Example of critical essay writing: October 2019

Thursday, October 31, 2019

Academic Sucess Essay Example | Topics and Well Written Essays - 1250 words

Academic Sucess - Essay Example Success in education is determined by the interplay of many factors that contribute to an individualÃ¢â‚¬â„¢s success both in academics and life. To be successful, extreme effort needs to be applied to reach your goals. Purpose, responsibility, hard work all lead to success. Students who apply these principles have a greater chance of achieving success. Therefore, this paper focuses on discussing the necessary steps an individual has to take to ensure or increase the probability of success in academics. Purpose in life is the greatest motivator in life, a life without purpose is at most meaningless because it lacks direction and the passion necessary to live a fulfilling life. When this is applied to academics, it plays the same role of charting a path for the student and determining the kind of attitude that a student is going to have towards achieving their academic goals. For a student to be able to properly harness the true capacity that is induced by purpose, they should first evaluate what motivates they desire to excel in academics and apply these motivators on self (Moon, 2008). According to Moon, students should endeavor to understand that excellence can only be achieved through individual commitment and participation and that no external factor can influence their success without their direct involvement. Applying oneself to the objective of excelling requires an individual to have a healthy self-esteem by thinking highly of themselves and being worthy of the high aspirat ions that they desire (Moon, 2008). Lack of self-esteem in individual confines the limitless potential that can be realized by the belief in one self. A student should be capable of identifying the reasons behind their aspirations and justify them as being able to satisfy their desired objective. The need to lead a better life, through improved living standards, can be cited as the drive towards achieving academic excellence because

Tuesday, October 29, 2019

Ethical Decision Making Essay Example for Free

Ethical Decision Making Essay Ethics are important in business and the leader has important role in ethical decision making. A success leader is who has the courage to build his or her company to meet the needs of all the stakeholders, and who recognizes the importance of the service to society. The common theme for the leader play in ethical decision making is trust, fairness, and transparency. First, trust is based on ethical behavior of firm to form a strong base of any long-term business. Thus, leaders must act what they believe based on their strong value of religion, education, and family. Secondly, ethics refer to the fairness for making any decision or adjustment. Therefore, leaders should consider would their decision be fair for everyone affected by it before any action taken. Finally, it is important in such a way that is easy for others to see what actions are performed. Leader with well transparency would be happy to make the decision in public, especially to the people affected by it. Making the ethical decision is the duty of ethical leaders to instill these principles and face its sequential challenges. Business leaders must energize employees at all levels, utilizing a comprehensive set of methods to promote and recognize ethical actions. What must be in place for ethical decision making to occur in a business? In business, ethics is an essential configuration of leadership. The leader needs to make ethical decision when the business operators make competitive, strategic and tactical decisions that affect both stockholders and stakeholders such as downsizing and outsourcing. According to Ã¢â‚¬Å"How leader can be ethical role modelsÃ¢â‚¬ article, 79 percent of teens surveyed said they felt prepared to make ethical decisions when they enter the workforce. However, 38 percent said it is sometimes necessary to cheat, steal, lie or behave violently to succeed. Many leaders are now torn between company profits and doing the right thing. They are also torn between doing what is right for the company long-term and what is good for their careers in the short-term.

Sunday, October 27, 2019

Interprofessional And Interagency Working

Interprofessional And Interagency Working This assignment will critically analyse two examples of interprofessional and interagency practice using examples from my current practice placement. Relevant literature will be used to identify what factors support or constrain interprofessional and interagency collaboration (IPIAC). IPIAC is often described as a holistic approach to an individuals needs. When used effectively, a holistic approach allows for better service delivery to the service user. Hammick et al (2009, p.10) states that being interprofessional is learning and working or working and learning with others as appropriate, when necessary and sometimes both. Interagency working concentrates more on the organisational roles and responsibilities of those involved in collaboration (http://www.scie.org.uk). Interprofessional is relationships between individuals and interagency is relationships between organisations. IPIAC was a modernisation agenda introduced in public policy by the New Labour Government. Government recognition suggests that many social problems cannot be effectively addressed by any given organisation acting in isolation from others. That is, when professionals work together effectively they provide a better service to the complex needs of the most vulnerable people in society. New Labour also specified that there was a Berlin Wall type division between agencies and professionals and that there was a barrier to co-operation and this barrier should be confronted so that services worked in partnership with service users. However according to research conducted by Hiscock and Pearson (2002, p.11) several government reports have criticised the lack of coordination between health and social services in the community. So, in essence when professions work collaboratively the service user gets a better deal. Willing participation (Henneman et al, 1995, cited in Barrett et al, 2005, p.1 9) and a high level of motivation (Molyneux, 2001, cited in Barrett et al, p.19) have been stated as vital aspects of effective IPIAC. My current practice placement is within a voluntary organisation in a domestic abuse service. I am a project worker at a Refuge for women and children who are escaping domestic abuse. My role is to co-link work with permanent Refuge staff and co-ordinate each service users support needs whilst maintaining links with appropriate statutory and voluntary sectors. INTERPROFESSIONAL PRACTICE ONE The first example of IPIAC to be discussed and analysed within my practice placement will be a weekly meeting held between Refuge staff, health visitors and the play-worker from Womens Aid. The aim and purpose of these meetings is to share information so that identified needs of the families in the Refuge can be addressed and where possible be signposted to other services as required. The meetings are designed for professionals to share information and knowledge about the familys lives but not make decisions on their behalf (except where there are child protection issues). The meetings also aim to provide support to families according to assessment of need using professional judgement. Within these meetings everyone discusses and communicates the personal development and progress of the women and children in the Refuge so that all professions involved are kept up to date with the familys circumstances and situation. This supports IPIAC and is effective in that it is a chance for ever yone involved to gain further advice and guidance from other professionals in relation to their current level of involvement with the families. This in turn supports the families and assists them with their future goals and plans. However these meetings could be interpreted to some as secretive as they are held behind closed doors and it is a meeting in which the families are not involved in. This could be construed as an expert power relationship to some (Maclean and Harrison, 2011, p.31). For IPIAC and these meetings to be effective it is vital that all professionals involved support one another and are not be seen as self-interested or see themselves as higher than another profession. This is when problems occur as there is not a logical distribution of power. Unequal power distribution can be oppressive (Payne, 2000, cited in Barrett et al, 2005, p.23) and can limit participation for some professionals. Power in IPIAC should be shared and distributed and no hierarchy of power should exist. If some professionals see themselves as more powerful than another they are not meeting the needs of the service user. Sharing of information and knowledge about the families in the Refuge is the purpose of these weekly meetings so as to achieve the best possible outcome for the service user. A constraint of IPIAC is that some professionals are territorial and do not like to share information and knowledge. Molyneux (2001, cited in Barrett et al, 2005, p20) found that professionals who were confident in their own role were able to work flexibly across professional boundaries without feeling jealous or threatened. Professional adulthood was an expression used by Laidler (1991, cited in Barrett et al, 2005, p.20) to describe professionals who were confident in their own role to share information and communicate effectively with other professionals. These professionals do not feel territorial about relinquishing their knowledge and understanding to further enhance good IPIAC. Stapleton (1998, cited in Barrett et al, 2005, p.20) suggests that a combination of personal and professional confidence enables individuals to assert their own perspectives and challenge the viewpoints of others. Active listening is an important skill to maintain in order to achieve effective IPIAC. To be able to recognise and respond to what is being communicated is fundamental. Professionals working collaboratively should be able to demonstrate this verbally and non-verbally to each other. This is greatly helped if all concerned put aside the typical stereotyping of each others professions in order to hear and listen to what is being said. Effective open and honest communication is vital and probably one of the most important aspects of IPIAC. It requires professionals to take into account each others views, be respectful, dignified and to listen to each other without being highly critical of one another. Constructive feedback about the family needs to be undertaken alongside constructive suggestions and encouragement and should take place at a time when other professionals are receptive. However, being receptive to what is being said does not always occur during these meetings. At times, o ne professional does not like what another is conveying and this can create conflict within the professions. However the need here is to remember that it is the service user that is central to the process and that the goal is to achieve the best outcome for them and their family. There are elements within this example that both support and constrain IPIAC. To achieve the goal and not result in a poor outcome for the service user it is important for all professionals involved to communicate honestly and openly and for there to not be a significant power imbalance between the professions. INTERPROFESSIONAL PRACTICE TWO The second example of IPIAC to be discussed and analysed within my practice placement will be a Multi-Agency Risk Assessment Conference (MARAC). A member of the Refuge staff attends these meetings on a fortnightly basis. A MARAC meeting is a community response to domestic abuse. Cases are referred to a MARAC by the Refuge as a result of completing a CAADA-DASH risk identification checklist (RIC) (see appendix one) with the victim of the domestic abuse. This checklist determines the victims level of risk/need. If the risk identification score is 14 or more on the RIC, the MARAC threshold for high-risk has been meet and a referral to a MARAC meeting is made. Cases can also be referred to the MARAC either as a result of a high risk domestic crime/incident recorded by the police or by a direct referral from a participating agency. Participating agencies attending the meetings can include representatives of statutory services such as the police, criminal justice, health, child protection, housing practitioners and Independent Domestic Violence Advocates (IDVAs). The purpose of the meetings is for professionals to implement a risk management plan that provides professional support to all those at risk and which reduces the risk of harm. The aim is then to produce a safety plan for each victim of domestic abuse. The MARACs aim is to share information to increase the safety, health and well-being of victims/survivors of domestic abuse. They can determine whether the alleged perpetrator poses a significant risk to any particular individual or to the general community. According to Bowen (2011, chapter 5.) MARAC functions through meetings designed to facilitate multi-agency information sharing, with a view to implementing an agreed-upon risk management and victim safety plan. Effective communication and information sharing supports IPIAC as it can assist to build relationships between agencies across a much broader range. A MARAC with effective communication and information sharing between agencies can also promote IPIAC in developing much stronger relationships between the voluntary and statutory sector. Barrett et el (2008, p.21) states that communication competence contributes to effective interprofessional working and enables those involved to articulate their own perspectives, listen to th e views of others and negotiate outcomes. An effective MARAC meeting which supports IPIAC is when professionals work collaboratively to ensure that victims/survivors and/or their children are safeguarded from further abuse. The governments action plan Call to End All Violence Against Women and Girls states that we all have to work together to achieve our goal of ending violence against women and girls. It is not a task for central government alone. It suggests that agencies need to work together to meet the needs of their local communities and that agencies are held accountable. However, a constraint of a MARAC meeting that I witnessed was that not all professionals brought the appropriate information to the meetings which lead to an inefficiency and delay of the case which frustrated others professionals attending. Poor timekeeping was another avenue that at times would frustrate other professionals attending the meetings. This seemed to alienate them as I would hear comments such as we are all professionals here and should act as such and as professionals attending important meetings like this, we should always strive to be on time. I also found at the MARAC that some agencies only had snippets of information that on their own did not raise any particular concern. It was only when the jigsaw of information was pieced together that the risk factors could begin to be understood. This example shows that when MARAC meetings support and strengthen interagency working and is effective, it is IPIAC at its best. This approach to working more collaboratively is beneficial as all organisations are coming together for the purpose of a common goal, with that goal being the best possible outcome for the service user. However some of the MARAC meetings that I had attended were not always that effective due to the fact that not all key agencies or organisations attended the meetings when required to do so or did not have the appropriate information to hand. It is beneficial that all agencies have as much information to hand as possible to facilitate IPIAC and have a profound positive impact on the outcome for the service user. In conclusion, IPIAC has many elements and all these different elements require that the different professions adopt them so that effective outcomes are achieved for the service user. Although IPIAC has been around for many years and is not new, it still needs to be continued, developed and incorporated into the daily work of all professions. When organisations and professions from different disciplines truly understand each others roles, responsibilities and challenges, the potential of IPIAC could be fully realised and many of the barriers alleviated. This in turn will contribute to a more successful outcome to the service user which of course is central to effective IPIAC. If IPIAC is ineffective it can limit choice for the service user and also increase risk. Word Count: 1966

Friday, October 25, 2019

Islam And The Middle East Essay -- Politics Religion

The current state of governance in Middle Eastern countries is one that demonstrates numerous examples of human rights being violated and preposterous actions being taken in the name of Islam, the most widely practiced religion in the region. In light of these instances the question posed is whether or not religious beliefs should be excluded from the consideration of public policy in the area. Despite the current state of affairs in the Middle East, this paper asserts that religious beliefs should not be excluded from the consideration of public policy as this would involve ignoring the undeniable fact that Islam plays a major role in Middle Eastern public life, it would lead to the better protection of ethnic and religious minorities and it would result in development since the objectives of Islam and public policy coincide more often than not. When discussing the role of religion with regards to public policy one cannot help but recall Max WebberÃ¢â‚¬â„¢s observation on the subjec t, where he notes a decline of religion especially in the public sphere. This paper will demonstrate the compatibility and importance of religion with public policy by highlighting the wealth of common objectives that the two share, placing a key emphasis on the interdependence of Islam and Middle Eastern life. It will also explore the high-quality treatment extended to minorities in Middle Eastern states while drawing parallels with Western societies and discussing the incompatibility of Islam and the Universal Declaration Of Human Rights. In stating that religion should be detached from public policy the implication is that governments should be secular. This however is not possible in an area such as the Middle East as Muslims not only perceive Islam as a... ...12 November 2010. British Broadcasting Corporation. French scarf ban comes into force. 2 September 2004. Web. 15 November 2010. Esposito, John L., and James P. Piscatori. "Democratization and Islam." The Middle East Journal 45.3 (1991): 427. Proquest Research Library @ Scholars Portal. Web. EuropeNews. Is Islam Compatible With Democracy And Human Rights Part I. 22 June 2009. Web. 18 November 2010. The Islamic Council Of Europe. Universal Islamic Declaration of Human Rights. 19 September 1981. Web. 12 November 2010. The Organization Of The Islamic Conference. The Cairo Declaration On Human Rights In Islam. Web. 15th November 2010. The United Nations. MINORITY RIGHTS AND THE PREVENTION OF ETHNIC CONFLICTS. By Dr Fernand de Varennes. 22-26 May 2000. Web. 16 November 2010. The United Nations. The Universal Declaration Of Human Rights. Web. 15 November 2010.

Thursday, October 24, 2019

Human Resource Management in the Global Environment

TodayÃ¢â‚¬â„¢s job market is rapidly becoming globalized and more companies are entering into international markets in a variety of ways. Some companies are building plants in other countries, some companies are exporting products overseas, and some are entering into alliances with foreign companies. No matter how the involvements begin, the reality is that in todayÃ¢â‚¬â„¢s world, managing global human resources is something that is growing.Global competition is driving changes in organizations throughout the world. Companies are attempting to gain a competitive advantage and a way to accomplish this is to expand internationally. When a company decides to enter into a foreign market, whether to develop plants or other facilities in other countries, it is no simple task and many human resource issues surface. (Noe, Hollenbeck, Gerhart, and Wright; 534) Doing business globally requires that adaptations be made to reflect cultural and other factors that differ from each country.Human r esource regulations and laws vary among countries in character and detail. Equal employment legislation exists to varying degrees. In some countries, laws address issues such as employment discrimination and sexual harassment. For example, in the United States, Title VII established the Equal Employment Opportunity Commission (EEOC) to administer and enforce the Civil Rights law at work. The commission consists of five members who have been appointed by the president with the consent and advice of the senate.The main objective of the EEOC is to investigate job discrimination complaints from aggravated individuals. If a complaint is found justified, an agreement is attempted to be made through conciliation. (Dessler, Gary (2011). Equal Employment Opportunity 1964-1991. In Human Resource Management Twelfth Edition (pp. 32). Upper Saddle River, New Jersey: Prentice Hall. ) There are various approaches which can be utilized when recruiting and managing employees from different countries . Three different approaches are (1) Ethnocentric, (2) Polycentric and (3) Geocentric. In the ethnocentric pproach, the staffing and managing approach used is one consistent throughout the world. Companies which use this approach assume their home country approach is the best and that any employee around the world should follow it. The polycentric approach is applied when a company assumes each country is different than each other and employees in each country develop appropriate practices according to their surroundings. The last approach the geocentric approach tries to combine the best from headquarters and the subsidiaries to develop consistent worldwide practices.This practice shifts the power back to headquarters for hiring managers. (http://www. buzzle. com/articles/managing-global-human-resources. html) Some advantages of using local employees, but are not limited to are lower labor costs and familiarity with the political and legal environment and with business practices in the host country. Some disadvantages are aligned with the difficulty in recruiting qualified staff and communication difficulties in dealing with the parent company personnel.There are advantages to using transferred employees, as well. Some of the advantages are that the employee is familiar with the parent companyÃ¢â‚¬â„¢s policies and procedures and it permits closer control and coordination of international subsidiaries. A few disadvantages would be the difficulty in adjusting to the foreign language and the creation of personal and family problems. ( Treven, Sonja (March 2006). Human Resources Management in the Global Environment. The Journal of American Academy of Business, Cambridge. Vol. 8, Num. , 120-121) Five major functions of global human resource management are (1) recruitment and selection, (2) development and training, (3) performance evaluation, (4) remuneration and (5) labor relations. When recruiting new employees, the classification of the employee is very import ant. The company should focus on allowing a balance between the practices of their own country and others to ensure the person they hire fits the personal characteristics fit for the job. It is very important for companies to have managers with a global perspective.Providing various trainings and developmental opportunities is a way to ensure managers are kept familiar with current procedures and current events. The ability to learn what others are doing in another country can be found beneficial to others, as incorporating new techniques can allow for growth and development. Performance evaluation is going to depend on the overall strategy set forth by human resources. Companies must evaluate employees from different countries which can be a very difficult task because consistency for performance comparisons is conflicted with the background of people of different cultures.There are two major concerns when formulating compensation for employees from different countries. The first i s the complexity which arises when trying to give a comparable and competitive package within the marketplace. The second concern is cost because companies strive to reduce their costs and this is challenging when bringing in employees who need to be compensated for their relocation expenses, etc. The last function of global human resource management is the function of labor relations. Many countries allow the government to regulate the labor relations practices. Treven, Sonja (March 2006). Human Resources Management in the Global Environment. The Journal of American Academy of Business, Cambridge. Vol. 8, Num. 1, 121-125) Human Resource Management in the Global Environment requires us to understand our employees and their individual personality and abilities. No matter what country the business resides, managers should focus on what is best for the employee. The understanding and acceptance that there will be some level of diversity in an organization should make for a better work environment.REFERENCES: Dessler, Gary (2011). Equal Employment Opportunity 1964-1991. In Human Resource Management Twelfth Edition (pp. 32). Upper Saddle River, New Jersey: Prentice Hall. Noe, Hollenbeck, Gerhart, and Wright; 534. Treven, Sonja (March 2006). Human Resources Management in the Global Environment. The Journal of American Academy of Business, Cambridge. Vol. 8, Num. 1, 120-125. http://www. buzzle. com/articles/managing-global-human-resources. htm http://www. orcworldwide. com/readroom/Herod_IHRJ2007. pdf

Tuesday, October 22, 2019

Ore Deposit Questions

Ore Deposit Questions Chapter 27: Mississippi Valley Type deposits Questions 1. Which geophysical method is/are used in discovering Mississippi Valley Type deposits? A. Airborne Magnetic SurveysC. Resistivity StudiesE. None of the above B. Induced Polarization MethodD. All of the above 2. All are host rocks for MVT deposits except for one. A. DolostoneC. BrauniteE. None of the above B. LimestoneD. All of the above 3. In which depth can MVT deposits be found? A. Shallow DepthC. Great DepthE. None of the above B. Average DepthD. All of the above 4. Which of the following is the wall rock alteration method used in MVT deposits?A. RecrystallizationC. Hydrothermal BrecciationE. None of the above B. DissolutionD. All of the above 5. Which of the following is a mineral assemblage of MVT deposits? A. ChalcedonyC. TectoliteE. None of the above B. MarcasiteD. All of the above 6. Which of the following is considered the most important environmental consideration for MVT deposits? A. Copper cont entC. Carbonate contentE. None of the above B. Iron Sulfide contentD. All of the above 7. Which of the following is the mining method used in MVT deposits? A. Long wall methodC. Underground room methodE. None of the above B.Pillar methodD. All of the above 8. All are ore processing methods use in MVT deposits except for one. A. PulverizingC. Magnetic SeparationE. None of the above B. FlotationD. All of the above 9. Which country contains the largest amount of MVT deposits? A. North AmericaC. EuropeE. None of the Above B. North AfricaD. All of the Above 10. Which of the following mineral rarely occurs in MVT deposits? A. DolomiteC. FluoriteE. None of the above B. SphaleriteD. All of the above 11. The following is/are characteristic of MVT deposits except. A. Platform carbonate sequence deposits C.Deposits are in dolostone E. None of the above B. Ore is epigenetic and stratabound D. All of the above 12. Which of the following is a major commodity of MVT deposits? A. GoldC. IronE. None of the above B. CopperD. All of the above 13. The following are examples of places where MVT is abundant except for one. A. Tri StateC. Grand CanyonE. None of the above B. Viburnum TrendD. All of the above 14. The following are examples of exhalative deposits associated with MVT deposits except for one. A. LeadC. BariteE. None of the above B. ZincD. All of the above 15. A.Salt Diapirs are associated with MVT deposits. B. Most MVT deposits are surrounded by carbonate rocks. A. A is true and B is falseC. Both statements are trueE. No conclusion can be drawn B. A is false and B is trueD. Both statement are false 16. The following are nature of ores of MVT deposits except for one. A. Massive replacement zonesC. Disseminated fractures of crystalsE. None of the above B. Open space fillingsD. All of the above 17. Which mining method poses the greatest environmental concern for MVT deposits? A. Smelter ActivitiesC. Acid DrainageE. None of the Above B. Tailings PondsD.Both A and B 18. MVT d eposits can be located at the following except for one. A. Fault zoneC. Fold beltsE. None of the above B. Thrust beltsD. All of the above 19. The following are trace element minerals of MVT deposit except for one. A. SeC. SrE. None of the above B. SbD. All of the above 20. Significant airborne amounts of the following elements may lead to potential environmental consideration of MVT deposit except for one. A. CadmiumC. ArsenicE. None of the above B. MercuryD. All of the above 21. Which of the following rock types are mainly found in MVT deposits? A. IgneousC. SedimentaryE.None of the above B. MetamorphicD. All of the above 22. The following are considered nature of ores for ore bodies of MVT deposits except for one. A. Massive replacement zonesC. Open space fillings of fracturesE. None of the above B. Bleaching (Oxidation)D. All of the above 23. MVT deposits are commonly located in what type of structure? A. Platform or Basin flanksC. Volcanic VentsE. None of the above B. Breccia Pi pesD. All of the above 24. Which toxic metal could be a problem in the immediate vicinity of mineralized pipes in for MVT deposit? A. CopperC. ZincE. None of the above B. LeadD.All of the above 25. Which state produces the highest amount of MVT deposits in the United States? A. ArizonaC. MississippiE. None of the above B. FloridaD. All of the above Chapter 28: Solution- Collapse Breccia Pipe U Deposits Questions 1. The following are geophysical methods used in Solution- Collapse Breccia Pipe U Deposits except for one. C. Gamma-radiation SurveysC. Ground Penetrating RadarE. None of the above D. Induced Polarization MethodD. All of the above 2. The following are rocks associated with Solution- Collapse Breccia Pipe U Deposits except for one. C. SandstoneC.SiltstoneE. None of the above D. LimestoneD. All of the above 3. Which of the following is a wall rock alteration method for Solution- Collapse Breccia Pipe U Deposits? C. RecrystallizationC. Hydrothermal BrecciationE. None of the ab ove D. Bleaching (Oxidation)D. All of the above 4. The following are examples of Solution- Collapse Breccia Pipe U Deposits except for one. C. Orphan LodeC. Pigeon, ArizonaE. None of the above D. EZ-2D. All of the above 5. The following are major commodities of in Solution- Collapse Breccia Pipe U Deposits except for one. C. ZincC. CopperE. None of the aboveD. LeadD. All of the above 6. Solution- Collapse Breccia Pipe U Deposits are commonly located in what type of structure? C. Breccia pipesC. Thrust BeltsE. None of the above D. Volcanic VentsD. All of the above 7. Which of the following is the mining method used in Solution Ã¢â‚¬â€œ Collapse Breccia Pipe U deposits? C. Long wall methodC. Underground room methodE. None of the above D. Pillar methodD. All of the above 8. All are ore processing methods use in Solution Ã¢â‚¬â€œ Collapse Breccia Pipe U deposits except for one. C. PulverizingC. Magnetic SeparationE. None of the above D. FlotationD.All of the above 9. Which state contain s the largest amount of Solution Ã¢â‚¬â€œ Collapse Breccia Pipe U deposits? C. MinnesotaC. ArizonaE. None of the Above D. MississippiD. All of the Above 10. The following are primary ore minerals of Solution Ã¢â‚¬â€œ Collapse Breccia Pipe U deposits except for one. C. UraniumC. SphaleriteE. None of the above D. FluoriteD. All of the above 11. The following is/are characteristic of Solution Ã¢â‚¬â€œ Collapse Breccia Pipe deposits except. C. Platform carbonate sequence deposits C. Deposits are in dolostone E. None of the above D. Ore is epigenetic and stratabound D.All of the above 12. Which of the following is a major commodity of Solution Ã¢â‚¬â€œ Collapse Breccia Pipe deposits? C. GoldC. IronE. None of the above D. UraniumD. All of the above 13. The following are synonym of Solution Ã¢â‚¬â€œ Collapse Breccia Pipe U Deposits except for one. C. Orphan Lode-type depositC. Podiform ChromiteE. None of the above D. Sedimentary breccia pipe depositD. All of the above 14. The following are examples of exhalative deposits associated with Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposits except for one. C. LeadC. BariteE. None of the above D. ZincD. All of the above 15. A.Primary ore in Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposits are confined in volcanic plumes. B. Most Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposits are surrounded by carbonate rocks. C. A is true and B is falseC. Both statements are trueE. No conclusion can be drawn D. A is false and B is trueD. Both statement are false 16. Which of the following solution can dissolve Uranium ore found in Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposit? A. Acid solutionC. Solvent extractionE. None of the above B. Alkaline solutionD. Both A and B 17. Which mining method poses the greatest environmental concern for Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposits?A. Smelter ActivitiesC. Acid DrainagesE. None of the Above B. Tailings PondsD. Both A and B 18. What kind of cement is found to bind together host rocks o f Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposits A. Carbonate mineralsC. Portland cementE. None of the above B. ClayD. All of the above 19. Which of the following is a trace element of Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposits? A. SeC. SrE. None of the above B. MoD. All of the above 20. Which toxic metal could be a problem in the immediate vicinity of mineralized pipes in for Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposit? A. Zinc metalC.ArsenicE. None of the above B. LeadmetalD. All of the above 21. How many months will it take for primary ore to oxidize when exposed to surface weathering in Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposits? A. Two monthsC. Six monthsE. None of the above B. Four monthsD. All of the above 22. Which of the followingÃ‚ prevents and delays the oxidation of some breccia pipe ores in Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposits? A. TrapsC. Massive sulphide capE. None of the above B. SealsD. All of the above 23. Which of the following is a p athfinder mineral for recognition of sealed breccia pipe?A. GoethiteC. DolomiteE. None of the above B. HematiteD. All of the above 24. Which of the following are potential environmental considerations in Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposits? A. Radon radiationsC. Radioactive elementsE. None of the above B. Gamma radiationsD. All of the above 25. What is the end product of uranium when precipitated by either ion exchange or solvent extraction in Solution Ã¢â‚¬â€œ Collapse Breccia pipe deposits? A. Ammonium phosphateC. Ammonium diuranateE. None of the above B. Ammonium saltsD. All of the above

U S Involvement in Vietnam From Truman through Johnson essays

U S Involvement in Vietnam From Truman through Johnson essays The United States first got involved in Vietnam when President Harry Truman extended official international recognition of Vietnam, Laos, and Cambodia on Feb. 7, 1950 (according to Professor Sandra Whittman, Oakton Community College, Des Plaines Illinois). This recognition by Truman was by way of taking sides with the south, as the north's communist-led aggression led American presidents to fear the "Domino Theory": when one country falls to the communists, such as Korea, others will fall like dominos, too; and if Vietnam was to fall, Truman, and later Eisenhower believed, all of Truman set up a group of "advisors" known as the Military Assistance and Advisory Group (MAAG), to advise the French, as they fought communist- led insurgents (Viet Minh) in the north of Vietnam. Truman initiated the training of "unconventional warfare operations and forces." And when the French were defeated by the Viet Minh at the battle of Dien Bien Phu, President Dwight D. Eisenhower established a CIA military mission in In July, 1959, the first American military deaths occurred as two "advisors" (soldiers) were killed. By 1961, under President John Kennedy, there were 1,500 Americans in South Vietnam. In August, 1964, President Johnson responds to an alleged attack on the U.S. Navy (in the Gulf of Tonkin) by getting Congress to approve the bombing of North Vietnam and later (in 1965), Johnson sends ground troops. Up to a half a million troops are engaged by the late 1960s. Question: What was the common link between all four U.S. presidents' Answer: Communism and the "Domino Theory." What caused the U.S. to commit to the war' The goal was stopping the communists. ...

Sunday, October 20, 2019

Examples of Diacritical Marks

Examples of Diacritical Marks In phonetics, a diacritical mark is aÃ‚ glyph- or symbol- added to a letter that alters its sense, function, or pronunciation. It is also known as a diacritic or an accent mark. AÃ‚ diacritical mark is a point, sign, or squiggle added or attached to a letter or character to indicate appropriate stress, special pronunciation, or unusual sounds not common in the Roman alphabet, according toÃ‚ L. KipÃ‚ Wheeler, a professor at Carson-Newman University in Tennessee. Purpose While diacritical marks are more common in foreign languages, you do encounter them quite often in English. For example, diacritics are often used withÃ‚ certain French loanwords,Ã‚ wordsÃ‚ that are imported into oneÃ‚ languageÃ‚ from another language. CafÃƒ © and clichÃƒ ©Ã‚ are loanwordsÃ‚ from French that contain a diacritical mark called an acute accent, which helps indicate how theÃ‚ finalÃ‚ eÃ‚ is pronounced. Diacritical marks are used in dozens of other foreign languages, includingÃ‚ Afrikaans, Arabic, Hebrew,Ã‚ Filipino, Finnish, Greek, Galician, Irish, Italian, Spanish, and Welsh. These marks can change not only the pronunciation but also the meaning of a word. One example in English is rÃƒ ©sumÃƒ © or resumÃƒ © versus resume. The first two terms are nouns that meanÃ‚ curriculum vitae, while the second is a verb meaning to return to or begin again.Ã‚ Diacritical Marks in English There are literally dozens of diacritical marks, but it is helpful to learn the basic diacritics in English, as well as their functions. Some of the marks and explanations are adapted from aÃ‚ list of diacritical marksÃ‚ created by Professor Wheeler. Diacritical Mark Purpose Examples Acute accent Used with certain French loanwords cafÃƒ ©, clichÃƒ © Apostrophe * Indicates possession or the omission of a letter children's, don't Cedilla Attached to the bottom of the letter c in French loanwords, indicating a soft c faÃƒ §ade Circumflex accent Indicates reduced primary stress Ãƒ ©levtor Ãƒ ´pertor Diaeresis or Umlaut Used with certain names and words as a guide to pronunciation ChloÃƒ «, BrontÃƒ «, coÃƒ ¶perate, naÃƒ ¯ve Grave accent Occasionally used in poetry to indicate that a normally silent vowel should be pronounced learnÃƒ ¨d Macron or Stress Mark A dictionary notation to signify "long" vowel sounds pÃ„ dÃ„ for payday Tilde In Spanish loan words, the tilde indicates a /y/ sound added to a consonant. caÃƒ ±on or piÃƒ ±a colada Tilde In Portuguese loanwords, the tilde indicates nasalized vowels. So Paulo *Because marks of punctuation arent added to letters, theyre generally not regarded as diacritics. However, an exception is sometimes made for apostrophes. Examples of Diacritics Diacritical marks are plentiful in English-language articles and books. Writers andÃ‚ lexicographersÃ‚ have used the marks to great advantage over the years as these examples show: Acute accent:Ã‚ Feluda handed over the blueÃ‚ attachÃƒ © caseÃ‚ before he sat down.- Satyajit Ray, The Complete Adventures of Feluda Apostrophe: Lets go down to my house and have some more fun,Ã‚ Nancy said. Mother wont let us, I said. Its too late now. Dont bother her, Nancy said.- William Faulkner, That Evening Sun Go Down. The American Mercury, 1931 DiaeresisÃ‚ or Umlaut:Ã‚ Five young activists were voted into office, bringing political validation to a youth-driven movement dismissed by establishment elders as naÃƒ ¯ve, unschooled, and untenable.- Youthquake. Time, Ã‚ Oct. 6, 2016 Grave accent:Ã‚ Margret stood in her chamber;Shed sewn a silken seam.She lookÃƒ ¨d east an she lookÃƒ ¨d west,AnÃ‚ she saw those woods grow green.Tam Lin, The Traditional Tunes of the Child Ballads Macron: neighbornounÃ‚ Ã‚ neighÃ‚ ·bor Ã‚ \Ã‹Ë†nÃ„ -bÃ‰â„¢r\- Merriam-Websters Collegiate Dictionary, 11th ed., 2009 Diacritics in Foreign Languages As noted, there are literally dozens of diacritical marks in foreign languages. Wheeler gives these examples: Swedish and Norse words may also use the circle marking above certain vowels (Ãƒ ¥), and Czechoslovakian words may use the hacekÃ‚ (Ã‹â€ ), a wedge-shaped symbol to indicate a ch sound as in English chill. But unless you learn- or at least develop a proficiency- in those languages, you wont know how to read the words and letters altered by diacritical marks. You should, however, learn where these marks have become common in English- and where they have been dropped, notesÃ‚ Shelley Townsend-Hudson in The Christian Writers Manual of Style. It can be tricky to know when to retain the diacritical marks, she says: The language is in flux. It is becoming more common, for example, to see the acute accent and diacritics being dropped from the wordsÃ‚ clichÃƒ ©, cafÃƒ ©, andÃ‚ naÃƒ ¯ve- thus,Ã‚ cliche, cafe, andÃ‚ naive. But dropping diacritical marks can change the meaning of a word. Townsend-Hudson argues that in many cases you should retain these crucial marks, particularly various accents, to ensure you are referring to the correct word, such asÃ‚ pÃƒ ¢tÃƒ ©Ã‚ instead ofÃ‚ pate: The first use meansÃ‚ a spread of finely chopped or pureed seasoned meat, while the second refers the crown of the head- certainly a great difference in meaning. Diacritical marks are also important when you are referring to foreign place names, such asÃ‚ So Paulo, GÃƒ ¶ttingen, andÃ‚ CÃƒ ³rdobaÃ‚ and personal names such asÃ‚ Salvador DalÃƒ , MoliÃƒ ¨re, andÃ‚ Karel Ã„Å'apek, she notes. Understanding diacritical marks is the key, then, to correctly identifying and even using many of the foreign words that have migrated into the English language.

Saturday, October 19, 2019

A level English arguing essay Example | Topics and Well Written Essays - 1000 words

A level English arguing - Essay Example This creates a sense of confusion regarding their parentsÃ¢â‚¬â„¢ financial status within the society and thus they start demanding a great deal. This is a problem that the parents have to face in a head on fashion. Broadly speaking, the kids need to be told the truth regarding the kind of investments their parents can do in them. They must be narrated in the beginning phases of their lives that their parentsÃ¢â‚¬â„¢ financial conditions are either not apt with the growing needs of the time or how their parents would like to mould them so that the kids could stand up to face the society in the most ardent way. There is a natural tendency for the children of today to ask for things which have a material value. Usually they see their friends getting all the items which are of good worth and hence the reason that they fall into the trap. They are only young and thus cannot be blamed for such anomalies happening within their fore. Their feeble minds cannot decipher what kind of troubles their parents are going through and what measures they have to take on a proactive basis. The kids need to be told about their parentsÃ¢â‚¬â„¢ financial condition so that sanity could prevail within the relevant ran ks. This can only come about when the kids are told about the positives as well as the negatives Ã¢â‚¬â€œ all of which come directly under the realism concepts of money and the eventual financial conditions. When one questions why materialism poses as a detriment towards the cause of raising up children, the answers are unending. This is because the modern day culture has its positive as well as negative affects, all of which need to be seen with an eye of certainty. This is the reason why the young ones are having a tough time at the hands of their contemporaries, which are most obviously the other kids that they hang out with and like to be a part of their company. The influence that the kids have over one another is something

Friday, October 18, 2019

Reflection Paper Essay Example | Topics and Well Written Essays - 1250 words - 10

Reflection Paper - Essay Example sues of division of powers between the federal government and the state governments have been debated and amended all along since the republic was founded. Nevertheless, the powers of the federal government have remained on the top and ever increasing since the civil war period (Baumer & Van, 1989). However, there has been success in the actions undertaken by the congress and constitution interpretation to control the powers of the federal government. The philosophy of applying checks and balances has been the base for the success and the stance of the federal government. The congress has the powers of making laws, while the presidency has the veto powers in any legislative act. Additionally, the president has the powers to nominate judges of the Supreme Court, though they have to be verified by the congress. The Supreme Court has the powers to overturn any law that has been passed by the legislature. The essay seeks to describe and reflect on the current status of the key institutions of the federal government, namely; the presidency and the congress (Marshal &William, 2008). The executive branch is also known as the presidency. The federal government powers are bestowed on the president of the United States. The presidency is made up of the cabinet, the vice president, president and other officials, who the president delegates the powers to (Baumer& Van, 1989). The United States president has a unitary executive theory that is provided by the American constitution. The unilateral executive enables the president to have the power to control the whole executive branch. The provision is found in the Article Two of the United States Constitution. The powers that are bestowed by the constitution are universally agreed with the citizens of the United States of America. Nevertheless, these powers have for long faced criticism. In my point of view, they are dangerous and inappropriately granted. The separation of the powers among the various arms of the government

Applied Law Essay Example | Topics and Well Written Essays - 250 words - 1

Applied Law - Essay Example This means that there is a promise made in return for something, which has already occurred. The promise to donate the receipts to the charity organization constitutes to insufficient consideration and cannot be enforceable (Adams, 2004). The formation of a contract takes place when what one party offers is accepted by the other party to the contract. Krauses cannot avoid the contract after learning that they could have sold the piece of land at a higher price than the price, which Jud offered. This is because they have already accepted the offer. Acceptance of the offer means that the Krauses bound themselves legally to the terms of the contract. Therefore, avoiding the contract could constitute to breach of contract. Krauses can only withdraw from the offer if they had not accepted the offer (Bhana, Bonthuys & Nortje, 2009). Jud can be held to pay the typewritten amount since a contract constitutes a legal agreement in writing between the two parties to a contract. This means that Jud is bound to pay the typewritten amount rather than the offered amount (Bhana, Bonthuys & Nortje,

GLOBAL PERSPECTIVES ON INNOVATION AND CREATIVITY Essay - 1

GLOBAL PERSPECTIVES ON INNOVATION AND CREATIVITY - Essay Example The role of PSI was to demarcate the areas that required improvement or modifications. The issues identified by PSI were not specific to CVS; rather, it included the complaints from customers regarding cancellation of orders, and wastage of time at the pick-up spot. Analyzing the situation and its complication, the first question that comes in the mind is what could be the solution, or what steps must be taken in order to make the difference? Since the problems are common with other pharmacy stores, it demands something innovative, and in this regard, one has to answer the question, could disruptive innovation and quality management help in overcoming the difficulties of this company? Companies can innovate three ways. Firstly, New and Improved products should be introduced to target the high-margin customers to whom old products are not satisfying enough. Secondly, to the customers who canÃ¢â‚¬â„¢t afford much, cheap alternatives should be launched of the existing expensive products which can fulfil their requirements without being a burden to their pockets, and lastly, new products should be introduced in order to create new markets and bring fresh consumers. (Christensen et al., 2004) Disruptive innovation refers to mode of expanding and establishing new customer base, by adding services or introducing newer products and technology that may disrupt the existing market linkages. In contrast to disruptive innovation there is sustainable innovation that does not affect the existing market linkages; rather it aims at adding value to the products or services. However, defeating incumbents with sustainable innovation is very hard. The problems with CVS are common in almost all the companies that deal in pharmaceuticals. Furthermore, the margin for innovation remains very narrow, because the stakes are too high, and the safety of the customer is top priority. The problems

Thursday, October 17, 2019

Identity Essay Example | Topics and Well Written Essays - 750 words

Identity - Essay Example For example a resolver in psychological terms consciously desires self growth, on a personal level such an individual acknowledges the importance of personal skills and greatly puts them to practice .Within a social context a resolver will be responsive to societies that provide an opportunity for self growth. According to Gergen Kenneth, a personÃ¢â‚¬â„¢s identity can also include the relational self, pastiche personality and the strategic manipulator. In Social Anthropology, identity is used to refer to the idea of self hood which implies an individualsÃ¢â‚¬â„¢ properties and individuality that makes such a person distich and unique from others. It is virtually difficult to have a clear definition of identity, its all depends on the field of study upon which one is relating to, however, there are some prominent people in the society whose roles and involvement is various fields easily spell out their identity. Such characters are Dr Manhattan whose real identity is John osterman, R orschachÃ¢â‚¬â„¢s and Ozymandias identities in the vigilantism and as Nietzsche's Ubermench (Klock, 2002). All the three characters have featured in the Watchman besides the Comedian, the Nite Owl and the Silk Spectre. The main aim of selecting the characters was to present six radically opposing ways in perceiving the world in terms of morality. The Watchman is based on super hero properties acquired form Charlton Comics during the early 1980Ã¢â‚¬â„¢s. Jon Osterman who was later referred to as Doctor /Manhattan, was changed not god like blue Ã¢â‚¬â€œskinned being after accidentally being disintegrated in an Ã¢â‚¬Å"intrinsic field SubtracotÃ¢â‚¬ Jon Osterman identity is the same as that of Dr. Manhattan is a number of ways. First of all, while still a normal human being, he involved himself in unusual things for instance, very few people would take dare become physicist due to its complexity. However Jon Oserman was intensively involved in the discovery which led to his transforma tion after being stuck in a chamber. As Dr. Manhattan, he continues to engage himself in unusual scenarios, for example even after being employed by the United States of America defense Ministry and infighting crime, he goes no with his physics research, his love for this subject leads him to b the inventor of the electric advanced vehicles. Both identities prove Dr Manhattan as a determined and very hardworking individual. However, there are some differences between the two personality identities and this has widely been influenced by the social surrounding. Previously he gains an indentify of a loving and caring man with ability of bringing his girlfriend along to the work station. On the other hand, Dr. Manhattan is view as a biter and emotionless super being; however his perception has been changed by exploitation by normal human beings. He claims that he is used a s a puppet and can even see all the strings attached to him Ã¢â‚¬Å"We're all puppets, Laurie. I'm just a puppet who can see the stringsÃ¢â‚¬ (Gibbons, 2008), he knows that he has been turned into something lethal; he is excited that he knows the delight of not knowing. According to the Cote and Levin (2002) typology he can be regarded as a Ã¢â‚¬Å"searcher Ã¢â‚¬Å" with high sense of dissatisfaction ,quickly shows disdain for imperfection and mostly interacting with role

Understanding and applying motivation theories for achieving Essay

Understanding and applying motivation theories for achieving organization goals - Essay Example An organization comprises of human resources who have distinct feelings and emotions. These emotions and feelings play important role in determining the output and efficiency of work of the human factor while at job.In this paper we apply one or more of motivational theories to suggest improvement which the manager can apply in given work place scenario to improve employee response and motivation resulting in better output and achievement of organizational goals.Motivation theories provide ready and general constructs to analyze the behavior of human resources at work place. This analysis can distinctly exhibit the possible solutions to motivational problems at work place. Management of any organization has to work adequately to enthuse the human resources in order to ensure that they do work in consonance with organizational goals and objectives.Routine-requiring the 5 employees to attend to customer queries on mortgages, insurance and bank accounts themselves. This work is fairly s tructured task. The bank has standard question templates on terminals. Employees are required to query the customer and fill in the required data in these templates. Based on this data the answer to customer question(s) appears on terminal screen. This is then passed on to the customer to ensure satisfactory service. Such tasks form up to 90% of the total work load of these 5 employees.Non routine -These are customer queries which cannot be satisfied by the terminal based templates. They require additional knowledge about the banking products and often present such decision situations where creativity and correlation skills are required. It is an internal practice that such queries may be forwarded to the manager to deal. Normally such queries form about 10% of the total queries received by these 5 employees. 12 13 Problem has arisen as the manager has started receiving such forwarded queries much in excess of the 10% trend and she subsequently discovered that quite a few of them were in fact routine queries which could have been attended to by the 5 member line staff. 14 15 It is apparent that some line member is trying to pass on his/her work to the 'new unwary manager'. This is not only intruding upon the time and job responsibilities of the manager but also resulting in customer dissatisfaction as not only customer has to wait more to get routine answers but also several non routine queries wait longer as manager is busy in answering routine queries. There apparently is a major motivational problem amongst line staff which needs immediate resolution otherwise the situation may snowball with a multiplier effect. 16 Resolution 17 Manager has to realize that motivation comes from within. It is an inner drive that causes a person to do something or act in a certain way. It is a complex inspirational energy which is highly desirable in the workplace, equally desired by both managers and workers alike. However this inspirational energy is missing in portion or full in present situation. Motivated employees will put in extra effort when needed, without being asked. Instead here employees are trying to pass on the effort required of them to management layer. In order to resolve this manager can use any of the 8 popular motivation theories. These theories are Management by Objectives, Maslow's hierarchy, Quality Circles, Herzberg's Two-factor Theory, McGregor's Theory X and Y, "In Search of Excellence", theory of Peters and Waterman, Managerial Grid, and Likert

Wednesday, October 16, 2019

GLOBAL PERSPECTIVES ON INNOVATION AND CREATIVITY Essay - 1

Tuesday, October 15, 2019

Understanding and applying motivation theories for achieving Essay

Urbanization increases Essay Example for Free

Urbanization increases Essay Golf courses also use fertilizers and chemicals in watering and maintaining the area which also contribute to the contamination of water. According to 1FAOs estimate of changes of forest area cover in developing countries, the worldÃ¢â‚¬â„¢s forest area had significantly decreased during the period of 1980 to 1995 largely brought about by development and the demands of urbanization. The developing countries have contributed to the natural forests as much as 25%, an average of 12% in Latin America, 5% in Asia and 8% in Africa (FAO, 1997). It has to be stressed that the figures correspond to only 15 years span. Gornitz and colleagues also found that vegetation clearing accounts for a one percent reduction of annual stream flow and an average of 10% decrease in the annual volume of freshwater used by humans (Gornitz et. al, 1997 page 148). The most direct physical impact of urbanization to the interruption of the water cycle is the general increase in the impervious cover (IC). The increase in IC due to urbanization affects the water cycle in these ways: 1. Urbanization increases impermeable land covers such as sidewalks, roads, roofs and parking lots. These urban structures decrease the amount of water to be absorbed by the soil as infiltration process is hardly possible to occur in these areas. In highly urbanized areas, more half of the volume of rainwater flows as run-off (Center for Watershed Protection, 2003). Studies also reveal that in cases where impervious cover is less than 10%, streams to where run-off flows remain protected. On the other hand, if IC is above 10% run-off that goes to the streams will cause the ecosystem to be degraded (American Society of Civil Engineers, 1996). Center for Watershed Protection said some of the evidences of this damage are bank erosions, sedimentation and the loss of stream bank tree covers. 2. Urbanization significantly increases annual floods. As infiltration and transpiration is reduced much of the surface precipitation is diverted to the drainage system. In a pre-urban setting, precipitation is intercepted by the natural vegetation through the process of absorption. Ground cover and forest canopy naturally absorbs rainfall through their roots. The wider the ground cover and the denser the forest canopy, infiltration and transpiration of precipitation are held in its natural state as more water is stored in the water table. This way water storage deep down into the ground as reservoir. With the clearing of vegetation and deforestation, urbanization becomes directly liable for the increase in annual floods. Because of the increase in the volume of run-off water in highly urbanized areas, the construction of drainage systems have been the nearest possible solution made by the government. Such drainage systems were designed to regulate the flow of run-off directly to the watercourse. However localized flash flooding seemed aggravated the problem with the construction of such sewage systems. The problem with this development projects is that the volume that watercourse and the drainage systems can contain is limited. The speed or velocity of runoff brought about by high peak storm water. Another vital factor is time which is relatively not enough for water to be absorbed and contained by the drainage systems and so flash floods are always possible. With flash floods, water contamination is highly possible because the excess water that runs in the streets catches much of the contaminants in the land surface which will then be carried to the bodies of water as flood find its way to leave the area. Because highly urbanized areas do have little ground cover like trees to absorb storm water, run off will likely stay longer in the surface as infiltration is hardly possible. Because imperviousness is directly related to water dynamics, highly urbanized areas have the high risk of containing high peak storm discharges. In urban areas, collection in combined sewerage systems may impose increased hydraulic and pollutant loads on conventional wastewater treatment facilities (Perry and McIntyre 1986).

Monday, October 14, 2019

What Makes Shakespeares Hamlet Popular?

What Makes Shakespeares Hamlet Popular? The Enduring Popularity of Shakespeares Hamlet Why is Hamlet so popular? Shakespeare wrote countless masterpieces, many of which are debatably more exciting (The Tempest), momentous (Macbeth), intriguing (Othello), romantic (Romeo and Juliet) and profound (King Lear). But not only has Hamlet been produced more by the Royal Shakespeare company than any other work, it is a favourite of troupes (and audiences) around the world. From the playÃ¢â‚¬â„¢s inception in 1602, up until the National TheatreÃ¢â‚¬â„¢s acclaimed production in 2000 (and beyond), Hamlet has captured the imagination. A close examination of the play, along with a careful focus on its themes, will shed some light on HamletÃ¢â‚¬â„¢s 400 year old enthrall, with a special emphasis on its relevance to a modern British audience. Hamlet is a tale of revenge, murder and existential and spiritual angst. The title character is a young prince whose father, the King of Denmark, has unexpectedly passed away. His brother, Claudius, has inherited the throne and taken the former kingÃ¢â‚¬â„¢s wife as his own. Hamlet is visited by his fatherÃ¢â‚¬â„¢s ghost, who informs him that he was murdered by Claudius, and that his death needs to be avenged. Instead of instantly doing so, Hamlet attempts to first confirm his uncleÃ¢â‚¬â„¢s guilt by feigning madness, and later by staging a play of the murder, to which ClaudiusÃ¢â‚¬â„¢ reaction essentially confirms his guilt. But even with the evidence in hand, Hamlet is still unable to enact his revenge. After accidentally killing the kingÃ¢â‚¬â„¢s councilor Polonius, he is deported to England, and upon his return enters into a duel with PoloniusÃ¢â‚¬â„¢ son, Laertes. However, the fight is a setup; LaertesÃ¢â‚¬â„¢s blade is poisoned, as is the wine in a goblet from which Hamlet is t o drink. While Hamlet wins the duel and ends up killing Claudius, he too succumbs to the poison and dies. In the play, Hamlet is by far the major presence: his problem is central to the plot, and his public and private exultations and speculations dominate the action (Hoy, 1991). Furthermore, the role of Hamlet is far larger than any other in all of ShakespeareÃ¢â‚¬â„¢s works. While the play is filled with ambiguities, the biggest of all have to do with HamletÃ¢â‚¬â„¢s motivations and actions (Levin, 1959). There is always more to him than the other characters in the play can figure out. Part of this has to do with the way Shakespeare crafted him Ã¢â‚¬â€œ his intense pensiveness, his uncertainness, the vagaries of his actions Ã¢â‚¬â€œ but part of it is Hamlet himself, who actually tells other characters that there is more to him than meets the eye, notably his mother and Rosencrantz and Guildenstern. In addition, when he speaks, he sounds as if thereÃ¢â‚¬â„¢s something important heÃ¢â‚¬â„¢s not saying, maybe something even he is not aware of (Hoy, 1991). What separates Hamlet from other revenge plays is that the action we expect to see is continually postponed (Wilson, 1951). Instead of being based on activity, the play is all about character, and really only the character of Hamlet. Many people regard Hamlet as a play about indecisiveness, but more than this, it can be seen as an examination of action itself; that is, the conditions necessary for such, and the appropriate amount required, depending on the circumstances. The question of how to act is affected not only by HamletÃ¢â‚¬â„¢s need for certainty, but by emotional and psychological factors (Halliday, 1964). Hamlet himself appears to distrust the idea that itÃ¢â‚¬â„¢s even possible to act in a controlled, rational way. For when he does act, he does so swiftly and recklessly. This extreme shift from paralysis to impulsiveness further adds to his enigmatic nature. Without action to sustain the play, the plot instead revolves around Hamlet contemplating various questions, among them: Is the ghost what it appears to be, or is it really trying to deceive him? How can the facts about a crime be known without there being any witnesses? Can Hamlet know the intricacies of ClaudiusÃ¢â‚¬â„¢s soul by studying his behaviour? Can we ever really know whether our actions will have the consequences we want them to have? Can we know what happens in the afterlife? (Levin, 1959). This last question is one of the most powerful throughout the play. There are times when Hamlet seems to feel that death itself may bring the answers to his deepest concerns (Wilson, 1951). The question of his own death plagues him, and he more than once contemplates whether or not suicide is a legitimate choice in an unbearably painful world. HamletÃ¢â‚¬â„¢s grief is such that he frequently longs for death to end his suffering, but worries that if he commits suicide, he will be suffer eternally in hell. In his famous Ã¢â‚¬Å"To be or not to beÃ¢â‚¬ soliloquy, Hamlet concludes that no one would choose to endure the pain of life if they were not afraid of what will come after death, and that it is this fear which causes morality to interfere with action (Levin, 1959). In sum, Hamlet, is ambiguous, vague and mysterious, uncertain, indecisive and pensive, self-loathing and self-reflexive, simultaneously afraid to live and afraid to die. Is it any wonder then that people can relate to him? People enjoy Hamlet because he evokes their sympathy. His character is flesh and blood. He doesnÃ¢â‚¬â„¢t just act; he thinks, he questions, he feels. Hamlet is extremely philosophical and contemplative, and takes the time to analyze difficult questions that cannot be answered with any certainty. His melancholy is in many ways endearing. Though his actual age is debatable, in essence he is the quintessential teenager, afraid to grow up and take on burdens and responsibility he knows he must and yet is not ready for. His urgency is contagious. Beyond this, there are the questions he deals with, primarily those of death and the afterlife, that haunt us all. It is extremely rare to not only hear such questions so well articulated, but to hear them articulated at all. These conversations are largely relegated to our own heads. They are intimate and personal, and are seldom expressed. To see them on stage is to bear witness to our own souls. But this only explains why the character of Hamlet is so popular. Though he dominates the course of the action (or lack thereof), there is another reason why the play itself has been so successful and so resonant, which has to do with the famous line: Ã¢â‚¬Å"Something is rotten in the state of DenmarkÃ¢â‚¬ (Hamlet, I, iv, 90). Everything is related in Hamlet, including the health of the ruling royal family and that of the nation as a whole (Hoy, 1991). Throughout the play, there are explicit connections drawn between the two. Denmark is often described as a physical body made ill by the moral corruption of Claudius. While the dead King Hamlet is portrayed as a strong, noble ruler under whose guard the state was in good health, Claudius, is regarded as wicked, corrupt and out to satisfy only his own appetites (Wilson, 1951). Throughout history, similar correlations have been made, from Stalin and Hitler to Blair and Bush. While the latter pair are perhaps far less sinister, their po litical decisions have similarly shaped the perceptions of the citizens of the nations they lead, as well as the perceptions of those on the outside. Our leaders are responsible for the overall Ã¢â‚¬Å"healthÃ¢â‚¬ of the state, and the war in Iraq and other actions are doing little at the moment to paint a picture of good health. Close observers of Hamlet, no matter of what time period, sense this parallel instantly. Modern society, specifically the UK, is still in HamletÃ¢â‚¬â„¢s thrall. In todayÃ¢â‚¬â„¢s world, with so many problems and too few solutions, it is easy to feel powerless and paralyzed. There are choices to be made, and actions to take, but 1) which ones should be carried out and 2) will they even do any good? The modern person is at a crossroads, and in some ways Hamlet personifies this better than anyone else. Throw in the playÃ¢â‚¬â„¢s description of the state as being deceased, and the work comes across almost as the poster child for modern malaise. This is evidenced in the 2000 production by the National Theatre, which is only one of many recent and successful incarnations of the play. The title role was played by Russell Beale, who prepared for the part by looking into himself in an attempt to bring out the Ã¢â‚¬Å"everyman qualityÃ¢â‚¬ of Hamlet, along with his intense self-reflection and (albeit feigned) madness. To do justice to ShakespeareÃ¢â‚¬â„¢s words, in this case gra vitating between wit, wryness and self-reflection, Beale decided not to force emotion, but to instead Ã¢â‚¬Å"get there slowly, to get the emotional arc right, and not find too many moments of crisisÃ¢â‚¬ (Beale, 2000). The actor, in perhaps a bit of method, decided to try and capture HamletÃ¢â‚¬â„¢s grief by using his own, in this case the fact that his mother died a few weeks before the performance. He also used his frustration over Ã¢â‚¬Å"not being able to feel enoughÃ¢â‚¬ to further cement and perfect his interpretation (Beale, 2000). By all accounts he didnÃ¢â‚¬â„¢t disappoint. The Independent declared BealeÃ¢â‚¬â„¢s Hamlet Ã¢â‚¬Å"not at all Ã¢â‚¬ËœHamlet-like,Ã¢â‚¬â„¢ and his performance Ã¢â‚¬Å"moving and crystal clear,Ã¢â‚¬ characterized by Ã¢â‚¬Å"an aching regret for the world that might have been rather than a seething contempt for the world that existsÃ¢â‚¬ (Taylor, 2000). When Hamlet returned from England, the reviewer found him emanating a Ã¢â‚¬Å"shyly gracious acceptance of the mystery of life and fate,Ã¢â‚¬ and in dying Ã¢â‚¬Å"moved towards the audience as if painfully and belatedly conscious of their presence, imparting an even more shattering sense of the waste of a noble lifeÃ¢â‚¬ (Taylor, 2000). The Evening Standard wrote that the performances illuminated the text in ways that made it fresh and accessible, and BealeÃ¢â‚¬â„¢s performance of Ã¢â‚¬Å"clarity, humanity and humility held the audience spellboundÃ¢â‚¬ ¦they could only suffer with his confusion, grief self-loathing and doubtÃ¢â‚¬ (de Jongh, 2000). The Guardian complimented Beale for being Ã¢â‚¬Å"everything one could hope for: witty, ironic, intelligent, Ã¢â‚¬Ëœa Henry James who is also a swordsmanÃ¢â‚¬â„¢ to borrow Harold BloomÃ¢â‚¬â„¢s phrase,Ã¢â‚¬ and: Ã¢â‚¬Å"bookish, inward, reflective and intensely capable of self-scrutinyÃ¢â‚¬ (Billington, 2000). Furthermore, the paper admired his Ã¢â‚¬Å"capacity for surprise, moral sensitivity and parodic witÃ¢â‚¬ and his ability to convey Ã¢â‚¬Å"the paralysis of the intellectual caught up in a world of realpolitik,Ã¢â‚¬ resulting in a Ã¢â‚¬Å"first-rate, deeply intellectual Hamlet whose weapons are primarily verbal and who understands that revenge cannot offer meaningful redressÃ¢â‚¬ (Billington, 2000). In the National TheatreÃ¢â‚¬â„¢s production, along with countless others over four centuries, a central theme is constantly repeated: HamletÃ¢â‚¬â„¢s self-loathing, specifically in regards to his lack of feeling, which, as much as his lack of action, makes him guilty. This aspect of his character is perhaps more relevant today than ever. The theme of powerlessness, along with the tangible frustration and guilt that comes with it, can easily find a home in the mind of a modern audience member. In addition, HamletÃ¢â‚¬â„¢s intensely relatable Ã¢â‚¬Å"human all too humanÃ¢â‚¬ qualities, his probing thoughts on the afterlife and the theme of the Ã¢â‚¬Å"nation as diseased bodyÃ¢â‚¬ are so universal and timeless that they shed much light on the playÃ¢â‚¬â„¢s appeal. Perhaps there will come by a day when Hamlet fails to strike a chord with audiences. But for now, ShakespeareÃ¢â‚¬â„¢s masterful creation and revolutionary character study is safely ingrained in our consciousness. Bibliography Beale, Russell. The Readiness is All. National Theatre, 2000. http://www.nationaltheatre.org.uk/?lid=2485 Billington, Michael. The Guardian, September 6, 2000. Crystal, David, and Crystal, Ben. The Shakespeare Miscellany. Penguin: New York, 2005. de Jongh, Nicholas. The Evening Standard, September 6, 2000. Halliday, F. E. A Shakespeare Companion 1564-1964. New York: Penguin, 1964. Hoy, Cyrus. Hamlet: An Authoritative Text, Intellectual Backgrounds, Extracts from the Sources, Essays in Criticism. New York: W. W. Norton and Company, 1991. Levin, Harry. The Question of Hamlet. New York: Oxford University Press, 1959. Shakespeare, William. Hamlet. Braunmuller, A.R., Orgel, Stephen (Eds.). New York: Penguin Classics, 2001. Taylor, Paul. The Independent, September 6, 2000. Wilson, John. What Happens in Hamlet. New York: Cambridge University Press, 1951.

Sunday, October 13, 2019

Daisy Buchanan : The Great Gatsby Essay -- F. Scott Fitzgerald

Behind every great man is a beautiful, charming maiden who holds his heart. What if this woman was not absorbed with taking care of his heart but was completely absorbed with money, reputation, and her own needs. In Fitzgerald's The Great Gatsby, Mrs. Daisy Fay Buchanan is the object of affection or the "rock of [Gatsby's] world."(99) All Daisy's life she has wanted to be noticed, to be heard, and to be loved. However, when everything she has always wanted is being held in her hands, in the form of Gatsby, Daisy chooses money as her form of happiness ultimately leading to her misery. Daisy's action and choices are extremely defined by her "East egg" way of life, which is a representation of old money and high class society within the novel. In short, Daisy thinks with her wallet instead of using her common sense, her head, or her heart. When reading the novel "it [seems]Ã¢â‚¬ ¦the thing for Daisy to do [is] to [leave Tom], child in arms"(20) but unfortunately "there are no such intentions in her head". The reason being, Tom is her financial provider and equal socially. Even though Gatsby has enough money to support her now with his "drug stores" he will always be nouveau riche, a continuous flaw, according to Daisy's high class standards of life. If Daisy was not of high society or have money, she would lose what little power and influence she possesses as a woman of the 1920s. Some one as egoistical as Daisy cannot bare to be as unacknowledged like lower class society, but because Daisy is an ethereal beauty with money and charm her voice remains heard. At what cost does Daisy pay to keep her voice heard? Money allows her a form of power, yet "her face [is] sad and lo... ...burning and the heat is to the point of fatality Daisy only has Tom on her mind. Or it could mean Gatsby's love for Daisy makes the world outside around her so pleasant while Tom and his money creates nothing but a heat equal to burning fire and brimstone for Daisy's life. Though Gatsby is a great man and Daisy is the definition of charm and beauty, she will never allow herself to hold his heart. Daisy's love for money, her reputation, and her own needs have ultimately led to her down fall. Daisy chose to marry Tom and his wealth over being Gatsby's foundation of love. Daisy believed money would give her the attention, giver her the voice, and give her the love she wanted all her life. However, all she has received from pursuing money is misery. Works Cited Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1925.

Saturday, October 12, 2019

William Blake :: essays research papers

William Blake is said to be a very visual artist and in his visions, is where he got all of his ideas. In this essay IÃ¢â‚¬â„¢m going to explore some of BlakeÃ¢â‚¬â„¢s works and the visions that caused him to write about some of the things that he wrote about. William Blake, born November 28, 1757, grew up as the son of a haberdasher, Blake, with close to zero education in a London suburb due to having a bad temper. He taught himself everything that he knew. From the ages of 0 to 14, he taught himself how to read and he had read many of MiltonÃ¢â‚¬â„¢s pieces, the Bible, and some of ShakespeareÃ¢â‚¬â„¢s work. He also taught himself Latin (Norton 65). During his free time since he didnÃ¢â‚¬â„¢t attend school, he spent this time in a print shop. He spent his pocket money for engravings of different Italian Masters. All of this freedom that he had helped him to gather impressions and sensations from the world that helped him with his drawings until he died. Later in his life he decided on apprenticing as an engraver instead of becoming an artist, even though he was a friend of many of the great artists. He worked as an apprentice for a well-known engraver. His engraving skills that he learned helped him with his craftsmanship, and a higher br anch of art (Raine 9-10). Blake married an illiterate woman at the age of twenty-four, named Catherine. He decided on courting her in Battersea, and the church where they were married is the only church still standing to this very day (Raine 7). Blake encountered many hardships in his life including being arrested for making slanderous statements about different things. All of the events that Blake endured in his life had a great influence on his masterful writings and drawings. It was once said that Blake and his wife were so poor, that his wife would lay an empty plate in front of him at dinner because they didnÃ¢â‚¬â„¢t have anything at all to eat, and this made Blake start drawing pictures of what he wished was on his plate. One task that he was assigned was to draw many of the monuments of kings and queens in Westminster Abbey. When Blake was young he had many different visions that also caused him to start drawing these visions on the flaps of his dadÃ¢â‚¬â„¢s books.

Friday, October 11, 2019

Boy in the Striped Pyjamas

What does the text highlight about the concept of belonging? The film tells a story seen through the innocent eyes of a 8 year old boy, Bruno, who is unsure of his place in the world. The most evident concept of belonging is his hitch in his transition from childhood to adulthood. Throughout the film, he faces the conflict between accepting the harsh Ã¢â‚¬Å"Jew-killingÃ¢â‚¬ reality of the world or stay immersed in his fantastical world filled with adventure. Bruno also feels alienated from society having been moved from Berlin to the countryside, resulting in his isolation. On another level, he must further decide his place and to whether support his Nazi father's actions and stay true to his Ã¢â‚¬Å"FatherlandÃ¢â‚¬ or stay a companion with Schmal, the 8 year old Jew that Bruno befriends. 5. What connections about belonging can you make between this text and your prescribed text? In Dickinson's poems, there is a sense of disconnection with society that the poet experiences due to her isolation and seclusion from the world. Similarly, Bruno, in The Boy in the Striped Pyjamas, experiences the same sense of disconnection due to his unsurity over what is right or wrong. He feels out of place and confused throughout the film as a result of his youth as well as his lack of knowledge about the hostile situation in the world. Also, where Dickinson regards her relationship with nature as the most dominant one in her life as depicted in Ã¢â‚¬Å"What mystery pervades a wellÃ¢â‚¬ , Bruno does the same in reference to his relationship with the Jew child, Schmal. Like nature, Schmal is an enigmatic character which Bruno does not seem to fully connect throughout the film, largely due to physical barriers such as the electric fence and mental factors like the judgemental character of Lt. Kotler and his father. Lastly, Dickinson realises her importance and place in the world due to her seclusion. Likewise, for the boy Bruno, it is left for him only to decide where he belongs in the world despite his age. Throughout the film, although Bruno is fed Nazi propoganda, we realise that it is ultimately up to him to decide his alliances as what he sees in the world is not quite what people describe. . What techniques does the composer use to convey his/her idas about belonging? (techniques, example, explain) Through the use of camera angles, Herman illustrates a sense of alienation between Bruno and his surroundings. He achieves this with a low shot of the new home, overshadowing and looming over a timid and doubting Bruno. Furthermore, the first scene that we see in the new home is Bruno sitting on the stairs, behind full-length banister rails, suggesting a sense of entrapment within the house. The use of costuming in the blue and white striped Ã¢â‚¬Å"pyjamasÃ¢â‚¬ by Herman illustrates Bruno's innocence and his inability to comprehend what is right or wrong. He does not realise that the clothing is the uniform for captured Jews but as the film progresses, harsh reality soon overtakes his naive outlook of the world. The uniforms also represent how different the prisoners are to Bruno. Bruno's conflict between childhood and adulthood is further insinuated through the quote: Ã¢â‚¬Å"My dad's a soldier, but not the sort that takes people's clothes away. The use of dramatic irony suggests again Bruno's innocence and how he is still very much a child in what is a hostile, adult world. The character of Schmul represents the power and solidarity of human relationships. What was intially a temporary friendship becomes permanent when Bruno becomes filled with regret after he betrays Schmal. A shake of the hands through the electric fence suggests that a connection between Bruno and Schmal exists regardless of any barriers. Boy in the Striped Pyjamas BrunoÃ¢â‚¬â„¢s diary Year 1943, age 9 years old as I was born on the 15th april 1934. Day one of strange happenings: Today I came home from school and maria was in my bedroom going through MY things Ã¢â‚¬â€œ Even my secret things. She is just a servant but I tried to be polite when I asked what she thought she was doing. Maria never takes all my private things out, she puts things away like sheÃ¢â‚¬â„¢s supposed too. I asked mother why maria is packing my things but she wonÃ¢â‚¬â„¢t answer me properly. She just keeps saying we are all going away because of fatherÃ¢â‚¬â„¢s job. She said IÃ¢â‚¬â„¢ll have to say goodbye to my friends, my best long life friends.I donÃ¢â‚¬â„¢t want to say goodbye to my friends because of fatherÃ¢â‚¬â„¢s job. I know heÃ¢â‚¬â„¢s important but why canÃ¢â‚¬â„¢t father go by himself and come back later? ItÃ¢â‚¬â„¢s not fair. I still have lots of plans with my friends that I need to do. I wonder if grandma and grandfather are coming on this holiday too? We canÃ ¢â‚¬â„¢t really leave them behindÃ¢â‚¬ ¦though I donÃ¢â‚¬â„¢t mind if Gretel stays Ã¢â‚¬â€œ shes hopeless. Gretel can look after the house so we can come back to it if this new one isnÃ¢â‚¬â„¢t as good. I wonder if the other house has a big bannister like this one that I can slide down? I hope so because itÃ¢â‚¬â„¢s my favourite thing to do.Day two of strange happenings: We are at the new house and itÃ¢â‚¬â„¢s horrible! It only has three floors, not five like the other one and there are no other children around to play with. I donÃ¢â‚¬â„¢t like this place but mother wonÃ¢â‚¬â„¢t take me back home, she says this is where we live now but I donÃ¢â‚¬â„¢t want to live here. Gretel doesnÃ¢â‚¬â„¢t like it either, or maria, so it definitely is a horrible place to live. IÃ¢â‚¬â„¢ll just have to tell father what a mistake heÃ¢â‚¬â„¢s made and then we can all go back home to berlin. Even the people here are scary and boring, like that man that came out of fathers room today.I donÃ¢â‚¬â„¢t thin k I like himÃ¢â‚¬ ¦heÃ¢â‚¬â„¢s too serious. Maria says to steer clear of him anyway. Day three of the horrible place: I scared Gretel today when I showed her the weird children outside my window. She is three years older than me and quite scary, so scaring her isnÃ¢â‚¬â„¢t an easy thing to do. I donÃ¢â‚¬â„¢t know why she has come with us anyway, all she does is cause trouble. ThatÃ¢â‚¬â„¢s what mother and father say anyway. At least her friends canÃ¢â‚¬â„¢t come round anymore. She has horrible friends that call me six when IÃ¢â‚¬â„¢m actually nine! She still has her dolls though.I bet they spy on me when IÃ¢â‚¬â„¢m in her room, so I donÃ¢â‚¬â„¢t go in there much. Gretel said father said we are going to stay here for the foreseeable future, whatever that means. Gretel thinks itÃ¢â‚¬â„¢s about 3 weeks, so at least it isnÃ¢â‚¬â„¢t a month I suppose. She doesnÃ¢â‚¬â„¢t like this place either though so maybe we will move back sooner. Day four of the horrible place: The people outside my window are still there. Gretel thinks that we are in the countryside and that they must be farmers. I donÃ¢â‚¬â„¢t think they are farmers though because there are no animals and the ground is all brown and dirty.It doesnÃ¢â‚¬â„¢t look like a nice place anyway, there are soldiers shouting at people and for some reason everyone is wearing pyjamas. I wish Gretel knew who they were and would tell me. SheÃ¢â‚¬â„¢s the brightest girl in her class apparently. I found them though, so they are my people, not hers. I am a high and mighty king in my bedroom and they are my minions that Gretel canÃ¢â‚¬â„¢t have. I shall have to ask father what they are doing there and why they donÃ¢â‚¬â„¢t have baths. IÃ¢â‚¬â„¢ll know more than Gretel then, even though sheÃ¢â‚¬â„¢s older. Day five:Father came to the house today. We had to leave earlier than father on the train. There were a lot of other people coming this way on the train tooÃ¢â‚¬ ¦but they were all on one big train squashed together. I donÃ¢â‚ ¬â„¢t know why they didnÃ¢â‚¬â„¢t just come on the same train as us because we had lots of empty seats they could have used. I was very brave today and asked father when we were going home because itÃ¢â‚¬â„¢s horrible here. I thought father would get very angry because IÃ¢â‚¬â„¢m not supposed to go into his office or waste his time saying hello or asking silly questions.Father said we have to do things we donÃ¢â‚¬â„¢t like though because other people know whatÃ¢â‚¬â„¢s best for us. He said we have to accept the situation we find ourselves in and then everything will become easierÃ¢â‚¬ ¦or something like that. I still donÃ¢â‚¬â„¢t like it here though and it will never be home. I donÃ¢â‚¬â„¢t know why father canÃ¢â‚¬â„¢t see that heÃ¢â‚¬â„¢s made a mistake. I even told him to apologise to the fury and then we can go back to berlin. Father is a very respectable man but I still think he is wrong. Why doesnÃ¢â‚¬â„¢t he just listen to us instead of his job? Extract from chapter 12, pages 128 Ã¢â‚¬â€œ 129 Ã¢â‚¬ ¦we had to move to a different part of Cracow, where the soldiers built a big wall and my mother and father and my brother and I all had to live in one roomÃ¢â‚¬ ¦Ã¢â‚¬ËœThere was one small window in it but I didnÃ¢â‚¬â„¢t like to look out of it because then I would see the wall and I hated the wall because our real home was on the other side of it. And this part of town was the bad part because it was always noisy and it was impossible to sleepÃ¢â‚¬ ¦Ã¢â‚¬ËœThen one day the soldiers all came with huge trucksÃ¢â‚¬ ¦ And everyone was told to leave the houses. Lots of people didnÃ¢â‚¬â„¢t want to and they hid wherever they could find a place but in the end I think they caught everyone.And the trucks took us to a train and the trainÃ¢â‚¬ ¦ The train was horribleÃ¢â‚¬ ¦ There were too many of us in the carriages for one thing. And there was no air to breathe. And it smelled awful. Ã¢â‚¬â„¢ ShmuelÃ¢â‚¬â„¢s exposition provides necessary background information that a llows the reader to identify with the character. In this particular extract, the author conjures a lot of imagery to convey emotion and mood, which is implemented through structural and lingual techniques. Ellipses are used repeatedly throughout the extract, creating a pause, which causes the reader to consider and empathise with the characters ordeal.It also contributes to the rhythm of the paragraph, setting a slow and deliberate pace, evoking heightened emotions of fear and apprehension. The simplistic language, combined with alliteration delivers a childlike and innocent approach, which draws sympathy from the reader in relation to the childÃ¢â‚¬â„¢s traumatic experience. For example, the Ã¢â‚¬Ëœsoldiers built a big wallÃ¢â‚¬â„¢ contrasts against shmuel and his family living in a small room, emphasising how small and vulnerable they are. The use of repetition such as the train is effective in this extract, as it creates a sense of urgency and distress, helping to set a desponden t atmosphere.This atmosphere is intensified with short sentences and a hyperbole toward the end of the paragraph (There was no air to breathe) for a dramatic impact. The boy in the striped pyjamas is a fable based on the holocaust. The protagonist of the story, Bruno, comes home from school one day to find his belongings packed and told to say goodbye to his friends due to his dads promotion. Mourning his old home Bruno sets out exploring areas he shouldnÃ¢â‚¬â„¢t Ã¢â‚¬â€œ his naivety and inquisitive innocence, lead him to the outskirts of a concentration camp, where he befriends a boy just like himself, albeit religious boundaries.It is this friendship between two young boys that leads to a cruel twist of fate. The hamartia of bruno, in this case his innocence, leads to his downfall. It is somewhat ironic, that the innocence and accepting nature of a child is essentially a weakness that leads to a cruel fate, whilst those that deserve misfortune are without tragedy. It also conveys a moral, classifying this book as a fable. In relation, Romeo and Juliet by William Shakespeare share the same themes as the boy in the striped pyjamas.Innocent characters lose their lives unnecessarily because of events that are out of their control, caused by prejudice and discrimination. Another similar feature between the two novels is that Shakespeare uses dynasties/houses to create differences and segregation between parties. In correspondence, the author of the boy in the striped pyjamas, uses clothes to create differences and symbolise their status in society. For example, the striped pyjamas indicates inferiority, weakness and suffering of the jews, whilst the uniforms of the soldiers uphold authority, cruelty and dominance.As opposed to Shakespeare, what makes this book so despairing and emotive is the reality of it. It is not a romantic, fictional play based on lust and fate Ã¢â‚¬â€œ it is representative of real events where horrific tragedyÃ¢â‚¬â„¢s took thousands of in nocent lives for reasons due to nothing but social status, discrimination and prejudice. It can be argued, that such events would not have occurred in reality; firstly, historical records show that more than 6000 soldiers were present in the aushwitz camp, making it unlikely that a child could escape their notice to sit at the edge of a camp and talk to an outsider.Secondly, most women and children were gassed upon their arrival, leaving the men to work. Another point raised, is that most credible 9 year olds have a lot more common sense in reality than is portrayed in this fable. BoyneÃ¢â‚¬â„¢s story depends on the overwhelming naivety of his character, who is completely oblivious to the war despite his father working for Hitler. In conclusion, for a short fable aimed at children, I believe it to be a powerfully emotive tale that strikes key points. The innocence and reality of the events that took place in the book make it that much more touching, horrific and powerful.

Thursday, October 10, 2019

To Use or Not to Use Singlish Ã¢â‚¬Å“Aiyah! so Headache!Ã¢â‚¬Â

Victoria University of Wellington School of Linguistics and Applied Languages Studies WRIT 101 Ã¢â‚¬â€œ Writing English Assignment 2 Ã¢â‚¬â€œ Persuasion Due Date: 20 September 2004 Name of Student: Chor Teck Daryl Toy To Use or Not To Use Singlish Ã¢â‚¬Å"Aiyah! So Headache! Ã¢â‚¬ + In recent years, there has been much concern on how Singaporeans use English. While some consider Singapore Colloquial English or Singlish as an undeniable part of being a Singaporean, others including the Government, deem it inferior, even condemn it, and support the use of Singapore Standard English almost relentlessly (Tan 2002).I shall attempt to address the following question, Ã¢â‚¬Å"Should Singlish be accepted and used or be abandoned? Ã¢â‚¬ I believe we need to use both Singlish and Standard English in order to be effective life-long communicators. We shall look into this argument in the context of education, the sociolinguistic understanding of diglossia and code-switching, and the role of teac hers in guiding students in the language acquisition process. Firstly, let us look at the development of English that eventually led to this language controversy in Singapore.English is one of the four official languages recognised in Singapore. It is the language medium used in education, in administration, and in the workforce, and is often used at home nowadays, along with the other Ã¢â‚¬Ëœmother tonguesÃ¢â‚¬â„¢. Some, especially the younger families, have adopted English as their first language. Out of this multi-lingual background comes Singlish, which blends English with the other local languages, accents, dialects and slang. Singlish is used in informal ccasions, especially among children, adolescents, and the less-educated. If we were to spend some time mingling with Singaporeans and listening to the way we converse with each other, we may catch colloquial phrases like, Ã¢â‚¬Å"Why you so like dat? Ã¢â‚¬ Ã¢â‚¬Å"Eeee! You so kiasu one! Ã¢â‚¬ Ã¢â‚¬Å"Dun play-play with me! Ã ¢â‚¬ Ã¢â‚¬Å"Do your work lah! Ã¢â‚¬ Such familiar terms can also be detected in local television programmes, like Under One Roof and Phua Chu Kang Pte Ltd, and in local films, like Army Daze, Money No Enough and I Not Stupid.Indeed, Singlish has become an unofficial Singaporean icon, which I think, our friends from other countries can use to identify and differentiate who we are from other Asians! While Singlish is widely used in Singapore, it is often treated with disgust, even disdain and aversion, especially by the highly-educated and Ã¢â‚¬Ëœlanguage-purityÃ¢â‚¬â„¢ advocates. Singlish is viewed as an embarrassing reflection of Singaporeans being Ã¢â‚¬ËœuncouthÃ¢â‚¬â„¢ and Ã¢â‚¬ËœuneducatedÃ¢â‚¬â„¢, as contrast with Standard English. As former Prime Minister Goh Chok Tong once commented, Ã¢â‚¬Å"Poor English reflects badly on us Ã¢â‚¬ ¦ and makes us seem less intelligent or competent. (Tan 2002) As Singlish is seen as Ã¢â‚¬Ëœpoor EnglishÃ¢â‚¬â„¢, attempts, such as the governmen t-supported Ã¢â‚¬Å"Speak Good English MovementÃ¢â‚¬ , are set to propagate the proper use of the language among Singaporeans, mainly through the education system. Despite the various efforts made in condemning and even banning the use of Singlish in Singapore, there is no denying that using this locally-conceived language is very much a part of being a true-blue Singaporean. We use it in our daily lives with our families, friends and even at work in our conversations.Linguists have noted that most children in Singapore would acquire Singlish first from their homes or in kindergartens, rather than Standard English (Gupta 2001, Deterding 1998). In some studies conducted on language acquisition, it is observed that adults used the low variety of a language to communicate with their children, who in turn use it to communicate with their peers (Ferguson 1959). In accordance to the language phenomenon of diglossia, it is argued that children would acquire language initially through its n on-standard, colloquial, low variety, before learning its standard high variety through formal education.In line with the view mentioned above, some might feel that a little dose of Singlish used sometimes in the formal language acquisition process can help relax the already tense and stressful study atmosphere. Surely it would provide some lighter and humorous moments to the classroom. During my teaching stint in the primary school, I remember that my students would listen amusingly to my teaching, and appreciate my efforts in explaining complex terms with some occasional Ã¢â‚¬ËœlahsÃ¢â‚¬â„¢ and Ã¢â‚¬ËœlehsÃ¢â‚¬â„¢.Students, especially those yet to be competent enough to communicate in English, would find it easier to use a bit of Singlish to speak up in class at the initial stage of their learning. After all, donÃ¢â‚¬â„¢t most students sometimes find it daunting to use the language they are learning, with an almost gripping fear of being ridiculed for their errors? Surely they wou ld choose to approach the language through its low variety first, before working their way towards the high.Allowing them to use Singlish as a basis might help to create a safe environment for our students to eventually acquire Standard English in their language learning experience. However, as an English language teacher, I do advocate the need to use Standard English as part of our linguistic repertoire, since it is the language of administration, economy, and communication in Singapore, and a channel to communicate with other countries. As teachers, while we teach Standard English with its different genre, conventions, functions and its importance, we should gradually encourage our students to use the language in their lives.Nevertheless, we should bear in mind in our teaching our studentsÃ¢â‚¬â„¢ linguistic background, which includes Singlish. Therefore, I suggest that we should use the sociolinguistic understanding of diglossia and code-switching in the language teaching and le arning process. We, as parents and teachers, want our children and students to learn to communicate effectively as they grow. Therefore, we should teach them to identify and realise for themselves the different domains in which they have to switch between using Singlish and Standard English.We can do so through the means of modelling, conducting observations and discussions, to help them to differentiate the occasions for using Standard English or Singlish, and the various reasons for switching between these two varieties of language. For example, we use Standard English in answering questions, in writing, in presentations, and in sitting for examinations or tests, so as to get good grades as the examiners are able to comprehend what we present in our answers, and be convinced of our competency in acquiring the standard language. We also use Standard English as an essential tool to learn more about the world we live in.However, we use Singlish instead, when conversing with our famil y members and friends, ordering food from hawkers, and especially when idly chatting among ourselves. We would be seen as being Ã¢â‚¬ËœsnootyÃ¢â‚¬â„¢ or Ã¢â‚¬ËœdistantÃ¢â‚¬â„¢ if Standard English is used for these informal occasions. Using Singlish is also a way to make us feel at home with other Singaporeans, both local and overseas. In making such references to their prior knowledge and authentic life experiences, we help our students to realise how to switch between Singlish and Standard English according to the different domains.Thus, students can learn to be effective Ã¢â‚¬Ëœlanguage-variety-switchersÃ¢â‚¬â„¢, and in turn feel proud of their Singaporean linguistic repertoire (Deterding 1998). To conclude, while we acknowledge the Ã¢â‚¬ËœpopularÃ¢â‚¬â„¢ use of Singlish among our students and Singaporeans, the use of Standard English should be strongly advocated as well. Singaporeans must realise the importance of learning Standard English, so as to be able to exercise our langua ge repertoire confidently as effective life-long communicators.Indeed, the mastery of Standard English, together with the use of Singlish and our mother tongues, should imbue in us a sense of pride for our unique Singaporean language heritage. To Use or Not To Use Singlish Ã¢â‚¬Å"Aiyah! Ã¢â‚¬ Ã¢â‚¬Å"Headache so much for wat?! Ã¢â‚¬ Ã¢â‚¬Å"Use BOTH Singlish and Standard English lor! Ã¢â‚¬ Word Count: 1225 words References: Deterding, David 1998. Approaches to Diglossia in the Classroom: The Middle Way. REACT 2 (November), 18-23. Ferguson, Charles A. 1959. Diglossia. In Dell Hymes (ed. ) 1964. Language in Culture and Society. NY: Harcourt. 429 Ã¢â‚¬â€œ 439. Holmes, Janet 2001. (2nd ed. An Introduction to Sociolinguistics. London: Longman. 27 Ã¢â‚¬â€œ 34. Expat Singapore Pte. Ltd. Language Ã¢â‚¬â€œ Singlish http://www. expatsingapore. com/general/language. htm (13 March 2001) Gupta, Anthea Fraser 2001. Linguistic Ecology of Singapore. Paper given at GNEL/MAVEN Conference Ã¢â‚¬Å"T he Cultural Politics of English as a World LanguageÃ¢â‚¬ Freiburg, 6-9 June. Gupta, Anthea Fraser. Language Varieties Ã¢â‚¬â€œ Singapore Colloquial English (Singlish) http://www. une. edu. au/langnet/singlish. htm (8 April 2004) Tan, Hwee Hwee 2002. A War of Words Over Ã¢â‚¬ËœSinglishÃ¢â‚¬â„¢, TIME Asia 160 (29 July), 3