronted with diverse and complex jobs. Teaching good thought solutions may assist officers get the hang some of these jobs. However, the cardinal prevarications in critical thought which provides the tools for happening specific solutions for a battalion of unfamiliar jobs. Critical thought pertains to the ability to measure information and mental idea processes in a structured mode. The implicit in rule is to be able to buttockss and understand information more comprehensively. In short it is all about doing the right judgement. PME in the IAF needs to advance critical thought so as to enable officers to get at rational and good reasoned determinations. A critical mind should be able to sift through overplus of informational inputs available to him and descry precisely what is unlogical and irrational. It is indispensable to provide for the extremely intricate and unstable nature of environment that the officers face presents. PME within the IAF needs to make full up nothingnesss created by deficiency of formalistic instruction for developing critical thought. To get down with there is demand for a vision in this field. Appropriate academic course of study and specialised classs can thenceforth be defined. The academic plan designed should advance believing accomplishments which remain unschooled in other educational classs. Thereafter, IAF can travel on to develop non traditional methods to absorb critical thought accomplishments in its officer cell. Web-based collaborative acquisition environments can be efficaciously utilised to educate officers utilizing simulations of modern-day military jobs. PROPOSED MEASURES FOR INTELLECTUAL DEVELOPMENT 9. One of the most ambitious undertakings of a well planned PME plan is to bring forth inventive, advanced, adaptative and critical thought officers. The cardinal prevarications in following an educational plan which targets rational development and in a go oning mode. Some methods of guaranting overall rational growing are as given below: – Comprehensive Educational Framework. PME templet has to be complete in all respects in order to provide for comprehensive rational growing. This would connote taking and aiming the right topics at an early phase of an officer ‘s service calling. Most bing PME plans in IAF trade with basic professional and service specific topics and deficiency range for rational growing. In current scenario IAF is likely to be involved in a broad spectrum of operations including transnational operations necessitating all officers to hold an in deepness apprehension of complex topics such as Strategy, International Relations, Geopolitics, International jurisprudence, Economics and Military operations. These topics need to be introduced and taught from an early phase of an officer ‘s service calling so as to develop appropriate consciousness and consciousness right from the beginning. PME plans soon target limited transverse subdivision of officers and are non crossing the full service call ing. In-service classs in the IAF have been classified as mandatary, desirable and need based classs. While basic classs such as BASCO, ISCO, APKC and the Air staff Course are compulsory for all officers, there are other classs such as LDMC, HDMC, Higher Command, NDC etc which are merely desirable or need based and non done by all officers. Education is an indispensable tool for officers at all degrees of senior status. IAF may even believe of outsourcing military instruction and promote officers to avail survey leave and take up educational classs in civilian universities or with professional institutes abroad. Any signifier of pursuit for higher instruction should non be a hinderance to career promotion, but alternatively should be complementary and compulsory to career patterned advance. Most in service classs have now been made assessable and contribute to career patterned advance at least at the junior degree. Assessment in classs will merely give scholarly end product and may non needfully give out the existent rational degree of an officer. In any instance appraisal should ne’er be ultimate the purpose of any signifier of instruction, alternatively it should be rational development. PME should be compulsory for all degrees of officers, merely the demands at each phase should change. Some idea besides needs to be given to the sort of module we employ for carry oning PME. Often majority of our instructors come from within the service and may non possess needed educational experience or professional instruction accomplishments. Specialized topics would necessitate experient instructors who are non merely qualified but besides competent. Adapting Educational Programs to accommodate contemporary conditions. Security environment in the universe and within the state has changed over the old ages. Indian military readiness has changed from being simply Pak centric to modern twenty-four hours concerns like internal security, procuring our maritime boundary lines, international terrorist act, cyber warfare and atomic issues. PME besides needs to alter as per the demands placed on the present twenty-four hours IAF officer. Academic plans need to be diverse plenty to fix IAF officers non merely for tactical operations but besides strategic and operational degrees of operations. In simple footings, PME must fit IAF officers with suited academic abilities to cover with current jobs and besides remain relevant to the drawn-out functions. Adequate clip for Assimilation. All instruction plans have to be focussed to guarantee maximal assimilation, cognition augmentation and enhanced apprehension. Towards this IAF must follow educational waies with good spaced out academic course of study. Education is a womb-to-tomb procedure and can non be enforced. Alternatively there is a demand to foster and inflame quest for cognition. Assorted larning methods could be adopted changing from distance larning to net enabled acquisition bundles. Scenario based practical acquisition methods and determination simulations can be used to polish larning experience. Besides the content, equal thought demands to be given to manner in which the instruction will be conducted. Often unequal clip and deficiency of focal point by the administration towards educational plans tend to set off a scholar. The current distance larning plan implemented for junior officers in the IAF is an illustration. In short IAF has to hold a vision Any sort of PME p lan in IAF must guarantee dedicated learning clip for officers. Education for life. The service life of an officer can be loosely categorized into different phases of development get downing from the clip he joins the service to the clip of retirement. At each phase, the type of mental training and instruction demands are specific yet interlinked. A comprehensive educational plan with ample deepness and comprehensiveness has to be defined for the full service calling of every officer. Learning has to be broad ranging, wide based and uninterrupted. The different phases are: – Early Stage ( till 6 old ages of service ) . This is the most important phase of mental training and doubtless the most of import period in an officer ‘s calling. This phase lays the foundation for all subsequent rational growing. Education during this period should chiefly be concerned with professional topics with an purpose of fixing a sound professional. Apart from this educational plans could besides be utilized to transfuse a strong sense of pride in state and service, chumminess and espirit-de-corps. Complex topics such as leading, direction, moralss, scheme and international dealingss need to be introduced at this phase in order to foster a thought head at a ulterior phase. Availability of clip is frequently a restraint to effectual execution of any sort of educational plan at this phase and at that place has to be a balance between professional preparation activities and educational plans supplying rational growing. Phase II. This phase is from 7 to 18 old ages of service. The officer in this phase must be educated in nucleus competences of professional activities. Career patterned advance usually is the focal point during this phase. The officer must be encouraged to hone his planning and executive accomplishments. The traits that need to be watched are over assurance and misplaced sense of accomplishment. Educational focal point should now get down switching from service-specific proficiencies to joint operations. Once once more accent has to be on developing a thought head. Self acquisition has to be encouraged and rewarded. Phase III. Stage III is from above 18 old ages of service. During this phase an officer gets a opportunity to command an independent unit and goes on to work in assorted bid and staff assignments. Good cognition of executive maps, effectual fiscal, stuff and human resource direction are some important demands at this phase. In add-on educational plans have to transform selected officers into strategic analysts and advisers. Military officers in this class have to maturate as military leaders with a balanced, unfastened and academically complete head. Quest for instruction has to be promoted by promoting doctorial and Masterss ‘ grades in strategy-related subjects at reputed civilian universities both within the state and abroad. Encouraging Critical idea. Problem work outing and critical thought accomplishments have become necessary for all classs of officers and non merely for senior Air Force officers. Critical thought is an country that needs to be consciously addressed in PME plans. Blending Education with experience. In this context, the demand for instruction and experience are critical to the officers in the hereafter environment. The modern defense mechanism scheme demands us to keep a combat capableness across the full spectrum of struggle and we must make so in an environment of decreased resources being available for purchase of new high engineering equipment. As good, the choice of what high engineering equipment is to be purchased will go more of import as we try and maintain interoperability with Alliess in the hereafter. Finally, there is a demand to put a new construct of what it means to be a thought soldier. What is needed is non soldiers advised by bookmans – but instead soldier-scholars, or soldier-linguists, or soldier-social scientists, at appropriate degrees. Decision Education of officers within the IAF is a critical and cardinal investing. Any educational plan is borne out of experience over the old ages. It is an germinating procedure, which changes from clip to clip, maintaining the complexnesss demands of the administration in head. The quality of PME within the service will specify The human resource policy on manpower use Sept 2010 ( Jaspreet Singh ) Wg cdr How to cite Modifying The Conduct Of Professional Military Education Education Essay, Essay examples

The Moral of Shakespeares Romeo and Juliet Essay Example For Students

The Moral of Shakespeares Romeo and Juliet Essay Romeo and Juliet is one of the most well known and greatest of love stories. Shakespeare wrote this play with a didactic purpose in mind to prove that nothing good can come from revenge. This play shows how only pain and suffering can come from revenge. Shakespeare uses very powerful language to reinforce that lesson. Shakespeare brings to the attention how revenge always ends in tragedy and Romeo and Juliet is one of the most famous tragedies to date. The tragedy is of the two star-crossed lovers whose destiny from the start was cursed, they both lived on opposing, sides of feuding households, The Montagues and the Capulets. The prologue of Romeo and Juliet gives us an insight as to what is going to happen in this play. This prologue tell us of a young girl who falls in love with an older boy. The older boy is on the opposing side to her feuding family, but she has no regrets. Deny thy father and refuse thy name. Or if thou wilt not, be but sworn my love and Ill no longer be a Capulet. The couple then get married in secret. But Juliet is supposed to be wed to another man, a wealthy man, the county Paris, but Juliet does not want to be married to Paris as she has already been wed to Romeo Montague. But their love from the start was already doomed. Their marriage ended with the two lovers dead and the death of three others, Mercutio, Romeos best friend, Tybalt Juliets cousin and the county Paris. After all these loved ones die the parents of both of the feuding families then put everything behind them. Doth with their death bury their parents strife. Shakespeare adds a lot of emotion in to the ending scenes building up suspense as to weather Juliet will wake up before Romeo takes the poison. But adds a lot of sadness when Juliet finally commits suicide and her parent s are told. The Prince makes a speech to the old Lord Capulet and Montague in this speech he threatens the two households for their terrible behaviour and all the fighting and all the disturbance they have caused to the citizens of Verona. He also calls them beasts. Will they not hear? What ho, you men, you beasts. Beast to me is a symbol of a nasty, bloodthirsty animal, so this I think this is what the prince is trying to get across to them. In the princes speech there is a lot of powerful language and he also uses a lot of comparisons. With purple fountains issuing from your veins. He seems to me a very proud prince and a very authoritive person and doesnt like the thought of Veronas citizens lives being put at risk. Tybalts vicious reaction towards Romeo is very violent, he knows that Romeo is a Montague. Tybalt is very proud of who he is and the honour of being a Capulet. He recognises Romeo by his voice and doesnt care about the party he feels as though Romeo is trying to antagonise him. So Tybalt wants to kill Romeo. Now by the stock and honour of my kin, To strike him dead, I hold not a sin. Tybalts Uncle Lord Capulet had to stop him from doing something he would regret. Content thee gentle coz, let him alone. My grave is likely to be my wedding bed means to me that when he is married he is more likely to be dead. He is more likely to be dead because of the feuding going on around Romeo and also Tybalt seeing him at the party. Romeo also said My life were better ended by their hate, then death prorogued wanting of thy love Which means hed rather die now then live without his love Juliet . Tybalt s violence towards Romeo and Romeo and Juliets sonnet are both very different Tybalt uses angry, violent words whereas In Romeo and Juliets sonnet they use comparisons to diamonds, stars and light in general t seems she hangs upon the cheek of night. Romeo also talks of Juliets beauty. So shows a snowy dove trooping with crows. .u9b5bf0d3b8e3485ee751cbd327fb8bea , .u9b5bf0d3b8e3485ee751cbd327fb8bea .postImageUrl , .u9b5bf0d3b8e3485ee751cbd327fb8bea .centered-text-area { min-height: 80px; position: relative; } .u9b5bf0d3b8e3485ee751cbd327fb8bea , .u9b5bf0d3b8e3485ee751cbd327fb8bea:hover , .u9b5bf0d3b8e3485ee751cbd327fb8bea:visited , .u9b5bf0d3b8e3485ee751cbd327fb8bea:active { border:0!important; } .u9b5bf0d3b8e3485ee751cbd327fb8bea .clearfix:after { content: ""; display: table; clear: both; } .u9b5bf0d3b8e3485ee751cbd327fb8bea { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9b5bf0d3b8e3485ee751cbd327fb8bea:active , .u9b5bf0d3b8e3485ee751cbd327fb8bea:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9b5bf0d3b8e3485ee751cbd327fb8bea .centered-text-area { width: 100%; position: relative ; } .u9b5bf0d3b8e3485ee751cbd327fb8bea .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9b5bf0d3b8e3485ee751cbd327fb8bea .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9b5bf0d3b8e3485ee751cbd327fb8bea .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9b5bf0d3b8e3485ee751cbd327fb8bea:hover .ctaButton { background-color: #34495E!important; } .u9b5bf0d3b8e3485ee751cbd327fb8bea .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9b5bf0d3b8e3485ee751cbd327fb8bea .u9b5bf0d3b8e3485ee751cbd327fb8bea-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9b5bf0d3b8e3485ee751cbd327fb8bea:after { content: ""; display: block; clear: both; } READ: Macbeth remains a shakespeare EssayRevenge can be sweet but has a bitter taste! Act 3 scene 1 is the pivotal point of the play, two die and Romeo is banished for seeking vengeance for Mercutios death. Mercutio is a hotheaded man and has a way with words. Good king of cats, nothing but one of your nine lives, that I mean to make a bold withal, and as you shall use me hereafter dry-beat the rest of the eight. This is what he said to Tybalt before they fight. This fight wouldnt of happened if Romeo hadnt of gone to the Capulets party, Tybalt saw him there and his pride got the better of him. Tybalts uncle Lord Capulet had to stop him from breaking out a fight right in the middle of the party. Now by the stock and honour of my kin, to strike him dead I hold not a sin. Why how now my kinsmen, wherefore storm you so . Tybalt is still furious about Romeo even daring to go to the Capulet household. He finds Mercutio and this is were the fighting begins. Benvolio say to Mercutio By my head here comes the Capulets and Mercutio replies By my heel I care notWhile Juliets cousin and Romeos best friend are brawling in the streets, Romeo and Juliet are married in secret . Romeo arrives at the fight scene and tries to make-a-mends with Tybalt , but Tybalt thinks Romeo is a coward. Romeo did not want to fight Tybalt because he has just married Tybalts cousin Juliet and they are now family but he cannot tell Tybalt. Romeo the love I bear thee can afford no better term then this thou art a villain. Tybalt, the reason that I have to love thee, doth much excuse the appertaining rage to such a greeting: villain am I none. Therefore farewell, I see thou knowst me not, Tybalt attacks Romeo and faithful Mercutio comes to his aid and is stabbed by Tybalt and soon after dies. I think Mercutio is very brave on his death bed and still comes out with smart remarks. Ay, ay, a scratch, a scratch, marry tis enough. It may have looked like a scratch but it certainly wasnt. Mercutio knew he was going to die I know this because he said ask for me tomorrow and I shall be a grave man. Romeo must have been distraught his best friend killed by his worst enemy, this is why Romeo killed Tybalt in a furious attack, Romeo is only banished for his actions by the prince because it was revenge for killing Mercutio. Act 3 scene 5 is a scene that offers striking dramatic contrasts. Romeo is banished by the prince and spends his last night with his secret wife Juliet but little do they know that it will be the last time they ever see each other again. When daylight comes Juliet hears the lark but questions weather it is the nightingale but Romeo tells her that it is the lark they heard. It was the nightingale, and not the lark, It was the lark, the herald of the morn. Romeo does not want to leave but has been banished and has to leave for Mantua, so Juliet says to Romeo, Then window let day in, and life out. This means let the daylight in and let Romeo climb out, so not to be seen by the guards. Romeo replies Farewell, farewell, one kiss and Ill descend and upon those words Romeo leaves. Juliets mother is cold and is more like an evil stepmother than her real mother, Juliets nurse brought her up from when she was really young and is more of mother figure to Juliet. Juliets mother wants her to be wed to a nobleman the county Paris Juliet at first would like o meet Paris but then meets Romeo and changes her mind. I think the only reason jolliest mother wants her to be wed to Paris is for his wealth and her mother wants Juliet to be wealthy but I also think she wants to gain some of this wealth. Jolliest father has a furious confrontation with Juliet when she tells him she wont marry Paris, it seems to me he feels that Juliet is mocking him like shes throwing everything he has given her back in his face. He confronts her with all this anger because think he needs to be the authoritive one in the family. Thank me, no thankings, nor proud me no prouds, To go to Saint Peters church, or I will drag thee on a hurdle thither. Juliets nurse seems good to her in the start but she then sees Juliet with Romeo and changes her mind and tells Juliet to marry the county Paris I think it best you married with the county O hes a lovely gentleman, Romeo is a dishc lout to him: an eagle madam. .u2605501c9ff409fe482949ed26ae5b4a , .u2605501c9ff409fe482949ed26ae5b4a .postImageUrl , .u2605501c9ff409fe482949ed26ae5b4a .centered-text-area { min-height: 80px; position: relative; } .u2605501c9ff409fe482949ed26ae5b4a , .u2605501c9ff409fe482949ed26ae5b4a:hover , .u2605501c9ff409fe482949ed26ae5b4a:visited , .u2605501c9ff409fe482949ed26ae5b4a:active { border:0!important; } .u2605501c9ff409fe482949ed26ae5b4a .clearfix:after { content: ""; display: table; clear: both; } .u2605501c9ff409fe482949ed26ae5b4a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2605501c9ff409fe482949ed26ae5b4a:active , .u2605501c9ff409fe482949ed26ae5b4a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2605501c9ff409fe482949ed26ae5b4a .centered-text-area { width: 100%; position: relative ; } .u2605501c9ff409fe482949ed26ae5b4a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2605501c9ff409fe482949ed26ae5b4a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2605501c9ff409fe482949ed26ae5b4a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2605501c9ff409fe482949ed26ae5b4a:hover .ctaButton { background-color: #34495E!important; } .u2605501c9ff409fe482949ed26ae5b4a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2605501c9ff409fe482949ed26ae5b4a .u2605501c9ff409fe482949ed26ae5b4a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2605501c9ff409fe482949ed26ae5b4a:after { content: ""; display: block; clear: both; } READ: The events of Romeo and Juliet take place in the space of one week EssayParis thinks Romeo has come to destroy Juliets tomb and cause havoc, can vengeance be pursued further than death. Paris thinks Romeo has come to continue on with the feud and cause more pain to the Capulets. Romeo and Paris then fight ad Paris is slain and asks Romeo O I am slain, if thou be merciful open the tomb, lay me with Juliet Romeo then takes his own life and Juliet awakens and sees her love dead so kills herself with Romeos dagger. Shakespeare brings the prince to investigate the scene and he seems to sum up the whole play in the ending lines. Where be enemies? Capulets, Montagues? See what sc ourge is laid upon your hate! That heaven finds means to kill your joys with love. Shakespeare has taught us through this didactic play not to seek revenge as nothing good can come from it. As shown in this play five young nobles die and a lot f the princes kinsmen during the families brawls. This play also shows us of two young lovers who fall for each other and it ends in tragedy with the two lovers dead.

English as a Communication Language

Overview The speaking and writing of English as a communication language is now widespread with all the world continents well represented in most countries. Hence, it has grown to be a vital tool of communication on a global scale. The advent and advances made in the field of technology such as the invention of information tools namely internet, electronic mail, fax and telephone has accelerated the use of English language by far and wide.Advertising We will write a custom essay sample on English as a Communication Language specifically for you for only $16.05 $11/page Learn More People from various backgrounds and all walks of life seem to be embracing the use of English in their day-to-day lives. In addition, it is quite evident that the form in which most scientific-based data is stored and retrieved is in form of English. Specifically, it is also profound to note that over 80 percent of stored data has been expressed in English (Jenkins, 2002, p.90). The past four centuries or so has also witnessed growth and spread of English language to an extent that is has infiltrated in locations where it is not an original mother tongue in spite of the frequent usage. Hence, it is highly likely that English speakers in the outer circle definitely outnumber those in the inner circle. In this respect, the outer circle implies the English speakers who reside on the Diaspora and were once colonised by Britain while the inner circle are speakers reside in Britain and uses English as their mother tongue (Jenkins, 2006, p.166). One interesting thing to note that is that those who use English in the outer circle as a medium of communication have customised the language in order to fit the local cultural, institutional and professional needs. In other words, they have become Englishers in a variety of way as far as the language is concerned. In fact, this is the origin of such terminologies like Kenyan English, Malaysian English, U.S English and s o on. Nevertheless, countries that belong in the Expanding Circles category have undoubtedly experienced vast growth in English language. Case examples include Continental Europe, Brazil, Thailand, Japan and China. In spite the widespread use of English the aforementioned countries, it is probable that the institutional functions of the language are not heavily felt in a similar way it is being experienced in learning institutions right from primary, secondary to tertiary institutions (Deterding Kirkpatrick, 2006, p.396). The reason behind this is the fact that English has been considered for long as a foreign language in the Expanding Circles and therefore only suitable as an official medium of communication with the native English speakers.  However, times have passed when English language was merely learnt and used for the sole purpose of communicating with the original speakers.Advertising Looking for essay on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is currently being used, both socially and professionally, as a lingua franca and an inevitable tool for interacting with all and sundry. This paper will compare and contrast the various spoken World Englishes with English as a Lingua Franca as well as deliberate on the merits and demerits of adopting the different frameworks in both the written and spoken English. Finally, the paper will offer an incisive look into the art of teaching English as a Lingua Franca in classrooms and whether it should be embraced or not. Comparison of World Englishes with English As already mentioned the native English language has transcended borders and adopted by various non-English speakers as a mode of communicating with those whose mother tongue is English. Needless to say, the language has been made familiar in various social and cultural backgrounds and is consequently being used as a global language, better referred to as the lingua franca of the world. Peop le from mixed backgrounds can now communicate with ease through English in spite of the fact that the language has been ‘personalised’ in an attempt to fit the local needs. Nonetheless, the emerging area of debate by most linguistic scholars in as far as qualifying English as a lingua franca is whether the native speakers of English can linguistically fit into the myriad of English hybrids that has been borne out of necessity. Some critics believe that the integration of English as a lingua franca, by far and large, excludes the native speakers who may not change their language tastes and preferences for the sake of non-native speakers.  Due to divergent points of view on whether English language can be treated as a lingua franca or not, then it is imperative to first of all explore the different possible features that may perhaps, qualify English language as a lingua franca. There are two major forms that have been considered in the study of English as a lingua franc a. These are phonology and lexicogrammar. In the latter case, the third person is zero marked with –s in the present tense. It is most commonly used by the East Asian speakers of English language as lingua franca. According to the lingua franca perspective, the zero marking of the third person-s is often considered to be mistake of omission. It is unanimously agreed that the inclusion of –s is a mistake common among the non-native speakers and for a long period now, this form of linguistic failure is being corrected with the need to harmonise the world Englishes with the native one (Jenkins, 2002, p.88).Advertising We will write a custom essay sample on English as a Communication Language specifically for you for only $16.05 $11/page Learn More The problem associated with the use of unilateral idioms in ordinary conversations is a similar feature in both the native and non-native speakers of English. This has been found to be the major cau se of intelligibility especially among English speakers in the Expanding Circles. Although both the native and non-native speaker will definitely understand each other when communicating, the introduction of unilateral idiomatic expressions may indeed be a challenge to the other speaker who does not understand the underlying meaning. Nonetheless, we may make a perfect assumption that idiomatic expressions that are used in Britain or America do not cross the borders to locations where English is used as a lingua franca with customised meanings and applications. In some cases though, idiomaticity has been a major cause of concern among the Outer Circle group of non-native speakers. In terms of phonology, most non-native speakers have found themselves in a tight situation whereby they are not in a position to linguistically use the right accent as expected by the original norms in English speaking. Indeed, there are certain aspects of pronunciation in native English that cause gross in telligibility in the usage of English as a lingua franca. A case in point is the regular use of feeble formats of English language alongside other language elements that may affect understanding communication between two or more parties (Smit, 2010, p.43). For instance, assimilation and elision of parts of speech may notably affect the pronunciation of spoken words. Although patterns in pronunciation is usually a marked difference between English as a lingua franca and the native English language, it may not necessarily be used to completely refute the fact the non-native speakers can also use perfect English in a skilled way just like their native counterparts. Similarities and differences Can English lingua franca speakers be reliable in the use of English language for communication? Perhaps, this is part of the debate we should roll in even as we move towards investigating whether world Englishes can be taught in classrooms. Recent research on the use of English as lingua franca clearly demonstrates that the non-native speakers who are also regular users of English can indeed be skilful in the use of English language (Jenkins, n.d, pp.43-44). They are equally developing their norms that do not seriously diverge from the norms in native English but seems to follow native formats with slight deviations. At this point, another difference emerge among the lingua franca speakers who may not be thoroughly proficient. For instance, it has been found out that the lingua franca English speakers are broad-based in their use of English language as a mode of communication.Advertising Looking for essay on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Unlike in the application of purely British or American English, the lingua Franca is able to accommodate a wide array of various World Englishes without being too restrictive on only type (Deterding Kirkpatrick, 2006, p.397). It is against this backdrop that the non-native speakers who have acquired the requisite skills and knowledge in English as lingua franca have a higher probability of interacting with a bigger linguistic society compared to the native speakers who are strict on a single traditional norm value in original English. Definitely, supporting argument that can be put forward is the fact that like any other language across the world, English has undergone significant structural transformations over the centuries.  The integration of world Englishes in the daily use across various locations on the globe is indeed a consequence of the changing nature of what used to be known as Standard English (Jenkins, n.d, p. 44). The number of non- speakers is currently far much beyond that of the native speakers with the growth being experienced especially in the Diaspora. Another interesting revelation, which is also a marked difference between the standard English and that of lingua franca is that unlike in native English, users in different locations are switching to other forms of English (which is of course not standard) that they can not only use easily, but also interpret and understand in a less complicated way. It is definite then that the standard British English has for a long time posed myriad of difficulties in usage owing to complicated structure. As a result, various English lingua franca speakers have opted for easer formats that they can quickly assimilate while at the same time communicate successfully with other parties. However, inasmuch as changes in the standard native English may be inevitable, there is still the need of keeping some standards to rules governing sentence structure, pronunciation, orthography, lexis as well as grammar since the language may not be prescribed in any format if it is to quench the linguistic thirst of interacting with the world at large (Smit, 2010, p.43). The native English has quite a number of differences that emerge on the surface usage as compared to the English as a multiple of world languages. Better still; the concept of Standard English may be quite a challenge to fully define as a separate entity to English as a lingua franca. One of the presumably marked differences is that Standard English strictly adheres to the conventional rules of grammar and vocabulary. Beyond this characteristic of Standard English is a mere debate on the so-called superiority of the language especially in regard to how it is held in high esteem in the Cradle land. But even so, it is still worth to mention that regions that have using world Englishes, of course with the exception of a few, still adhere to the basic an sometimes advanced rules on the style, pronunciation and grammar use. Countries within the Outer Expanding Circle bracket still face the unending challenge of which English model they can use in classroom teaching to deliver content. Mostly likely, the debate on the language suitability for classroom renditions has persisted for long due to more focus being shifted more towards ideological and political grounds rather than on matters related to education. Precisely, ideological interests have taken centre stage with some theorists arguing that the seemingly coercive use of Standard English is a plot by the Anglo-Americans to advance their political and social interests across the world as a means of seeking for supremacy through proxy linguistic control and imperialism. On the other hand, there are those who hold a different opinion in the sense that it is upon the consumers of English to choose the model of English they prefer most as a medium of communication. Hence, the exonormative speaker model is considered to be a striking the balance at this point. This aforementioned model can be readily influenced in situations where international publishers find it profitable or a lucrative commercial venture to publish books and other learning materials that using an English model that is highly favoured in the given region (Deterding Kirkpatrick, 2006, p.394). In most cases, the native model is preferred by most publishers since such materials can easily secure international markets. However, this does not imply that publishers’ preference dictates the English model that can be introduced and taught in classrooms. Advantages and disadvantages To begin with, native English tends to maintain the most up-to-date English structure, both spoken and written. Hence, native English provided a robust framework and foundation especially for beginners in the learning of English language. Such a strong language platform is indeed advantageous in the sense that it offers the learner an early opportunity to experience the real patterns, tone and st ructure of the language, a foundation that cannot be easily weakened at any point of the learning process. Additionally, it is also a merit for learners who have an intent desire to go deeper in terms of interacting with native speakers and understand their in-depth linguistic culture. Although there is nothing strange with this English learning model, it should be note that such learning needs only caters for a small fraction of English speakers especially in the Outer and Expanding Circle regions (Jenkins, 2002, p.89). Countries found in this category mainly comprise of English learners who are largely interested with gaining basic language skills and competences so that they can be able to exchange communication with their acquaintances. A codified native speaker standard is also presumed to be advantageous in the sense that it ascertains comprehensibility at the international level. To some, various mutually unintelligible languages will be developed when nativized variety is em braced. Hence, it is not possible for different dialects of English to be developed with this case in point, and therefore it is more linguistically profitable to adopt it in classroom deliveries. For the codified speaker standard of English, the likely beneficiaries are those who already speak the native speaker variety. Moreover, the English community in the Outer and Expanding Circle countries will reap more advantages with use of this form of English, although it is not totally obvious or definite whether such an outcome is possible in all scenarios. Teaching world Englishes and English as a lingua franca There is less international intelligibility in the nativized variety of English compared to native speaker varieties. Thus, any English classroom should not target performance based on native or Standard English standards since embracing such a case will be a false premise (Guido, 2008, p.37). It is also likely that the native British English is stress-timed and may discourage learners from gaining the full advantage of English as a language irrespective of the model used. For the native speaker norms, it has been found that the local teachers of English find it difficult to cope with the extremely high demands and expectations of the native speaking norms and as a result, they are disregarded. The subsequent reaction is a teacher of English language who is not respected as well as lacks self confidence. Native students, too, find it difficult to cope with the accent of the teacher and sometimes fail to attain the learning objectives set out in the syllabus (Deterding Kirkpatrick, 2006, p.396).  While the historical authority is provided for by the native speaker model of English, it is integral to note that standards, codification and power are all linked to this advantage. The fact that the native speaker varieties of English have a history and that they can be codified does not imply their utmost suitability for all groups of English learners. It is vital to note that there is a wider regional diversity of language use and speech in Old mother countries than the colonial giants that saw their birth. Although history and variety are inseparable and indeed important when creating one another, it should be noted that codification is not a necessity in variety or language. This can also be emphasised by the very changing nature of any language in which English is not an exception. It is also against this backdrop that classroom teaching should not merely rely on native speaker model but also embrace the various parts of the world Englishes as a way of exhibiting growth and variety (Kirkpatrick, n.d, p.79). Moreover, the changing nature of English language itself without the interference of the English learning and speaking societies, has injected new ideas on how the language can be made better as a tool of communication not just locally but also across national boundaries. In simple terms, although use of English as a lingua pres ents much challenge especially among the native speakers, it is onerous to point out that classroom teaching will equally benefit from a medium of communication that is liked and enjoyed by both pupils an teachers. Besides, it will provide a habitable ground for growth of English as a lingua franca since teachers (who are not native speakers but teaching in native speaking countries) will no longer lose their morale as a result of being looked down upon by native speakers(Mair, 2003, p.71).  To date, there is a vivid gap that exists between English speakers who belong in the Outer and Inner Circles. The problem is that the non-native speakers have been identified as relatively lax in identifying with the inner circle group. Worse still, they are unable (those in the Outer Circles) to pursue the exonormative variety norms, an experience common in the Inner Circle. If such a theory on the difference between world Englishes and Standard English is anything to go, then it is high time the language policy was revised to cater for the growing language gap and preferences between the natives and non-natives (Kirkpatrick, 2010, pp.30-31). By fact, the most ready and perhaps vital way to achieve this undertaking is by fully embracing the teaching of English language in whatever form that do not significantly deviates from the conventional English. It is also profound to note that the sociolinguistic reality of the world Englishes itself does not in any way, identify with the norms of native English speaking. What is of great importance even as we propose the teaching of lingua franca English in classrooms is that the latter assists not just in the growth of this renown world language, it also puts in place a platform through interested learners can be equipped with the necessary tools to be able to communicate as well as interact with the world with much ease. To say the least, one of the most outstanding quality in any language is the ability to understand and appre ciate the disseminated speech, whether written or verbal. If world Englishes are able to accomplish this broad mission, then it is of no use to restrict the delivery of classroom content using English prefabricated in the Diaspora.  Another holistic experience that can be gained from Englishes of the world is the bilingual platform advantage. The main weakness, so to speak, of nativity in English language is the open-end bias (Mair, 2003, p.88). This has been demonstrated on the phrase that is becoming common, the linguistic imperialism. As an umbrella label, the term World Englishes has been used to describe the various approaches used to analysis the different forms of English language that have been adopted in different parts of the world. There are quite a number of interpretations that can be given to this term, this being just one of them. However, the emerging forms of English in regions such as the Caribbean, Asia and Africa have also been put under the umbrella of World E nglishes. Although this is being considered as a narrow scope of describing the terminology, the latest application of the term has largely inclined towards this definition. Unfortunately, the second definition has been used in a derogatory manner by the English language imperialists, a phenomenon that has impeded classroom teaching using World Englishes (Bhatt, n.d, p.35).  Emphatically, it is paramount to reiterate that the main reason why learners will go through the process of equipping themselves with skills and competences of the English language is to be able to exchange communication with other non-native speakers. After revisiting each of the available models that have been hitherto put forward, it is definite that the lingua franca model clearly stands out as the most applicable English language framework that can be used to enlighten learners who desire o learn the language basics. One outstanding advantage of using the lingua franca model is that it does not lie within any of the extremes namely a unilateral and autocratic model or the rigid ‘correct’ norms as outlined in the Standard native English. Nonetheless, teachers and learners may still be compelled to rely on either nativized of native speaker models if they are not fully provided with sufficient discussion of lingua franca model. At this point, we are not attempting to refute the fact that the other two models are null and void as far as the advancement of English language is concerned.   The major disadvantage of the two models is that they only appeal to a smaller group of learners, which imply that the large group do not benefit at the expense of a few. Should this be the case especially in a classroom set up where the majority of learners are non-native speakers, then it goes without saying that adopting English as a holistic medium of communication in its lingua franca format is the way to go if all and sundry are to benefit.  Finally, cultural inappropriacy is als o a common shortfall especially with the nativized model of learning English. References Bhatt, R.M. n.d. Expert Discourses, local practices and Hybridity: The case of Indian Englishes, Urbana: University of Illinois Press. Deterding, D Kirkpatrick, A. 2006. Emerging south-east Asian Englishes and intelligibility, Word Englishes, 25(3/4): 391- 406. Guido, M.G. 2008. English as a lingua franca in cross-cultural immigration domains, Postfach: international academic publishers. Jenkins, J. A. 2002. Socio-linguistically Based, En1pirically Researched Pronunciation Syllabus for English as an International Language. Applied Linguistics, 23(1): 83 103. Jenkins, J. 2006. Current Perspectives on Teaching World Englishes and English as a Lingua Franca, TESOL Quarterly, 40(1)157-181. Jenkins, J. n.d. Exploring Attitudes towards English as a Lingua Franca in the East Asian Context. Global Englishes in Asian Contexts: Current and Future Debates, Basingstoke: Palgrave Macmillan. Kirkpatrick. A. 2010. English as a Lingua Franca in ASEAN: A Multilingual Model, Hong Kong: Hong Kong University Press. Kirkpatrick, A. n.d. Which model of English: Native speaker, Nativzed or lingua Franca? Perth: Curtin University of Technology Press. Mair, C. 2003.The politics of English as a world language, New York: Rodopi B.V. Smit, U. 2010. English as a Lingua Franca in Higher Education: A Longitudinal Study of classroom discourse, New York: Walter De Gruyter. This essay on English as a Communication Language was written and submitted by user GitHoskins to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Communication Ethics

Ethics has to do with the gray areas in our lives. When moral decisions are black and white, knowing what we should do is easy. We may not live up to our convictions all the time, but there’s no question in our mind what we ought to do. The ethical theories outlined in this chapter offer guidance on how to communicate with integrity in each situation. All but the final theory fit into one of three distinctive approaches to moral decision making. The first two theories look at the consequences of behavior. Can a lie end up doing good or preventing harm? The next three theories focus on the rightness of an act regardless of whether or not it benefits the people involved. Is falsehood ever fair or just? Is it always our duty to be honest? The next group of three theories concentrates on the inner motives and character traits that make a person moral. Is the desire to tell the truth a virtue? The final theory raises the possibility that men and women could (and perhaps should) have separate ethical standards. ETHICAL EGOISM: EPICURUS Cynics maintain that people care only about themselves, that everybody is looking out for number one. Ethical egoists say that’s the way it ought to be. Everyone should promote his or her own self-interest. The boundaries of an egoist’s ethical system include only one person. Writing a few years after Aristotle’s death, Epicurus defined the good life as getting as much pleasure as possible: "I spit on the noble and its idle admirers when it contains no element of pleasure."1 Although his position is often associated with the adage "eat, drink, and be merry," Epicurus actually emphasized the passive pleasures of friendship, good digestion and, above all, the absence of pain. He cautioned that "no pleasure is in itself evil, but the things which produce certain pleasures entail annoyances many times greater than the pleasures themselves."2 The Greek philosopher put lying in that category. ... Free Essays on Communication Ethics Free Essays on Communication Ethics Ethics has to do with the gray areas in our lives. When moral decisions are black and white, knowing what we should do is easy. We may not live up to our convictions all the time, but there’s no question in our mind what we ought to do. The ethical theories outlined in this chapter offer guidance on how to communicate with integrity in each situation. All but the final theory fit into one of three distinctive approaches to moral decision making. The first two theories look at the consequences of behavior. Can a lie end up doing good or preventing harm? The next three theories focus on the rightness of an act regardless of whether or not it benefits the people involved. Is falsehood ever fair or just? Is it always our duty to be honest? The next group of three theories concentrates on the inner motives and character traits that make a person moral. Is the desire to tell the truth a virtue? The final theory raises the possibility that men and women could (and perhaps should) have separate ethical standards. ETHICAL EGOISM: EPICURUS Cynics maintain that people care only about themselves, that everybody is looking out for number one. Ethical egoists say that’s the way it ought to be. Everyone should promote his or her own self-interest. The boundaries of an egoist’s ethical system include only one person. Writing a few years after Aristotle’s death, Epicurus defined the good life as getting as much pleasure as possible: "I spit on the noble and its idle admirers when it contains no element of pleasure."1 Although his position is often associated with the adage "eat, drink, and be merry," Epicurus actually emphasized the passive pleasures of friendship, good digestion and, above all, the absence of pain. He cautioned that "no pleasure is in itself evil, but the things which produce certain pleasures entail annoyances many times greater than the pleasures themselves."2 The Greek philosopher put lying in that category. ...

Answer the questions Assignment Example | Topics and Well Written Essays - 1000 words - 3

Answer the questions - Assignment Example This is because of the ease it presents to the organizations when carrying out the market survey. It is important to note that ethical considerations should be considered during the survey. The level of accuracy of the information from the survey is useful to the organizations as it is used for decision making process. The nature of information required is also an important factor that determines the approach to be used during the market research. This is considering that some of the information may be sensitive and it may require the organization to make immediate changes. The cost involved in carrying out the market research is also a factor that determines the approach that should be taken when carrying out a market research. Focus group is also an approach that is commonly used in the market research. The use of focus groups involves initiating a discussion among a group of people in order to obtain their views regarding a particular issue of concern in the market. The use of focus group may however be ineffective as it is only limited to a group of people. However, it can provide market information within a short period of time. A personal interview is also an approach that is used for the purposes of carrying out a market research. Personal interview may involve a one on one interview with the customers in the market. Open ended and unstructured questions are commonly used during the personal interviews. The disadvantage of the method is that it takes a lot of time and cost to collect information. The method is not effective when dealing with a l arge group of people. A high level of accuracy is however required regardless of the approach that is taken during the market research. The information should be analyzed in a professional manner in order to facilitate decision making process. Most of the people make their decisions based on their emotions. Most of the organizations have discovered the power of emotions during

Do pesticide residues in food pose a significant risk to consumer Essay

Do pesticide residues in food pose a significant risk to consumer health - Essay Example Moreover, those involved in pesticides application are also protected by modern EU regulation on pesticides. What is more important is the finding that personal protection of individuals against pesticides in food together with EU regulations guarantees human health protection. These conclusions were made on the basis of literature review of contemporary scientific works and researches (books, scientific journals, texts of EU regulations, on-line journal articles, statistic data etc). Thus a holistic approach to reduction of harm caused by pesticides in food is the only one possible way out to save our harvests and lives. Introduction Fruits and vegetables are known all over the world as the healthiest food. This kind of nutrition enforces human organism in order it could resist cancer and heart attacks (Weichenthal, Moase and Chan, 2010). Fruits and vegetables are considered full of vitamins and minerals. Different phytochemicals and fiber of fruits and vegetables build a protective shell inside a human organism. Unfortunately, the world is developing at full speed, population is growing and developed technologies enable food producers to enrich harvest to the greatest extent. For this purpose agricultural sector is focused on pesticide usage in fruits and vegetables nurture. ... In accordance with the latest data, America is stricken by a burst of illnesses, such as â€Å"hepatitis A from strawberries,  Cyclospora  from raspberries, and E. coli- infection from alfalfa sprouts and lettuce† (Alarcon et al. 2005, p.456). Pesticides in food: risk measurement Availability of pesticide tests in America leaves much to be desired. Carcinogenicity as a damaging effect caused by pesticides is acclaimed in America and such kind of tests is usually conducted. What about reproductive effects and other chronic diseases? Less than 21% of pesticides used in America have been tested and of course public is not sure whether it consumes healthy or hazardous food (No Evidence of Health Benefits 2009). A lack of proper financing restricts pesticide testing in America. It is possible to suppose that every consumer of fruits and vegetables is potentially at risk and is not even aware of the real hazard caused by pesticides. Farmers are at the greatest risk, because they work with pesticides directly. In accordance with statistics, farmers, railroads and electrical lines workers suffer from leukemia or cancer of the lymphatic system (No Evidence of Health Benefits 2009). Lung cancer is a disease which is often met among pesticide applicators while farm workers suffer from liver cancer and leukemia. In accordance with researches conducted by German scientists and researchers, usage of pesticides, PCBs, dioxin act hazardously as well as endocrine disrupters do. Moreover, the most dangerous types of food are â€Å"strawberries, cherries, apples, Mexican cantaloupe, Chilean grapes, raspberries, apricots, peas, peaches, nectarines, and spinach† (Castorina et al. 2010, p. 18). These types of food are exposed

The Events That Led To the Collapse of the Bank of Credit and Commerce Essay

The Events That Led To the Collapse of the Bank of Credit and Commerce (BCCI) - Essay Example This research will begin with the statement that the Bank of Credit and Commerce International (BCCI) was an international bank founded in 1972 by Agha Hassan Abedi. Agha was a Pakistani financier who had previously set the United Bank of Pakistan in 1959. Before the United Bank was nationalized in 1974, he created another supranational banking entity, the BCCI. The bank was registered in Luxemburg with head offices in Karachi and London and Swaleh Naqvi became the banks chief. Sheikh Zayed bin Sultan Al Nahyan, the ruler of Abu Dhabi in the United Arab Emirates provided capital that was used to start BCCI. It was structured in a way that no country had overall regulatory supervision over it so as to allow potential growth and expansion of opportunities. It expanded rapidly in the 1970’s and by 1980; BCCI was reported to have assets of over $4 billion with over 150 branches in 46 countries. The BCCI scandal and criminality included fraud which involved millions of dollars from the customers, money laundering in different continents, support of terrorism, trafficking of arms and sale of nuclear technologies, management of prostitution, commission and facilitation of income tax evasion, smuggling and illegal immigration and illicit purchase of banks and real estate. BCCI was focused on serving Muslims and third world clients and the quadrupling of oil prices in 1973- 1974 led to huge deposits by Arab oil producers. However, its complex registration that involved Luxemburg registration, London headquarters, Middle East shareholders and worldwide operations made it impossible for outsiders to grapple what was going on within the bank. The structure was conceived by Abedi and managed by Naqvi with the specific purpose of evading regulation or any control by governments of the concerned nations. From its earliest days, BCCI was made up of multiplying layers of entities, related to one another through an impermeable series of holding companies, affiliates, subs idiaries, banks within banks, insider dealings and nominee relationships. Activities such as corporate structure, record keeping, regulatory review, and audits were fractured so that they can evade ordinary legal restrictions and movement of capital and goods.

The concepts of Taylorism and Fordism

The concepts of Taylorism and Fordism Taylorism is the attempt to make business decisions on the basis of data that is researched and tested quantitatively. Taylorism was advocated by Frederick Winslow Taylor, He considered it to be managements duty to identify ways in which costs could be accounted for precisely, so that efficiency could be improved. Fordism is the application of Henry fords faith in mass production run by autocratic management. This implies high division of labour and little workplace democracy, but with the consolation of high wages. Henry Ford was highly influenced by efficiency expert Frederick Taylor, he was the first to use scientific management techniques at his factory, Taylorism meant dividing vehicle production into uncomplicated repetitive steps there would be no need for skilled workers, men could learn to do any job quickly. In 1913 Ford introduced his most revolutionary change yet, his idea was, instead of workers moving around to assemble the product, why not get the product to move past the workers and thus he created the assembly line. Soon assembly lines were operational in fords factory. The lines became the key to mass production, a system that would remain nearly unchanged for most of the century. Few stood the pace of the mass production, workers began to quit, but ford was making record profits, so he could afford to increase pay. Henry Ford introduced the opportunity for a new pay system which was entirely different from Taylorism. It was a simple rule high pay for hard work. The new production methods which emerged in the early twentieth century were theorised initially, in 1911, by F. W. Taylor. Taylor coined his approach Scientific Management. Taylor had been trained as an engineer in a steel works. Taylor emphasised cooperation between management and workers. He aimed to increase productivity through reducing inefficiency caused, for example, by malfeasance. Believed that eliminating malfeasance would result in higher wages, shorter working hours, and better working conditions (Taylor, 1967, 15). Scientific management engaged a number of advances e.g. time and motion studies Division of labour is a process where you Break a job down into small, repetitive fragments, each of which can be done at speed by workers with little formal training. (David Lines, Ian Marcouse Barry Martin, 2006) The implications of the wage system is in equilibrium the quantity of labour demanded will be the same as the quantity of labour supplied so, the market will clear and there will be no unemployment. However, by paying an efficiency-wage, above the equilibrium wage rate, the labour market is thrown into disequilibrium, creating unemployment. Taylor used his time-and-motion studies to develop a productive division of labour system. Taylor argued that even the most basic, mindless tasks could be planned in a way that dramatically would increase productivity, and that scientific management of the work was more effective than the initiative and incentive method of motivating workers. The initiative and incentive method offered an incentive to increase productivity but placed the responsibility on the worker to figure out how to do it. To scientifically determine the optimal way to perform a job, Taylor performed experiments that he called  time studies, (also known as  time and motion studies). These studies were characterized by the use of a stopwatch to time a workers sequence of motions, with the goal of determining the one best way to perform a job. It was supported on the division of work, this breaks down the industrial processes into several simple operations that could be precisely timed and organised. Taylor advocated bureaucratization of the shop floor (through time and motion study) as a means to solve the problems of coordination and reintegration raised by the increasingly complex division of labour. (Ash Amin, 1996) A well applied Taylor system would improve the labour returns, although an important limitation of Taylorism is that it treats people like machines, or even (economic) animals, whereas they do not want to be treated as though they were. It is very monotonous work with little space for any creativity. In contrast with Taylor, Ford has a great insight in the market factors, he saw and exploited the fact that mass production needs mass markets. With Fordism every worker has a specific task in a limited space, while the car bodies moved along the assembly line. But the maximised productive efficiency of the assembly line production had its drawbacks. The main problems were the extremely high rates of absenteeism and labour turnover. The costs of these problems even exceeded the very low training costs of the workers. Another problem for Fordism like production plants is that the set up is extremely expensive, and it is also very difficult to alter a product because of the standardization. T>F or F>T because(150) Bi Taylor and Ford were respectively the main thinker and practitioner of scientific management / managerial control based in deskilling / decomposition. Taylorism / scientific management: an attempt to transform the organisation of work to enhance profitability and to reduce work control based in craft skills. The gap between management and labour therefore grew vastly when the management took control of organising the labour proccess. No longer was the skilled worker irreplacable. Now one worker was much the same as another, in fact the less skilled the worker the better in Taylorist factories. Stifles creativity   Places people in vertical skill pipelines Reduces workforce flexibility demotivates many individuals Reduces teamwork Promotes boredom and staff churn Treats people as wealth producing units Promotes a division between workers and management Depending on your outlook, promotes unionism and collective bargaining Fordism is the organisation of work which extends the dynamics of Taylorism and in particular is centred on the use of the assembly-line. More broadly Fordism can be thought of as operating at the social level and centres on state efforts to harmonise mass production and mass consumption. Changes in patterns of consumption would therefore require changes in the work organization or else render Fordist production inappropriate. Some commentators have argued that such changes in consumption occurred towards the end of the twentieth century, and that now people are increasingly demanding specialized rather than standardized goods.   They argue that instead of mass markets, there are niche markets, and that, to supply these markets, work must be organized in new ways which allow for greater flexibility. They label this new approach  post-Fordism. the main changes from Fordism to post Fordism are flexible production or flexible specialization, customized production , vertical disintegration, cooperative network structure, creativity and innovation, new labour division.   Taylorism and  Fordism  increasing productivity at the expense of employee job satisfaction   Secondly, Fordism is a regime of accumulation. As a stable mode of macroeconomic growth it involves a virtuous circle of growth based on mass production, rising incomes linked to productivity, rising productivity based on economies of scale, increased mass demand due to rising wages, increased profits based on full utilisation of productive capacity and increased investment in improved mass production equipment and techniques. as a mode of regulation, Fordism appears linked to the Taylorist concepts and involves the separation of ownership from control in large corporations with a distinctive multi-divisional, decentralised organization subject to central controls. Thus, it is a mode of social and economic regulation that can also involve monopoly pricing, union recognition and collective bargaining, wages connected to productivity growth and retail price inflation with monetary emission and credit policies orientated to securing effective aggregate demand. Fordism can be seen as a general pattern of social organization. In this context it involves the consumption of standardised, mass commodities in nuclear family households and provision of collective, standardised goods and services by the bureaucratic state. It also manages the conflicts between capital and labour over both the individual and social wage the Taylorist organization of work: increasing intensification of work, deskilling, monotony and alienation lead to forms of resistance which affects the level of the regulatory interest-bureaucracy and increases costs regarding absenteeism, sloppiness and sabotage; Taylorism altered the way work takes place by(175) Fordism altered the way work takes place by(175) T>F or F>T because(150) Taylorism had a widespread influence, but in Japan working in teams was very important Both Taylorism and Fordism are justified in terms of enhancing production / profits but both require links to mass consumption. Both require large-scale production (and hence large-scale consumption) to be viable.   Most effective overall in extending Smiths division of labour altering the way in which work takes place(250) Taylorism was a tool for monopoly capital to strengthen its position

The Arrival of the Bee Box and the Rime of the Ancient Mariner :: English Literature

In The Arrival of the Bee Box and the Rime of the Ancient Mariner, compare the ways in which the choice of language, detail and the form, tell us about the feelings of the writer. In both poems, a range of literacy devices are used in order to express the feelings of the writers. Plath's poem is written similarly to the Rime of the Ancient Mariner, and yet they are different in many ways. Plath wrote her poem in 1962 and Coleridge wrote his poem in the 1700's or early 1800's, and the style of writing differ, as Plath's writing seems to be more emotive, whereas Coleridge's work seems to have a more a gothic theme to it. One of the main literacy devices used in both poems is the extended metaphor. Plath uses the metaphor to show the box as a symbol of her life and how she wants to escape from it, but can't because of the consequences. "The box is locked, it is dangerous." I think she feels trapped within her life and the depression of everything is getting to her. She wants to get out and experience other things, but feels that she has created her life and therefore must live with it, "I ordered this, this clean wood box/ I have to live with it overnight" Possibly, this could be related to part of her past, where she tried to commit suicide, in order to end her life, so that she can be free of the box. In the Rime of the Ancient Mariner, there are many metaphors within it. As the boat travelled on its course, it came across some ice and it got stuck there. At that time the Mariner didn't know what to do. Then an Albatross came to the rescue and it cracked the ice so the mariner was able to carry on his journey, "at length did across an Albatross/thorough the fog it came; / As if it had been a Christen soul, / We hailed it in God's name. / It ate the food it ne'er had eat. / And round and round it flew./ The ice did split with a thunder fit;/ The helmsman steered us through!" I think the ice was a symbol for the limitations in life, and the barriers Coleridge has come across in life and he over come them. Also, maybe the ice was a symbol of the dangers that come with life, and once they are dealt with, you can move along safely. The Rime of the Ancient Mariner is written in loose, short ballad stanzas usually either four or six lines long but, occasionally, as