Immune System and Blood Platelets A. Free Essays

Which of coming up next are worried about the avoidance of bacterial Infections In various pieces of the human body? Wholesome channel Respiratory tract Blood A. Stomach related compounds hair white platelets B. Bodily fluid cilia red platelets corrosive blood platelets D. We will compose a custom paper test on Resistant System and Blood Platelets A. or on the other hand any comparable subject just for you Request Now Bile salts Directions: Questions 48 and 49 allude to the chart underneath which shows the adjustments In the centralization of antibodies In the blood of an individual with time: 48. The expansion in the neutralizer focus on day 7 may be brought about by A. Over the top draining B. The section of microscopic organisms C. Recuperation from an ailment D. The admission of a lot of anti-infection agents 49. The neutralizer fixation expanded quickly on day 21 on the grounds that the individual A. Built up a fever. B. Gotten an immunization. C. Was Infected by a similar sort of antigen. D. Delivered an enormous number of phagocytes. 32. Which of the accompanying parts of the blood can annihilate microscopic organisms that have entered the body? (1) antibodies (2) phagocytes (3) blood platelets A. (1) and (2) just B. (1) and (3) just C. (2) and (3) in particular D. (2) and (3) 46. Which of coming up next are instances of fake insusceptibility? (1) Injection of immunization into the body (2) Injection of antibodies into the body (3) Injection of anti-infection agents into the body A. (1) just B. (1) and (2) just 34. In the nutritious waterway, microorganisms in food are predominantly executed by A. Spit. B. Bodily fluid. C. Gastric Juice D. Pancreatic Juice Directions: Questions 49 and 50 allude to the diagrams beneath, which show the adjustments in the counter acting agent level in the blood because of two techniques for actuating insusceptibility in people: 49. Substance P can be (1) microscopic organisms. (2) antigens. (3) antibodies. B. (3) just C. (1) and (2) just D. (2) and (3) just 50. What is the benefit of technique 2 over strategy 1 in inciting insusceptibility? A. The B. The invulnerability can grow quicker. C. It can invigorate the white platelets to create more antibodies. D. The body can get resistant against a more extensive scope of infections. 01 18. Which of the accompanying explanations about antibodies is right? A. They follow up on explicit antigens. B. They are created by phagocytes. C. They build up a memory for antigens D. They can reproduce quickly during contamination. 60. Which of the accompanying structures produce emissions that can shield the body from contamination? (1) skin (2) stomach (3) trachea 02 42. An individual was tainted by a similar sort of pathogen twice inside a month. Accepting the amount of pathogen for the two contaminations was the equivalent, which of the accompanying diagrams accurately shows the adjustment in the pathogen level in the person’s blood? Step by step instructions to refer to Immune System and Blood Platelets A., Papers

Macro Economics Essay Example | Topics and Well Written Essays - 500 words - 1

Large scale Economics - Essay Example The center movements from consumption to spare a greater amount of the present pay for future spending. Subsequently in responding to this less consumption with respect to the buyers and the financial specialists the firm will bring down their creation bringing about less yield. Decrease in the pay pace of the laborers in this situation won't add to the disposal of the colossal joblessness rate winning in the economy. Concurrent lessening in the loan costs in the economy will likewise not prevail with regards to restoring the economy back in the first track (Gwartney, Stroup, Sobel and MacPherson, 228). Wages and loan costs are viewed as fixed in the Keynesian hypothesis. As per the hypothesis regardless of whether there is a decrease in the pay rate a negative effect will be applied on the economy through the decrease in pay and thus decrease in total interest. Keynesian hypothesis dismisses the perspective on the old style business analysts that market powers will bring back the ar rangement of full work in the economy. Balance in the economy will be arrived at when the absolute spending in the economy will be equivalent to the all out yield. Changes in yield may drive the economy to a limited degree towards the harmony instead of value changes as recommended by the other stream of financial analysts.

Vallone v CNA Financial Essay Example for Free

Vallone v CNA Financial Essay In Vallone v. CAN Financial, this claim is an indicated class activity welcomed for the benefit of people who chose early retirement from the Continental Insurance Company in 1992. Offended parties assert that medicinal services benefits vowed to them as a major aspect of the early retirement bundle were ended infringing upon government and state law. Alongside many other Continental representatives across the country, offended parties chose to acknowledge the bundle from Continental known as the Voluntary Special Retirement Program (VSRP). The VSRP furnished early retirees with exceptional medicinal services benefits that contrasted from the advantages stretched out to standard retirees under Continentals Comprehensive Health Care and Dental Plan (the Plan). One such element included the Retiree Health Care Allowance, a sponsorship from Continental gave to help counterbalance the expense of retiree human services benefits. Under the Plan, representatives needed to resign at age 62 or more established and have 25 years or a greater amount of administration to fit the bill for the most extreme retiree human services remittance. A worker resigning before the age 62, or with under 25 years of administration, would get a diminished social insurance remittance. Early retirees under the VSRP, be that as it may, were to get the most extreme human services stipend, paying little mind to their age or long periods of administration. Highlights, for example, this one tempted offended parties and many others to take early retirement. In August 1998, CNA educated all resigned Continental workers that, because of the merger of human services designs, the retiree social insurance recompense commitments would end on December 31, 1998. Annoyed with the end of the human services recompense, some early retirees under the VSRP chose to challenge CNAs activities. In August and September 1998, offended parties Vallone and Heidemann called authorities at CNA, contending that the early retirees were given a lifetime social insurance remittance and inquisitive about whether there would be a survey of the end of advantages. They were educated that CNAs activities were suitable and last, and that no reevaluation or other cure was accessible. Disappointed with the reactions they got from CNA authorities, offended parties documented this indicated legal claim for the roughly at least 500 people across the country who resigned under the VSRP. In their grumbling, offended parties assert that the end of the retiree human services stipend abused the Employee Retirement Income and Security Act (ERISA) and state custom-based law. On December 28, 2000, the locale court allowed CNAs movement for rundown judgment on the offended parties cases of unfair forswearing of advantages under ERISA (Count II), break of ERISA and custom-based law contract (Count IV) and evenhanded estoppel (Count V). On March 28, 2003, the region court allowed CNAs movement for rundown judgment on the offended parties one outstanding check, their penetrate of trustee obligation guarantee (Count III). The entire of this contention is to show that these people â€Å"retired† during the term of the understanding. Regardless of what new organizations when combined or not does later on you in any event need to satisfy and respect what understanding was set up before that time. Five Star Transportation v. NLRB Toward the beginning of January of 2003, approaching the lapse of the Districts contract with First Student, the District started sorting out the offer procedure for granting the 2003-2006 transport administrations contract.   As a piece of the offer determinations disseminated to potential sellers, the District necessitated that any new merchant give ebb and flow drivers â€Å"first thought for employment.†   At the January 16, 2003 â€Å"bid opening† meeting, Five Star presented the most reduced offer. From there on, on January 21, Clifford kept in touch with the District communicating his anxiety that Five Stars offer was so low-about $300,000 lower than the then-momentum contract-that it was sketchy whether it is ready to keep up the drivers pay and advantage levels, and the sheltered and viable assistance, at that point gave by First Student. In view of this a letter was conveyed from the educational committee to Five Star Bus Company, saying that all representatives must be paid the association wage and different things with no reaction. The educational committee likewise talked and had them compose letters of the previous Five Star workers, who were additionally attempting to get back ready for the transport organization on the off chance that they are granted the agreement. After Five Star was granted the transport administrations contract, seventeen previous First Student drivers who were individuals from the Union dealing unit went after a job at Five Star. Of these, lone six were employed. The organization concedes that the sole explanation the other eleven candidates were not employed or even considered was on the grounds that they had composed letters reproachful of Five Star. On August 14, the Union documented an accuse against Five Star of the NLRB charging that â€Å"by neglecting to enlist previous unionized Belchertown transport drivers, the Company had oppressed them due to their ensured and purposeful activity.† A three-part board of the NLRB investigated the ALJs discoveries and the gatherings special cases and supporting briefs.   It separated the eleven drivers into three classifications:  (1) those whose letters had neglected to raise normal work related concerns; (2) those whose letters fundamentally raised such concerns; and (3) those whose letters essentially stigmatized Five Star. The NLRB inferred that Five Star had abused distinctly concerning the six drivers having a place with the subsequent gathering, in light of the fact that solitary those drivers activities were secured by the Act. It requested these drivers restored and conceded back compensation with intrigue. This returns to over 50 years of set up National Labor Relations Act both with its recruiting and terminating rehearses. Five Star was very off base and ought to have been exceptional about their recruiting and what they utilized against the workers or cheerful representatives to decide for employ. Doing more research on the Five Star transport organization and for the agreement from 2003-2006, I found that the organization had gained notoriety for poor kept up transports with many break downs. The school was disappointed with the transport organization over the three years and didn't reestablish their agreement.

Management Personal Statement Writing Agency

Management Personal Statement Writing Agency Management Personal Statement Writing Agency Management personal statement is mainly written by management students who want to study the subject and take it up as a career. Management personal statement will provide you with information on the interest of the student to study the subject and the specific reasons behind it. Management personal statement is written by students from different parts of the world and it explains why the students have taken up the course. Management personal statement also determines how important a role the course can play in the overall life of the student. When a student writes a Management personal statement, the various achievements made by the student are also mentioned in it. Management personal statement can also relate with the fact how exactly a student is psychologically involved with the course. The level of association of the student with the course is quite important as it can shape the future career prospects of the individual. Management personal statement varies from one individual to the other and all of them are unique in their own ways. Some of the Management personal statement also mention about the hobbies of the students. A good hobby can surely provide an extra edge to education as it is very essential to balance education with personal interests. Management personal statement or MBA personal statement introspect the various capabilities of the student and how an individual can create a positiv e impact through the work done by them. Management personal statement also highlights the various specializations of the student and in which particular field the individual wants to excel. Management personal statements are written with a very personal tone and it is a kind of a confession of a student to do well in life. Management Personal Statements are blueprints which determine the objectives of the student and puts light on it. Management Personal Statement is an application essay which should have all the ingredients of a students real aim to succeed. A course in management is a very good choice and as the name suggests you have to be an expert in managing. You should always write good Management personal statements to embark on the right career path.

Essay about Justice System A Personal Experience

For my research paper I decided to observe at the North Justice Center in Fullerton, CA for the morning session. My goal entering there was to watch the process of a criminal trial since I felt that would be the most interesting and would allow me the opportunity to witness all the working parts of our justice system in action. While waiting for the criminal trial to open its doors and start, I managed to come across a post- arraignment court, where I was able to watch a different side of our criminal justice system. This is the side that enforces the punishment and makes sure that restitution is paid for whatever crime was committed. By far the most interesting thing I took from this experience was the differences in how the judges†¦show more content†¦These are cases that the court reviews the progress of the defendant in the program that they are in or they show proof that they are enrolled in a community service program. These cases are reviewed as a way for the court to check- up on the defendant in order to make sure that they are complying with their agreement. The last set of cases that the court reviews are probation violations, these are defendants that have in most cases stopped paying their fines because they are hard to pay or were unable to finish their community service programs. â€Å"Social Institutions are organized for securing conformity to established modes of behavior and consist of established procedures for satisfying human needs† (Vago 198). Since social institutions, such as the court, are responsible for securing conformity to what criminologist would say the â€Å"conventional† law-abiding lifestyle, they must do so by using some type of formal social controls and punishment(s). This type of control works primarily because through â€Å"the use or threat of punishment to regulate the behavior of citizens† people conform to societal social norm (Vago 198). The social importance of post-arraignment court is that it is the reinforcement for those punishments issued by the DA for that individual. If that individual cannot deliver on the agreement that they made with the court then additional punishments can be added on. For example, in the case of Rios, he had to do over 10 days of community serviceShow MoreRelatedThe Hidden Curriculum, And The Way That Social Classes Work Within The School System1512 Words   |  7 Pageswithin the school system. There are schools that are more privileged depending on distribution, areas and boards. I’m interested in the idea that the values that are represented to students can be effected by the social class; not of the students, but of the over-all school. In this article, personal experiences are discussed and the schools are â€Å"rated† by classes. It is an interesting concept and the correlation was one that I never considered before, especially when the school system seems so regula tedRead MoreEthical Systems : Ethics And Ethics Essay1219 Words   |  5 Pages Ethical System Reflection The Ethics in Justice course has outlined various ethical systems. This was done using the course textbook: Ethical Dilemmas and Decisions in Criminal Justice HUM 3350 Custom Edition by Lethbridge College, and peer presentations on each of the ethical systems outlined in the text. Ethical systems provide a foundation, in a variety of areas, for individuals in determining, morals, and actions within their lives (Pollock, 2015). Individuals may fit various characteristicsRead MoreEssay On 12 Angry Men831 Words   |  4 Pagesâ€Å"12 Angry Men† The play â€Å"12 Angry Men† by Reginald Rose reveals human nature, personal experiences, and the men’s effect on the justice system. The play brings out how as humans we jump to conclusions without thinking things through, we don’t like to take the time and look over things, and we use our own experiences and use them to help influence our thinking. In the play, everyone but juror number eight jumps to conclusions about the young man on trial. Number eight helps guide most of the otherRead MoreLethal Injection And Juvenile Criminals Be Sentenced Like Adults? `` By Abigail Pesta838 Words   |  4 PagesAlthough lethal injections and juvenile criminals seem unrelated topics, they both deal with problems in the criminal justice system. The titles are â€Å"Should Juvenile Criminals Be Sentenced Like Adults?† by Abigail Pesta. Pesta is an award-winning journalist and an author; she was also a graduate from the University of Notre Dame. â€Å"Lethal Injecti on for Execution: Chemical Asphyxiation?† by Teresa A. Zimmerman, Jonathan Sheldon, David A. Lubarsky, Francisco Lopez-Munoz, Linda Waterman, Richard WeismanRead MoreCrazy, By Pete Earley1263 Words   |  6 Pagesabout the unique lived experiences of their clients. It is also pertinent that social workers are informed about the overarching systems that their clients are involved in, as well as the policies that have a significant influence on their clients’ lives. In his book, Crazy, Pete Earley has presented a detailed examination of a population that he has a personal connection to: individuals with serious mental illness (SMI). Earley, a former news reporter, described his experiences interviewing stakeholdersRead MoreAnalysis Of Twelve Angry Men By Reginald Rose754 Words   |  4 Pagescharacterisation, conflict and tension, symbolism, language and setting, Rose dramatically reflects human experiences with ‘Twelve Angry Men’. It is a play that direc tly appeals to our sense of justice and equality and questions audiences to contemplate the arguments on a ‘fair trial’ in a judicial process when ‘reasonable doubt’ is also taken into consideration. Reginald Rose also reflects human nature and experiences by taking into account the emphasis on each individual’s civic duty and responsibility to maintainRead More Profiling and Police/Community Relations Essay1435 Words   |  6 Pagesprofiling of police officers, as completed by early intervention systems, in an effort to reduce complaints from members of the community. The literature on the attitudes which community members have about profiling states that race, personal experience, and media framing influence the public’s perception (Graziano, Schuck, Martin, 2010; Weitzer Tuch, 2002). The literature on early intervention systems is demonstrative of how such systems can become critical management tools, tailor-made for addressingRead MoreCriminal Justice System And The Law System1421 Words   |  6 Pages Developing information suggests that a criminal justice system gains practical value by generating societal views of fair enforcement and judgement. Particularly, views of practical fairness resulting in views of the system s legality, may promote systemic compliance with applicable law, support with legal institutions and actors, and respect to even negative outcomes. A separate information alludes that a criminal justice system derives realistic value by allocating criminal legalRead MoreThe Use Of Situational Forces On Human Behavior1486 Words   |  6 PagesAnother issue with our system is that some police officers may abuse their power and engage in practices that are discriminatory and unlawful. When people are given the power to rule or are pressured to obey to authority figures, their behavior tends to change. Philip Zimbardo’s Prison Experiment conducted in the summer of 1971, at Stanford University brought many contributions to the understanding of situational forces’ influence on human behavior. The purpose of this study was to understand theRead MoreJustice vs Revenge1325 Words   |  6 PagesJustice is part of revenge; as also for revenge is part of justice. â€Å"Justice† comes from a Latin word that means â€Å"straight, fair, equal†, it’s the quality of being righteous and loyal towards one’s state, although serves the interests of the stronger (Hourani, 1962), while revenge is the act of taking retaliation for injuries or wrongs. What ever the circumstances are being the individual who experiences a unjust act, results in the hunt for one of these two things: Justice or revenge. What are the

What Makes A Good Manners - 849 Words

In the earlier years our society was pretty decent when it came to using their manners. Today’s society no longer knows what good manners are. Has one ever experienced poor manners in his lifetime? In my lifetime I have witnessed good manners, but my experience with bad manners occurred at the golf course, grocery store, and while traveling on the road. First, my bad experience with manners was on the golf course. It was a very nice day out, and I was playing at Hannastown Golf Club in Greensburg, PA. While I was on the fifth hole a guy behind me almost hit me with a golf ball. I tried to procede without worrying about the ball hitting me. The gentleman came marching up to me using profanity that I have never heard before. He’s rude for†¦show more content†¦It is dishonest to cheat in what is known as a gentleman’s game. Second, incident with rude manners came at the grocery store. It was at Shop’ n Save in Greensburg, PA just like any other day of shopping. An older lady came near me and hit me with her shopping cart. The lady then gave me the death stare; as if, I was the one that ran into her. She went on her way like nothing ever happened even though she hit me with a shopping cart. What bothers me most is the older lady never attempted to say I’m sorry for hitting you. As an older lady she should be more polite, but the elderly seem to have forgotten theirs. The worse mannered people in the grocery store are the ones that cough everywhere. It disgust me when people walk pass the produce section hacking out a lung, and it goes through my mind â€Å"man I have to eat that†. People also go around coughing everywhere through the store and do not think twice about others in the store. They think if they cover their mouth with their hand it is okay, but it’s not because they use the hand they coughed in to pick up the produces. Most of the time people do not care if they use manners, or not because tha t is the society we live in these days. Lastly, while on the road traveling I encountered impolite manners. My family and I were traveling to Ocean City, Maryland for our vacation. While we were driving a person cut us off without a turn signal, and forced us to slam on the brakes. People would change

Lenzs Law and Faradays Law of Induction Essay Example For Students

Lenzs Law and Faradays Law of Induction Essay Lenzs Law and Faradays Law of Induction1. With this definition of the flux being , we can now return to Faradaysinvestigations. He found that the magnitude of the emf produced depends on therate at which the magnetic flux changes. Faraday found that if the flux throughN loops of wire changes by an amount , during a time delta t, the averageinduced emf during this time isThis fundamental result is known as Faradays law of induction. The minus sign is placed there to remind us in which direction theinduced emf acts. Experiment shows that an induced emf always gives rise to acurrent whose magnetic field opposes the original change in flux. This is knowna Lenzs law. Let us apply it to the case of relative motion between a magnetand a coil. The changing flux induces an emf, which produces a current in thecoil; and this induced current produces its own magnet field. If the distancebetween the coil and the magnet decreases; so the magnetic field, and thereforethe flux, through the coil increases. The magnetic field of the magnet pointsupward. To oppose this upward increase, the field produced by the inducedcurrent must point downward. Thus Lenzs law tells us that the current must moveby the use of the use of the right hand rule. If the flux decreases, so theinduced current produces an upward magnetic field that is trying to maintainthe status quo. Let us consider what would happen if Lenzs law were just the reverse. The induced current would produce a flux in the same direction as the originalchange; this greater change in flux would produce an even larger current,followed by a still larger change in flux, and so on. The current would continueto grow indefinitely, producing power (=) even after the original stimulus ended. This would violate the conservation of energy. Such perpetual motion devicesdo not exist. It is important to note, which I believe was forgotten in the classlecture, is that Faradays investigation, as summarized in Faradays law, saysthat an emf is induced whenever there is a change in flux. Thus an emf can beinduced in two ways: (1) by changing the magnetic field B; or (2) by changingthe area A of the loop or its orientation theta with respect to the field. A motor turns and produces mechanical energy when a current is made toflow in it. You might expect that the armature would accelerate indefinitely asa result of applied torque. However, as the armature of a motor turns, themagnetic flux through the coil changes and an emf is generated. This induced emfacts to oppose the motion (Lenzs law) and is called the back or counter emf. The greater the speed of the motor, the greater the back emf. Indeed, as themotor increases in speed, the back emf increases until a balance is reachedwhere the speed remains constant. Thus the counter emf controls the speed of amotor. For a given coil, the ratio of the electromotive force of induction tothe rate of change in the coil is called the self-inductance of the coil. Analternative definition of self-inductance is the number of flux linkages perunit current. Flux linkage is the product of the flux and the number of turns inthe coil. Self-inductance does not affect a circuit in which the current isunchanging, however, it is of great importance when there is a changing current,since there is an induced emf during the time that the change takes place. .ud9180d3d7f322e4b2ccfdd4bf2607169 , .ud9180d3d7f322e4b2ccfdd4bf2607169 .postImageUrl , .ud9180d3d7f322e4b2ccfdd4bf2607169 .centered-text-area { min-height: 80px; position: relative; } .ud9180d3d7f322e4b2ccfdd4bf2607169 , .ud9180d3d7f322e4b2ccfdd4bf2607169:hover , .ud9180d3d7f322e4b2ccfdd4bf2607169:visited , .ud9180d3d7f322e4b2ccfdd4bf2607169:active { border:0!important; } .ud9180d3d7f322e4b2ccfdd4bf2607169 .clearfix:after { content: ""; display: table; clear: both; } .ud9180d3d7f322e4b2ccfdd4bf2607169 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud9180d3d7f322e4b2ccfdd4bf2607169:active , .ud9180d3d7f322e4b2ccfdd4bf2607169:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud9180d3d7f322e4b2ccfdd4bf2607169 .centered-text-area { width: 100%; position: relative ; } .ud9180d3d7f322e4b2ccfdd4bf2607169 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud9180d3d7f322e4b2ccfdd4bf2607169 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud9180d3d7f322e4b2ccfdd4bf2607169 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud9180d3d7f322e4b2ccfdd4bf2607169:hover .ctaButton { background-color: #34495E!important; } .ud9180d3d7f322e4b2ccfdd4bf2607169 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud9180d3d7f322e4b2ccfdd4bf2607169 .ud9180d3d7f322e4b2ccfdd4bf2607169-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud9180d3d7f322e4b2ccfdd4bf2607169:after { content: ""; display: block; clear: both; } READ: Sigmund Freuds Ego Defense Mechanisms EssayThe mutual inductance of two neighboring circuits is defined as theratio of the emf induced in one circuit to the rate of change of current in theother circuit. ()The SI unit of mutual inductance is the henry, the same a the unit ofself- inductance. The same value is obtained for a pair of coils, regardless ofwhich coil is the starting point. ()

Our Town Essays - Our Town, Emily Webb, Pretty Little Liars

Our Town Our Town, by Thornton Wilder is a play that takes place in a small fictional town of Grover's Corner, New Hampshire; beginning in 1901 and ending in 1913. The play takes the audience through the cycles of life, with the purpose of getting a universal message stating that life shouldn't be taken for granted. Emily Webb, one of the most important characters in the play, is Wilder's character in which he uses to show the audience a universal message that anyone would understand and relate to. Emily is a character that is normal enough so that the audience could relate to her; and yet be different in little ways that makes people love and adore her. For example, Emily went through the most common events in a woman's life: marriage, childbirth, and death in the play. These cycles makes her common, thus relatable to the audience. Without going through common events in life, the character would seem distant and likeable to the audience. Similarly, when Emily said that she expects a man to be perfect, it makes her special. Wilder put in that scene because he believed that even though there is a basic image of an average person, to be truly average, the character must have a difference to separate the character from the crowd. If the character doesn't have any differences, then the character would be faceless; impossible for the character to take a major role in the play. Emily is portrayed uniquely in her own way, and yet is still within the boundaries of everyone else. The character Emily plays a crucial scene in the play, the part where Emily went back to her twelfth birthday. At first, Emily wanted to go back and relive the happiest day of her life, but Mrs. Gibbs stopped her and told her to visit a normal day instead. Mrs. Gibbs knew what would happen to Emily if she had relived a joyful day in her life. If Emily had went back to a special occasion, she would've been overwhelmed by the all the beauty that she didn't pay attention to. Therefore, Emily went to relive her twelfth birthday, but wasn't as happy as she thought she would have been. Emily couldn't understand why her own mother wouldn't even spare the time to look at her on her birthday. She then concluded that the living is ignorant and doesn't appreciate the small things that are in their lives every day. The character Emily is perfect just the way she is. If Wilder changed Emily, the universal message might not be as effective as it is now. Meaning that the audience wouldn't like the idea given from a character that is unlike them.

Green Revolution History and Overview

Green Revolution History and Overview The term Green Revolution refers to the renovation of agricultural practices beginning in Mexico in the 1940s. Because of its success in producing more agricultural products there, Green Revolution technologies spread worldwide in the 1950s and 1960s, significantly increasing the number of calories produced per acre of agriculture. History and Development of the Green Revolution The beginnings of the Green Revolution are often attributed to Norman Borlaug, an American scientist interested in agriculture. In the 1940s, he began conducting research in Mexico and developed new disease resistance high-yield varieties of wheat. By combining Borlaugs wheat varieties with new mechanized agricultural technologies, Mexico was able to produce more wheat than was needed by its own citizens, leading to them becoming an exporter of wheat by the 1960s. Prior to the use of these varieties, the country was importing almost half of its wheat supply. Due to the success of the Green Revolution in Mexico, its technologies spread worldwide in the 1950s and 1960s. The United States, for instance, imported about half of its wheat in the 1940s but after using Green Revolution technologies, it became self-sufficient in the 1950s and became an exporter by the 1960s. In order to continue using Green Revolution technologies to produce more food for a growing population worldwide, the Rockefeller Foundation and the Ford Foundation, as well as many government agencies around the world funded increased research. In 1963 with the help of this funding, Mexico formed an international research institution called The International Maize and Wheat Improvement Center. Countries all over the world, in turn, benefited from the Green Revolution work conducted by Borlaug and this research institution. India, for example, was on the brink of mass famine in the early 1960s because of its rapidly growing population. Borlaug and the Ford Foundation then implemented research there and they developed a new variety of rice, IR8, that produced more grain per plant when grown with irrigation and fertilizers. Today, India is one of the worlds leading rice producers and IR8 rice usage spread throughout Asia in the decades following the rices development in India. Plant Technologies of the Green Revolution The crops developed during the Green Revolution were high yield varieties - meaning they were domesticated plants bred specifically to respond to fertilizers and produce an increased amount of grain per acre planted. The terms often used with these plants that make them successful are harvest index, photosynthate allocation, and insensitivity to day length. The harvest index refers to the above-ground weight of the plant. During the Green Revolution, plants that had the largest seeds were selected to create the most production possible. After selectively breeding these plants, they evolved to all have the characteristic of larger seeds. These larger seeds then created more grain yield and a heavier above ground weight. This larger above ground weight then led to an increased photosynthate allocation. By maximizing the seed or food portion of the plant, it was able to use photosynthesis more efficiently because the energy produced during this process went directly to the food portion of the plant. Finally, by selectively breeding plants that were not sensitive to day length, researchers like Borlaug were able to double a crop’s production because the plants were not limited to certain areas of the globe based solely on the amount of light available to them. Impacts of the Green Revolution Since fertilizers are largely what made the Green Revolution possible, they forever changed agricultural practices because the high yield varieties developed during this time cannot grow successfully without the help of fertilizers. Irrigation also played a large role in the Green Revolution and this forever changed the areas where various crops can be grown. For instance, before the Green Revolution, agriculture was severely limited to areas with a significant amount of rainfall, but by using irrigation, water can be stored and sent to drier areas, putting more land into agricultural production - thus increasing nationwide crop yields. In addition, the development of high yield varieties meant that only a few species of say, rice started being grown. In India, for example, there were about 30,000 rice varieties prior to the Green Revolution, today there are around ten - all the most productive types. By having this increased crop homogeneity though the types were more prone to disease and pests because there were not enough varieties to fight them off. In order to protect these few varieties then, pesticide use grew as well. Finally, the use of Green Revolution technologies exponentially increased the amount of food production worldwide. Places like India and China that once feared famine have not experienced it since implementing the use of IR8 rice and other food varieties. Criticism of the Green Revolution Along with the benefits gained from the Green Revolution, there have been several criticisms. The first is that the increased amount of food production has led to overpopulation worldwide. The second major criticism is that places like Africa have not significantly benefited from the Green Revolution. The major problems surrounding the use of these technologies here though are a lack of infrastructure, governmental corruption, and insecurity in nations. Despite these criticisms though, the Green Revolution has forever changed the way agriculture is conducted worldwide, benefiting the people of many nations in need of increased food production.

International Human Resource Management Essay Example | Topics and Well Written Essays - 1000 words - 1

International Human Resource Management - Essay Example Bearing all that in mind a detailed look at how and why EU social policy was developed will be examined and its development to prevent social dumping is also examined. Brown contends that â€Å"national and supranational policies of social protection and labor market regulation are appropriate for a deepening and widening the European Union and explores good and bad ideas for the Social Chapter†. (2004 p 19) Brown also states that the success of the national social policy is prejudiced by the degree of economic integration. (2004 p 10) This means that deeper EU mixing and incorporation will put emphasis on the stress for social policy reform and synchronization. However, the most policy-makers should strive for is minimum standards acceptable to all countries.† (Brown 2004 p 11) To examine the issues surrounding the policy in respect to social dumping it is important to understand the necessary push of economic integration in its numerous forms. These include trade liberalization to enhanced labor and capital mobility. Brown 1004 p 11) These can be can be better understood by putting them in the context of the premise that they are by and large desirable, yet it usually has â€Å"adverse consequences for relatively inefficient producers.† Brown. This is because relations and communication between social policy and economic integration become particularly obvious whenever it is the poorer members of EU countries who lose out. (Brown)In instances such as this integration is likely to lead to demands for greater social protection. The usefulness of national social policy is affected by the amount of economic mixing as well. In this instance organization and synchronization may possibly be essential. Especially if such policies are to be successful and have any value. If this is the scenario governments may possibly use them advantageously. Governments could use them strategically to benefit their own citizens at the expense of foreigners. Brown 2004 p 11) Examples of how this could be done include presenting less regulation and lower social protection. This would encourage inflows of capital, that would otherwise be known as 'social dumping'. The problem that can arise when this occurs is that if left unrestricted lower levels of social protection all round will result. Although to the degree that current national social policies in Europe are" ill-designed or fail to protect the most disadvantaged members of society, this could be a positive outcome." (Brown 2004 p 12) If anything has been learned from past EU integration it would be that the amplification of this, including the poorer Mediterranean countries and Ireland would be the result. In addition, realization of

How Does Gender Bias Negatively Impact the Role of Men in Nursing Essay

How Does Gender Bias Negatively Impact the Role of Men in Nursing - Essay Example Gender bias negatively impacts the role of men in nursing by: Not all male nurses believe gender bias has had a negative impact on their career. But, fewer than 6% of the Registered Nurses in the United States today are men (U.S. Department of Health and Human Services). Considering approximately 49% of the population is male, the 6% figure indicates that bias may be impacting the entry and retention of men in the nursing field. Furthermore, Wilson (2005) in a study of Australian nursing students, found that in a three-year period, the average attrition rate for males in a university-based nursing program was 55.5% but only 45% for females. This, too, raises concerns about what is keeping men from entering or staying in the nursing field. One answer is gender bias. Gender bias, most succinctly defined by the higher education company McGraw-Hill, is "Behavior that results from the underlying belief in sex role stereotypes." (McGraw-Hill Education Company). Entire dissertations have been written defining sex role stereotypes. ... eotypes ("conventional, formulaic, and oversimplified conceptions, opinions, or images") ("Stereotypes") based on the roles ("characteristic and expected social behaviors of an individual") ("Roles") based on sex/gender, traditionally male or female. Vogel, Wester, Heesacker, & Madon's (2003) finding that women and men act in accordance with social roles which are often segregated along gender lines helps summarize how sex role stereotypes are perpetuated. They continue, "Popular culture has embraced the idea that women and men are different. Self-help books, talk shows, and magazine articles routinely acknowledge large gender differences" With popular culture stressing distinct differences and roles for men and women, it is understandable that a career traditionally considered female would not be considered attractive to some men. To assess biases and the status of Men in Nursing in 2005, the research firm of Bernard Hodes Group performed an on-line survey, open to male nurses and nursing students, from October until December 2004 and received almost 500 responses (N=498) (Bernard Hodes Group, 2005). Of note were the men's responses to the question regarding their perceptions about nursing before entering the field. The top four responses, with percentages responding, to what they had as perceptions of men and nursing: Traditionally female dominated field (85%) Other professions perceived "more appropriate" (62%) Nursing salaries are not competitive with other careers (33%) Nursing is not an autonomous, decision-making profession (27%) The next most popular response, "Nursing doesn't provide much upward mobility" garnered only 16% of responses. It is evident that the perception - or stereotype - of a subservient female is still in place. The media does not

Windows displays Essay Example for Free

Windows displays Essay Firstly I had to choose the idea for the window display. I searched internet, looked in windows displays to other shops, heard to the advice of friends and decided to choose brandy. I selected the brandy, because I saw many examples in other window displays and much information about the brandy can be found on the Internet. Secondly, I made a few pictures on similar windows displays in town for my story board. In my story board I used different colour from light yellow to brown. I chose these colours, because, when we hear the word of brandy, we mean the following colours: light yellow, amber, light brown and brown. After the new oak barrels for 7-8 months, the alcohol becomes a light golden colour and filled with tannins. After 4-5 years, this metamorphosis occurs. Brandy alcohol becomes soft, velvety and rich. This is reflected in the variety of flower and fruit colours, as well as in sweet vanilla flavour, which appear primarily due to the transformation of lignin extracted from the oak. This flavour is a feature of young brandies. After 8-10 years of aging cognac alcohol becomes more gentle and harmonious. Inherent flavours much benefit in force, saturation, and persistence. Most important a bouquet, which is clearly felt by the noble tone leather, tobacco and honey. After 20 years, a bouquet of brandy alcohol becomes more intense and complex. To the shades of leather, tobacco and honey notes added candied orange, resins, mushrooms and undergrowth. You are so-called Rance (rancho) the aroma of an old, slightly oxidized wine, a little reminiscent of the forest, and almonds. This is the main characteristic of the good old spirits, which with age have become stronger. Brandy gets pretty fiery colour. The natural decline in the inherent strength and reduces the burning sensation of alcohol. The older the brandy, the longer it persists aftertaste (up to several minutes). I chose this style of writing (Mongolian Baiti 28), because it is well suited to the topic. I chose these accessories: glass, barrel and bottle, because brandy is stored in barrels, then bottle it off and drink out of glass. I hope my accessories were noticeable. Avoid excess pressure from the edge of your seat on the backs of your legs and knees. A footrest may be helpful, particularly for smaller users. Always carry scissors with the tapered end towards the floor; when passing to another person pass handle first. In this project I made pictures, chose colour and completed first window display in my life. I think this is good experience for me in the future. Displays are very effective in attracting the passing public to enter the shop and make purchases. If the window display or display outside the shop is attractive it immediately gives the impression that the goods inside are of good quality.

Free Essays - I Havent Got a Dime for College :: College Admissions Essays

I Haven't Got a Dime for College Growing up I've met the best of people and I've met the worst of people. My father has always been my hero. He loved, provided for and took care of two children and a sick wife everyday for twenty years. I look at his picture in my wallet each day and wonder if I can ever measure up to him. I thought my cousin had agreed to lend me $15,000 so that I could attend a decent college. I agreed to sign a promissory note. I showed up at the New City Brewery to sign the papers and pick up the check. I read the paper. It said for $30,000 I was selling him my interest in a vacation cabin our grandmother bought fifty years ago. The check however was only for $15,000. "I don't understand." I pushed back his Mount Blanc pen and the unsigned contract. Bill folded his arms. "In 1956 your father borrowed $6,000 from my father and I want it back." He flashed a mean smile that I hadn't seen since 1957 when the bank took away my family's house. My father took me to my cousin's house to ask for his outgrown clothing for me. That day my cousin handed me a book along with some clothes from his hamper and gave me this same vicious smile. The book was "The Prince and The Pauper". My father worked sixty hours a week for the next fifteen years paying off debts and sending his children to college. He stopped paying old debts when my mother's medical bills made that impossible. He died a few years later. I've missed him every day. I hadn't used that small cabin at the lake in a decade.

Citation of Error Analysis Essay

html http://www. accentsasia. org/1-2/kato. pdf . G o o g l e html . Page 1 Volume 1 Number 2 October 2006 Accents Asia 1 Citation Kato, A. (2006). Error analysis of high school student essays. Accents Asia [Online], 1 (2), 1-13. Available: http://www. accentsasia. org/1-2/kato. pdf Error Analysis of High School Student Essays Asako Kato Fudooka Seiwa High School IntroductionEver since the introduction of oral communication into the school curriculum in 1989, speaking has drawn attention as an important skill for Japanese students to master. A variety of speaking and listening practices have been experimented within high school English classes. Writing has also been included as an extensive practice. The 2003 revision of the Course of Study emphasizes â€Å"writing† as a vehicle of communication to convey messages according to the purpose and the situation (MEXT, 2003).However, in many of the university entrance exam-oriented high schools, writing classes are modified into grammar-centered classes; in other words, the students are accustomed to writing short sentences based upon the structures or the grammar points they are taught, and chances of writing effective essays are limited (Minegishi, 2005). It is true that grammar processing is needed for accurate production, but it is a challenge to teach how to write essays or even paragraphs within the available classroom hours, with the exception perhaps of some foreign language elective courses in select high schools.Under these circumstances, the English Composition Division of the Saitama Senior High School English Education and Research Association hosts writing contests, for the purpose of encouraging students to test their English knowledge and to enhance their production skills in the form of writing. The contest consists of two sections: a translation section and an essay writing Page 2 Volume 1 Number 2 October 2006 Accents Asia 2 section. In the essay section the participants are given topics and expected to write their opinions in about 200 words. They have 80 minutes to work on translation and essay writing.The translation sentences are assigned according to level, but the essay topic is the same for all. The translation part is marked and graded by Japanese teachers; the essays are evaluated by ALTs (Assistant Language Teachers) according to three criteria: creativity, organization and grammar. The winners are chosen depending on the total points of the two sections. In this paper, I will shed some light on the essays and analyze them with a view towards identifying problems students have, which will provide evidence of how English is learned and what strategies students are employing to construct their essays.The primary focus of this paper is on grammar in writing not creativity and organization, but some pedagogical suggestions for teaching and learning are also mentioned. Methods The data analyzed for this study are errors in students’ ess ays written in an essay competition held in Saitama Prefecture, Japan. In this contest, the participants were given the topic, â€Å"If you were to meet a celebrity, who would you like to meet? What would you like to ask him/her? What would you like to do with him/her? The errors in the essays were categorized based on Ferris’ (2005) Analysis Model (Fig. 1). Her â€Å"Common ESL writing errors† fall into four categories; morphological errors, lexical errors, syntactic errors, and mechanical errors. This model is based upon the â€Å"Description of the major error categories† (Fig. 2), which covers verb errors, noun ending errors, article errors, word wrong, and sentence structure (p. 92). According to James (1998), an error analysis model must be â€Å"well-developed, highly elaborated, and self-explanatory† (p. 95). Ferris’ model fulfills these needs.With this system it is easy to identify global and local errors (Burt and Kiparsky, 1972, cited i n James, 1998) which I added to Ferris’ model of major errors in Figure 1. Global errors are major errors in sentence structure, which makes a sentence difficult or impossible to understand, whereas local errors are minor mistakes, which do not cause problems of comprehension. In Ferris’ classification, syntactic errors are considered global errors. Mechanical and lexical mistakes, on the other hand, are local errors. Morphological errors can be global errors, Page 3Volume 1 Number 2 October 2006 Accents Asia 3 but when they do not hinder readers’ understanding of the content they are local errors. Figure 1 Common ESL Writing Errors based on Ferris’(2005) Model Morphological Errors > global / local errors Verbs: Tense, From, Subject-verb agreement Nouns: Articles/determiners, Noun endings (plural/possessive) Lexical Errors > local errors Word choice, Word form, Informal usage, Idiom error, Pronoun error Syntactic Errors > global errors Sentence structure, Run-ons, Fragments Mechanical > local errorsPunctuation, Spelling, Capitalization* * â€Å"Capitalization† is added in this study. Figure 2 Description of major error categories (Ferris, 2005) Verb errors All errors in verb tense or form, including relevant subject-verb agreement errors. Noun ending errors Plural or progressive ending incorrect, omitted, or unnecessary; includes relevant subject-verb agreement errors Article errors Article or other determiner incorrect, omitted, or unnecessary Word wrong All specific lexical errors in word choice or word form, including preposition and pronoun errors.Spelling errors only included if the (apparent) misspelling resulted in an actual English word. Sentence structure Errors in sentence/clause boundaries(run-ons, fragments, comma splices), word order, omitted words or phrases, unnecessary words or phrases; other unidiomatic sentence construction. Participants The essays analyzed for this study were written by 148 high school stud ents: 46 first year students, 58 second year students, and 44 third year students; 48 males and 100 females. The participants’ high schools consisted of twenty public schools and two private schools.Most of these Page 4 Volume 1 Number 2 October 2006 Accents Asia 4 schools are considered â€Å"academic† high schools in that they prepare students for university exams, which means the students tend to be highly motivated and are expected to be able to utilize their English grammar, structure knowledge and vocabulary in writing. Procedure All errors were marked and classified. They were first classified into global errors or local errors. The verb-related errors were considered as â€Å"verb errors†, therefore, they were considered morphological errors.However, confusion in the use of transitive/intransitive verbs was considered a global syntactic error because it affects the whole sentence structure. Also, tense errors were anticipated because the essay topic â₠¬Å"If you were to meet a celebrity†¦? † presumably requires the use of the conditional. As long as the errors did not interfere with the understanding of the sentence, they were put into tense errors, i. e. , morphological errors. It was sometimes difficult to draw the line between lexical errors and mechanical errors; that is, whether the word is a wrong choice or simply a spelling mistake.If the word had a separate meaning but exists as a word, then it was treated as lexical error; otherwise, it was marked as a mechanical error. However, if an inappropriate word choice disrupts the meaning in the whole sentence, it was considered a syntactic error. In short, the decision of error classification depends on each sentence. As for repeated mechanical errors in the same sentence, i. e. , spelling mistakes, punctuation, and capitalization, the multiple mistakes were counted as one. Findings and Discussion First of all, not all errors were easily categorized: some went beyond and across the categories.In each case, errors were carefully identified and classified according to the seriousness of the problem. If one major error included other minor errors, then together they were considered to be a major error. For example, a sentence â€Å"*And, I want to *go to abroad such as the UK, the US, *French, *Australlia and so on† was categorized as one syntactic error because the misuse of verb and adverb (go to abroad) causes sentence diffusion, even though this sentence included one lexical error Page 5 Volume 1 Number 2 October 2006 Accents Asia 5 (French) and one mechanical error (Australlia).Secondly, a danger with lists of â€Å"common† ESL/EFL errors, as Ferris (2005) herself points out, is that they may be over-generalized to all students. Of course, individual students have different language capabilities and learning traits; for example, one student constantly omitted articles and another student confused tense of verbs all through her es say. Although the statistics give a general picture of the problems, these do not apply to every student. While keeping these considerations in mind, the statistics provide interesting information.The total number of errors was 1518 (596 in 46 first year essays, 491 in 58 second year essays, and 431 in 44 third year essay). The average number of errors per student was 13. 5 for the first year students, 11. 2 for the second year students, and 9. 8 for the third year students. Considering the short length of the essay, these were not small numbers, although the average number of errors decreased according to the students’ year in school. As a total, syntactic errors dominated the rest at 29%, followed by lexical errors (21%), morphological errors in nouns and mechanical errors (18%), and morphological errors (14%).According to the school year, the most common errors observed in first year essays were lexical errors, which comprised 24% of the total, while syntactic errors compr ised most errors in second and third year essays, which amounted to 35. 2% and 31. 1% respectively. Among the first years’ lexical errors, â€Å"word choice† was the most common mistake (93 in total). As for second year and third year samples, as many as 158 and 121 errors were made respectively in â€Å"sentence structure. † These findings indicate that first year students did not have sufficient vocabulary while the second and third year students did not use it adequately.Page 6 Volume 1 Number 2 October 2006 Accents Asia 6 Table 1. Common EFL Writing Errors in Japanese High School Students’ Essays Percentage of Total Errors Marked (%) Error Type 1st year 2nd year 3rd year Average Morphological Errors Lexical Errors Syntactic Errors Mechanical (Verbs) Tense Form Subject-verb agreement Total Verb Errors (Nouns) Articles/determiners Noun endings Total Noun Errors Word choice Word form Informal usage Idiom error Pronoun error Total Lexical Errors Sentence structure Run-ons Fragments Total Syntactic Errors Punctuation Spelling CapitalizationTotal Mechanical Errors 5. 87 5. 87 0. 67 12. 4 10. 6 8. 22 18. 8 15. 6 1. 51 1. 01 3. 19 2. 68 24. 0 15. 3 1. 34 3. 19 19. 8 5. 7 14. 4 4. 87 25. 0 8. 96 1. 22 2. 65 12. 8 11. 0 5. 91 16. 9 13. 6 4. 07 0. 61 1. 02 3. 87 23. 2 32. 2 0. 61 2. 44 35. 2 1. 43 6. 11 4. 28 11. 8 11. 1 2. 09 4. 64 17. 9 9. 98 8. 12 18. 1 9. 51 3. 25 0. 23 1. 16 2. 55 16. 7 28. 1 1. 86 1. 16 31. 1 1. 86 11. 4 3. 02 16. 2 8. 66 3. 06 2. 65 14. 4 10. 5 7. 42 17. 9 12. 9 2. 94 0. 62 1. 79 3. 04 21. 3 25. 2 1. 27 2. 26 28. 7 3. 0 10. 6 4. 05 17. 7 Percentage of Total Errors Marked 14% 18% 21% 29% 18%Morphological Error: Verbs Morphological Error: Nouns Lexical Error Syntactic Error Mechanical Error Percentage of Errors by Year 0% 20% 40% 60% 80% 100% 1 2 3 Year Mechanical Error Syntactic Error Lexical Error Morphological Error: Nouns Morphological Error: Verbs Page 7 Volume 1 Number 2 October 2006 Accents Asia 7 The syntactic errors, the most prevalent errors, were mainly related to verbs, for example, the misuse of be-verbs, transitive and intransitive verbs, auxiliary verbs, no verb use, the word order in indirect questions, and tense confusion in relation to the conditional.From an English educator’s point of view, it was rather disappointing that many students made errors in the use of basic verbs such as â€Å"go†, â€Å"want† and â€Å"listen†, such as in â€Å"*I want to go my future†, â€Å"*I want become a doctor†, and â€Å"*I want to listen the story†. In the case of errors in conditional sentences, on the other hand, the structure was usually grammatically correct, but the meaning was irrational. For example, if a writer mentioned a celebrity such as a historical man/woman, movie actor, singer, athlete or an imaginary character, s/he had to make the sentence conditional.However, some used simple present tense. One of these examples is, â€Å" *If I ride Doraemon’s time machine, I can go everywhere†. This type of error was put into verb tense errors under morphological errors. As an explanation of Japanese students’ use of conditional, Thompson (2001) asserts that even when students have mastered the mechanics of forming unreal conditionals and wishes in all their complexity, the problem of concept remains. Additionally, it is difficult for Japanese students to use conditionals correctly, for there is a disparity in the use of conditionals in English and Japanese.Another characteristic in the syntactic errors stemed from interference from Japanese, their mother tongue (L1 interference). L1 interference is considered a major obstacle to second and foreign language acquisition (Ellis, 2003; Ferris, 2005; Lightbrown & Spada, 2002; Littlewood, 2002. Some examples from students’ essays are as follows: (a)* He challenged. ( ) (b)* They hit all over the world since 1984. ( 1984 ) In these sentences, t he writers used English equivalents for the Japanese words, i. e. , (a) chousen-suru=challenge, and (b) itto-suru=hit. Incidentally, the verbs â€Å"challenge† and â€Å"hit† are transitive verbs, which means these sentences are grammatically incorrect; therefore, they were classified as syntactic errors. Other syntactic errors from L1 interference are observed in Page 8 Volume 1 Number 2 October 2006 Accents Asia 8 relation to the choice of prepositions. The examples are: (c) *I will join to children’s network of UNICEF. ( ) (d) *I want to marry with him. ( ) The writers translated the Japanese prepositional particle â€Å"? [ni]† into â€Å"to† in example (c) and â€Å"? to]† into â€Å"with† in example (d). This type of error is common among Japanese students because transitive verbs include prepositions in their Japanese meanings; therefore it is hard to distinguish whether a verb is transitive or prepositional from the translat ed meanings. The second dominant error category was that of lexical errors, especially in first year student essays. Here again L1 interference was observed in word choices. (e) *I think his baseball soul is the biggest of all. ( ) (f) *I want to hear Murasaki Shikibu three questions. 3 ) In (e), â€Å"soul† and â€Å"big† do not match with each other in this context. The writer meant to say, â€Å"I think he has the strongest spirit in baseball. † In Japanese â€Å"soul† and â€Å"spirit† are given the same translation as â€Å"? ( )tamashii. † Besides, neither soul nor spirit can be â€Å"big† but rather â€Å"strong†. In (f), the verb â€Å"hear† is derived from the Japanese word â€Å" ( ) kiku†, which can also mean â€Å"listen† or â€Å"ask† in Japanese. These students seemed to have picked up words without thinking about content and collocation.Presumably, in English class, there is a tendenc y for students not to consult dictionaries for language usage but to look up word meaning only, then memorize the main translation of the word, and use this translation regardless of context. The third and fourth prominent error categories were noun related morphological errors and mechanical errors, especially spelling mistakes. In noun errors, article errors outnumbered the rest, accounting for as much as 10% of the total. The problem with articles stems from the fact that the Japanese language has no concept of articles and the countable and uncountable distinction.It is natural that Japanese students have difficulty in using them correctly. In addition, articles are introduced near the end in many of grammar textbooks, which in a sense is parallel to the language Page 9 Volume 1 Number 2 October 2006 Accents Asia 9 acquisition order described by Littlewood (2002) of a study of children acquiring morphemes in their native language. Plurals and articles have always been, and will continue to be difficult to teach to Japanese students, which is why some teachers wait until the end of school year to introduce them in class.Spelling mistakes, sorted as mechanical errors, comprised 10% of the total number of errors. This was partly because many students applied Japanese (katakana) pronunciation to English spellings. For example, writers who spelled *performence (performance), *calacter (character), and *confort (comfort) did not seem to spell according to his/her understanding of the pronunciation, but from how the words sound through the filter of katakana. Lastly the problem of organization as well as the use of conjunctions needs to be mentioned.Sentences starting with â€Å"because† were categorized as fragments which belonged to syntactic errors, whereas sentences starting with â€Å"and† and â€Å"so† were not treated as errors. â€Å"And† and â€Å"so† are taught as conjunctions that connect two phrases that carry equal weight in the sentence, whereas â€Å"because† is taught as a conjunction followed by a subordinate clause. However, the fact is that as many as 75 â€Å"and†s and 89 â€Å"so†s were observed at the beginning of the students’ sentences. James (1998) states that learners tend to overuse connectors to support logical relationships between propositions that just do not exist.It is probable that few students have learned how to organize English writing; that is, they do not know they should start with an introduction, followed by a main body, and then a conclusion, paying attention to the consistency of their thoughts. Those who were not familiar with English writing ended up listing items in order: who they wanted to meet, what they would like to do, and where they would like to go. Without cohesive devices such as paraphrasing and rephrasing, or markers that direct the logical flow of sentences, the writers could not communicate their ideas effectively.Conc lusion How, then, can teachers empower students to become better writers? Obviously the class time allotted for writing is limited, yet there are things teachers can do in order to improve students’ Page 10 Volume 1 Number 2 October 2006 Accents Asia 10 writing in other English classes. Judging from the fact that sentence fragments outnumbered other errors in this study, teachers need to draw students’ attention to the whole sentence structure and sentence combining when discussing verbs and other grammar points in class.The confusion between transitive/intransitive verbs and prepositional verbs can be pointed out in reading class, bringing awareness to the differences between English and Japanese. When students come up with a new verb, or even a familiar one, they should be aware of the conceptual gap between English and Japanese. One good example of a split between Japanese and English is the word (to see). There are many more English verbs for miru. In Japanaese mi ru is used when you perceive with your eyes, when you watch, look, view, overlook or investigate; when you take care of somebody like children or sick people, as in â€Å"kodomo wo miru†.You can even say miru when you try something, like ‘mitemiru’ or ‘yattemiru’, literally â€Å"try to see† and â€Å"try to do† respectively. Therefore, it is confusing for students to select the suitable equivalent of miru in English. They have to think about the context. Kowalski (2005) gives usages of in Figure 4: Figure 4 Different kinds of meanings associated with see (something that falls within your field of vision) look (intentionally at a stationary object) watch (something moving) Also, the gap between English and Japanese applies not only at sentential level but also to the lexical level.As I mentioned earlier, L1 interference affects both sentence structure and word choice. Underlying knowledge of usage and collocation enables students to choose the right words in right the places in their writing. Because of the avalanche of Japanese-English in the media, however, it has become even more difficult to eliminate these Japanglish words from students’ vocabulary. Teachers and learners should pay special attention not reinforce these words and phrases in the English language classroom. Page 11 Volume 1 Number 2 October 2006 Accents Asia 11Good writing, however, does not rely only on grammatical and lexical accuracy but also on the creativity in context and the logical flow of sentences. In order to write coherent, well-structured paragraphs and essays, the writers have to be creative and concentrate on the content as well. First, teachers can help students raise their awareness of how to organize English writing, and how units of sentences and paragraphs are connected with one another to form meaningful text. By recognizing the importance of coherency in their writing, the students can dedicate themselves to the i deas or message that they are trying to convey.I employ â€Å"process writing† for the improvement of this skill. In contrast to translation or guided composition, â€Å"process writing† emphasizes the processes such as planning, drafting, and reviewing (Johnson & Johnson, 1998 cited in Furneaux, 2000). In this contest, only a few participants seemed to employ this approach, possibly because of the time constraints of the competition. By reflecting on their writing process, students will internalize their grammatical and lexical knowledge and utilize it for production.Another effective approach to improve writing skill is to work on other language skills. All four skills are interconnected. Even though writing classes are not consistently available in school curriculums, compared to reading and oral communication classes, students can cultivate their writing skills by consciously reading or listening. Krashen and Terrell (1983) claim that speech and writing production emerges by focusing on listening and reading. Extensive reading outside of the class, for instance, will become a rich source for extensive writing.Exposure to authentic writing will help students expand their vocabulary and write well-organized, reasonably cohesive essays. In conclusion, I believe that Japanese students can become competent writers of English with the appropriate support from teachers. Quoting Kramsch (1993): â€Å"Teachers have to impart a body of knowledge, but learners have to discover that knowledge for themselves in order to internalize it† (p. 6). I suggest that teachers integrate the grammar focus while encouraging creativity and teaching organizational form.Learners, on the other hand, can enrich their knowledge of language by taking every opportunity to use it, developing learning strategies outside of the class, and reflecting on the writing process before, during and after they write. Page 12 Volume 1 Number 2 October 2006 Accents Asia 12 Referenc es Ellis, R. (2003). Second language acquisition. (8 th ed. ). Oxford: Oxford University Press. Ferris, D. R. (2005). Treatment of error in second language writing. Ann Arbor: The University of Michigan Press. Furneaux, C. (2000). Process writing.The University of Reading school of linguistics and applied language studies. Retrieved September 29, 2005, from http://www. rgd. ac. uk/AcaDeps/cl/slas/process. htm James, C. (1998). Errors in language learning and use Exploring error analysis. Essex: Pearson Education Limited. Kowalski, C. (2005). Translation in the writing class: friend or foe? In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds. ). JALT2004 Conference Proceedings. Tokyo: JALT Kramsch, C. (1993). Context and culture in language teaching. New York: Oxford University Press. Krashen, S. D. Terrell, T. (1983). The natural approach: Language acquisition in the classroom. San Francisco:The Alemany Press. Lightbrown, P. M. & Spada, N. (2002). How languages are learned. (2 nd. ed). Oxford: Oxford University Press. Littlewood, W. (2002). Foreign and second language learning. (17 th ed. ). Cambridge: Cambridge University Press. Minegishi, H. (2005, March). The questionnaire result. Saitama high school English education bulletin, 41. 49-59. Ministry of Education, Culture, Sports, Science, and Technology. The course of study for foreign languages. 2003, March). Retrieved November 20, 2005, from http://www. mext. go. jp/english/shotou/030301. htm Sonoda, N. (2005). A comparative study of two approaches to English writing: translation and process writing. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds. ). JALT2004 Conference Proceedings. Tokyo: JALT Thompson, I. (2001). Japanese speakers. In M. Swan & B. Smith (Eds), Learner English: A Page 13 Volume 1 Number 2 October 2006 Accents Asia 13 teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.

The World And Me Essay - 1231 Words

Ta-Nehisi Coates’ Between the World and Me is in essence about the rigors inflicted on people of color, and specifically black people, by America. His work goes on in depth about the challenges black people face in America, the communities and the world view they grow up in. Coates’ work is masterful at boiling down and explaining the problems that people of color face, from the outright racism of a brutal police force to subtler forms of similarly dangerous discrimination in the classroom, in politics, and in the media. He couches these acts as â€Å"†¦violence, upon the body.†(21), talking about how even the smaller forms of discrimination all boil down to violence against black people. By simplifying these acts to what they truly are, he makes the it more visceral and direct, cutting right to the source with great effect. Through this discussion about the black body, we learn about how it is endangered, how this endangerment takes form, and what it means to try and protect the black body. Over the years great strides have been made against racism, but by no means is that fight over. Racism moved from shackles and Jim Crow laws to new, insidious forms that still work just as hard to keep people of color down. As racism was fought harder and harder it adapted in order to survive, now it’s evident in things like police brutality, the war on drugs, and media bias, things that the white American public can misunderstand or brush under the rug. As Coates said,† Very few AmericansShow MoreRelatedThe World And Me910 Words   |  4 PagesAt the time that I am writing you this letter, horrendous things are happening to the black community, these things got me thinking about you and your future. Just like the novel Between The World and Me, Coates wrote a letter to his son and the world to enlighten them about the life in America and America true history. â€Å"I write to you in your fifteenth year. I am writing you because this was the year you saw Eric Gardner c hocked to death for selling cigarettes, because you know that Renisha McBrideRead MoreThe World And Me1586 Words   |  7 PagesMany authors’ viewpoints have been observed so far, ranging from Plato’s Republic written centuries before the common era, to Ta Nehisi Coates’s Between the World and Me. Though these books span millennia and hemispheres, they all display what is important to their authors, and from this information we can try to extrapolate their political viewpoints, especially where it falls in the lunacy of the 2016 election. The authors Plato, Ta-Nehisi Coates, and Karl Marx had perhaps the most politically-chargedRead MoreThe World Around Me1422 Words   |  6 Pagesalso perhaps by apprehension. 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Never before had a book made me think so deeply about individuality, society, and government. 1984, a manifestation of my nightmares, described a totalitarian police state of resolute submission. The horror came when I looked upon our own society, and Big Brother glared back at me. We live in a world where every phone call, every text, every search, and every email can beRead MoreAnalysis Of Between The World And Me 1430 Words   |  6 PagesBetween the World and Me â€Å"Between the World and Me†, by Ta-Nehisi Coates, is a letter written to his son about what it means to be black and how tough it is to be a part of this race in the United States of America. In this book, Coates talks about his life in the black community, starting from childhood memories all the way to present day. Coates also tries sends a message, which is that his son should not lower his guard and be completely confident about who he is, instead he should be afraidRead MoreComparison Between The World And Me1664 Words   |  7 PagesJesus Leon Santos Professor Collins Writing 37 05 February 2016 Between the World and Me Between the World and Me examines the history and present circumstances of racial inequality and segregation in America. Coates directs the book to Samori to give his audience personal insight into the various stages of a black man’s life. From his childhood, to his college experience, to his complicated role as a father, Coates gradually unfolds a critical account of the relationship between black and whiteRead MoreAnalysis Of Between The World And Me, 2088 Words   |  9 Pages In Ta-Nehisi Coates’s Between the World and Me, Coates seeks to educate his young son and in turn the reader of his experience as an African American man in the United States. In this, racism becomes a very prominent and complex theme. In some way racism impacted every facet of his life. The novel highlights the drastic difference in the ability for curiosity and personal development and questioning in his public education in a poor area versus his continued education at Howard University aRead MoreAnalysis Of Between The World And Me And Me By Ta Nehisi Coates 1297 Words   |  6 PagesRosa Parks once said, â€Å"Racism is still with us. But it is up to us to prepare our children for what they have to meet, and, hopefully we shall overcome.† Between The World and Me by Ta-Nehisi Coates, Coates writes a letter to his son explaining what his life was like growing up in America as an African American man, and he also tries to give his son some moral advice on how to take charge of living as a man in a black body. Spike Lee directs a film on Malcolm X, who was a black activist and a leader