Analysis Of The Article The Ground On Which I Stand

The articles The Ground on Which I Stand by August Wilson and Steps toward the Negro Theatre by Alain Locke were both phenomenal read. Wilson and Locke discussed the design of black theatre and how it needs to be and can be structured for the future. They also discussed the racial and dividing system in America society which branched off to theatre. August Wilson discussed the struggles African Americans went through as slaves, how they have to stay strong to survive and how the history relates to today’s society and in theatre. He discussed on the grounds he stand meaning of what he respect in the growing life of theatre. The infamous ancient Greek dramatists who are Sophocles, Euripides and Aeschylus. William Shakespeare, Shaw and Ibsen, the Americans dramatists were Eugene O’Neill, Arthur Miller and Tennessee Williams. Another group of individuals who pave the way were the black theatre writers such as Nat Turner, Denmark Vesey, Marcus Garvey and Elijah Muhammad. He discussed that the â€Å"black theatre† was growing into two different black arts that was developed in the past and that it is still considered the same in today’s society such as theatre that entertain white society and art that uplift the black culture in strategies that deliver survival and prosperity. Black theatre is the best the atre; Wilson considered it vibrant and vital. 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Writing And Mathematics, Two Vital Mesopotamian Creations

Writing and Mathematics, Two vital Mesopotamian creations What kind of world would we live in without being able to write or perform mathematic functions? Writing and mathematics are two of the most indispensable creations crafted by the Mesopotamians that helped shaped our society as we know it today. The Mesopotamian conception of writing allowed society to keep records, to document events, and to establish a formal educational system. With the ability to keep records, a system of mathematics was recorded which assisted in development of monetary systems, a way to tell time, the ability to build buildings, and the skills to survey lands. The expansion of knowledge delivered by the creation of Mesopotamian writing and mathematics was crucial to building the cultural society that has evolved from Meopotamian times to the present. Cultural and social evolution relys on the understanding of the past and learning from our successes and our failures. Therfore, record keeping was crucial to the nurturing the evolution of society. With t he importance of record keeping being recognized, the Mesopotamians developed Cuneiform, the first recognized form of writing.. Initially, Cuneiform, meaning â€Å"wedge shaped†, existed as pictographs drawn in clay tablets by a stylus made of a reed. The tablet was baked in the sun making it practically indestructible. (World History book 7th edition) There were disadvantages to clay: large documents were heavy and once baked no changesShow MoreRelatedThe Evolution Of Music Throughout Ancient Egypt And Mesopotamia2480 Words   |  10 PagesRegardless of where they are located, almost all ancient civilizations share basic features. For example, most civilizations develop things such as a class system, a common religion, or a system of writing. Another mark of a successful civilization is the evolution of music. Since music is not essential to survival, its development is usually within a large established society. The purpose of music varies from civilization to civiliza tion, era to era. In some cultures, music accompanied religiousRead MoreThe Birth of Civilization18947 Words   |  76 Pageslearned how to increase harvests through irrigation and other methods. Much larger populations came together in towns, cities, and other centers, where they erected impressive structures and where industry and commerce flourished. They developed writing, enabling them to keep inventories of food and other resources. Specialized occupations emerged, complex religions took form, and social divisions increased. These changes marked the birth of civilization. ââ€"   EARLY HUMANS AND THEIR CULTURE HumansRead MoreA Picatrix Miscellany52019 Words   |  209 PagesOn the Moon and the Lunar Mansions IV. Extracts on the Moon V. The Mansions of the Moon: â€Å"On the Creation, Proportion and Composition of the Heavens for the Fashioning of Images† VI. The Picatrix: Lunar Mansions in Western Astrology VII. W. B. Yeats and â€Å"A Vision:† The Arab Mansions of the Moon On Ritual and Talismans Picatrix Astrological Magic Aphorisms Extracts on Planetary Ritual Clothing Twenty Two Benefic Astrological Talismans Astrology, Magical Talismans and the Mansions of the Moon Ritual

Introduction to Computing Algebraically Autonomic Computing

Question: Discuss about the Introduction to Computing for Algebraically Autonomic Computing? Answer: Introduction The aim of this assignment is to discuss about Contemporary computing can be seen as an assemblage. The contemporary computing is used in the daily life of the human being. It is assemblage to make the life of the people easier. The assemblage of the contemporary computing also creates a great advantage in the business of the organization. Computers are used in the organization to enhance the procedure of the business. The computing systems are used in different ways in the organization or in the life of individuals (Cong Vinh, 2015). The assemblage of the computing system has many benefits in the organization as well as it creates many issues in the business. In this assignment the discussion is done on the basis of the stories that are provided in the assignment which describe the usage of the assemblage in the modern computing. The issues of the contemporary computing are also provided in the assignment. Actor Network Theory (A.N.T) Actor Network Theory (A.N.T) is used to do the research regarding to the technologies of science. The depth information is required to do the research of the modern technologies which are provided by the theories of ANT. The human and the non-human connection are the primary focus of the theories of the ANT. There are also many problems regarding to those connections that are identified by the theory (De Montis et al., 2013). The theory takes place by doing the investigation of the structures. In the theory, observations takes place and analyze of the documents are also done from the depth. The terms that are used in the Actor Network Theory (A.N.T) are such as actor-network, network and actants. Here the central idea is the actor-network. The whole theory description is provided by the network. Without any translation provided in the actor network none of the movement can be bending according to the ANT theories (Galindo and Butura, 2013). Actants are the actors of both human and non human type. According to the relationship in the network, the shape of the actants is taken. In the theories of the contemporary computing the key factors of ANT are used. The relation of human and computer in the network is known as actants (Hinson, 2010). The life of the human is fully depending on computer. Also the computer can be a valuable thing only if it can be used in reasonable purpose. Story 1: Software is eating the world Software is everywhere in the world of business and in daily life also. It can be said that most of the organization started their business in the field of software as the potential of growth is more in the software. The private market of most of the big organizations such as facebook and twitter create a controversy in this decade. The market share of the big organizations became very high due to the effects of the software in the market. Stock market hate technologies this controversy creates as in the market the ratio of earning and the price become very low. Along with this, Apple became the largest company in America. As Steve Denning said, We are talking about improvements to the site, not just fixing 30 bugs per day. The relation between the companies and software decides the place of the company in the market. Actants: The relationship of the software and the companies in the network of the business can be identified as the actants of the ANT theories. The categories of the actants can be identified as human and non-human actants. The non human actants can be identified in the software companies are such as database, modern technologies, innovation software and the technologies required increasing the market level. All the non human actants combining required to develop the full software network of the business. The human actants can be identified as developer, IT managers and the employees. Effecting software of the business can be developed by the correct interaction of the human and non human actants of the business. Also the actants role in the software network varies from business to business. The software can be said that it consuming the worlds every opportunity by providing new technologies day-by-day and the actants of the human and the non human plays a vital role in doing that. Story 2: Robots will steal your job The biggest requirement of the business in the organization is to develop innovative technologies which will provide the organization more success. The software developer and the IT managers in the organization play a great role in providing new innovation software to the companies (Pain, 2011). Of all the modern technologies the most common topic is the robotic technologies. Robots are developed to do several tasks of the human beings also with non-error efficiency. These are also proving the organizations more reasons to apply robots in their innovation management. The automotive industries involve robots in their new products to provide more facilities to the customers. This also decreases the opportunities of the new developer in the industries. Also there are several modification provided in the modern vehicles which are developed by the robots for accurate results for examples the automatic drive, tracking the signals etc. Actants: There are several human and non human actants in the robotic technologies. The relationship of the actants with each other provides several opportunities to the modern technologies. Here the human actants such as robot developer, database developer and the organizations are responsible for increasing the popularity of the robotic technologies day-by-day (Whyatt, 2014). The non human actants such as the robots and the modern vehicles also creates an effective role in this theory. As the robotic technologies developing day-by-day, the effectiveness of the modern products are increasing. The human actants developing several products such as the robots with the facilities of accepting human languages and style of work only by observing them will provide several opportunities to the modern technologies. Issues identified There are several issues that have risen in the above discussion. Is software providing benefit to the world? Yes, it is, the software makes the life of the people simpler. It also helps the organization to enhance their business. What about the people? They are losing their jobs. Most of the jobs of the humanity are absorbed by the robots or the software. Are people adjusted with it? The people of the modern world are trying to adjust this situation but it is not possible for everyone. The thinking ability of the people are totally depends on internet. People of the modern world think that without internet nothing can be possible (El-Mahdy, 2013). Contemporary computing is now used in every organization to enhance their business. The problem arise is that in the organization if everything can be done by the software and the robot than what will happen to the unemployed people. Are they will die with starving? They should find some of the new ways to get job and to income money. Also there are some other issues that can be noted. If the modern technologies fail in any ways, that will cause a great loss to the organization, which can only be solved by the people (KazancÄÂ ±, Davvaz and Yamak, 2011). They can use different techniques to solve the problems. It is not possible to avoid the new technologies in the life of the humanity. But it is possible use those technologies to develop our style of living and find new ways to solve the problems of the unemployment. Conclusion "Contemporary computing can be seen as an assemblage" it is can be said as perfect in the modern world. Modern computing is totally assemblage. Organization used the assemblage to develop their business. The assemblage provides profit to the organization but for the individuals it is not so good. They are losing their jobs due to the use of the assemblage in the organization. The ANT theory is used to analyze the contemporary computing from the depth. The software companies are regularly increasing day-by-day but the others are not getting the opportunities. Other ways are needed for the jobs of the next generation people. Also humanity can use the modern technologies to make their life better and for the purpose of income. In this assignment it is given that how software and the modern robots reduce the chances of income of the common people. Also the answer is given that the common people should find other ways of employment. The actor-network theory provides the idea of getting th e jobs in the new style. It also provides the idea of using the new technologies in our life to achieve something as without technologies we cannot do anything in our life. References List Cong Vinh, P., 2015. Algebraically Autonomic Computing.Mobile Networks and Applications. De Montis, A., Pinna, A., Barra, M. and Vranken, E., 2013. Analysis of poultry eating and drinking behavior by software eYeNamic.J Agricult Engineer, 44(2s). Galindo, D. and Butura, C., 2013. Immediate Loading of Dental Implants in the Esthetic Region Using Computer-Guided Implant Treatment Software and Stereolithographic Models for a Patient with Eating Disorders.Journal of Prosthodontics, 23(2), pp.98-103. Hinson, G., 2010. There Must be Thirty Ways to Steal Your ID.EDPACS, 41(5), pp.1-15. Holgate, S., 2011. Creating Your Own Job: From Engineer to Entrepreneur.Science. Kim, S., 2014. Interleukin-32 in Inflammatory Autoimmune Diseases.Immune Network, 14(3), p.123. Pain, E., 2011. Networking Your Way to a Job.Science. Whyatt, J., 2014. Could a robot do your job?.Nursing Standard, 28(34), pp.66-67. El-Mahdy, A., 2013. Recursive Detection of M-ary Signals over Fast Varying Mobile Communication Channel.TELKOMNIKA (Telecommunication, Computing, Electronics and Control), 11(1). KazancÄÂ ±, O., Davvaz, B. and Yamak, S., 2011. A new characterization of fuzzy n-ary polygroups.Neural Comput Applic, 21(S1), pp.59-68.

The Strong Shall Live and the Weak Shall Die Essay Example

The Strong Shall Live and the Weak Shall Die Paper The phrase the strong shall live and the weak shall die Evolution cannot be stated as just being a theory since with numerous evidences in the fossil records as well as comparisons within the animal kingdom evolution is widely accepted as a credible explanation for how the different animal species came to be. All scientific fact including evolution is based of a theory which is an inference, an intelligent guess of sorts, which bases itself on data collected through scientific research to come up with a plausible explanation An inference is a way for scientists to help explain how certain things came to be through intelligent guess work as such it cannot be considered infallible but it is an effective means of explanation without committing findings as hard fact. Charles Darwin was an English scientist who theorized that all animals and species of life on this planet evolved from a common ancestor. That creatures evolved in a process of natural selection wherein animals who possess traits better suited for survival thrived while those who didnt died off. The phrase the strong shall live and the weak shall die comes to mind when simplifying such a concept. The mystery of mysteries for Darwin was the origin of all species and her addressed it by creating the concepts of evolution and natural selection to explain it. Darwin idea of evolution was so revolutionary because it went against misconceptions at the time of how animals came to be. We know evolution happens to due to fossil records which show the gradual change of one species into its current incarnation an example of which would be the fossils of the Pakicetus, Basilosaurus and Sinonyx all of which show a gradual change of one species into todays modern species of whale. The work of Chris Schneider has shown that natural selection in different ecological zones have caused birds, notably the hummingbird in his study, to go down different evolutionary paths to adapt to the environment effectively creating new species in the process. Humans did evolve from a common ancestor to todays chimpanzees, orangutans and gorillas. Through the work of David Page we have come that there is genetic proof of a common ancestral gene between humans and chimpanzees however in his findings he states that the human Y chromosome has remained intact over the couple million years or so while the chimpanzee Y has in fact been losing genes over the last 10 million years which explains why they didnt evolve like humans did. Evolution matters now because as humans continue to tamper with the natural world we also inadvertently cause the evolution of certain species which evolved due to human interference with their natural processes such as insects and rodents which have started to become more and more resistant to insecticides and poisons as well multi-drug resistant tuberculosis bacterial strains. There is a need to study how this happened and to prevent any unnatural interference which might cause damage to the natural world. Evolution is controversial because it goes directly against the origin of life of the Catholic faith which states that all life on Earth was created in seven days and that the current species of man derived from a fully evolved version of ourselves which today we know is false since human kind went through gradual phases of evolution instead of just merely popping out of the ground. We will write a custom essay sample on The Strong Shall Live and the Weak Shall Die specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Strong Shall Live and the Weak Shall Die specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Strong Shall Live and the Weak Shall Die specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Evolution can be compatible with religious faith so long as those who believe in their own respective religions do not take the concept of creation stated in their religious text as literal fact rather it could be interpreted as mans way of explaining his origins in the only way he could. Extinction From what I learned on the topic of extinction I have realized that extinction is an inevitability for a species that can no longer adapt to an environment that has drastically changed. Also extinction doesnt just come about through means of natural selection rather it can also come about due to the actions of man which interferes in the natural order of the environment causing the extinction of numerous species. Change On the topic of change, I have come to realize that change only happens when there is sufficient reason for it. If the environment a species currently lives in starts to slowly change the numerous species living in it have to adapt and change as well in order to survive and thrive in this new habitat otherwise they face extinction. Change is an inevitable process and whether we know it or not humans are also gradually changing as well. Survival From what I learned survival can be surmised in one phrase survival of the fittest. That in the animal world it is only the animals that have sufficiently evolved to have the best possible evolutionary characteristics to survive that can thrive while those who remain the same will die off leaving only those fit to live. It is rather fatalistic but it is a fact of life.

Wend and Wind

Wend and Wind Wend and Wind Wend and Wind By Maeve Maddox A reader questions the use of wind (rhymes with kind) in the following notation on the website of the Aircraft Owners and Pilots Association (AOPA): After expediting your arrival and clearing you to the ramp, ATC has one last function. They will fill out a mandatory occurrence report (MOR), which will wind its way to a flight standards district office (FSDO) where it will be assigned to an inspector. Says the reader, I had always thought, and still believe, that the correct word is wend, not wind, although the former does imply a winding course. Please comment. Both verbs, to wend and to wind, have been with us since Old English times: wendan verb: to turn, direct. windan verb: to plait, curl, twist Wend has been used with different meanings of turn, such as â€Å"to translate/turn a text from one language to another,† but it has retained the connotation of the kind of turning involved in travel or the movement of a river. In Old English, wind had additional meanings such as whirl, brandish, swing, fly, leap, etc. The word is frequently seen in lively descriptions of Old English battle scenes. Its most common use now is to convey the idea of twisting. As we’re discussing wend and wind, I’ll mention a similar verb form, went. Like wend and wind, the verb go existed in Old English. Its past tense was eode. The form went belonged to the verb wendan. Speakers tended to mix up the past of wend with the past of go. In time, eode was replaced by went as the simple past of go. The past of wend became wended. The original past participle form of go (gan) remains with us as gone. In modern usage, wend is used chiefly in the sense of making one’s way, especially in an unhurried manner by an indirect route. It’s used literally and figuratively. Here are examples of recent usage: This was a four-month trek that began in London and  wended  its way through Central  Europe  and on to the Middle East.   We adjourned soon after the first ballet, and  wended  our way back to the restaurant, where supper was already awaiting us. Just before the troops arrived, a federal judge blocked key components of SB 1070 from going into effect as scheduled, and the case seems sure to wend its way ultimately to the U.S. Supreme Court. Even if you dont live near the  sea, much of the run-off from your garden ends up down the drain, which  wends  its  way  down to the  sea  eventually. Wind, with its past tense wound, is used in a similar way to describe a convoluted and slow course of movement, as in these examples: Mules and donkeys strung together in groups of five  wound their way down the mountain  toward the river.   A bill is currently winding its way through the U.S. Congress to give Europeans the right to legal redress. The case eventually wound its way  to the Supreme Court where Ginzburg lost on a  5-4 decision in 1966, ultimately serving eight months in prison. I  saw  their gaunt  figures wind down  the valley, and  watched  them till they disappeared in  the distance.   The Awash River winds down  from the mountains through deep gorges to the plain. My answer to the reader’s question is that either wind or wend works in the context of a report making its slow way to the appropriate office. I’d be hard-pressed to formulate a rule for when to use wend and when to use wind. I think that if I wished to emphasize the leisureliness and intentionality of the movement, I’d choose wend. To emphasize sinuousness and obstruction, I’d choose wind. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Writing a Reference Letter (With Examples)What is Dative Case?Writing Styles (with Examples)

Black Panther Party Origins and History

Black Panther Party Origins and History The Black Panther Party was founded in 1966 by Huey Newton and Boddy Seale in Oakland, California. It was initially organized to protect blacks from police brutality. They evolved into a Marxist revolutionary group that was labeled by the FBI as advocating the use of violence and guerilla tactics to overthrow the U.S. government. The party had thousands of members and chapters in several cities at its height in the late 1960s. Origins The Black Panthers emerged out of the nonviolent civil rights movement of the early 1960s. Leaders Newton and Seale both began their experience with organized groups as members of the Revolutionary Action  Movement, a socialist group with militant and non-violent political activities. Its roots may be also found in the Lowndes County Freedom Organization (LCFO)- an Alabama group dedicated to registering African-American voters. The group was also called the Black Panther Party. The name was later borrowed by Newton and Seale for their California-based Black Panther Party. Goal The Black Panther Party had a specific platform laid out in 10 points. It included goals such as: We want power to determine the destiny of our black and oppressed communities, and, We want land, bread, housing, education, clothing, justice, and peace. It also outlined their key beliefs, which centered around Black liberation, self-defense, and social change. In the long term, the group aimed rather vaguely at a revolutionary overthrow of the white-dominated status quo and black power. But they had no more concrete platform for governing. They took their inspiration from a combination of socialist intellectuals, combining their thoughts on the role of class struggle with the specific theories about black nationalism. The Role of Violence The Black Panthers committed to  projecting a violent image and to actual violence from their inception. Second Amendment rights were central to their platform and called out explicitly in their 10-point program:   We believe we can end police brutality in our Black community by organizing Black self-defense groups that are dedicated to defending our Black community from racist police oppression and brutality. The second Amendment of the Constitution of the United States gives us the right to bear arms. We therefore believe that all Black people should arm themselves for self-defense. The groups violent stance was by no means secret; in fact, it was central to the Black Panthers public identity. Author Albert Harry, writing in 1976, observed that the groups paramilitarism was clearly visible from the start, as Black Panthers strutted around in their black jackets, black berets, and tight-fitting black pants, their pockets bulging with side arms, their clenched fists high above their defiant heads. The group acted on its image. In some instances, members would appear en masse and simply threaten violence. In others, they took over buildings or engaged in shootouts with police or with other militant groups. Both Black Panther members and police officers  were killed in confrontations. Social and Political Programs The Black Panthers were not solely focused on violence. They also organized and sponsored social welfare programs, the most famous of which was their Free Breakfast for Children. In the 1968-1969 school year, the Black Panthers  fed as many as 20,000 children through this social program. Eldrige Cleaver ran for president on the Peace and Freedom Party ticket in 1968. Cleaver met with North Korean leader Kim Il-sung in 1970 and traveled to North Vietnam. He also met with Yasser Arafat and the Chinese ambassador to Algeria. He advocated a more revolutionary agenda and after being expelled from the Panthers led the Black Liberation Army splinter group. The Panthers worked on electing members with unsuccessful campaigns such as Elaine Brown for Oakland City Council. They supported the election of Lionel Wilson as the first black mayor of Oakland. Former Black Panther members have served in elected office, including U.S. Representative Bobby Rush. Notable Events   May 2, 1967: About 30 armed Black Panther members enter  the California legislature to protest consideration of outlawing the right of private citizens to bear arms. There was no violence, but the spectacle is well remembered and brought the group into public light. At that time, open carry of weapons was legal in California. The Black Panthers had exercised this right in being present at arrests and stationed at the legally-allowed distance while displaying their firearms.August 1967: The FBI includes the Black Panther Party in their counterintelligence program, COINTELPRO, aimed to discredit and neutralize subversive organizations. They conduct hundreds of actions to weaken the party.October 28, 1967: Party leader Huey P. Newton is arrested after Oakland police officer John Frey is shot and killed performing a traffic stop of Newton, in which another officer and Newton were also shot. This incident led to the rallying cry of Free Huey, which galvanized support for the party among other activists. Newton was later convicted of voluntary manslaughter, a conviction that was later overturned.   April 6, 1968: An armed confrontation erupts between Black Panthers and police led to a 90-minute confrontation at a building housing Panthers. Eventually, the Panthers surrender. Over the course of the day, at least four policemen are wounded and one killed. One Panther member, Bobby Hutton, is killed by the police and seven others are arrested. Huttons death becomes a rallying issue.1969: Gun battles take place between Black Panthers and rival organizations, including one in Campbell Hall on the UCLA campus in 1969. Panthers torture and kill a suspected informant, Alex Rackley, which leads to a trial of Bobby Seale alleging he ordered the killing. A hung jury resulted and there was no retrial.December 4, 1969: Another well-remembered instance of violence is instigated by the FBI, which provides the information needed to raid the Illinois Black Panther Party heads apartment. Two members of the Black Panthers were killed by gunfire. The event is remembered partly for the disproportio nate firing: evidence revealed later that the police fired up to 99 bullets, while the Panthers may have shot one. It is also remembered because the  information required for the break-in was obtained by an FBI infiltrator in a period when surveillance of the domestic group had been approved. The charges against the seven survivors of the raid were later dropped and Hamptons family won a $1.85 million wrongful death settlement from the city of Chicago. December 8, 1969: The LAPD conducts a SWAT attack on the Los Angeles Black Panther office, firing thousands of rounds and resulting in no deaths but a handful of injuries on both sides.1971: After a fall-out between Newton and Eldrige Cleaver, the party splits into factions and engage in assassinations of each others members, with four killed.1974: Nine Panthers, including Newton, are arrested for assault on police officers. Newton is also charged with murdering Kathleen Smith. He flees to Cuba. Panther bookkeeper Betty Van Patter goes missing and is found beaten to death, with Panther leadership suspected. In 1977, there was an attempt to assassinate Crystal Gray, a witness in the Smith murder.Elaine Brown was appointed Chairwoman of the Panthers in 1974 as Newton went into exile. Membership in the Panthers declined precipitously throughout the 1970s and was down to a couple dozen by 1980.

Characterize the role of ICTY in developing international criminal law Coursework

Characterize the role of ICTY in developing international criminal law - Coursework Example A few years ago the concept of the establishment of international war crime tribunal seemed unrealistic but now ad hoc tribunals for former Yugoslavia and Rwanda have been established and the development of permanent international criminal court (ICC) is expected soon2. This paper will analyze the role of International Criminal Tribunal for the Former Yugoslavia (ICTY). ICTY was formed under chapter VII of the UN Charter. Under article 39 of the Charter, the Security Council found threat to the international peace and security therefore it was decided to establish a subsidiary unit that assures law enforcement to maintain security and peace internationally under article 7(2) and 41. The tribunal operates independently of political and Security Council considerations3. The United Nations set up ICTY for prosecuting those who were held responsible for committing serious crimes during the war in the former Yugoslavia and put perpetrators on trial for their actions. The purpose of establishing ICTY was to deter military and civil officers in the former Yugoslavia from committing more violent incidents. It was also intended to give a message internationally that those who attempted crimes would meet justice4. The international criminal tribunal (ICTY) was meant to maintain security and peace internationally. Case studies from Yugoslavia, Cambodia, and Rwanda showed that international tribunals have significantly contributed towards the international law and retributive justice. It can further help in reconciliation in other forms of justice and establishing peace. The impact of ICTY on the local public protest also signifies the disparity between local and international perspectives on justice. In Nuremberg and Tokyo practice of the victors’ justice, the role of ICTY has been very significant. It is also asserted that the practice of ICTY is and will continue to

Asian Carp Essay Example | Topics and Well Written Essays - 1000 words

Asian Carp - Essay Example Asian Carp are filter feeders, feeding on zooplankton, phytoplankton and organic particles that are suspended in water columns. They have a very large filtering capacity and their maximum size can reach greater than 3 feet long and 100 pounds (Butz, pg. 20). They have been found in the Illinois River since the 1990's. The problem is that to grow to that size, they have voracious appetites. The Long Term Resource Monitoring Program (LTRMP) have been catching them in the routine monitoring of the La Grange Reach, Illinois River since 1995 and 1998. The population has increased rapidly since 2000 and now dominates the fish community on the La Grange Reach (Sharp, pg. 42). They are in constant contest for the same feeding grounds with river fishes such as gizzard shad and bigmouth buffalo and the shad and buffalo are losing. In fact, the buffalo and gizzard are not being eaten, they continue to lose size and weight until they die so they are just being starved out. Most recently Asian Carp DNA has been found east of the Chicago lock which is just 8 miles from the entrance into Lake Michigan. There has now been a great deal of controversy over closing the Chicago lock and canal. The canal and lock manage most of the shipping business for the State of Illinois as well as the sewage from Chicago. This would lead to decreased shipping and a large loss of income for the people of Chicago and the State of Illinois but it would also affect other nearby States. The problem is that if the Carp get into Lake Michigan, there will be no controlling them and the Lake could be decimated of its fish population and the commerce related to it, which is already a fragile eco-system (Guarno, 2010). The Lakes have been a matter of eco-system work for some years. At one point, Lake Michigan was so dirty that it was not wholly safe to eat the fish. It has taken many years and millions of dollars to clean the eco-system up which is just beginning to thrive again. Recently in an effort to stop the invasive species without closing the Chicago lock more than a dozen Federal, State, and Local agencies got together to do some major poisonings and held a press conference in November. Biologist fear the fish will devastate the lakes to the tune of $7 billion in destruction of fishery so it was allowed to dump 2200 gallons of poison in the Chicago canal. The total cost of the poison and those to perform this task was 3 million dollars. Dead fish were dragged from the water and there was only one Asian Carp among them. However, this does not mean they did not exist and the they have not reached Lake Michigan. It is believed that they will have to adapt the Lake because they spawn in fast moving water but studies prove that they adapt quickly. They also have the advantage of being a non-native species in the sense that studies now show that non-native species have a better chance of surviving in climate changes which are occurring because they have already adapted once. The White has held the Asian Carp Summit in a effort to deal with the fish as well as the methods of bringing non-native species of animals to the United States under any circumstances. A secondary issue that is being discussed is the fact that this species would not be moving into the Lake if man did not consistently change eco-systems to provide for themselves and the Chicago canal is an example. Though it does have fish blocks up, they may get

The stories of mystery and suspense you have read present improbable events Essay Example for Free

The stories of mystery and suspense you have read present improbable events Essay The stories of mystery and suspense you have read present improbable events. How have the writers of these stories engaged and sustained your interest? Which of the two stories did you find more successful? Refer closely to the text and offer quotation to support your ideas. The stories themselves are not scary to a modern audience but to the audience at the period that the stories were written the stories would have been horrific. Although a modern audience would still be scared of these concepts for example fear of the unknown or the fear of a random logical murderer. I am to contrast these short stories The tell tale heart by Edgar Allen Poe and The sea raiders by HG Wells. Poes Tell tale heart opens with the exclamation of a mad man, which adds to the mystery and suspense, as we dont know whether or not to believe the mad mans logic and also the protagonist uses repetition of language such as will you say I am mad? Attempting to convince the reader that he is not insane but actually he confirms that he is insane by exclaiming lines like the afore mentioned. This use of language puts doubt about the characters sanity into the readers mind. He also adds suspense to the story as he involves the reader and the reader becomes a voyeuristic accomplice. This adds to the suspense as the reader feels like a key element in the murder and they get a view into the murderers mind. The reader has doubts about the protagonists motives due to the fact that he is mad. This story is a first person narrative story and the theme is believable because of the authors passionate expression of the story. The setting in this story is in a dark house and mainly in just one room. This gives a claustrophobic sense to the story and dramatically increases the suspense and mystery as it is amplified on a far greater extent than need be to create a mysterious presence and so it draws the readers attention onto the story a lot more. This also gives an almost tangible effect on the man and his room. The theme of the play is based mainly on just two characters the old man and the mad man so it gives a predator prey relationship as the mad man is going to kill the old man. This also narrows the focus and keeps the readers attention fully on the characters involved and also portrays a sense of suspense. This also can be affiliated with the fact that the writer uses the reader as a voyeuristic accomplice. The death of the old man or the mad mans plan shows no logic whatsoever and is focused onto one character, this greatly adds to the suspense as it once again draws the reader into the story and creates a sense mystery as the mad man kills the old man due to his eye being covered by a crust and the fact that he fluctuated from the beating of his heart to the eye shows more illogical thinking. The writer uses many linguistic tricks to sustain the readers interest, for example he uses the repetition of sanity to show that the character is insane How then, am I mad? He also uses the repetition of words and phrases to show that the characters line of thought is irrational and full of pandemonium. He always includes the reader as it creates more suspense as the reader feels like an accomplice. He uses a mixture of short, sharp sentences for sudden actions and makes use of long sentences with commas, ands, and hyphens to create suspense and show that the character is confused. Poe also makes use of conjunction to hold the readers attention and to build up the atmosphere And then The use of this is kept to a minimum, as Poe doesnt want to wear out its effect! The second story is written in a scientific style and because it is done like that it draws the reader to the conclusions that everything in it is factual. This also makes the story more realistic and the fact that the author doesnt attempt to force conclusions onto the reader unlike in the previous story where the narrator attempts to convince the reader that he isnt mad. To make this story factual the writer has used names of people and dates to create a more scientific theme to the story. He does this from the start found earlier in 1896 by Mr Jennings. This makes it more plausible. The scene is set to a totally opposite scope to that in Poes story. The setting is in the sea, which is an expansive, vague place that is too large to document. The effect is the same though as the sea is so wide it has a lot that is unknown and there is a fear of the unknown, this only adds to the mystery and suspense that this story creates. Unlike Poes story Wells creates a bigger selection of characters and because there is a bigger scope of characters especially when the story is one that has a random murderer and all the characters in the story are possible victims. This adds to the fear factor, as the characters dont know who is next. The story shows that the octopus is a random killer but it is a logical one, which makes it, even more of a scary thought, as a killer with intelligence is worse than one that is stupid. The theme to this story is the opposite of that of Poes but it still carries the same underlying effects. It is controlled, calm, logical and scientific so the reader is more inclined to believe it and therefore be shocked as it is both unknown to the common man and to science. The author uses conditional words and phrases to add to the mystery for example it seems or it might be The author also refuses to have the characters jump to conclusions and these emphases the scientific nature of the prose; it makes it more like a calculated scientific report and hence makes it more believable for the readers. I believe that Edgar Allen Poe is more successful purely for the reason that I found that his story drew my attention a lot more and kept my interest focused on the story at hand although both authors use many different techniques to grasp and sustain the readers interest.

Fauvism and Orientalism :: Art, Painting, Madame Matisse

Henri Matisse was very undistinguished in his early periods. He was a late bloomer, learning to paint well into his thirties (Wayne 1). His first painting was Nature morte aux livres (Still Life with Books), its realist style wasn’t his forte (moodbooks.com 1). Soon Matisse was experimenting. Matisse when through many art styles in his life, from neo impressionism to pointillism, he had his fingers in many pies. In 1905 Matisse created fauvism, or the wild beasts. From then on his paintings would never be the same. He became the king of color (Cumming 99). In the 1910’s he started Orientalism. The odalisques were of a much different pattern (Abrams/Cameo 28). Fauvism and Orientalism are very different, but still alike in other ways. They can be compared on the backgrounds, colors, subjects, structure, and style. An important of any art work is the background. In the fauvist movement Matisse used different kinds of backgrounds. In portrait of Madame Matisse (The Green Line), on the left side the red background makes the red half of her body blend in to it. On the right side the green back ground makes her shoulder seem more pronounced (Abrams/Cameo 14). In his painting The Woman in the Hat the background is a powerful smear of bright colors. The reds, yellows, greens, and purples make the picture seem hectic and disordered. Some of the fauvist backgrounds had a logical reason. The background in The Young Sailor II is a soft peach color, complementing the dark, muted hues of the sailors clothing. In the Mediterranean Allegories faze of Fauvism, the backgrounds were more distinguishable. In the Game of Bowls the background is a soft green for grass and a light blue for sky. He had many paintings with this kind of background. The focus was less on expressive color and more on the story behind the painting. For about a year his backgrounds became more of the real and less of the feeling. In the same year, Matisse’s fauvist began to look at bright backgrounds again. Matisse’s painting Harmony in Red (La Desserte) has a bright patterned background. It has the feel of a textile piece, with their flat repetitive pattern (Abrams/Cameo 21). The back ground seemed to organize and guide the picture, making it just as important as the other elements (Abrams/Cameo 21). Other works like interior with Aubergines have the same quality.

Business Ethics and Corporate Social Responsibilty Essay

Business ethics and corporate social responsibility Introduction Anglo American is one of the world’s leading mining companies. It is a UK public limited company and operates on a global scale. Anglo American operates mainly in the primary sector of the world economy. This, as the name suggests, covers industries involved in the first stage of economic activity, such as mining and agriculture. Anglo American operates throughout the world. It has extensive operations in Africa, where 76% of its employees live. It is also a major employer in Europe. Its Tarmac aggregates and construction products business employs nearly 7,000 people in the UK. As a primary producer, Anglo American plays an important role in the world economy. Anglo American produces five main types of raw material.†¢ Business ethics †¢ Corporate social responsibility †¢ Effects of ethical behaviour †¢ Benefits of ethical behaviour Public limited company: a company whose shares are traded on the London Stock Exchange, denoted by the initials plc. Primary sector: the first stage in producing goods. Pressure group: an organisation formed by people with a common interest who get together to further that interest, for example, nongovernmental organisations. Ethics: moral principles or rules of conduct and behaviour accepted by members of society. Corporate social responsibility: the responsibility of an organisation to wider society, to a range of stakeholders including the community and society at large. Mining operations can have a big impact on the environment and on the societies where they work. Since most mineral resources belong to nation states, mining companies largely depend upon a licence to operate from governments. This allows them to extract and process minerals in return for investment and the payment of taxes and royalties. Increasingly it is also important to get the consent of local communities to mining development – a ‘social licence’ to operate. Like all businesses, mining companies are under increasing scrutiny from pressure groups as well as the general public. Anglo American seeks to adopt fair and sound business practice. The company believes that it has an important role to play in building the capabilities of the communities where it works. Issues such as combating corruption and promoting revenue transparency are high on the company’s business agenda. This case study shows how Anglo American seeks to make ethical choices in its business practice. What are business ethics? Business ethics are moral principles that guide the way a business behaves. The same principles that determine an individual’s actions also apply to business. Acting in an ethical way involves distinguishing between ‘right’ and ‘wrong’ and then making the ‘right’ choice. It is relatively easy to identify unethical business practices. For example, companies should not use child labour. They should not unlawfully use copyrighted materials and processes. They should not engage in bribery. However, it is not always easy to create similar hard-and-fast definitions of good ethical practice. A company must make a competitive return for its shareholders and treat its employees fairly. However a company also has wider responsibilities. It should minimise any harm to the environment and work in ways that do not damage the communities in which it operates. This is known as corporate social responsibility. ANGLO AMERICAN 25 www. thetimes100. co. uk The law is the key starting point for any business. Most leading businesses also have their own statement of Business Principles which set out their core values and standards. In Anglo American’s case, this is called ‘Good Citizenship’. A business should also follow relevant codes of practice that cover its sector. Many companies have created voluntary codes of practice that regulate practices in their industrial sector. These are often drawn up in consultation with governments, employees, local communities and other stakeholders. Anglo American has played an active part in initiatives such as the Extractive Industries Transparency Initiative, the United Nations Global Compact and the Global Reporting Initiative. GLOSSARY Code of practice: written guidelines governing business behaviour. This could take the form of a voluntary code or a legally enforced set of regulations. Universal Declaration of Human Rights: a declaration adopted by the United Nations General Assembly in 1948 outlining human rights that should apply to all people. Engagement: the process of involving others in the decision making process. Anglo American has also contributed to the Voluntary Principles on Security and Human Rights. This code sets out principles and practices for ensuring that a company’s need to ensure the security of its employees and operations in volatile countries does not adversely impact upon the local population. Thus the Principles provide guidance on how both private and public security forces assigned to protect a mining operation or an oil and gas facility should be vetted, trained in human rights, monitored and controlled. Anglo American also aims to ensure that it plays a role in protecting the human rights of its employees and local people in countries in which it operates. The company supports the principles set forth in the Universal Declaration of Human Rights. All companies need to make a profit. However, Anglo American recognises that this objective must take account of ethics as shown in its statement on corporate responsibility: ‘Though providing strong returns for our shareholders remains our prime objective, we do not believe that these can or should be achieved at the expense of social, environmental and moral considerations. Indeed a long-term business such as ours will only thrive if it also takes into account the needs of other stakeholders such as governments, employees, suppliers, communities and customers. ’ An important process used by Anglo American is that of stakeholder engagement. This enables it better to understand the perspectives and priorities of external groups that are affected by its activities and to factor them into its decision-making processes. To support this work at a local level, Anglo American has developed a Socio-Economic Assessment Toolbox or SEAT process. This ‘toolbox’ helps managers to measure the impact of activities on the company and communities. It also helps to improve a mine’s contribution to development through, for example, using its supply chain needs to generate new businesses or to improve the water or electricity infrastructure. They use this toolbox to engage with stakeholders including community representatives. 26 Sometimes communities have to be resettled, with government sanction, in order for important mineral deposits to be accessed. This can cause controversy and divisions in the communities concerned. International best practice sets out a number of key stages in such a process including the need for structured consultation, fair compensation and the importance of restoring and enhancing the livelihoods of people in their new locations. Recently Anglo American has had to undertake two such relocations in South Africa at the villages of Ga Pila and Motlhotlo. These were undertaken with the support of the provincial government and local tribal leadership and after consultation with local people lasting for several years leading to agreement with each householder. New villages have been built with better houses and infrastructure and more land for farming. The relocation programme was voluntary. The relocation programme at Motlhotlo is still under way but at Ga Pila 98% of those living in the old village took up the offer to move to the new village. www. thetimes100. co. uk GLOSSARY Empowerment giving responsibility for making decisions to lower levels within the organisation or community. Indigenous: naturally existing in a place or country rather than arriving from another place. Why should a business act ethically? Businesses have great potential to transform people’s lives and to alleviate poverty through generating economic growth. They produce goods and services that customers want and they create jobs. Through paying taxes, they contribute to government revenue that can finance schools, hospitals and other public services. However, a business must keep in tune with the wishes of the societies it serves or it runs the risk of alienating its shareholders, stakeholders and customers. This would be bad for business, reducing growth and potentially affecting profit. Anglo American has to deal with many different levels of interest when setting up a new project. This includes, for example, the owners of the land and the people and services in the area. The current South African government has a policy of transferring a share of the ownership, management and benefits of the country’s mining industry to people previously excluded from the economy. Anglo American is backing the South African government in this process. This includes supporting black economic empowerment deals (BEE). Through this process, Anglo American has sold (usually at a small discount) 26% of its assets in South Africa to BEE groups. For example, Anglo American was instrumental in the creation of Exxaro. This is now the largest black-owned and managed mining company listed on the Johannesburg Stock Exchange. It also aims to have at least 40% of its managers drawn from the ranks of previously disadvantaged ethnic groups. Governments in the developing world face many challenging social and economic problems. They need companies that are ready to be part of the solution. Anglo American believes that it can support governments in reducing poverty and inequality and in improving health and welfare. In South Africa, the company has been a major campaigner for AIDS education. It was the first major company in South Africa to announce that it would provide free anti-retroviral drugs to its HIV-positive employees. It now has the largest workplace HIV/AIDS education, voluntary testing and treatment programme in the world. After running the programme for five years studies have shown that the programme has become self-financing through reducing deaths and the attendant loss of skills and cutting absenteeism rates by boosting the health of infected workers. What are the effects of acting ethically? Most business activity incurs financial costs such as equipment and labour. Non-financial costs include noise and impact on the environment. There is a financial cost to acting ethically. To engage stakeholders takes time and money. Mining in ways that minimise environmental impacts is more expensive than extracting resources regardless of impact. An ethical business also recognises its responsibility for minimising the non-financial costs. The Pebble Project in Alaska is a good example of the way that Anglo American takes account of non-financial costs. This is a gold and copper mining project in the early stages of assessment. This could provide new jobs and revenues for the Alaskan economy at a time when oil and gas revenues have been falling. However, some people are concerned that the mine could damage fish stocks and wildlife. Therefore, Anglo American has been consulting widely and through a structured process with local people, politicians, businesses and especially indigenous people. 27 ANGLO AMERICAN Anglo American has made it clear that it will only seek to proceed with the project if it can be done without damage to the local fisheries. It will also give priority to the recruitment of local people. www. thetimes100. co. uk The benefits of ethical behaviour Anglo American establishes goals each year for sustainable development. These goals include: †¢ working without fatal accidents †¢ eliminating occupational diseases †¢ increasing diversity in the workplace †¢ increasing the benefits of mining for local communities †¢ increasing energy efficiency. By working towards these goals, Anglo American hopes to gain a competitive advantage. By demonstrating a more caring and sustainable approach, the company is able to differentiate itself from rival mining companies. It makes Anglo American more likely to be the partner of choice for many governments and communities in the developing world. It also helps with its position on the stock market. Most long-term investors, such as pension funds that run investments for millions of ordinary people in the UK, believe that it is important for a company to consider social and ethical issues and not just the financial bottom line if a business is to be sustainable. Anglo American sees shareholder returns and social and environmental responsibilities as complementary activities. This puts the company in a stronger position. All stakeholders benefit – shareholders, employees, governments, local communities and suppliers. GLOSSARY Sustainable development: development which meets present needs without compromising the ability of future generations to achieve their own needs and aspirations. Competitive advantage: a strategic element that enables an organisation to compete more effectively than its rivals. Governance: the process of making decisions and governing. Conclusion Anglo American is a multinational organisation with a high profile in the primary extractive sector. Because many new mineral deposits are to be found in developing countries, some of which have weak governance, Anglo American recognises that it must be rigorous in observing local laws, even if they are not always enforced. It has a significant role in supporting good governance initiatives and boosting the opportunities available to the communities associated with its mines. The company is involved in a range of initiatives to help these communities, such as AIDS testing and provision of new local services like schools and clinics. Its socio-economic assessment toolbox helps it measure its impact and engage with local communities to resolve issues and to underpin initiatives like small business development or partnerships with local farmers. The Times Newspaper Limited and  ©MBA Publishing Ltd 2008. Whilst every effort has been made to ensure accuracy of information, neither the publisher nor the client can be held responsible for errors of omission or commission. The financial and non-financial benefits to the company and shareholders are shown in several ways. Anglo American is trusted as a business partner that takes into account social and environmental issues. It has licence to operate in countries like South Africa, Brazil or Chile, where it is playing an important part in encouraging local business development. Questions 1. What are business ethics? Give two examples of business practices that stakeholders would regard as ethical and two that might be considered unethical. 2. The benefits of ethical business behaviour affect the business itself and the wider community. Taking an example of an Anglo American business project, identify the benefits to the local community and to the company’s shareholders. 3. How is Anglo American’s reputation enhanced by engaging with local communities in decision-making? Why is it important for this engagement to be an ongoing process? 4. Some business decisions involve a careful balance of social, economic and environmental considerations. Evaluate how Anglo American achieves that balance, using examples from the case study.

Forgive my Guilt Essay

Who was the poet who wrote the poem â€Å"Forgive my Guilt†? Well the poet who wrote the poem â€Å"Forgive my Guilt† was the American poet Robert P. Tristram Coffin. Robert was born on March 18, 1892 at Brunswick, Maine. Robert won the Pulitzer Prize for his poem â€Å"Strange Holiness† in 1936. His poems were based on New England farm and his voyage life. His poems were committed to cheerful acts for the world. Sadly Robert died on January 20, 1955 at Portland, Maine. In the poem â€Å"Forgive my Guilt† the poet uses rhyme, imagery and simile to make us understand and visualize the poem better. The speaker in this poem is the author. The author is talking about his summer when he was younger. He uses simile in the quote â€Å"They cried out like two sorrowful high flutes† meaning that the two birds cried sound like an out of tune flute that sounds horrible. He uses imagery because it helps me picture that two birds have been injured, by telling us that he had a pellet gun and shot the poor birds. The poem starts by saying â€Å"Not always sure what things called sins may be, I am sure of one sin I have done It was years ago, and I was a boy. In this sentence the author is admitting that he have done a sin when he was younger. A sin is when you have done the wrong action, a regrettable action. It continues to say â€Å"I lay in the frostflowers with a gun† he is started to say that he was lying on the ground filled with frostflowers. Then it says â€Å"The air ran blue as the flowers, I held my breath† when he said the air ran blue he reflects the sky. Then it says â€Å"Two birds on golden legs slim as dream things† he is making us visualize by telling us that the sun was reflecting the birds legs. Then it says â€Å"Ran like quicksilver on the golden sand† when he said this he meant that he was running on the beach. Then it says â€Å"My gun went off, they ran with broken wings† he said that he fired his gun and shot a bird and that bird was trying to fly with a broken wing. Then it continues to says â€Å"Into the sea, I ran to fetch them in, But they swam with their heads high out to sea,† he said that he knew that he shot a bird so he ran towards to see if the birds were fine but the birds swam away toward the sea. Then it continues to say â€Å"They cried like two sorrowful high flutes, with jagged ivory bones where wings should be† when he said that â€Å"they cried like sorrowful high flute† he meant that their cries sounded like an out of tune flute, which sounds horrible and then when it says â€Å"with jagged ivory bones where wings should be† he is telling us since he shot the birds, he left the birds wounds. Then it continues to say â€Å"For days I heard them when I walked that headland Crying out to their kind in the blue† he tells us that he went back to see the birds and saw that the birds were telling something to their herd. Headland is when your near a fence or border. Then it says â€Å"The other plovers were going over south on silver wings leaving these broken two† he said that the plovers sadly left the two birds and headed south without them. Then it says â€Å"The cries went out one day but I still hear them Over all the sound of sorrow in war or peace I ever heard, time cannot drown them. † He said that the cries of the birds followed him everywhere he goes not matter what he was doing he still heard their cries. Then it ends by saying â€Å"Those slender flutes of sorrow never cease. Two airy things forever denied the air! I never knew how their lives at last were split, But I have hoped for years all that is wild, Airy, and beautiful will forgive my guilt. † The author is telling us that the cries never stopped, he has heard their cries for many years, he is saying that he is sorry for the sin he has done and finally apologize for the guilt he has committed when he was younger. The poem is telling us to think before we commit something because you never know that the actions you decide might haunt you forever. It also says to always think twice because when you decide to do something and do it, you might regret it because you can’t go back in time and change your actions. This poem brings a good message to me. It helped me realize that I have to always think twice because I might regret doing something and if I don’t think twice the action I committed my haunt my life forever. Knowing this I will always think twice before I do something. When you read this analysis hopefully this poem brought you a lesson, a lesson in which tells you to always think twice before you commit something you’ll regret throughout your life!

How to Write a Philosophy Research Paper

How to Write a Philosophy Research Paper For Philosophy research papers, a detailed and prolonged study is required in order for an individual to handle these. In the advent of compiling a philosophy paper, the use of arguments is a great source of fun since the philosophy is entirely about peoples’ arguments on various topics. Generally, the first step towards handling a philosophy paper is thorough reading of ancient documents on the given topic, long before tackling the proposed paper. This gives a basic understanding of the topic at hand, hence, giving a clear picture of the existing philosophy. Reading long before tackling a particular philosophy topic helps in a proper reflection of the topic and, as a result, there is improvement in the overall quality of the paper tackled by such an individual. In addition, details of the various sources that were used, while obtaining the particular philosophical information, should be kept on record. This is done for the purpose of doing future research on the topic. The next step in writing a philosophy research paper is the outlining of the ideas presented. This is crucial in that it helps in the logical arrangement of philosophical ideas, so that they flow in the correct logical sequence, resulting in good work organization. In addition, logical presentation of ideas also results in a clear understanding of the topic by the reader. Reviewing the quality of the evidence to be given for personal interpretations and ideas is the third step in writing a quality philosophy research paper. This is because an individual is able to obtain and use strong evidence in the support of their arguments, hence their success in the exercise. The use of quality arguments is totally encouraged at this step of handling philosophical research papers. The forth step applied in handling a philosophical paper is ensuring that all the sentences are logical, precise and clear. This ensures a good flow of the presented arguments by the user. Since current research states that all philosophical documents must follow a specific format, the use of poor logic would result in poor performance, or disqualification, in the case of the philosophical document. The fifth step followed in handling a Philosophy research paper includes the provision of both primary, as well as secondary sources for the document at hand. Finally, the philosophical document is then reviewed several times before being handed in for marking. There is, as well, the additional possibility for you to order an effective research paper in philosophy that can be written for you, by a custom agency, online. Simply input the details of your future paper, instructions and requirements on the order form and stand aside. Your paper will be then completed and sent to you.

Non-Native English Speakers Teaching English

Non-Native English Speakers Teaching English An extremely active discussion on a LinkedIn professional group called English Language Services Professionals has caught my interest. This group is one of the most active English teaching groups on the Internet, with almost 13,000 members. Heres the question that begins the discussion: Ive been looking for a teaching opportunity for two years and Im sick of the typical Native speakers only phrase. Why do they allow TEFL certificates for non-natives then? This is a discussion that needs to be had in the world of English teaching. I have my own opinion on the matter, but lets first start off with a quick overview of the current situation in the English teaching world. To be very general, as well as to oversimplify the discussion, lets admit that there is a perception by some that native speakers of English are better English teachers. Arguments Against Non-Native Speakers as English Teachers This idea that only non-native speakers of English need not apply for English teaching jobs comes from a number of arguments: Native speakers provide accurate pronunciation models for learners.Native speakers innately understand the intricacies of idiomatic English usage.Native speakers can provide conversational opportunities in English that more closely mirror conversations that learners can expect to have with other English speakers.Native speakers understand native English speaking cultures and can provide insight that non-native speakers can not.Native speakers speak English as it is actually spoken in English speaking countries.Students and students parents prefer native speakers. Arguments for Non-Native Speakers as English Teachers Here are some counterarguments to the points above: Pronunciation models: Non-native English speakers can provide a model of English as the lingua franca, and will have studied correct pronunciation models.Idiomatic English: While many learners would like to speak idiomatic English, the fact is that most of the English conversation they will have and should have will be in non-idiomatic standard English.Typical native speaker conversations: Most English learners will be using their English to discuss business, holidays, etc. with OTHER non-native English speakers for the majority of the time. Only true English as a second language students (i.e. those living or wanting to live in English speaking countries) might reasonably expect to spend most of their time speaking English with native English speakers.English speaking cultures: Once again, most English learners will be communicating with people from a wide variety of cultures in English, that doesnt mean that UK, Australian, Canadian, or US culture will be the main topic of conversa tion. Native speakers use real-world English: This is perhaps of importance only to English as a Second Language learners, rather than English as a foreign  language learners.Students and students parents prefer native English speakers: This is more difficult to debate. This is purely a marketing decision made by the schools. The only way to change this fact would be to market English classes differently. The Reality Of Non-Native English Speakers Teaching English I can imagine that a number of readers might also realize one important fact: State school teachers are overwhelmingly non-native English speakers in non-native English speaking countries. In other words, for many this is a non-issue: Non-native English speakers already teach English in state schools, so there are plenty of teaching opportunities. However, the perception remains that, in the private sector, native English speakers are preferred in most cases. My Opinion This is a complex issue, and having benefited from the fact that I am a native speaker I admit to having had an advantage for certain teaching jobs throughout my life. On the other hand, I have never had access to some of the cushier state teaching jobs available. To be blunt, state teaching jobs offer much more security, generally better pay and infinitely better benefits. However, I can also understand the frustration of non-native English speakers who have gained mastery of English, and who can help students in their own native language. I think there are a few criteria for making a hiring decision, and I offer these for your consideration. The native / non-native teacher decision should be based on students needs analysis. Are the learners going to need to speak English in native English speaking countries?Qualifications must be considered: Just Speaking English doesnt make a teacher qualified. Teachers need to be judged on their qualifications and experience.Non-native speakers have a distinct edge for teaching lower level students as they can explain difficult grammar points in learners native tongue with great accuracy.The perception of native speakers is best seems antiquated in the global English speaking environment. Perhaps it is time for private schools to revisit their marketing strategies.Native speakers do have the edge when it comes to idiomatic language skills. Imagine an English learner is going to move to the US to work in a company, a native English speaker with a bit of knowledge about that industry will be able to quickly latch on to idiomatic language, as well as jargon that the student will need. Please take advantage of the opportunity to express your own opinion. This is an important discussion, that everyone can learn from: teachers, both native and non-native speakers, private institutes that feel the have to hire native speakers, and, perhaps most importantly, students.

The Understanding of the Artistic Works from Cultural Viewpoint Term Paper

The Understanding of the Artistic Works from Cultural Viewpoint - Term Paper Example The ideal of social anthropology will further delve into the reason why artwork was created in a specific way and the relationship it has to society.   For instance, if a type of material was used over another, there may be an inference to what this means socially and the ability to make the material with ease of use for the artistic expressions.   These various elements make a difference in the art and the perception from anthropology.   The interpretations don’t consider the aesthetics but instead looks at the social relationship which these hold (Gell, 40).   The definition of art from the anthropological point of view is not only examined with the social and cultural aspects by most.   There is also an understanding that the artistic work is able to raise questions and reflect on a specific culture and what the meaning is behind the works that are displayed.   The basic discipline is one which is first examined by the ideology of a human activity which is constructed by various societies.   This is followed by the social sciences which are able to define the experience, which is specific to the study of anthropology.   While art is one which is constructed of experience, this is based on interpretations, relationships to the pieces, knowledge of the piece and the defining elements.   This is also dependent on the spectator and what acting agents are parts of the piece.   The approach of anthropology is one which is only dependent on defining the material culture of the art.   This doesn’t provide room for interpreta tion of the aesthetics, specifically because this is defined by experience, cultural awareness and various levels of knowledge.   Anthropology then becomes limited only to the cultural ideologies, as opposed to the aesthetics of other levels which may reflect the philosophies of art (Pinney, Thomas, 118).  Ã‚   The interpretation of anthropology through art as a limitation is one which also questions the use of aesthetics and how this is left out of the viewpoint of anthropologists.   A question which arises when looking at aesthetics is based on the cultural value which is applied and whether this provides a thorough examination of an artwork.  

We live in a world of new diasporas Critically assess this comment in Essay

We live in a world of new diasporas Critically assess this comment in relation to forced migrants - Essay Example However, instances of Diasporas never seem to end. In various parts of the world we often come to experience instances of forced migrants who are forcefully evicted from their home countries and expelled to new countries without regard to their rights to reside in whichever destination they prefer. For instance, the forceful migration of the Cyprians to many parts of the world due to invasion from the Turkish militia is unrealistically injurious to the rights of Cyprians. It indicates that the world is indeed a world of new Diasporas. This paper attempts to describe the situation of Diasporas and explain whether the world is a world of new Diasporas or not. Using the case of forced migrants in the Cypriot Diaspora, this paper will examine the circumstances surrounding Cypriot Diaspora and establish whether the Diaspora is an indication of the world being ailed with new diasporas on not. In order to bring the situation into a clear perspective, this paper will first explain what Diaspora actually means, when it started, whether it is still occurring and whether there is still some emergence of new Diasporas. The paper will then examine Cypriot Diaspora in depth so as to determine the situation of new Diasporas in relation to forced migrants. This examination if the Cypriot Diaspora will help the writer to support the argument in way that the reader will be able to understand. When people talk about Diasporas, what comes into one’s mind is the contact of different countries in terms of borders, travels and Diaspora. As explained earlier, Diaspora refers to dispersion of people out of their home countries to new destinations across the world. However, it is not clear whether the Diasporas experienced in the past during the colonial period are the same as the Diasporas of today. Studies indicate that there are new Diasporas that seem to relate to the colonial Diasporas. It is unfortunate that the

Australian Administrative Law Essay Example | Topics and Well Written Essays - 1500 words

Australian Administrative Law - Essay Example In Australia, for example, administrative law involvement in decision-making cuts across tribunals, commissions formed by the government, and boards that act as part of law regulatory schemes in the country (Hocking & Guy, 2010). Principles of the ground review in Australian Administrative law (AAL) In the process of answering questions raised in workshop two of the Workshop Guide, it is necessary to understand the application of administrative law in Australia (Hocking & Guy, 2010). The AAL gives a work frame of the powers exercised by law agencies in Australia regarding the constitutional rights of the public (Hocking & Guy, 2010). Currently, Australia has a well-established Ombudsman system. It also promotes freedom of information to its citizens. Legislation governs the freedom of access to information by all people and their constitutional rights exist. The formation of legislations came as a way of grounds review brought about by western development (Hocking & Guy, 2010). In fu rther understanding of the principles of administrative law in Australia, events experienced in the factual scenario in workshop two are vital. In this case, the complainant is Miss Lister. It is stated in the beginning that Miss Lister is not an Australian by birth, but she is of Samkan nationality. She was using her Visa while visiting Australia (Hocking & Guy, 2010). ... The migration act states that upon reception of Australian Visa, the government must offer the applicant protection assuring him or her of security inside the country (Hocking & Guy, 2010). In case the applicant has fears of possible persecution in his or her country of origin on grounds of race, nationality or any other social and political stand, the country should offer protection. It is due to these articles in Australian law that Lister was using in her petition (Hocking & Guy, 2010). Miss Lister defends herself by claiming that if she happens to go back to her country, she would face persecution due to her Gonstranian ethnic background (Hocking & Guy, 2010). The case under which Miss Lister arguments lie was due to grounds review that took place in Australia’s law. The minister for migration, however, rejected the application citing inadequate evidence. Miss Lister used the law review act in the Australian law guide to appeal against the decision (Hocking & Guy, 2010). U nder section 32 of the law, Refugee Review Tribunal (RRT), a mandate to assist refugees, seeks justice after rejection of their applications. In respect to this provision in the law, RRT performed its duty and provided more material as evidence to support the complainant’s claims (Hocking & Guy, 2010). The evidence included documents from Samkan government and newspaper from media houses showing the extent of persecutions taking place in the country and the reasons. RRT has also powers to determine the case in favor of refugees after looking at the evidence available (Hocking & Guy, 2010). The RRT decision After looking at the evidence provided and the information from its tribunal, RRT exercised its duties to

The Treatment Of Errors In The Classroom English Language Essay

The Treatment Of Errors In The Classroom English Language Essay LAST PART OF CHAPTER 3 As I mentioned before, error correction is the classroom activity that most people think as one of the language teachers most important functions (Nunan, 1989: 9). This is because most of the time the teacher is the one who corrects. The first and most important step a teacher must take is to determine the aim of the activity. As Ancker (2000: 20) mentioned in his article Errors and Corrective Feedback, if the objective is to develop accuracy, then of course correction is necessary. In this case, the correct approach is to allow the student to self-correct first. If that does not work, teachers should allow peer correction. But if no one seems to know, teachers can give the answer or correct. Although error correction seems time consuming, it helps students to focus their attention and to reduce their dependence on the teacher, and this reduction of dependence encourages students autonomy. On the other hand, if the objective of the activity is to develop fluency, then correction may not be necessary (Ancker, 2000: 20). Unless the error has been made many times, then the error correction needs to take place. One important question is who should correct learners errors. There are three possible answers to the question: the teacher, the learner him/herself or the others learners (peer-correction). But this will depend on the importance or success of the error corrections, as well as the ability of the students to do self or peer correction. According to Ellis (1994: 489) studies of repair in naturally occurring conversations have shown a preference for self-initiated and self-completed repair. But, in many cases the teacher is the one who usually corrects students in the classroom. It may be appropriate to allow the learner to self-correct without any further help from the teacher by using clarification requests such as: what?, excuse me?, what did you mean by à ¢Ã¢â€š ¬Ã‚ ¦..?, etc. That is because learners are actually capable of making changes in their developing Interlanguage systems (Allwright and Bailey, 1994: 49). Most of the times, teacher intervention should be reduced and students must be encouraged to provide feedback to their partners. In one interpretation of language acquisition, Kessler (1992: 85) suggests that the monitor can prevent or repair some errors under certain conditions. These conditions include: a) a focus on form, rather than on communication of meaning, and b) adequate time for the learner to process the output. Ellis (1994: ibidem) conducted a study to find out whether learners reformulate their use of past tense in their utterances, when given a second opportunity to do so, or ignore it. He found out that those who, when pushed through a request for clarification to reformulate their utterances, did so, by correctly forming the past tense and maintained their improved accuracy in the past tense on the subsequent occasions. Teachers must have clear that each teacher must come to an individual decision with respect to treatment of errors, just as a proverb says: what works well in Madrid may not work well in Tokyo, because not all the students have the same personality. Allwright (1996: 32) makes a strong claim for the study of error correction in the classroom in which they occur. From this observation, he came to the following conclusions: 1) Teachers just tend to repeat the correct model rather than telling the student where his error occurred and why it was incorrect. 2) Teachers are also inconsistent in their treatment of learning errors. (Because errors are not always corrected). Also, Allwright (1996: 33) asserted that another possibility is that other learners in the classroom could help by providing corrective feedback if it is necessary. In one experimental study related to this issue, Porter (1986, mentioned in Chaudron, 1993: 71) found that second language learners were able to accurately correct other learners errors, though they rarely did so. 3.1.2.3 Error Correction Techniques Although providing correct forms of learner errors is one of the most popular techniques among many language teachers (Hendrickson, 1980: 160), the use of various types of treatment methods has been recommended as it is considered to be more effective and successful than relying upon a single technique (Lynch, 1996, cited in Muncie, 2000: 50). Holley and King (1971, cited in Hendrickson, ibidem.) suggest that teachers should not use the methods which make learners feel embarrassed or frustrated. Therefore, teachers should be more sensitive about how to respond to learner errors. Fanselow (1977: 588) has argued that teachers should offer learners the greatest possible variety of treatments because different people need to be treated differently. Also teachers need to keep on trying out different possibilities of feedback that would have to be delivered in such a way as to provide affective support, so the learners will not be demoralized, at the same time as the negative cognitive information is transmitted. Once teachers do decide to treat noticed errors, and when they will do so, they have a variety of methods to their disposal. Allwright (1975, in Nunan, 1989: 32) points out the complexities of the teachers task. In the case of error correction, this can be illustrated by the following options confronting the teacher in the face of a leaners error: To treat or to ignore the error completely. To treat immediately or delay the error. To allow another student, a subgroup or the whole class to find the correct form. To return or not to the original error-maker after treatment. To test for efficacy of treatment. To transfer treatment or not. To let it be self-treated. All these suggested options are appropriate in different moments; the teacher only needs to develop the intuition, through experience and solid diverse theoretical foundation. As Allwright has a variety of options, Long (1977, in Allwright and Bailey, 1994: ibidem) also notes that teachers have three choices in deciding what to do when they find the error: To inform the learner that an error has been made To inform the learner of the location of the error To inform the learner of the identity of the error Moreover, Corder (1967, in Allwright, 1996: ibidem) declares that in order to show that there is a problem, the teacher usually a) retains evaluation, b) ignores the answer given and repeats the question, c) repeats the trouble source as a question, or d) changes addressee. Errors are inevitable, but if there are too many it is probably the result of inefficient practice or poor exploitation strategies. Teachers have an arrangement of techniques and nomination strategies to deal with any correction that needs to be made. Correction techniques should be helpful and supportive. When an error is detected, the next problem is that teachers would have to choose the best type of treatment to provide in order to help the second language learners achieve this needed awareness. There are many types of errors and according to Slimani (1992, in Panova 2002: 582), teachers often use seven types of feedback (or error correction techniques) when correcting errors that occur in the language classroom. They are: recast, translation, clarification request, metalinguistic feedback, elicitation, explicit correction and repetition. As Slimani mentioned (ibidem) a recast is an implicit corrective feedback that reformulates a wrong or incomplete utterance. Example: 1. S: Dangerous? (Phonological error. /dangerus) T: Yeah, good. Dangerous. (Recast) you remember? Safe and dangerous. If you walk in the streetsà ¢Ã¢â€š ¬Ã‚ ¦. The second type of correction is the translation (from the teacher) that can be seen in many cases when students dont know how to say a definite utterance, for instance: 2. T: All right, now, which place is near the water? S: Non, Jai pas fini (L1) T: you havent finished? Okay, Bernard, have you finished? (Translation) The purpose of clarification request is to elicit reformulation or repetition from the student who has said a wrong form: 3. S: I want practice today, today (grammatical error) T: Im sorry? (Clarification request) In the example mentioned before, Im sorry is a type of clarification request but there is also another one that is very used: I dont understand. According to Lyster Ranta (1997, in Panova, 2002: 583), metalinguistic feedback refers to comments or information related to the form of the students utterance without providing the correct answer, as: 4. S: I accord T: Oh, but thats in French (metalinguistic feedback) Lyster Ranta point out that elicitation technique is a corrective feedback that prompts the learner to correct (Panova, 2002: 584); this is an example of a peer repairing: 5. T: In a fast food restaurant, how much do you tip? S1: No money (Lexical error) T: Whats the word? (Elicitation) S1: fiveà ¢Ã¢â€š ¬Ã‚ ¦fourà ¢Ã¢â€š ¬Ã‚ ¦ (needs repairing) T: Whats the wordà ¢Ã¢â€š ¬Ã‚ ¦in a fast food restaurant? (Elicitation) S2: Nothing (repair) T: Nothing, yeahà ¢Ã¢â€š ¬Ã‚ ¦. The sixth type of feedback is the explicit correction. 6. S: The day last tomorrow (lexical error) T: Yes. No, the day before tomorrow (explicit correction) In this type of feedback, the teacher provides explicit signals to the student that there is an error in the previous utterance. The last type of corrective feedback is repetition, which the teacher repeats the wrong part of the students expression, usually with a change of intonation. For example: 7. S: I am agree (lexical error) T: I am agree? (Repetition) The research on teacher treatment of learner error, including studies by Allwright (1975), Chaudron (1977, 1986b, 1987), Fanselow (1977b), and Long (1977), shows that teachers do not treat all errors that occur. The findings also reveal that teachers have a wide variety of techniques available for the treatment of errors, but they do not typically make full use of the repertoire of behaviors from which they might choose in providing feedback (Allwright and Bailey, 1994: 99-100). Knowing all these types of error correction techniques (named also as feedback) teachers are more self-confident on what they are doing, because they know that the type of feedback they give to their students is mentioned in the seven techniques pointed out before, and they make sure they are doing right. 3.1.2.4 Momentum of the Correction The dilemma of; to correct or not to correct, has persistently engaged the minds of language teachers. Concerning to correction, Lyster Ranta (1977: 51) acknowledge that there is a certain dilemma in this regard: if teachers do not correct errors, opportunities for students to make links between form and functions are reduced; if teachers do correct errors, they risk interrupting the flow of communication. According to Longs (1977: 279) opinion, once the teacher has decided that an error should be treated, the next decision that he/she has to make is when to treat the error. The teacher may deal with it immediately, or delay treatment somewhat (for instance, until the learner finishes with the message he/she is trying to convey), while still treating the error within the boundaries of the same lesson in which it occurred. The `problem with immediate error treatment is that it often involves interrupting the learner in mid-sentence, it is a practice which can certainly be disruptive and could eventually inhibit the learner willingness to speak in class at all. Allwright Bailey (1991: ibidem) assert that if we adopt the notion of Interlanguage in the discussion of second language learners errors, we realize that by treating errors, teachers try to help learners move ahead with their Interlanguage development. However, they believe mistimed error treatment may not be helpful and may even be harmful if it aims at structures which are beyond second language learners in terms of their Interlingua development. They refer to mistimed with forms at the right time in the course of the learners speech. While correcting errors, teachers can make corrections at the moment the error is made or at the end of the activity. Having the correction at the moment is advisable when students do not make many errors and this will help not only the students who made the error , but also to the whole class or those who are paying attention; and having the correction at the end of the activities is advisable when students have many errors and run on them every five minutes, so that students do not feel like foolish in front of the whole class. The place of error correction has been controversial because teachers have to know the adequate moment to do the correction and how to do it in order to not inhibit students participation. Nunan and Lamb (1996, in Poppi, 2001: @), point out that it is important to consider when the adequate moment to make a correction is. They say that it is better to correct errors at the end of the activity just by writing on the board and explaining the reasons of the errors made since in that way, the teacher gives a better explanation of the error, but also focuses more on the error. On the other hand correcting at the moment is not advisable, because of the lack of time and also the teacher could demotivate the students. Alternately, Allwright Bailey (1991: ibidem) state that teachers may postpone the treatment for longer periods of time for two reasons: a) teachers do not want to explain the error to the whole group. For instance, oral errors, particularly if they are shared by a group of learners, may form a starting point for a future lesson. Long (1977: 290) observes that error treatment becomes less effective as the time lag between the performance and the treatment becomes longer. Deciding when and which errors to correct causes problems to teachers, as teachers may think they are encouraging their students, but they are doing the contrary or vice-versa. Teachers must also take in consideration, that constantly interrupting students to correct them can be irritating. If teachers do not know when to correct, it is necessary to consider the nature of the activity that is being undertaken. For example if students are performing a drill in order to practice pronunciation or phrases, then they should be stopped immediately when they make the error, otherwise they will continue repeating defective language; on the other hand, in fluency, if there are frequent errors, the teacher can make a mental or written note to provide feedback after the activity, so students can feel comfortable and self-confident. Teachers do not have to correct all the time, they have to be conscious on what and when they are going to correct in order to promote students participation, otherwise if teachers make lots of corrections, students could be irritated (Norrish, 1990: 280). Long (1977: 292) points out that the psychology of research literature shows, that the feedback becomes less effective as the time between the performance of the skill and the feedback increases. What is more, Virgil Oller (1976: 288) think that correcting errors at the moment is a waste of time and instead of doing that, teachers should avoid error correction at the moment. So, correcting at the moment can certainly be troublemaking and could eventually inhibit the learners willingness to speak in class at all, or students could forget what they wanted to say. Contrary to this, correcting at the end of activities is better because teachers have already finished their activities and can explain in detail the reasons of the errors (Virgil Oller: ibidem). In short, we may say that teachers can choose the moment to correct their students taking into account their necessities. 3.1.2.5 Students Attitude Attitudes are complex, hypothetical construction, which general definition includes some notion of evaluation. Ajzen (1988: 85) states that an attitude is a disposition to respond favorably or unfavorably to an object, person, intuition or event. In addition to this, Triandis (1971: 289) writes that an attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor. This evaluative aspect of attitude is its defining attribute, and sets it apart from other affective variables. Attitude is an emotion that all people show when they have views of an attitude object: i.e. a person, behavior or event. Attitudes come from judgments. Triandis (1971: ibidem) says that attitudes develop the ABC model (affect, behavioral change and cognition). The affective response is a physiological response that expresses an individuals preference for an entity. The behavioral intention or change is a verbal indication of the intention of an individual. And the cognitive response refers to a cognitive evaluation of the entity to form an attitude. Heider (1958, in Triandis: ibidem) points out that attitude is usually defined as a disposition or tendency to respond positively or negatively towards a certain thing (idea, object, person, and situation). The type of feedback language teachers provide for students reflects their view of language and their objectives. The attitude of students plays an important role in learning a second language. This attitude is developed by a variety of factors, among them feedback, which may have desirable or undesirable cognitive and affective results. Students characteristics have an impact both on the teacher who corrects the learners errors and on the learner who is corrected. The teachers treatment of error might also be influenced consciously or unconsciously by the state of mood teachers are. The attitude of learners toward error correction, not only by teachers during focused activities but also by native speakers with whom they converse, is remarkably positive (Chenoweth, Chun and Luppescu, 1983: 82). Cathcart Olsen (1976: 41) found that ESL learners who hold positive attitude toward correction like to be corrected by their teachers and want to have more correction than they are usually provided with. Another important point about attitudes is that they are subject to change; they are not set in concrete. This is good news for teachers in that poor attitude can be changed. But the good news is tempered by the fact that there are many variables associated with attitude change, such as the state of mood, the classroom environment, the students personality and so on. Probably, the most difficult aspect of the correction process is tailoring corrections to individual students. Teachers who wish to provide effective correction must consider its effect on each individual student. The problem has two aspects: affective and cognitive side. Truscott (1998: @) says that on the effective side, learners clearly differ in their reactions and attitudes to correction. For some, no adverse effect is likely unless corrections are delivered in a very aggressive or unfair manner. For others, there is a serious danger that correction will produce embarrassment, anger, inhibition, feeling of inferiority, and generally negative attitudes towards the class and possibly toward the language learning itself. Consequently, there are different reactions in students because all students are different: positive and negative. In this way, in order to avoid harmful effects and to make correction effective, the teacher should see each student as unique and to ask how each student will respond to correction in many possible forms, varying the type of error correction and the frequency of the correction, the clarity of the correction and the most important: the intensity of the correction. Nunan Lamb (1996, in Poppi, 2001: @) mention that attitudes and responses vary among students depending on the different ways that teachers treat their errors. For example, à ¢Ã¢â€š ¬Ã‚ ¦.teachers can correct students in a way that makes students feel comfortable and some students can have a positive attitude to the correction while others will react with a negative attitude by making gestures (like a grimace) and some others will just accept the correction and repeat it with a smile (Pinazo, 2001: @) Moreover, Wajnryb (1992, in Poppi, 2001: @) makes the point that, if teachers attempted to correct every error that occurred in class, there would be little time to do anything else. Correcting at anytime many times creates a negative classroom atmosphere, discouraging learners from risk-taking and experimentation. So, when learners are corrected intensively by the teacher it could have negative consequences in their motivation. Students will think that if they continue speaking, the teacher will continue correcting, and in order to avoid this reaction (the teachers one) they stop speaking. Pholsward (2001: @), in his investigation at the University of Thai Chamber of Commerce at the Faculty of Humanities in the language department of English, about students reaction to the error treatment, concluded that most students were quite relaxed and satisfied as they helped each other in a groups attempt to identify errors. In Pholswards research, the teachers would suggest answers in guidance to students and if the students were still not responsive, the teachers would identify errors and edit them, followed by detailed explanations. In brief, Ellis (1994: 490) affirms learners attitude towards error correction can also vary according to their characteristics, their cognitive and affective states and the nature of the treatment they receive. Apart from what was mentioned before, students reaction is complemented by non-verbal gestures, too. Students talk with gestures and their meanings are clear and specific for instance: waving goodbye. Other types of gesture, the gestures that express emotional states, reflect the mood and feeling of people. Pinazo (2001: @) expresses that these gestures show anxiety or tension of the moment such as pain, triumph and happiness. The attitudes that will be taken in consideration in this research project are: positive and negative, with its corresponding classification that were taken from the works of these authors: Rebel Gà ¼nther (2002: 49-51, 96-165), Louis Porcher (1989: 77-82), Ana Muà ±oz (2002: @), Olman Martà ­nez (2004: @) and Pinazo (2001: @): POSITIVE ATTITUDE NEGATIVE ATTITUDE Move the head from up to down in a moderate form Smiles Laughs Repetition of the correction Lips movement by saying thank you Soft tone of voice Quickly movement of the head in an affirmative form Hinge or attentive look Grin Smirk Sneer Snarl Rotating the eyes upward (eye rolling) Rude tone of voice Fig. 3.1 Common attitudes on error correction 3.1.3 Error Correction, Motivation and Communication in English Language Learning Motivation is as much an effect as a cause of learning. Ausubel (in Budden, 2004: @). Motivation is related to error correction in English language learning because the manner teacher corrects, is the way in which students are going to react to teachers correction. Students main goal is to participate in communication with other people. This learning goal is possible if teachers can keep students motivation for learning during oral practice activities. Terese (2005) explains that one natural and non-treating way of encouraging students to give feedback is by using a number of strategies like: clarification requests (What did you mean byà ¢Ã¢â€š ¬Ã‚ ¦?), requests for repetition (sorry, can you say that again?) and the use of questioning looks. This means that motivation is the force which determines if learners initiate, or not on a task, also how much energy they dedicate to it and how long they continue in it. Famous research carried out in the second half of the twentieth century by Gardner and Lambert (1999 in Harmer, 2001: 205) suggested that students who felt more warmly about a language, who wanted to integrate into the culture of its speakers were more motivated (and learnt successfully) than speakers who were only learning language as a means to an end (e.g. getting a better job). Harmer (1999: ibidem) says that real motivation comes from within each individual. Teachers are not responsible of their students motivation; they can only encourage students by using word and action, while teaching the foreign language. Motivation is the energy that catalyzes behavior. In psychology, motivation refers to the initiation, direction, intensity and persistence of behavior (Budden, 2004: @) Motivation is a temporal and dynamic state that should not be confused with personality or emotion. It is sometimes assumed by language teachers that if students make any kind of error when talking to a native speaker they are learning, but learners frequent attitude to this is to maintain a terrified silence upon meeting a native speaker (Norrish, 1990: ibidem). This is because students think that errors discredit them with the person they are talking to. On the other hand, certain errors may conduct to a breakdown in communication, while others to social reactions. For instance, one of the breakdowns in communication is inhibition (Norrish, 1990: ibidem). Students get inhibited because they fear making errors when communicating and being ridiculous in front of the teacher or native speakers. But also when staying in the classroom or talking with other students, they feel embarrassed when making errors, because they are afraid of being seen as dumb. Nunan and Lamb (1996, in Poppi 2001:@), mention an investigation on teacher behavior and student responses on occasion of which the following question was established: Do students attitude about the types of error treatment used by their teachers in the classroom during oral classroom tasks influence their motivation? They concluded that students do hold attitudes about different ways that teachers treat their errors, and also learners would like the teacher to improve raising their awareness by allowing opportunities to self-correct and to analyze the errors; the learners would like to be provided in a positive way with information and clarification, rather than: a) being exposed by non-verbal signs, b) providing feedback without explanations, c) asking the students to repeat the sentence and d) activating the right answer on the part of the student. Additionally, students would like to build up the belief that errors are to be considered as signs of progress of the learning process , rather than evidence of failure. Correcting errors disturbs the ongoing communication process (Truscott, 1998: @) but it is important to express that errors do not necessarily guide to a breakdown of communication, because sometimes correcting errors in students encourage them to continue participating in order to improve their speaking skill. In short, along this theoretical framework, I have mentioned all topics related to error correction that will be necessary to carry out this research project. For instance, I have mentioned that errors are considered to be incorrect, wrong or should not be done. In addition to this, I have described the different types of errors like error, mistake, lapse or slip as errors, this way was easy to identify what I was referring to in the investigation. I have talked about the sources of errors; but also, and something important is that, I have mentioned error correction and the types of error correction that teachers usually use when correcting students. When correcting errors, I said that we need to take into account who will treat errors and when to treat errors. CONCLUSION Being a teacher of a foreign language implies having certain skills, whether by nature, acquired outside teaching, or arising from university studies in education. They may also gain this knowledge with books concerning issues of education or by taking professional courses on the subject. In this case, the research presented, is primarily based on improving teaching skills of those teachers who didnt study a bachelors degree in English Teaching, by providing the teaching of various courses. Improving in various teachers fields was primarily important. But, understanding two main points that serve as departure is the start point: what does teaching mean? And what does being a teacher imply? Teachers must understand that a good class depends on many factors; although the material presented to teach the class is important, the teacher should take into account that leadership and management at the beginning, during and at the end of the class is essential, for the students to learn what is taught. It is of vital importance to know the likes and preferences of the students who we give classes to; this will serve as a key piece to encourage them, especially those who learning a foreign language are a rejection. Teachers should practice self-reflection on how to teach a foreign language, and have feedback from other teachers; this is of great help in order to implement different kinds of methodologies in the classroom, especially in error correction during the communication of the students to the teachers and among themselves. Doing the research on these topics, I noticed and reflected on the magnitude of being a teacher I understood that teaching is a great responsibility, because the way of teaching depends on the likes and disposition of the students to the learning of English language, due to the motivation transmitted by the teacher. This also includes the methodology used by the teacher to teach a class, as it influences how well students understand the topic. Another important point is the attitude that teachers have in front of groups when teaching. It must be enthusiastic and positive, factors to include in the education of a class presentation. Of all these factors that I explained above, I conclude that it is very significant to continue preparing ourselves and practice teaching training, in order to perk up foreign language education. Improving internally and externally all the factors in teachers such as: learning new teaching methodologies, be at the forefront of materials that can be used with the group, making use of different types of feedback from teachers, using different tools and techniques in teaching as well as self-reflection are some of the factors explained in this research. This paper concludes that teachers that do not have a bachelors degree in English Teaching should always look for continuous improvement in different ways in all areas, in all levels of language education towards the students. Taking into account all the factors set above, this research was done, in order to improve the level of education qualitatively, pedagogically and psychological practicability in the teachers practice of English teaching at the Liceo Josà © Vasconcelos, in Tuxtla Gutierrez, Chiapas.