None_provided Essays (1347 words) - Project Mercury,

None_provided General Chuck Yeager Charles E. Yeager was born on February 13, 1923 in Myra, West Virginia and raised the nearby village of Hamlin for the first eighteen years of his life. His father drilled natural gas, and his mother was a housewife. At an early age, Chuck helped his father drill, and learned mechanics from his father. Chuck was always fixing the car engines or the drill engine if it broke. In high school Chuck played basketball and baseball, although he never really excelled in either. He also was not that smart in school. He said the only thing that he was good at was typing and math, everything else, he got a D in. After high school, Chuck, being poorly educated and destitute decided to join the U.S. Army Air Corps. The funny thing about that is that Chuck never even saw an airplane on the ground until he was 16 years old, when it had an emergency and landed in a cornfield, and Chuck was not even impressed with it. He said the reason that he joined the Air Corps is because the recruiter made the Air Corps sound more interesting that the Navy recruiter. Anyway, Chuck joined the Air Corps as a mechanic. After a year of being a mechanic, the Untied States was short pilots, so they put up a notice to see if anyone wanted to become a pilot. Chuck signed the form; however, it took another year for them to pick him. It was always hard for Chuck to fit in among the other pilots and mechanics. Because he was from West Virginia, he had a strong accent, and a poor education, so he was never given a chance at first. Then, when he first went in a plane, he almost quit the pilot school because there was turb ulence and he was bumping all over the place. On the other hand, once he flew a plane by himself he was hooked. He excelled in pilot school because he had excellent vision, 20/10, and learned how to dogfight, that is getting in position to shoot down another plane and avoiding getting shot down yourself. He left for the War in 1942. He was disappointed at first because after 6 missions, they hadnt seen one German. Yet, on his 7th mission the Americans encountered German planes while escorting a bomber. Yeager killed one and returned safely. Unluckily for Yeager, on his next mission in 1943, his plane gto shot down over enemy territory and he had to jump out (there were no ejection seats in those days). For the next 3 weeks it was hell. After he jumped, all he had were 2 stale candy bars and a bottle of water. He saw a French woodcutter and jumped him for his axe. However, instead of getting mad, he got help for Chuck. Within a couple of hours, Chuck had the help of the French Maquis, a French resistance group. They led to the Pyrenees Mountains with one other shot down pilot, where they told them that they were on their own. They hike the mountains for days, thinking they go nowhere. One day, they found a cabin and rested. The other pilot put his socks over bushes to dry. A German patrol did not even bother to look in the cabin, but just shot. The other pilot got his leg totally blown off. Chuck decided to carry him for three days before they finally got into neutral Spain. There, Chuck spent another 3 weeks in a luxury hotel, paid for by the army, while the government negotiated for his release. When he finally got back he received bad news. He was not going to be able to go back because if he got shot down again the Germans would torture them to find out where the Maquis were. He appealed to General Dwight Eisenhower and Eisenhower let him stay in. From there, Yeagers career took off. He went back in the Corps and after a couple of missions we was back to dogfighting. One time there were 200 Germans attacking roughly 40 Americans. On that day, Yeager became and Ace shooting down 5 on his own, (the first

Free Essays on Investigatory Project On Herbal Soaps

METHODOLOGY I. State the Problem. Good health is necessary for all human beings in order to enjoy life. But manufactured foods and medicines have become very expensive for all of us especially in this time of economic crisis, so it's very hard to maintain good health. Oftentimes it is the cost of these medicines that use up all our money and savings. Medicines and foods need not be expensive anymore. Traditional healing thru the use of medicinal herbs, fruits, vegetables, seafoods, rootcrops and other natural foods are just at your doorstep. They are found everywhere around you. You can prepare your own medicine and food at home without spending too much. Traditional healing methods are continuously sought despite the presence of hospitals and medical clinics. They are also sought not only because they are less expensive, but also because they get satisfying results. One example of these traditional healing is the use of guava leaves. Applying a paste ( crushed leaves ) of guava leaves on wounds helps in curing them. A guava leaf decoction can also be use as an antiseptic for wounds. II. What observations made you to decide to study the problem? In these modern days of sophisticated medicine and the new way of producing so many kinds of medicine, very few people especially those from the cities will not take their time out just for the process of what you called, traditional healing. Even though they do still believe it’s effectiveness. So, why not modernized this traditional kind of healing? As in, the case of healing a wound, why not make this traditional healing into something more easier and convenient. Instead of using a lot of time in looking for some guava leaves and make a decoction to be use as an antiseptic, I’m thinking of making a soap out of the guava leaf. This can be immediately used especially for emergency cases. III. What factor must you consider? Gua... Free Essays on Investigatory Project On Herbal Soaps Free Essays on Investigatory Project On Herbal Soaps METHODOLOGY I. State the Problem. Good health is necessary for all human beings in order to enjoy life. But manufactured foods and medicines have become very expensive for all of us especially in this time of economic crisis, so it's very hard to maintain good health. Oftentimes it is the cost of these medicines that use up all our money and savings. Medicines and foods need not be expensive anymore. Traditional healing thru the use of medicinal herbs, fruits, vegetables, seafoods, rootcrops and other natural foods are just at your doorstep. They are found everywhere around you. You can prepare your own medicine and food at home without spending too much. Traditional healing methods are continuously sought despite the presence of hospitals and medical clinics. They are also sought not only because they are less expensive, but also because they get satisfying results. One example of these traditional healing is the use of guava leaves. Applying a paste ( crushed leaves ) of guava leaves on wounds helps in curing them. A guava leaf decoction can also be use as an antiseptic for wounds. II. What observations made you to decide to study the problem? In these modern days of sophisticated medicine and the new way of producing so many kinds of medicine, very few people especially those from the cities will not take their time out just for the process of what you called, traditional healing. Even though they do still believe it’s effectiveness. So, why not modernized this traditional kind of healing? As in, the case of healing a wound, why not make this traditional healing into something more easier and convenient. Instead of using a lot of time in looking for some guava leaves and make a decoction to be use as an antiseptic, I’m thinking of making a soap out of the guava leaf. This can be immediately used especially for emergency cases. III. What factor must you consider? Gua...

Army to College

From the military to the university, when I entered military education where the bus was strictly protected, I stared at the slogan: Do what you can do. As the bus stopped, several angry drill coaches began to introduce us a very colorful vocabulary. They instructed us to gather our belongings, got off the bus and gathered them in the circle. When I was looking for the strength to stand up, I found myself moving, and a few drilling instructors shouted at us. US Army War College will develop leaders at a strategic level while enhancing knowledge of Landpower's global applications. The purpose of the US Army War College is to train graduates with skill-oriented philosophers and complex problem solvers. At the same time, the US military is also responsible for serving as a factory for commanders and civilian leaders at the global strategic level and often discusses and discusses the role of the army in achieving national security objectives doing. The Army ROTC is a course offered at hu ndreds of universities throughout the country, training university students to become aggressive soldiers, army reserve forces and army guards. This is a four-year course that can be divided into two parts: basic and advanced. The basic course is usually done between the freshman year and the second grade. Advanced courses usually take place during the last two years of the university, including a five-year leadership assessment development program. Usually done in the summer between your junior and senior. LDAC provides you with practical training and confidence that you can not learn in class. Army ROTC's mission is to trust to lead the US Army's future officers. Army ROTC is a college elective subject you can take the necessary university course. Provide tools, training, and experience to succeed in a competitive environment. In addition to good leadership training, the Army ROTC can also pay tuition fees at your university. You will have ordinary college student experience on ca mpus just like any other person, but when you graduate you will become an army officer. Being a US Army officer means that you are a leader, consultant, strategist and motivated. It is similar to being an important administrator of the company. As a military officer, you lead other soldiers in all situations and adapt to changing circumstances. You will succeed with your team in every task Army to College From the military to the university, when I entered military education where the bus was strictly protected, I stared at the slogan: Do what you can do. As the bus stopped, several angry drill coaches began to introduce us a very colorful vocabulary. They instructed us to gather our belongings, got off the bus and gathered them in the circle. When I was looking for the strength to stand up, I found myself moving, and a few drilling instructors shouted at us. US Army War College will develop leaders at a strategic level while enhancing knowledge of Landpower's global applications. The purpose of the US Army War College is to train graduates with skill-oriented philosophers and complex problem solvers. At the same time, the US military is also responsible for serving as a factory for commanders and civilian leaders at the global strategic level and often discusses and discusses the role of the army in achieving national security objectives doing. The Army ROTC is a course offered at hu ndreds of universities throughout the country, training university students to become aggressive soldiers, army reserve forces and army guards. This is a four-year course that can be divided into two parts: basic and advanced. The basic course is usually done between the freshman year and the second grade. Advanced courses usually take place during the last two years of the university, including a five-year leadership assessment development program. Usually done in the summer between your junior and senior. LDAC provides you with practical training and confidence that you can not learn in class. Army ROTC's mission is to trust to lead the US Army's future officers. Army ROTC is a college elective subject you can take the necessary university course. Provide tools, training, and experience to succeed in a competitive environment. In addition to good leadership training, the Army ROTC can also pay tuition fees at your university. You will have ordinary college student experience on ca mpus just like any other person, but when you graduate you will become an army officer. Being a US Army officer means that you are a leader, consultant, strategist and motivated. It is similar to being an important administrator of the company. As a military officer, you lead other soldiers in all situations and adapt to changing circumstances. You will succeed with your team in every task

The Best Experience Essay Example | Topics and Well Written Essays - 500 words

The Best Experience - Essay Example It depicts different cultures and heritages of the world and allows professionals to explore beyond the boundaries of their origin. I am personally very ambitious about diving in the field of fashion product development and acquire the best that this field can offer to the candidates. I believe this institution has all the right ingredients for a passionate learner like me. The theories of aesthetics and the history of fashion development form an integral part of the course and I realize that these, along with an individual’s creativity and conceptual understanding help a great deal.Past experience always helps an artist to be more creative and expressive in his ideas. My experience has allowed me to explore my potential in this regard and I am optimistic about my revival in the field of Fashion Product Development. Working in the clothing company and designing t-shirts has been a good exposure. I have learned that there are different types of people with varying strengths and areas for improvement. I am no exception because life has to move on despite all the ups and downs. Rejoining the University would be the best thing at this stage because I will not only be able to catch-up with my profession but also be able to gain the best possible knowledge in the field of my choice. The university will help me to understand the field of fashion and learn the important aspects of this field. I am truly committed to my career and I will put in all my strength and efforts to meet the requirements of the university.

Discussion Essay Example | Topics and Well Written Essays - 250 words - 56

Discussion - Essay Example Although US had the highest GDP per person but its infant mortality rate was higher than France’s infant mortality rate which and similar was in the case of life expectancy rate. Countries that are poorer can establish better infant mortality rate as well as higher life expectancy rate as established in the comparison of France and US. This is because higher amount of GDP does not mean that the government is spending more on wellbeing and healthcare of their citizens. A country may be experiencing lower amount of GDP, but the amount of money it directs towards its populations healthcare determines how well a country stands in the measures of infant mortality rate. Secondly, the cost of healthcare even determines the countries standing in these measures. If cost of healthcare is kept low, then citizens can obtain better healthcare at lower prices. GDP per person statistics can only provide insight regarding how much per person is able to spend on goods and services, but does no t determines the amount of goods and services that can be purchased and the quality of goods and services that can be purchased by individuals, thus relying on GDP per person statistics does not provide a clear picture of a nation’s standard of

Transformative Learning Theory and Multiple Intelligences Essay Example for Free

Transformative Learning Theory and Multiple Intelligences Essay This writer reflection paper is about transformative learning theory and multiple intelligences. Sunny Cooper (2004) stated that â€Å"the study of transformational learning emerged with the work of Jack Mezirow (1981, 1994, 1997). Transformational learning is defined as learning that induces more far-reaching change in the learner than other kinds of learning, especially learning experiences which shape the learner and produce a significant impact, or paradigm shift, which affects the learners subsequent experiences† (para. 2). Cooper and Wallace (2004) stated that â€Å"transformational learning was reviewed in four areas: (1) theories of transformational learning, (2) roles of participants in transformative programs, including students and instructors, (3) course content, environments and instructional activities as they relate to transformational learning, and (4) challenges for instructors who teach transformational material† (para. 1). According to Armstrong (2009), â€Å"the theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These eight intelligences are: Linguistic, Logical Mathematical, Spatial, Bodily Kinesthetic, Musical, Interpersonal, Intrapersonal and Naturalist† (para. 1). According to Wallace, she described Transformative Learning Theory as a adult education based theory that suggests ways in which adults make meaning of their lives. It looks at â€Å"deep learning,† not just content or process learning, as critical as those both are for many kinds of learning, and examines what it takes for adults to move from a limited knowledge of knowing what they know without questioning (usually from their cultures, families, organizations and society). It looks at what mechanisms are required for adults to identify, assess and evaluate alternative sources of information, often sources that may looks at how adults can identify,  assess and evaluate new information, and in some cases, reframe their world-view through the incorporation of new knowledge or information into their world-view or belief system. According to Mezirow (1991), the roles of participants in transformative programs, including students and instructors. The educators must help learners become aware and critical of their own and others assumptions. Learners need practice in recognizing frames of reference and using their imaginations to redefine problems from a different perspective (p. 11). According to Mezirow (1991), course content, environments and instructional activities help the students relate to transformational learning. The key idea is to help the learners actively engage the concepts presented in the context of their own lives and collectively critically assess the justification of new knowledge. According to Columbia University, the challenges for instructors who teach transformational material is very important because transformational teaching goal is to create independent, self directed, self-motivated learners who are capable of critiquing and directing their own work, who are open to alternative vie wpoints, and who have strongly developed higher order thinking skills (para 1). During the fifth week in class, this writer made up a question asking â€Å"In order to practice and teach transformative learning the instructor must experience transformative learning† The answer is True. This writer found one college on the Wed Site that teach instructor transformational learning. http://www.columbia.edu/cu/tat/pdfs/Transformational%20Teaching.pdf (Teacher Center located at the Columbia University in the city of New York. According to Armstrong (2009), Gardner, described the eight multiple intelligences theory in detail below and they are: 1. Linguistic Intelligence: the capacity to use language to express whats on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. 2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does. . In Howard Gardners words, it entails the ability to  detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. 3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence dont just remember music easily, they cant get it out of their minds, its so omnipresen. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. 4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting. Howard Gardner sees mental and physical activity as related. 5. Spatial Intelligence: the ability to represent the spatial world internally in your mind the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences. 6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. 7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and cant do, and to know where to go if they need help. 8. Interpersonal Intelligence: the ability to understand other people. Its an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -anybody who deals with other people. During my teenage years, this writer assumed that people were born with special brains, special brains cells or special pysch power to out perform other people normal ability with in the eight multiple intelligences group. According to Gardner, he stated that it true that some people possesses all eight intelligences and can develop all eight to a reasonable level of competence. This writer knowledge from the class discussions and assigned  reading on multiple intelligences had enhance my understanding why some people exciled more in one or all of the multiple intelligence group. This writer no longer feels insecure to other people with a higher intelligence then mine. This writer multiple intelligence is the naturalist intelligence because I enjoy planting flowers in the garden and growing variety of vegetable in the garden. During the sixth week in class, this writer made up a question asking â€Å"Why did Dr. Howard Gardner introduce the multiple intelliences theory?† This writer answer was â€Å"Dr. Howard Gardner introduced the theory of multiple intelligences in his classic book, Frames of Mind in 1983. In this scholarly work Dr. Gardner provided extensive support for his proposition that there is more to intelligence than what shows up on an IQ score. Based on a unique definition of intelligence and eight criteria, he carefully describes how a broad array of evidence supports the powerful idea that the human mind possesses at least seven distinct forms of intelligence. In 1996 he added the eighth intelligence to the list, Naturalist, in recognition that the understanding of living things is not sufficiently covered by the original se ven intelligences. http://www.miresearch.org/mi_theory.html this web site gives you more in-depth detail about Dr. Howard Gardner and his eight multiple intelligences theory. According to Mezirow (1991) Transformative Learning Theory provides a structure and process through which to better understand adult growth and development. Early theorists including Jean Piaget and Maria Montessori, developed very thorough theories about childhood development and for years few scholars probed how adults learn and make meaning of their lives. Mezirow (1991) study on women returning to school as adults, discovered much of what we now know as Transformative Learning Theory, a theory that started with Mezirow and has been greatly enriched by many others. This writer is a transformative learning because I am a female adult over fifth years old and it is hard trying to re-train my brain to retain new information. The instructors and other staff members at Spring Arbor University helped developed my â€Å"frame of reference† by motivating me to enhance my mind by learning new information. According to Jack Mezirow (1991) the â€Å"frame of reference is defined as â€Å" Adults have acquired a coherent body of experience associations, concepts, values, feelings, conditioned response called frames of reference that define a  person life world. Frames of reference are the structures of assumptions through which a person understand the experiences. A frame of reference encompasses cognitive, co-native, and emotional components, and is composed of two dimensions, habits of mind and a point of view† (p. 5). References Cooper, Sunny., (2004). Theories of Learning in Educational Psychology: Jack Mezirow Transformational Theory. Retrieved December 14, 2012, http://www.lifecircles-inc.com/Learningtheories/humanist/mezirow.html Mezirow, Jack, (1991). Article called Transformative learning: Theory to practice (pp. 5- 11). Retrieved December 12, 2012 and Web Sit http://www.lifecircles- inc.com/Learningtheories/humanist/mezirow.html Smith, Mark K. (2002, 2008). Howard Gardner and multiple intelligences, the encyclopedia of informal education. Retrieved December 14, 2012, http://www.infed.org/thinkers/gardner.htm. Wallace, Scott., (no year). Transformative learning Theory. Retrieved December 14, 2012., http://transformativelearningtheory.com/

Julia Ward Howe: More than the Battle Hymn :: Poet Julia Ward Howe Papers

Julia Ward Howe: More than the Battle Hymn "Mine Eyes have seen the coming of the Glory of the Lord†¦." Almost effortlessly the rest of the familiar tune comes rolling off the tongue. The battle Hymn of the Republic, a traditional and powerful patriotic hymn, will undoubtedly remain that way for years to come. However is the average American able to place a face with that tune? Julia Ward Howe was the bright mind behind the Battle Hymn, but she did not stop there. Howe's life and poetry succeeded in meshing contrasting religions and beliefs, as well as strengthen and challenge the freedoms of women during her time. In New York City, in the year 1819, Julia Ward was born into a strict Episcopalian Calvinist Family. Loosing her mother at a young age, Julia was raised by her father and an aunt. Not long after her mothers death Julia's father, a successful banker in the city, passed away, leaving Julia in the sole custody of her uncle. During her childhood she had been brought up believing in the strict and conservative views of Calvinism. Julia's mind was filled with the ideas and principles behind predestination and ramus logic, always encouraged to look for the hand of God first and then base everything else in society off of the premises she was taught (30). After the death of her father, Julia began searching for deeper meaning. She went through an intense period of revival as she attended church and became more and more involved with religious activities in the city. She soon began to notice, however, that men dominated this new conviction. Men wrote the sermons, men published the books, and men told her what she needed to do to become closer to God. Soon Julia's strict Calvinist kick would end (48). Prompted by Mary Ward, Julia took a winter "off" from any outside influences to get her thoughts in order. After this time she began to read and research Ralph Waldo Emerson. Emerson's introduction into Transcendentalism offered Julia the presence of God without the dominating male authority. Transcendentalism theory stressed the immanence of God and his active presence in everyone's life. She agreed with the idea that the bible was not meant to be taken literally, but that one's own intuition could lead to an understanding of God. These new and radical views for her time, coupled with her Calvinist upbringing, seems like it would be the recipe for disaster.

Harbor Chemicals

Assignment 5 Sheet Harbour Chemicals Sheet Harbour Chemicals (SHC) manufactures chemicals used in the paint industry. The process involves three departments. Chemical A, which is purchased for $3 per liter, is processed through Department 1 in batches of 100 liters. Each batch of chemicals processed through Department A produces 70 liters of chemical B and 30 liters of chemical C. Chemical B is sold for $10 per liter. Chemical C is used in Department 2 to produce chemicals D, E, and F. Department 2 processes chemical C in batches of 200 liters.Each batch processed through Department B produces 100 liters of chemical D, 60 liters of chemical E, and 40 liters of chemical F. Chemical D is sold for $12 per liter. Chemical E is a waste product that is donated to the local municipality to be spread on gravel roads to keep down dust. Chemical F is a hazardous waste product that must be disposed of at a cost of $6 per liter. Alternatively, chemical F can be processed through Department 3 to produce chemical C. Department 3 processes chemical F in batches of 40 liters.For each batch of chemical F processed, 20 liters of chemical C are produced. In the past, this operation has had a tendency to build up stocks of chemical C. The maximum storage capactiy for chemical C is 1,000 liters. The accompanying diagram summarizes the production activities at SHC. The sales manager indicates that sales of chemical B cannot exceed 35,000 liters in the upcoming period, and sales of chemical D cannot exceed 10,000 liters. The production manager advises that 7,000 labor-hours are available for the upcoming period. Workers are paid $10 per hour worked.The production manager indicates that the labor-hours required for each batch in Departments 1,2, and 3 are 10, 15, and 10, respectively. Moreoever, because of constraints relating to the mixing vats and storage, the maximum number of batches in Departments 1, 2, and 3 are 600, 80, and 40, respectively. The estimated variable overhead cost s per batch in Departments 1, 2, and 3 are estimated as $250, $750, and $100. 2 Required: 1. Formulate an LP to determine the optimal production plan at SHC for the upcoming period. 2. Using Excel, solve the LP formulated in requirement 1 to determine the optimal plan.

Book Review †English as an International Language Essay

The blurb of this contribution to the scientific research of English states that this language does not only matter in the context of linguistics but also in other subcategories of science like â€Å"sociocultural, political and pedagogical† fields. The reason is seen in the matter of English being a lingua franca that is used in all areas of these studies and therefore the book’s goal is to take a closer look into the complexity of the international usage of English. The book is kept in a light tone of brown on the outside. On the cover there is a picture of a globe published in Digital Shock in 1997, obviously underlining the focus on inter-nationality. Title and Editor are kept in white. The book spine gives a short introduction about the focus and provides the reader with some quotes of well-known scholars like Janina Brutt-Griffler and Ryuko Kubota. At the beginning of the book, the lists of acknowledgments, contributors and abbreviations are located, followed by an overview by the editor Farzard Sharifian. The work is split into four parts namely: 1. Native/ Non native Divide: Politics, Policies and Practices; 2. EIL, Attitudes and Identity(ies); 3. EIL, Teacher Education and Language Testing: Gaps and Challenges; 4. The Scope of EIL: Widening, Tightening and Emerging Themes. All of the parts contain 3 essays, except the fourth chapter that provides five different endings. In order to give a brought overview, I will summarize each essay in short and name the convincing and the missing points. The introduction states that the focus of this book is â€Å"on communication rather than on the speakers’ nationality† (p. 5). The reason for this focus lies within the critique that English language teachers express while looking at the results of such a research. This reveals a unilateral measure, excluding the scientific field of English language teaching and underlining the focus on more political issues. However, it already gives a certain sense to the difference between English as an international language (EIL) and English as it is taught in school. This overview deepens on the following pages dealing with the difference of â€Å"politics, policies and practices† (p. 6) and the more precise definition of EIL. By looking closer on attitudes and identities, the author takes position in recent debates and controversies e. g. based on the â€Å"NS-NNS accent†. Even though he declares an assumption stating that â€Å"English native speakers have no difficulty understanding each other† (p. 8) to be wrong, he at the same time provides the readers with the pro and contra arguments in such a debate. Due to the fact of his entry being more or less an introduction, Sharifian succeeds in not going to far into detail but giving hints of what will be dealt with in the following. The starting chapter is mainly concerned with the politics influencing English as an international language. The first essay is contributed by Adrian Holliday, professor for linguistics at the Canterbury Christ Church University in the UK. He argues that English as a lingua franca cannot be dealt with on sociolinguistic grounds alone but must be seen as phenomenon of changing ownership. With this statement he does not question the lingua franca movement but rather points out possible problems resolving from this point of view (p. 21). After providing the reader with background knowledge of the movement establishes a distinction of native and non-native speakers based on the question whether or not this is a distinction to be made on linguistic or political foundation. In the end he comes to the conclusion that due to their distance to the language, non-native speakers are more critical about English as a lingua franca. With the combination of political and linguistic approaches, Holliday provides the reader with a real sense connection of the two fields and therefore this entry is an appropriate contribution to the subject of the book. The next essay is written by Sadia Ali, anthropological linguist from Zayet University. Her focus lies within the field of EIL in the Gulf Corporation Council (GCC) (p. 34). In order to do so she reflects upon the experience of English teachers within this council. This is a major contrast o the focus that Sharifian declared in the beginning of the work. However, by finding out that the employed people in this field are usually native speakers, Ali continues by analyzing their experiences within the alien culture (pp. 40-42). Through the research on the students perceptions, she also enlightens the flip side of the issue and comes to the conclusion that even though the qualification of a teacher does not depend on his/her being a native speaker, hiring processes are still unfair and not adjusted to the actual needs. Additionally, she proposes to give up older convictions of regarding correct English as an attribute of native speaker (pp. 51-52). Marko Modiano from the University of Stockholm takes the same line with the slight adjustment of rather concentrating on European language teaching which in his opinion failed. By providing the reader with tables that reveal the multilingualism in Europe and its state, he claims that the policy of staying with this system causes the failure of English language teaching (pp. 70-76). Even though the arguments seem convincing, Modiano totally neglects the opposite view of English being just used in order to simplify international economical or cultural processes. The second part of the book deals with the characteristics of EIL in particular. The first contribution by David Li, Associate Professor at the University of Hong Kong, aims to research the views of non- native speakers towards intelligibility and identity. In short the discussion whether native speaker based pedagogical models are useful or if pluricentricity should be the norm. Based on a combination of quantitative and qualitative data using a semi-structured questionnaire he comes to the conclusion that teachers should raise the awareness of their students for other varieties of English rather than sticking to a native-speaker based model in order to â€Å"encourage the learners’ confidences in their own English varieties† (p. 110). The sixth chapter is published by Enric Llurda is a Professor Applied Linguistics at the University of Lleida, Spain. His scrutiny is located within the fields of native models among second language users and teachers and their pervasiveness. He establishes a connection between non-native English speakers and the phenomenon of the Stockholm Syndrom (p. 119). He claims that non-native speaking English teachers are accepting proposals and formulation â€Å"that relegate to mere spectators and at times executioners of native speaker norms† (p. 119). After establishing a connection between these teacher and EIL, he further describes the attitudes between the two and comes to the conclusion that there is a â€Å"need to overcome non-native English speaking teachers and their subordination to native speakers models† (p. 28). Additionally, he provides possible solutions e. g. to gibe teachers more opportunities to develop their language skills. (pp. 130-131). EIL migrant teacher identities is the field of investigation of Bojana Petric, a lecturer at the Department of Language and Linguistics at the University of Essex. Taking into consideration the mobility of English language educators, she wants to give an overv iew into the role of a migrant teacher within his/hers classroom. Her results are based on interviews with four English teachers in Hungary. These interviews brought her to the conclusion that various factors have an influence on the teachers’ constructions of identities. However by admitting that e. g. gender, race or class have also impact to a certain extend she reveals that the research on this field is just one out of many to tackle the issue of migrant teachers (pp. 148-149). The third part of the entire book already gives an impression of more future oriented essays, aiming to improve backward conditions. The first essay subscribe to that and is written by Vaidehi Ramanathan, a Professor for Socio/Applied linguistics at the university of California, and Brian Morgan from the the York University in Toronto. From a more critical point of view the two argue that globalization makes the problem of classes and their inequality more complex than before and has therefore also an influence on teaching English to speakers of other Languages (TESOL). The interesting thing about this article is the structure of it. Both authors engage in some kind of dialogue and thus the arguments add up and reflect upon each other. Be that as it may they come to the conclusion that that globalization results in significant challenges for â€Å"new scholars and practitioners in TESOL† (p. 166-167) which at the same time help lead to new possibilites in ways of approach. While all preceding chapters deal with whole parts of the globe e. g. the Eastern bloc, chapter 9 focuses on preparation programs in Japan for English teachers. Aya Matsuda, Assistant Professor at Arizona State University, takes a stand in the debate about the Japanese action plan â€Å"to ‘cultivate Japanese with English abilities. (p. 169) and in how far World English and EIL are incorporated into such a program. In order to do so, she used a questionnaire for Universities having an accredited teacher preparation program to collect the information needed. After the evaluation she draws to a close that the current preparation programs are â€Å"attempting to increase their students’ awareness of the sociolinguistic complexi ty† (p. 87). However, it will take more time to further improve these programs and to make them a good instrument to change the teaching methods and hence our society. The test that almost every student of English has encountered during his studies is the TOEFL. For this reason, Sarah Zafar Khan, director of the Effat English Academy at Effat College in Saudi Arabia, puts tests like this in comparison to the notion of English as an international language. She basically questions the dominance of standard American variety of English and the parts of the TOEFL test. In short is there a hegemony or not. To provide a practical example she integrates a case study from Saudi Arabia (pp. 195-197). Through her research, she sums up that students are able to use English for communicative reasons, still, they are not explicitly acquainted to the standardized American English occurring in the TOEFL. Thus she demands a change in the system of English testing for non-native speakers (p. 204). In the fourth part of the book, Paul Roberts and Suresh Canagarajah (the first is a publisher of ELT books and worked as an English teacher in 8 countries, the other Professor for Language Learning at Pennsylvania State University) open up with a glance spoken English in an international encounter. In order to do so, they concentrate on a conversation between five non-native speaking persons, all of them with a different nationality. Through this procedure they find out that â€Å"ELF 2 speakers have the capacity to negotiate English when the context demands it. † (p. 224). Due to the fact that capacities like this have been left out of linguistic literature so far, the assumption may come up that this is just possible because of the special circumstances both authors created. Be that as it may, it reveals that the strategies of communication are based on the circumstances and not on capability of the speakers themselves. The twelfth chapter is written by Sandra Lee McKay, Professor for English at the University of San Francisco. She concentrates on the pragmatics and EIL pedagogy. The author desires more attention to the teaching of pragmatics in English as an EIL. Mainly paying attention to L2/L2 interactions, the foundation for her argument is built upon the hybridity of modern interactions in English (pp. 127-128). The outcome of her research is that non-native speakers of English are more likely to use constructions or words of their L1 systems. In cases such as this, she proposes the working out of a specific communicative strategy to clarify certain concepts of English (p. 251). The final chapter fourteenth chapter with scholarships and the role of English connected to it. Andy Kirkpatrick, Head of the English Department at the Hong Kong Institute for Education, considers â€Å"the implications of the rise of English as the international language of scholarship for the dissemination of indigenous knowledge. †(p. 255). The main source of his investigation is Chinese medicine and its international transition. With this he proves that a cultural property such as traditional medical procedures, are widely spread across the globe through the help of English language. Still he thinks that this is not a thread to the Chinese tradition because the medical procedures still vary even if they claim to be Chinese. In brief the change in Chinese medicine would have sooner or later anyway (pp. 266-268). The final chapter is contributed by Eric Anchimbe, assistant Professor of English Linguistics at the University of Bayreuth. He analyzes the differences of local and international standards. Therfore he concentrates on Indigenized Varieties of English that have spread in the recent decades and are also referred to as New Englishes. In the following he underlines the differences e. g. to non-native Englishes (pp275-277). Anchimbe proves that the variation of English is not only based on misconception but â€Å"asymmetrical power relations as well as social constructs sustained through colonially-inherited discourses† (p. 84). Also, to him it is inevitable that the language of English changes like everything in the progress of globalization. All in all the contributions to the book are more than satisfactory concerning the actual goal announced by Sharifian in the introduction. However, it is sometimes hard for the reader to draw the connection between goal and entry of the book. The single texts are easy to approach and combine statistical research with comprehensible conclusions. Another point that is well done, is the fact that all texts are written from different authors from different parts of the world. This is of course necessary for a book that researches international facts in English, still the range of countries taken into consideration is remarkable. One point that does not succeed is the division into different chapters and parts. First of all it really confusing regarding the fact that there are so many texts. Also the division does not make sense because many texts have similar approaches and goals and are still not part of the same chapter. In comparison to other linguisitic books of research the topic is rather detailed. Therefore some entries appear to repeat many facts from each other. Still, by taking a closer look to the chapters, it becomes clear that every author uses the points for different ways of arguing in favor or against his topic. I think this book would make a great contribution to every language class. It shows that English is not only substantial in English speaking countries, but all over the world due to economy and culture and the influences of globalization.

Uses of organic compounds essays

Uses of organic compounds essays Theres a big problem in my neighborhood and thats population, to many people in a little town. There have been so many births and so many kids that schools are over crowded and they have to keep reasoning boundaries lines on where kids go to school. Another reason there are so many people is because of jobs. Everyone lives on the military base and because there are still people moving here because of the military they have to buy houses outside the base crowding the small towns around the base. I remember when there used to be 20 acres behind my house now theres only a whole 2 acres. This is all because they keep building more and more houses and communities allowing more people to move here without building extra schools and other things which just makes there overcrowding situation worse. There are so many people here now it takes you 5 min just to pull off your street into the main street. There are so many attractions in Maryland, we have all the government here, and we have ocean city and other attractions. This brings tourist over summers and they love it so much that they stay and crowd up the area even more. We also have good schools such as university of Maryland and AACC which is the 2nd best community college in the states. This draws students from all over the world which means more people which means a bigger increase in population. This may not seem to be such a big problem as terrorist or war. But it is a big problem in our many small towns across our nation. My town alone has to of grown to over 10,000 people and thats only in 15 years and thats probably a small number of a big number. This problem can also bring diseases and such. ...

Textbook Prices Annotated Bibliography Example | Topics and Well Written Essays - 1000 words

Textbook Prices - Annotated Bibliography Example Allen, Nicole. â€Å"A Cover to Cover Solution: How Open Textbooks are the Path to Textbook Affordability.† The Student PIRGs. Public Information Resource Group, Sep. 2010. Web. 10 July 2011. In this lengthy article, Allen details a study she conducted to determine if open textbooks are a logical way to make student textbooks more affordable. Considering â€Å"the average student spends $900 on textbooks annually,† she thinks â€Å"the need for solutions is increasingly urgent† (Allen 4). She goes into some detail around what she calls â€Å"market failure that hinders the economic checks and balances that naturally regulate costs† (6) as the reason publishers charge so much. Other reasons include issuing new editions every â€Å"3-4 years regardless of changes in the subject† (6) and bundling books with software or study guides most professors do not require students to use. She cites that the federal government is aware there is a problem with textbook costs and is doing several things to help students, including requiring publishers â€Å"disclose textbook prices to professors during the marketing process† (7). She introduces the idea of open source textbooks, which are â€Å"offered online under an open-source license that allows free digital access, low-cost print options and customization by instructors† (8) and says that over 1000 college professors are currently using this option (8). The remainder of the study looks at student preferences and finds that 75% of students still prefer printed copies over electronic copies (9) and 34 % would still rather buy at least some of their textbooks rather than rent them (10). In Allen’s final recommendations, she encourages the further development of open textbooks by publishers and their use by students (16). This article does a great job providing enormous detail to explain the costs each year to students of traditional textbooks versus the savings of open textbooks. It also shows that students are not yet ready to make the move to electronic, online books. It is also important to note that the group that funded the study, PIRG, has been involved in mu ltiple protests against textbook companies for what it claims are price gouging practices. 2. Bernard, Tara Siegel. â€Å"For Class, Book Deals.† New York Times 15 Jan. 2011 late edition: B5. Access World News. Web. 10 July 2011. Bernard’s article looks at ways students can save money by buying their books in places other than the campus bookstore by compiling suggestions from college students around the country. She points out that when it comes to buying textbooks â€Å"there are so many options, however, that the whole process can begin to feel like the semester’s first research project† (Bernard B5). Bernard lists several comparison sites, where students can enter a needed title on one site and it will automatically search several sites for a cost comparison of the exact book needed, but she also points out that the â€Å"condition of the books varies greatly† (5). Students may also find that international versions of books can be half the pric e of U.S. versions, but her source warns â€Å"some publishers have made small changes to the pagination or text to make it more difficult to use in the United States† (5). Overall, Bernard does a good job of quickly explaining options to students to help save money, but nothing in this article explains why textbooks are so expensive or gives an opinion on what colleges can do to help students with their high book bills. 3. Bruno, Laura. â€Å"College Books for Less.† USA Today 17 Aug. 2010 final edition: 6D. News Bank. Web. 10 July 2011. Bruno’s article looks at a rental solution to high textbook costs that over 1300 colleges have implemented across the U.S. with â€Å"potential savings up to 50% off the price of a new textbook† (Bruno 6D). The article also mentions the Higher Education Opportunity Act that â€Å"says colleges must list required course materials for students during registration,†

Marketing Analysis Assignment Example | Topics and Well Written Essays - 1000 words

Marketing Analysis - Assignment Example Nevertheless, the discussion of the assignment endeavours to identify the key elements of marketing mix approach by analysing these and provides effective recommendations in relation to the primary objective of commencing bicycle shop in the growing market of Oxford. The overview of the current bicycle shop business industry in the UK has long been witnessed to attain major growth since the preceding few decades. In relation to the emerging trends, the bicycle business industry in the UK has been apparently witnessed to accomplish 8.5% growth in the year 2012 (Reed Business Media, 2013). In the context of size, the cycling market of Oxford is noted to gain continuous development especially across the locations adjacent to the universities and other educational areas (Farrelly, 2014). According to the recent observation of the market, the size of the cycling market in Oxford is mainly covered by a wide range of demographics including the income level, gender along with current social status of the customers (Grous, 2011). Correspondingly, the emerging trend of using bicycle by the students and other customer groups in an immense manner is also noted to ensure a major opportunity for the marketers to successfully attain their desired commercial goals (Association of the European Two-Wheeler Parts’ Accessories’ Industry, 2012; Transport for London, 2010). It is worth mentioning that the aspects including strong social inclusion and greater focus on environmental protection related interests of the customers can be duly regarded as the major external environment factors leading to increase the demand of bicycle in Oxford (Nielsen, 2010). The recent trend regarding the use of bicycle in Oxford has been viewed to experience continuous development. In relation to an in-depth observation, it is evident that the city of Oxford along with its surrounding areas are experiencing continuous growth due to the usage of bicycles for different purposes. The