The Lost Secret of Research Paper Apa Template

The Lost Secret of Research Paper Apa Template The Nuiances of Research Paper Apa Template While there are invariably an unlimited number of suggestions to grab, a number of them have been overused. It is helpful to compose an outline so as to organize your ideas and your source material before you start reviewing the reference material. Thus you should choose an approach point of view in which you control over your work. When you've already decided what topic you are going to be writing about, the following thing you ought to pay attention to is the range of your paper or what you're going to be including in your discussion. Attempt not to procrastinate, the more time you must work on the paper the simpler it will be. Then write the abstract part of your paper only after you're completely finished writing your paper. Making a research paper is not a simple matter to do. Writing a research paper is sort of interesting as you dig into various interesting material to place in your paper. Nobody will argue that It's quite challenging to compose an academic paper if there's no structure for it. Your name appears double-spaced too, under the paper title. If you would like to compose a productive assignment, you need to take very great care of all the features, layout, structure, grammar etc.. Additionally, anyone interested in the topic matter of the research paper can look to the section to discover extra sources to find out more. Not only are you going to be in a position to better understand the works you're building on, but your network of citations may supply you with further fuel to make your own one of a kind work. Your document may have an intricate structure, especially in the event the principal body will be big. How to Get Started with Research Paper Apa Template? You could also use a citation maker to aid you in formatting your references. A citation is comparatively easy to make. The citation is only going to be sorted right after the document is ex ported to the internet generator. A more complete citation should show up in the reference list at the close of the paper. For your work to be accepted in the area of academia, it's very critical for you to structure your paper according to a certain research writing format whether it's an MLA or APA writing style. Writing a research paper may be challenging and time consuming approach. The academic writing falls in the class of formal as it's impersonal. Much like a math problem, a diagram helps students learn to implement MLA format by themselves. Generally speaking, it is nearly not possible for a student to understand how to compose a superb academic paper. Students could rather seek the help of writing companies. They need to be able to communicate effectively with their supervisor and panelists in a way that conflict is not stirred. The Hidden Secret of Research Paper Apa Template There are many advantages to hiring APA editing services. An APA editor makes certain that the prepared document follows the appropriate style. The abstract may be quite brief, but it's so essential that the official APA style manual identifies it as the most significant paragraph in your whole paper. MLA research style doesn't comprise a unique software, but it allows several possibilities meant for recording main qualities of a work. There are a number of MLA title rules. Should you need help formatting citations in MLA, you may also seek th e services of a professional an academic editor to assist. Writing using the MLA format works cited generator is essential. You might be accustomed to writing papers in another format like MLA or Chicago style, so it may take a while to find the hang of writing in APA format. Research Paper Apa Template Can Be Fun for Everyone The paper must increase the present body of knowledge in the subject of research. In case you're not able to do the research paper as a result of any reason, you can rely on ProfEssays to write for you in accordance to your requirements. There various steps one must follow so as to create a very good research paper. A research paper represents a person's own perceptions and how an individual comprehends a particular topic. The Ultimate Research Paper Apa Template Trick The editor's communication may also indicate how well the both of you will get the job done together. The editors can utilize Microsoft track changes so that you will have the ability to find out what has been changed. The absolute most important thing when selecting an editor through an on-line editing service is to locate somebody who keeps your voice in the manuscript while at the exact same time improving the flow, clarity, and grammar. An APA editor with a huge repertoire of writing skills will understand how to present the ideas in the strongest way.

Total War During World War II - 1367 Words

Definition: What is meant by the concept of Total War? Total war is best described as a country’s 100% effort. All means of production and accomplishment are geared towards what is the best way to win a war. How was WWII the maximum example of Total War? Most Allies and Axis countries, namely Germany, had geared their economy towards pouring all their resources into the attempt of winning the war. In no other war was this done as much as it was during World War II. Mass Produced Warfare: Compare the military production of the various major Allied and Axis powers during WWII. What observations can you make about the outcome of the war based on this information? There are many ways of defining military production, but in the broadest way,†¦show more content†¦By not taking in other factors, and by looking at production amounts only, it is obvious that the Allies would win. There was no means of resources that the Axis powers excelled in, and had few people who fought in the war. Both sides of the war had at this time undergone industrial revolutions, had at least somewhat equal caliber machinery. This means that it would be almost physically impossible for the Axis to defeat the Allies. Strategic Bombing: What do the websites say about the effectiveness of bombing campaigns in disrupting the war effort of the Axis during WWII? According to the majority of the information on the websites, the bombing campaigns put in place by the Allies were not very effective. The main goal of the bombing campaigns were to break the morale of the Axis citizens, specifically Germany. This was done by instead of fully wiping out cities, leaving them only half damaged to show the power of the armies. However, these bombings did little to no damage to the will of Germans. People still were willing to support the Nazi cause. The German economy was very much destroyed, thanks to the bombing efforts, but military production was still proceeding, as the Germans were prepared for the Total War involved. It is also stated that as a result of the bombings, Germany’s mobility was shrunken, as they could not move as fast as they wanted. What about the collateral damage involved? The amount of collateral damage that the

Ethical Considerations of Juvenile Transfer to Adult Court free essay sample

In partial fulfillment of the requirements for (CMRJ 500) March 21, 2011 Abstract Juveniles in the criminal justice system are a special population. Throughout history juveniles have been looked at as needing to be protected from the harsh realities that face adults daily. The juvenile justice system has primarily operated in a parens patriae capacity and protected the rights of those that were legally incapable of protecting themselves such as minor children and the mentally ill. From 1987-1993 the juvenile homicide rate doubled causing critics and conservatives to questions the approach of the juvenile justice community calling it ‘soft on crime’ Steiner  amp; Wright,  (2006). There are strong arguments on both sides of the debate regarding placement of juveniles into the adult criminal justice system. When looking at the issues surrounding juvenile waiver policy it is helpful to remember that young minds can still be molded, and transformations can be easier to achieve with young minds than with adult minds. Due to this idea, and the fact that the juvenile justice system has historically been geared towards rehabilitation rather than punishment, therapy rather than retribution should be foremost in the minds of people involved in juvenile waiver processing and policy making. In the following pages the issues surrounding juvenile waiver will be analyzed from an ethical standpoint. Issues with subjects such as restorative justice, deterrence, conservative arguments, liberal arguments, super predators, flaws in the system, and an informed conclusion based upon what the studies imply about the effect of juvenile waiver on our youth. Keywords: Juvenile waiver, Juveniles in adult court, Juveniles in prisons Table of Contents Abstract2 Introduction4 Literature review 5 Conclusion 11 References 13 Introduction Court officials must do a balancing act when dealing with adjudicated juveniles dispositions. The interests of public safety need to be balanced with the needs of the youth when making decisions about which level of constraint is required in regards to juvenile dispositions. There is a considerable amount of argument about whether juveniles should be subject to the adult criminal justice system. This is to say that a juvenile who has committed a violent person offence cannot necessarily be put out in the community on probation and in many people’s opinion they should be punished more severely. For the safety of the public the juvenile in this case must be incarcerated or put into an institution. Are we really doing the juvenile involved justice by going as far as putting him in an adult institution though? Are there less restrictive ways to insure the safety of the public while still taking the juveniles needs into consideration? Less restrictive ways that would rehabilitate the juvenile rather than label him as delinquent or a lost cause and put him in prison have always been supported by the juvenile system. The juvenile justice system is, and has for the most part been geared towards rehabilitation of the offenders. This is due to the age of the offender and the fact that the juvenile, in most cases, will be released someday. For this reason, it is in our best interests to advocate for successful reintegration programs for juveniles, rather than harsher sentencing. Juvenile justice is a very important subfield of criminal justice. Many in the criminal justice field view deterrence at the juvenile level, from future criminal ideations, as the answer to much of the crime problem. If this tenet is followed then it makes sense to try to deter the unlawful behavior in juveniles before they turn into the next population of adult convicts. Many say that the answer is to give juvenile offenders harsher penalties including the use of adult sanctioning and more punitive practices. Others advocate for treatment and protection from the adversarial nature of the adult system in the spirit of the, not so long ago history of our juvenile system. Our juvenile justice system is still, for the most part in its infancy. The first public reformatory was founded in 1825 in New York. It was called the New York House of Refuge and was designed to help youth that were poor, abused, or orphaned with clothing, food, and shelter Champion, (2005). It wasn’t until 1945 that all states had passed legislation to establish a separate juvenile court system Champion, (2005). Before the establishment of these juvenile courts systems youth were dealt with by civil courts and other non-legal entities. We have come a long way from these humble origins and we still have a long way to go. In the last 60-70 years many things have changed and we have had to implement different strategies in attempting to find the most efficient way of dealing with juvenile crime. One of the more controversial practices in the juvenile justice system is the use of the adult court system to give harsher penalties. This strategy has been implemented in the hopes of frightening youth into desisting from further delinquent actions. Literature Review On any given night a person can turn on the news and hear numerous stories about juvenile predators and crime spree’s. During the late eighties through the mid nineties there was a dramatic rise in juvenile crime. This trend peaked in 1994 with over 13,000 cases being waived into adult courts Adams, amp; Addie, (2007). The chart shown below shows that the goals of increasing waivers for violent person offenses was not accomplished and that the majority of juvenile offenders that were waived was for property offense rather than for violent crimes. The decline in crime from 1994-2007 is attributed to an actual decline in crime, but also could be due to the statutory waiver laws that require certain crimes that are committed by juveniles to be filed directly in adult courts. By automatically waiving certain cases juvenile statistics do not show these cases at all. The offense profile and characteristics of cases judicially waived to criminal court have changed considerably Offense/ demographic 1985 1994 2007 Total cases waived 7,200 13,100 8,500 Most serious offense Person 33% 42% 48% Property 53 % 37% 27% Drugs 5% 12% 13 % Public order 9% 9% 11% Gender Male 95% 95% 90% Female5% 5% 10% Age at referral 15 or younger 7% 13% 12% 16 or older 93% 87% 88% Chart provided by Adams, amp; Addie, (2007). This dramatic shift in crime rates of violent juveniles was mostly portrayed in the media. The power of the media over public opinion gave rise to the term ‘super predator’ being used to describe juveniles being accused of and convicted of heinous crimes. Many thought that these types of violent crimes were reserved for the adult population. This caused outcry from the public to get tough on crime. During election years politicians would say that they would enact tougher laws to deal with crimes and criminals. This brought legislation to light that would shift juvenile policies from its historical parens patriae doctrine to a more punitive system that aimed to exact a price that fit the crime from the offender. Juvenile transfer to adult court allowed juveniles accused of serious offenses to be tried in adult court to make the punishments more severe and still maintain the juvenile system’s rehabilitative nature. This was a shift that was brought about by people such as Florida representative Bill McCollum supporting adult sanctions for juveniles, saying serious juvenile offenders should be thrown in jail, the key should be thrown away and there should be very little or no effort to rehabilitate them Redding, (1999, p. 1). Before going into some of the arguments for and against the use of juvenile waiver the ways in which it is implemented will be discussed briefly as they pertain to how the use of this provision can be just or unjust in some cases. There are three general forms of juvenile transfer. Concurrent jurisdiction laws allow prosecutors to use their good judgment and decide whether to file a case in juvenile court or directly to criminal court. Statutory exclusion laws award criminal courts original jurisdiction over specific classes of juvenile offenses. Judicial waiver laws authorize or, sometimes require juvenile judges to remove certain youth from juvenile court jurisdiction to be tried as adults in criminal court Adams, amp; Addie, (2007). The debate over juvenile transfer to adult court it has been waged for many years regarding whether juveniles should be tried and punished in the adult criminal justice system or should be kept within the juvenile system. There are several valid arguments on both sides. Proponents of adult sanctions for juveniles that commit certain crimes state two major goals for juvenile waiver to criminal court. The first was the sentencing hypothesis. This hypothesis states that the juvenile system is too lenient and therefore, it is necessary to transfer juveniles to adult court to give them harsher penalties. The second theory that has been touted as the answer to juvenile crime issues is the deterrence theory. This theory states that if the punishment is severe enough the youth will be less apt to commit crimes or think twice before they do at the very least. The sentencing hypothesis for the most part is unfounded. However, one case that demonstrates that juveniles transferred can get, to a large extent, harsher sanctions in the adult system is defendant Joe Harris Sullivan who was sentenced to life without parole for a non-homicide crime at age 13. This case is one of two cases used to challenge the use of life without parole as unconstitutional. This challenge is based on the eighth amendment’s disproportionality principle that states that the sentence cannot be grossly disproportionate to the crime Hudson, (2009). Sullivan is 33 years old now, confined to a wheelchair, and one of only two people that was sentenced to life without parole at age 13 for and offense that was non-homicide Hudson, (2009). He also still contends that he was not the one who committed the crime and that it was an older co-defendant instead. This case is a good example of the possibility for extremely severe sanctions being given to youth that have been tried in criminal court. Many juveniles transferred to the criminal court receive longer prison sentences in 11 out of 16 categories, than adults who committed comparable crimes Mole, amp; White, (2005). The deterrence hypothesis involves the theory that the fear that a youth can be transferred to adult court and given a sanction such as the one given in the case of Sullivan will make a youth afraid to commit severe crimes. The logic behind this theory is sound, it stands to reason that the threat of severe consequences and the loss of liberty or even life would make anyone think twice before committing a violent or severe crime. The deterrence theory contends that there must be three precepts before achieving deterrence. There must be certainty, severity, and celerity. While some cases that are transferred show severity, and celerity they usually are not certain and many youth receive probation or the case is dropped. The opponents of adult sanctioning for juveniles show considerable reasoning to support their stance on this subject. There are many studies that discount the reasoning that supports the deterrent effects of adult sanctioning and show that it does not deter re-offending patterns among juveniles. There is also reasonable support for not transferring youth based on the lack of maturity and possibility of rehabilitation being higher among youth. Another consideration is the resulting adult incarceration can do considerable damage to youth through learning theories and increased threat of physical assault. The last consideration with respect to supporting non-transfer is the fact that many youth are not transferred for violent offenses in the majority of cases but are transferred for misdemeanor offenses and nonperson offenses. To have a deterrent effect on juveniles there are three guidelines that need to be present to achieve the effect that is desired. While in some cases severity in sentencing for youthful offenders transferred to adult court has been supported many studies find that severe sanctioning of juveniles is not supported by the research. One study found that transferred youth did not receive harsher penalties, were not necessarily imprisoned, and did not necessarily receive longer sentences than their adult or their juvenile counterparts Urbina,,  amp;  White,  (2009). One measure of the deterrent effect is the rates of recidivism for youth waived to adult court. The majority of studies have found either no effect or negative effects on recidivism rates for transferred juveniles. This is supported by Jordan amp; Myers, (2008), Mole amp; White, (2005), Redding, (2010) amp; (1999), Sellers  amp;  Arrigo,  (2009), and Steiner  amp; Wright,  (2006). One study of long term recidivism showed short term recidivism results were comparable to most studies showing higher rates of recidivism for transferred youth but over the long term rates were more matched and showed no significant differences between transferred youth and non-transferred youth Winner, Lanza-Kaduce, Bishop,  amp; Frazier,  (1997). Overall the deterrence theory is not supported by studies. The literature suggests that psychological maturity is not assessed in the waiver process Sellers,  amp;  Arrigo, (2009). The reality that juveniles still struggle to define their identity means it is less supportable to conclude that even a heinous crime committed by a juvenile is evidence of irretrievably depraved character, , for a greater possibility exists that a minors character deficiencies can be reformed. Kennedy wrote for the majority in Roper vs. Simmons in 2005 Hudson, (2009). This evidence suggests that juveniles may be committing adult crimes but that they do no grasp the gravity of the consequences and in this should not be exposed to the dangers of the adult prison systems. The damage that can be done to juveniles is much greater than some would expect. There are unintended psychological consequences to diverting youth into the criminal court system. The sight and sound provisions do not apply once the youth is transferred this causes youth to be housed with adult populations Mole, amp; White, (2005). Due to this fact they are 7. 7 times more likely to commit suicide and 5 times more likely to experience sexual assault within the adult prison system Mole, amp; White, (2005). This raises serious concerns about the psychological damage that can be done to a juvenile put into this situation. Ethical considerations and peacemaking values would question this practice from all of the three perspectives of connectedness, caring, and mindfulness. There is also a considerable amount of juveniles that, when interviewed state that they earned more about criminal mores and how to commit crimes from their adult interactions Redding, (2010). When the laws regarding juvenile waiver were enacted their main purpose was to target youth that were either violent offenders or that were repeat offenders that did not respond to treatment given in the juvenile system. However, when these laws were expanded to make transfers easier, it had a profound impact on the population that was effected. The expansion made transfer possible for youth that were not violent and also extended transfer to youth accused of misdemeanor, and even status offenses in some cases. In other words, children were being transferred for the wrong reasons. In 1999 only 34% of youth transferred were for violent person crimes, 40% involved property offenses such as theft, 16% were drug offenses, and 11% were public order offenses Mole, amp; White, (2005). Many of these laws were made as statutory exclusions which took away the courts power of discretion and automatically transferred youth even when it may not have been warranted. All in all many of the youth that are transferred are not necessarily violent offenders and in many cases overall they would be better off in the juvenile system where they would receive the treatment that they desperately need to be successfully reintegrated at some point. Studies even show that the treatment that is denied to youth that are transferred is effective in rehabilitating even the violent offender populations so the consequences to youth that are transferred seems to outweigh any possible benefits Redding, (1999). Conclusion One very important question regarding juvenile transfer laws is do the ends justify the means. In this case the overwhelming evidence shows that juvenile waiver does not accomplish any of the goals that were set for it. Even if the three precepts of certainty, severity, and celerity for deterrence are present and working as they should the main measure of deterrence is the recidivism rates going down to show that juveniles are effectively being deterred from further criminal behaviors due to the harsher sanctions of criminal courts. In this case the overwhelming majority of research points to the fact that waiver to adult court is actually doing more damage than good. When assessing policy implications from the research some important implications are pointed out as a result of research. The first is to limit the use of transfer to violent crimes and consider using evidence based practices and rehabilitation that has been proven to be effective for juveniles instead of waivers that have proven to be ineffective Redding, (1999). The sentencing and deterrence theories that proponents say will occur as a result of juvenile transfer are proven again and again to be ineffective in getting the intended results. Because of the preponderance of evidence that points to the ineffective policy of waiving juveniles to adult criminal courts it makes sense to make these laws only applicable in cases of murder and certain violent crimes. Experts have come up with several reasons why the rates of recidivism are so high for juvenile that are waived they are. * The stigmatization and other negative effects of labeling juveniles as convicted felons. * The sense of resentment and injustice that juveniles feel about being tried and punished as adults. * The learning of the criminal way of life and behaviors while incarcerated with adult offenders. The reduced focus on rehabilitation and family support in the adult system Redding, (2010). From an ethical standpoint the use of juvenile waiver should be reserved for only the worst of the worst offenders and should be applied much more judiciously in the future. Transferring youth into the adult courts does more damage than it is worth and in most cases the e nds do not justify the means.

Monitoring Children and Young People’s Development Essay Example

Monitoring Children and Young People’s Development Essay Explain How to Monitor Children and Young People’s Development Using Different Methods It is necessary to monitor child development to ensure that assessments can be made to help identify children at risk and prevent those who are not yet at risk becoming at risk. Early intervention is crucial to lessen the likelihood of developmental delay. There are several ways of carrying out monitoring/observations to gather the necessary information. In all of them it is crucial to involve parents and any staff that have contact with that child and also to focus on the positive as well as any negative aspects of care. Methods of observation include: 1. Checklist The child has development checked against a list of specific milestones that should be reached at a particular stage. A good example of this checklist is the one use by Health Visitors in the child’s ‘red book’ where developmental milestones are checked at particular ages, starting at 6 weeks until the reach school age. 2. Graphs and Charts Graphs and charts are quick and easy but only provide general information and may well not identify any cause for issues. 3. Naturalistic This is a factual account of what is seen and heard during a normal course of events. An example of this would be a MSA in a playground watching an event occur so feedback can be given to teaching staff. This may help identify ongoing issues such as bullying. 4. Structured These are a factual accounts that will describe how a child tackles a preset activity such as a simple maths task in Foundation stage. Notes are made as to whether the child could complete the task, what issues they had and how difficult they found it. 5. Focus Child One child is assessed for a specific time, events are recorded using pre set categories. . Time Sample This is the recording of information at regular intervals through a particular session. 7. Event Sample This describes specific types of behaviour or events over a period of time. 8. Diary/Longitudinal Study Separate observations carried out over a period of weeks or months. For example a child who has struggled in their reading will be monitored over a period of time where further support is given so their progress can be assessed and if required further intervention can take place. We will write a custom essay sample on Monitoring Children and Young People’s Development specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Monitoring Children and Young People’s Development specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Monitoring Children and Young People’s Development specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Free Essays on Facism

Facism Fascism is a form of counter-revolutionary politics that first arose in the early part of the twentieth-century in Europe. It was a response to the rapid social upheaval, the devastation of World War I, and the Bolshevik Revolution. Fascism is a philosophy or a system of government the advocates or exercises a dictatorship of the extreme right, typically through the merging of state and business leadership, together with an ideology of aggressive nationalism. Celebrating the nation or the race as an organic community surpassing all other loyalties. This right-wing philosophy will even advocate violent action to maintain this loyalty which is held in such high regards. Fascism approaches politics in two central areas, populist and elitist. Populist in that it seeks to activate "the people" as a whole against perceived oppressors or enemies and to create a nation of unity. The elitist approach treats as putting the people's will on one select group, or most often one supreme leader called El Duce, from whom all power proceeds downward. The two most recognized names that go along with Fascism is Italy's Benito Mussolini and Germany's Adolf Hitler. The philosophy of Fascism can be traced to the philosophers who argue that the will is prior to and superior to the intellect or reason. George Sorel, Friedrich Nietzsche, and Georg Hegal are main philosophers who's beliefs and ideologies greatly influenced the shaping of Fascist theory. Sorel (1847-1922) was a French social philosopher who had a major influence on Mussolini. Sorel believed that societies naturally became decadent and disorganized. This decay could only be slowed by the leadership of idealists who were willing to use violence to obtain power. Nietzsche (1844-1900) theorized that there were two moral codes: the ruling class ( master morality) and the oppressed class (slave morality). Nietzsche believed the ancient empires were developed from t... Free Essays on Facism Free Essays on Facism Facism Fascism is a form of counter-revolutionary politics that first arose in the early part of the twentieth-century in Europe. It was a response to the rapid social upheaval, the devastation of World War I, and the Bolshevik Revolution. Fascism is a philosophy or a system of government the advocates or exercises a dictatorship of the extreme right, typically through the merging of state and business leadership, together with an ideology of aggressive nationalism. Celebrating the nation or the race as an organic community surpassing all other loyalties. This right-wing philosophy will even advocate violent action to maintain this loyalty which is held in such high regards. Fascism approaches politics in two central areas, populist and elitist. Populist in that it seeks to activate "the people" as a whole against perceived oppressors or enemies and to create a nation of unity. The elitist approach treats as putting the people's will on one select group, or most often one supreme leader called El Duce, from whom all power proceeds downward. The two most recognized names that go along with Fascism is Italy's Benito Mussolini and Germany's Adolf Hitler. The philosophy of Fascism can be traced to the philosophers who argue that the will is prior to and superior to the intellect or reason. George Sorel, Friedrich Nietzsche, and Georg Hegal are main philosophers who's beliefs and ideologies greatly influenced the shaping of Fascist theory. Sorel (1847-1922) was a French social philosopher who had a major influence on Mussolini. Sorel believed that societies naturally became decadent and disorganized. This decay could only be slowed by the leadership of idealists who were willing to use violence to obtain power. Nietzsche (1844-1900) theorized that there were two moral codes: the ruling class ( master morality) and the oppressed class (slave morality). Nietzsche believed the ancient empires were developed from t... Free Essays on Facism Fascism Fascism is a form of counter-revolutionary politics that first arose in the early part of the twentieth-century in Europe. It was a response to the rapid social upheaval, the devastation of World War I, and the Bolshevik Revolution. Fascism is a philosophy or a system of government the advocates or exercises a dictatorship of the extreme right, typically through the merging of state and business leadership, together with an ideology of aggressive nationalism. Celebrating the nation or the race as an organic community surpassing all other loyalties. This right-wing philosophy will even advocate violent action to maintain this loyalty which is held in such high regards. Fascism approaches politics in two central areas, populist and elitist. Populist in that it seeks to activate "the people" as a whole against perceived oppressors or enemies and to create a nation of unity. The elitist approach treats as putting the people’s will on one select group, or most often one supreme leader called El Duce, from whom all power proceeds downward. The two most recognized names that go along with Fascism is Italy’s Benito Mussolini and Germany’s Adolf Hitler. The philosophy of Fascism can be traced to the philosophers who argue that the will is prior to and superior to the intellect or reason. George Sorel, Friedrich Nietzsche, and Georg Hegal are main philosophers who’s beliefs and ideologies greatly influenced the shaping of Fascist theory. Sorel (1847-1922) was a French social philosopher who had a major influence on Mussolini. Sorel believed that societies naturally became decadent and disorganized. This decay could only be slowed by the leadership of idealists who were willing to use violence to obtain power. Nietzsche (1844-1900) theorized that there were two moral codes: the ruling class ( master morality) and the oppressed class (slave morality). Nietzsche believed th...

Linguistic Arbitrariness

Linguistic Arbitrariness In linguistics, arbitrariness  is the absence of any natural or necessary connection between a words meaning and its sound or form. An antithesis to  sound symbolism, which does exhibit an apparent connection between sound and sense, arbitrariness is one of the characteristics shared between all languages. As R.L. Trask points out in ​Language: The Basics: the overwhelming presence of arbitrariness in language is the chief reason it takes so long to learn the  Ã¢â‚¬â€¹vocabulary  of a foreign language. This is largely due to confusion over similar-sounding words in a secondary language.​ Trask goes on to use the example of trying to guess the names of creatures in a foreign language based on the sound and form alone, providing a list of Basque words - zaldi, igel, txori, oilo, behi, sagu, which mean horse, frog, bird, hen, cow, and mouse respectively - then observing that arbitrariness is not unique to humans but instead exists within all forms of communication.   Language Is Arbitrary   Therefore, all language can be assumed to be arbitrary, at least in this linguistic definition of the word, despite occasional iconic characteristics. Instead of universal rules and uniformity, then, language relies on associations of word meanings deriving from cultural conventions. To break this concept down further, linguist Edward Finegan wrote in Language: Its Structure and Use  about the difference between nonarbitrary and arbitrary semiotic signs through an observation of a mother and son burning rice. Imagine a parent trying to catch a few minutes of the televised evening news while preparing dinner, he writes. Suddenly a strong aroma of burning rice wafts into the TV room. This nonarbitrary sign  will send the parent scurrying to salvage dinner. The little boy, he posits, might also signal to his mother that the rice is burning by saying something like The rice is burning! However, Finegan argues that while the utterance is likely to elicit the same result of the mother checking on her cooking, the words themselves are arbitrary - it is a set of facts about  English  (not about burning rice) that enables the utterance to alert the parent, which makes the utterance an arbitrary  sign. Different Languages, Different Conventions As a result of languages reliance on cultural conventions, different languages naturally have different conventions, that can and do change - which is part of the reason that there are different languages in the first place! Second language learners must, therefore, learn each new word individually as its generally impossible to guess the meaning of an unfamiliar word - even when given clues to the words meaning.   Even linguistic rules are considered to be slightly arbitrary. However, Timothy Endicott writes in ​The Value of Vagueness that: with all norms of language, there is a good reason to have such norms for the use of words in such ways. That good reason is that it is actually necessary to do so to achieve the coordination that enables communication, self-expression and all the other priceless benefits of having a language.

Resource Environment - need in 12 hours Essay Example | Topics and Well Written Essays - 500 words

Resource Environment - need in 12 hours - Essay Example The environment is the primary source of life and energy that allows all living things to exist, thus, it is important to consider whether innovations, technology and developments will damage or harm the ecosystem. Determining the environmental implications of using alternative fuel sources will enable the government and the concerned groups to understand and analyze how it should be used, or if it should be used at all or it is needed to find other alternative sources. Biofuel comes from living, renewable sources, such as corn and palm oil as opposed to fossil fuel, which comes from fossilized remains of plants and animals. In contrast to biofuel, fossil fuel is considered as non-renewable because of the nature of its existence. It is expected, then, that fossil fuel supply will be depleted depending on the rate of the human consumption of such fuel source. Right now, the main alternative source of fuel is the fossil fuel. Because of the abundance of the fossilized remains of plants and animals, fossil fuel is easy to find though it is non-renewable and considered as a limited resource (Richards, p.134). Because of this, biofuel has been discovered and there is a debate in its use as an alternative to fuel source. The main argument of biofuel proponents is the impact of fossil fuel against the environment in contrast with the environmental-friendly components and use of biofuel. Biofuel claims that there is no carbon dioxide release when it is produced because of the photosythetic process of the plants as opposed to fossil fuel production (Pimentel, p.479). This is partly true, however, carbon dioxide is observed to be released during biomass production and its conversion to fuel (Pimentel, p.479). This is an important factor when looking at the environmental impact of a fuel source since cardon dioxide has an effect in climate change, ecological disturbance and potential damage on humans and animals. This proves that biofuel is not at all

Rhetoric of abraham lincoln Essay Example | Topics and Well Written Essays - 1500 words

Rhetoric of abraham lincoln - Essay Example Slavery and succession were threatening human freedom as well as American union. Therefore, without the turmoil that existed at the time, there would not have been exigency for such rhetoric and action. The following essay is a research paper that builds its argument through comparative analysis of various sources of information on the rhetoric of Abraham Lincoln. Analysis of Lincoln’s rhetoric has led to varied opinions among scholars concerning his literary skills as well as his leadership qualities. Such scholars include Mark Neely, Jr., who is a Lincoln scholar and a Pulitzer Prize winning historian. The other is David Herbert Donald, who is a leading American historian of  Abraham Lincoln  and the Civil War. Neely views Lincoln as reactive and subject to changing events, while Donald sees Lincoln as purposeful and strategic. (1) (2) Donald asserted that Lincoln’s failure to respond and instead choosing to apply passivity was a political strategy. Donald Elabora ted, â€Å"Repeatedly throughout the war, Lincoln’s passive policy worked politically. Because any action would offend somebody, he took as few actions as possible†3 According to Neely, the language that Lincoln uses in addressing Americans has attracted admiration, imitation wonder globally. His shaped his words in public letters, papers, and proclamations. This was meant to explain the purpose of the war and inspire commitment. His stylist success should not blind us to the rather limited nature of these communications. There was little awareness of propaganda in Lincoln or his era and only a rather limited one of shaping public opinion. The stylistic success of the rhetoric is limited to the past nature of such communications. There were no counteractive propaganda tendencies among the Americans that could distort or compromise his rhetoric. Propaganda and criticism spread in the twentieth century with the enhancement of the advertisement sector. His rhetoric prowes s is evident in his first inaugural speech. During his first inaugural speech he introduced the theme through attempting to allay fears of the southern states. His words show that he had dreaded for this moment. According to Salem (2008), he went straight into assuring people that their property would not be snatched as earlier anticipated.4 The speech also indicated that he had no intention of abolishing the slave trade. This declaration portrays him as a leader concerned on the impact of interpretation of the law among the public over addressing the slaves’ peril. The first inaugural speech portrays him as a person concerned about changing the public opinion through making promises that would win their support. He had promised the states that they would be given the freedom to run their internal affairs which did not happen. A closer analysis of the speech confirms that he supported a unified nation and not a government made of independent states. The speech clearly brings out his secession fear and preservation of the unity government. However, he intended to uphold the government union without violence. His rhetoric goal was not only to express himself through the use of complicated grammar, but also capture the attention of the audience. Paying attention helps the audience to get an insight of the message being delivered. Lincoln denied of the existence of any differences between the Southerners and Northerners. 5This was meant to encourage people live in unity as equal residents of one nation. Some parts of the speech were

In what ways do poets portray the exprience of war in Dulce et Decorum Est and in For the Fallen Essay Example for Free

In what ways do poets portray the exprience of war in Dulce et Decorum Est and in For the Fallen Essay Laurence Binyon wrote For the Fallen in 1914, at the beginning of the Great War, while Wilfred Owen composed his Dulce et Decorum Est in 1917-18, by the end of the conflict. This difference in time means that there might be inconsistencies in the portrayal of the war, due to the changing perspectives of the fighting, which in turn would provoke irregularities in the purpose, style and nature of the two poems. In Dulce et Decorum Est, Owen tries to prove us that war has no mighty purpose behind it and that it is just a waste of lives. He describes one soldier dying with verbs such as guttering, choking, drowning and gives an account of the blood which came gargling from the froth-corrupted lungs. This strikingly visceral portrayal of loss of life suggests that he sees nothing spiritual or divine in the sacrifices that the soldiers make for their country. He prefers to depict the experience of the war as true and cruel as it is in reality without sparing the reader. In the poem we are informed about two deaths. The first is due to harsh conditions, when some soldiers dropped behind, while the second is caused by lethal gas that one of the soldier inhales. In both of these cases, the young mens deaths didnt contribute in any way to the protection of their country and they werent even fighting when they passed away. This suggests that war is just a waste of human life which wont secure Englands peace. In For the Fallen, Binyon tells us that the soldiers have fallen in the cause of the free, thus suggesting that they try to make the world a better place, that they fight for something good. This gives war a mighty purpose and to the deaths meaning. This idea of for the greater good is further highlighted in the phrase a glory that shines upon our tears, which conveys the idea that the sacrifices of the soldiers contribute to the welfare of society and thats why everybody should be proud of those who are fighting. It is clear that the two poems depict the meaning and purpose of the war very differently. While Owen indicates that war is a meaningless and cruel waste, Binyon tries to cast a better light upon the deaths of the soldiers, giving their sacrifices a higher significance and thus implying that war with all its faults is for the greater good. In Owens poem the soldiers going to the fight are like old beggars under sacks, coughing like hags blood shot and drunk with fatigue. Many had lost their boots, implying that they cannot face the harsh conditions of the war and that they are even unable to look after their essential belongings. The description of bootless beggars is humiliating, while their tiredness and the hag simile suggests that there are lethargic and hopeless. Their physical appearance isnt attractive either. All these depict the soldiers as tired, old and humiliated men who are unable to face life and are completely incompetent in war. However, in Binyons version the soldiers went with songs to the battle, suggesting their fearlessness and gaiety. They were young, straight of limb, true of eye, steady and aglow. This phrase conveys an admiration for the almost divine soldiers who seem to be the incarnation of some hero from a childs tale powerful, handsome and determined men who save the world. This image of glorious warriors seems to be taken out of a happy-end story rather than the realism to satisfy the audience. Once again the dissimilarity between the two accounts is obvious. Owen sticks to the merciless truth, while Binyon sees something beyond the harsh experience of the war. Actually, he seems to use the brutality of the fighting and the deaths to emphasise the greatness and divinity of the soldiers. In Dulce et decorum Est soldiers die either to the harsh conditions of the war, or due to poisonous gas. The soldier who experienced the later, plunges at the nearest men choking and drowning an image of a helpless, suffering person. Unlike the soldiers in Owens poem, in For the Fallen, the fighters fell with their faces to the foe, not to their companions in the middle of the battle, fearless and brave. The determination which they seem to possess suggests that they believe that their deaths have a higher purpose. This encourages the reader and the mourning families to have faith that their loved ones lives werent wasted, but contrarily represented a salvage for humanity. It seems that the greatest difference between the two poems lies in the way they portray death and their significance. In Dulce et Decorum Est the dying soldiers face is like a devils sick of sin with writhing eyes. The phrase implies that the soldiers committed the greatest sins, most probably killing, which this altered the way they viewed life forever. They seem to be sick not only of the war, but of the persons in which the war transformed them, into devils. The writhing eyes suggests the violent ending that they had, and it possibly implies that they never found peace. The mention of the devil together with this, insinuates that they will never go to heaven, but rather to hell. The phrase incurable sores on innocent tongues further emphasises the idea that the experience of the war severely damaged their character in a negative and irredeemable way. Incurable sores implies that the greatest wounds were not physical, but psychological, and this might be the reason why they will never find peace, not even the moment they die. In For the Fallen death is august and royal, thus dignified and splendid, something rather positive and good. This is because the sacrificed soldiers songs go to up into immortal spheres, suggesting the place where the dead soldiers found peace. This idea is repeated throughout the whole poem. The phrase they shall not grow old, as we that are left to grow old implies that the deceased soldiers are divine, angelic and eternal beings. Due to their valiant death, their gift is that of eternity, as if their vibrant, determined and brave souls were immortalised, and thus they will be forever young, forever in the best of their condition. The deceased soldiers march in the heavenly plains is as the stars that are starry in the time of our darkness. Heavenly and stars suggest that the divine fighters will always light upon the mortal humans, guiding and protecting them. Time of our darkness refers to the war, and how young men, in the hardest periods of their life, left their homes to save their loved ones, as they will always do from heaven. Binyon sees a continuation of life after death, and thats why the choice of the word fallen in the title, because the sacrificed young men never die. Contrarily, they seem to receive a better, divine existence, incomparable to that of their living fellows. This idea might very well surprise Owen, who suggests that the experience of the war turned the innocent soldiers into devils, who will never find peace in heaven, but will burn in hell thus the violent death of the soldier and the obscene cancer which infects him. The differences between the portrayals of the experience of war in the two poems in striking. Binyons account is patriotic one, which glorifies the fallen soldiers and gives meaning and divinity to their deaths. However, considering the time when it was written at the beginning of the Great War we can get a better understanding of the poets reasons for such an idyllic portrayal of the fighting. At the start of it, the government needed to make the idea of warfare an appealing one in order to have young men risking their lives in the battle . Thus the attractive and heroic depiction of the combating soldiers. At the same time, the poem tries to soothe the mourning families, and this explains the almost holly aura that encircles the deaths on the front. However, as time went on, people got tired of the war and the increasing number of deaths. Soldiers returning from the battle spread the world about appalling conditions and cruel, meaningless deaths. Owen, who wrote the poem by the e nd of the conflict, seems to be well informed about the direct experience of the war and at the same time he is aware of the patriotic and idyllic accounts that existed at the beginning of the fighting. This explains the angry, visceral and meaningless deaths which he depicts in his poem, almost as if he was angry about people lying and making war seem a worthy, purposeful thing. And indeed, his poem ends with a call to other people not to tell with such high zest/To children ardent for some glory, / the old Lie: Dulce et decorum est/ Pro patria mori (It is sweet, and honourable to die for ones country). Owen wrote as an answer to other poems such as Binyons which glorify the experience of war, and this is why he chose the title Dulce et decorum est, to arise the memory of the patriotic accounts from the beginning of the war, and then throughout his poem to shatter the old Lie. He personifies this lie with the capital letter, making it seem as a destructive, evil person. This is the reason why Owen sticks to visceral descriptions he prefers not to spare the reader, because he believes that the Lie is even crueller than the merciless reality of the war.

Capital Expenditures Essay -- Finances Financial Corporations Essays

Capital Expenditures Capital expenditures have a significant impact on the financial performance of the firm; therefore, criteria for selecting projects must be evaluated with great care. Of the two corporations the firm is deciding to acquire, Corporation B is clearly the better investment as shown in Table 1 supported by the following data: net present value (NPV), internal rate of return (IRR), payback period, profitability index (PI), discounted payback period, and modified internal rate of return (MIRR) in addition to 5 year projections of income and cash flows. The 5 year projections of both Corporations A and B’s income statements and cash flows indicate that between the two corporations, Corporation B will maximize the firm’s value the most. This decision is further evidenced by the net present value obtained for both corporations. NPV is defined as the sum of the present values of the annual cash flows minus the initial investment. If the net present value (NPV) of all cash flows is positive, the project will be profitable. The NPVs for both corporations suggest that both projects are worthwhile, since each has a positive NPV, however, since the firm can only acquire one of the corporations, it must choose the acquisition of the corporation with a higher NPV – Corporation B. The Internal Rate of Return, IRR, is another business tool used for capital budgeting decision. IRR is the discount rate at which the present value of a series of investments is equal to the present value of the returns on those investments (NPV = 0). It is the compound return the firm will get from the project. IRR also takes into account the time value of money by considering the cash flows over the lifetime of a project. If IRR is greater than the discount rate, the firm may undertake the project in question. In this situation, acquisition of either corporation is worthwhile since each has an IRR greater than their respective discount rates, but since IRR gives the project’s compound rate of return, the project providing the higher compound rate of return should be selected which means that Corporation B is preferred to Corporation A. Both NPV and IRR analyses support the acquisition of Corporation B. In cases where a conflict exists between NPV and IRR as to which competing projects to choose, the project with the larger NPV should ... ..., the main concern should be on how the investment will affect the value of the firm’s stock more so than how long it takes to recover the investment that presupposes that the project does add value for stockholders. When using the payback period as a criterion for capital budgeting decision, it is better to use the discounted payback as it takes into account the time value of money although still inferior to NPV. In both projects, the initial cost is recovered even after discounting the cost of capital. In this situation, however, the difference in discounted payback period is negligible. In summary, after review of the 5 year projections of cash flows for both corporations and all other supporting data provided in this report, the firm should proceed with the acquisition of Corporation B. Had the firm have unequal projected years available to them for review, for instance, Corporation A had a 5 year projection of cash flows and Corporation B with a 7 year projection of cash flows, the decision outcome should be no different since analysis of NPV, IRR, MIRR, PI, payback period and discounted payback period will be carried out for the respective cash flows.

The Motives for Holding Inventory Explained

In the hustle and bustle of the Christmas season, retailers stock their inventory with dozens of Christmas items in anticipation of the holiday rush. When Christmas has passed, the store is left with Christmas items that did not sell. To make room for the next calendar holiday, the retailer will sell their Christmas overstock at extreme discounts. Whatever doesn’t sell will be restocked in inventory for the next Christmas season. The retailer is able to get a jump-start for the next Christmas season by placing last year’s Christmas inventory out in October. A good business operation understands that there will be times when holding inventory becomes crucial in their success. From not wanting to spend additional funds on restocking, to preparing for fluctuations in market conditions, motives for holding inventory are indispensable in inventory management. There are 4 motives for holding inventory: Production smoothing, inventories as a factor of production, stock-out avoidance, and work in progress (Gregory, 2007). Production smoothing, the first of the four motives, involves preparing for fluctuations in sales, as well as seeking a more economically sound way to continue production. When sales offset production either positively or negatively, inventories will rise or fall. With production smoothing, it is more logical to produce items at a constant rate (Gregory, 2007). The second motive is consideration for inventories as a factor of production. Let’s say that a drama teacher is looking for a Christmas tree in June for his â€Å"Christmas in July† production. The overstock from last year’s Christmas season assists in the retailer not losing business because they restocked Christmas trees that didn’t sell from last year. The third motive, stock-out avoidance, protects a business from contractual risk, as well as lost sales in the event of high demand (Fafechamps, 1997). With contractual risk, both the business and the client run the risk of not adhering to a contract, but in  the way of business, holding inventory provides better odds that the business will have what the client requires in order to conduct business and comply with their contract (Fafechamps, 1997). In addition to this motive, being prepared for unexpected demand is imperative in keeping business. For example, an unexpected freeze in the fall could cause people to shop in droves for firewood. The retailer who does not meet the demand will lose business and retain the reputation of not being sufficiently stocked. The final motive, although not really a motive at all, is work in progress. Any unfinished item in the store must also be counted as inventory (Gregory, 2007). If you have ever walked into a store to buy a specific item and found that the store does not have it in stock, you may avoid the store all together in the future. Holding inventory is important for both the business and the customer. It ensures repeated business and makes for smooth sailing. References: 1.  Ã‚  Ã‚  Ã‚  Ã‚   Gregory, Mankiw & Cronovich, Ron C. (2007) Investments and Inventory. January 2007. www.cwu.edu/~wassellc/ECON%20302/Investment.pdf. 2.  Ã‚  Ã‚  Ã‚  Ã‚   Fafechamp, Marcel, Gunning, Jan W. & Oostendorp, Remco. (1997) Inventory, Liquidity and Contractual Risk in Marketing. January 2007.   

Bitter Strawberries Essay

In life we must savor the sweet and endure the bitter challenges, when it comes to accommodating to a perilous situation. An ongoing war on terror is exacting a heavy emotional toll on families and other individuals that are in danger due to being surrounded by an atrocious environment that involves war. The life of apprehensive individuals has never been an easy one to live, with frequent upheavals of the individual’s and very little sense of control over their lives. Perpetually living around brutality, destruction, and violence links individual’s into obtaining bundles of emotions to a certain extent.From a psychoanalytic point-of-view, war affects society in a way that is painful; the war engenders a deep effect on other individual’s lives as well as their perceptions and obtained views from the devastating experience of the surrounded environment fulfilled with hatred, mischievousness, and depravity. As war increases in brutality to a certain extent, society ’s aspects are intensely affected;this issue can result in the destroying of land, culture, and other tangible aspects.A poem, â€Å"Bitter Strawberries†, written by Sylvia Plath, is a sardonic way of describing a war that have occurred in Russia. While this piece offers little insight into human nature, it portrays some solid images, even though disconnected and often jarring. â€Å"All morning in the strawberry field†: the speaker sets the scene by distinguishing herself and one or more companions from the women who are talking â€Å"about the Russians. †; one particular word that stood out the most within the first two lines was â€Å"the Russians. This specific clue can enhance an individual’s interpretation and observation of the hidden message within the poem. In history Russia was known for its dangerous, malicious war and obtaining the characteristic of being destructive of society, so this particular clue could be conveyed within the mess age as of being the poem’s topic of an atrocious war occurring that is gradually destroying the environment as well as many inhabitants sweet side of life, which turns into complete bitterness. Horseflies buzzed, paused and stung and the taste of strawberries turned thick and sour. † Why did the taste of strawberries â€Å"turned thick and sour? † Had they tasted thin and sweet before the horseflies stung or perhaps before the subject of the Soviet-American Cold War relations had been broached? The disconnect between the horseflies and the taste of berries is jarring and obstructs any real meaning of and purpose for this three-line versagraph. Certain literary devices were used to convey the meaning of the poem, by catching the reader’s interest.One of the devices that were used in this particular poem was â€Å"Symbolism. †The literary poem contains symbolism because the bitter strawberries displays the overall mood of the Russian society as a whol e. Strawberries are sweet but can lead to bitterness which portrays the atmosphere of the war. The world of Russia was tranquilent and quiet, but when the war occurred it led to bitterness and despair. Imagery was contained in the poem when it states that â€Å"the horseflies buzzed, paused, and stung. Stung is a feeling that was obtained from other’s in society as if they were actually stung by an insect ,but it was a feeling of pain obtained by the negative atmosphere of war; Sylvia uses horseflies sting as a way of comparing the inflicting pain of an insect to an actual emotion that were felt by others in the poem. â€Å"She stood up a thin commanding figure, in faded dungarees. Businesslike she asked us, ‘How many quarts? ’ She recorded the total in her notebook, and we all turned back to picking. † By this point the reader is wondering when the point of it all will be made and how the speaker will tie all the loose ends together.The last stanza: â₠¬Å"Kneeling over the rows, we reached among the leaves with quick practiced hands, cupping the berry protectively before snapping off the stem between thumb and forefinger. † The reader will experience a profound disappointment expecting the final stanza to save this piece. Instead of offering anything near a resolution, the speaker simply describes the act of picking strawberries. The emotion behind the country’s bitterness of fighting another country automatically affects society’s sweetness and joy being drained into a pool of woe, sorrow, and despair.Since a war is occurring between two opposing forces, the countries may not like each other due to a different religious beliefs, race,etc. From a Feminist point-of-view the bitter strawberries represents the sweet females that have been tortured and dominated by the men of their Russian society as a way of practicing their religious belief; the women may feel beaten down and helpless to a certain extent, which l eads them to feeling unwanted, worthless, and the abuse turns them into a bitter human being, because no man have appreciated their sweet characteristic.From a Psychoanalytic point-of-view, the individual within the poem signifies the bitter strawberries as a way of comparing his/her attempted mistakes, cruel life, and harsh treatments from others. Experiencing something that is imposed as being dangerous to society can carry the process of gained perceptions or views of the experience. Emotions are portrayed among this topic because in order to sense the world and observe every negative/positive aspect, some feeling has to occur to make these assumptions upon a life experience.To a certain extent war does affect a person’s views and perceptions obtained from a point-of-view to a life situation because if the effect is characterized as being bad, then the individual will build some form of hatred against every common piece of life that involves other countries;therefore the m orals and ethics behind the perceptions are transformed into a new state of mind.The little girl with blue eyes was fulfilled with a terror emotion because of the nefarious environment that she was surrounded by; this prime example represents the title above, the sweet girl that is filled with sweetness concludes at the end of the poem with a bitterness feeling because of fear. Until one have experienced this anguished situation, he/she does not know how it feels to automatically lose the sweetness of life to the cold, crucial life of bitterness.

The Social World Essays

The Social World Essays The Social World Essay The Social World Essay The Social World The Social World Humans are social creatures, and we would not be able to survive if we could not socialize with anyone. Since we can socialize, our horizons are broadened by a lot. Everyone has feelings and emotions. We have the ability to communicate amongst ourselves and we can also care and love for one another. We have relationships with each other which are based on cause and effect, and we have the ability to understand and obtain knowledge through our socialization. Our main goal in life is to try and make other people feel good. By doing that, we make ourselves feel good. A lady named Dorothy Dinnerstein came up with the seven features of human cognition. The first one is motivated. The two types of motivation are intrinsic and extrinsic. Intrinsic means that we do something for an internal purpose, and extrinsic means that we do something for an external purpose. A good example of intrinsic motivation in the movie Pawn Broker is Jesus, because he is motivated to be the best he can be. In that same movie, the character of Rodriguez is human, because, school, good, very, people, life, cognition, social, out, always, world, person, work, time, started, one, never, hard, friends, football, feel, play, make, lot, hang, example, even, things, since, self, same, ourselves, movie, means

Top 8 Most Underpaid Jobs That Deserve Much Higher Pay

Top 8 Most Underpaid Jobs That Deserve Much Higher Pay We all feel overworked and underpaid, as a rule. But  it’s no surprise that some of the  most valued and hard-working professionals you might know (or might be yourself!) don’t receive the pay that matches the sacrifices they make. Here are 8 of the most underpaid jobs in our society, all of which deserve to be paid much, much better. 1.  Public school teacherThis almost doesn’t require an explanation. Teachers make a median income of around $55k, but given the hours they put in and the importance of the work they do, this doesn’t seem nearly enough. If children are indeed our future, perhaps we should be investing more in the people who get them where they need to be?2. Registered nurseSure, nurses typically make around $60k per year, and that seems pretty high compared to a lot of jobs in our current economy. But then you have to factor in how many more hours and responsibilities that have been piled upon them. And they’re increasingly requi red to do more work formerly assigned to doctors because of their higher levels of education.3. Farm workerWe pay the people who are responsible for feeding us very very poorly. These are the worst of conditions, the hardest, most back-breaking physical labor, and less than $20k per year (if they’re lucky) for long hours and having to move all over the place to follow the harvest schedules. Some undocumented workers also face harassment and unfairly curtailed wages as well.4. Child care professionalChild care workers don’t make that much more than farm workers, but their work is also very intense. Imagine all those kids, all that energy, all that responsibility, plus their hyper-vigilant and often overbearing parents. The amount of impact these folks can have on kids in their most crucial stages of development is huge. Shouldn’t they at least make a living wage?5. ParamedicEmts deal with people in the worst of circumstances, and are usually responsible for wheth er or not they make it through. They’re constantly throwing themselves between us and danger (or death) and should really make more than their median salary of roughly $31k per year.6. Home health aideAgain, home health aides make only marginally more than farm workers. And they are the ones who make sure that our elderly loved ones get the care they need in the years they need it most- often at their frailest and most scared. If we value our loved ones, shouldn’t we value those who care for them so expertly?7. Social workerSocial workers are the people on the front lines who protect those in our society who need protecting most. Even if you’ve never had cause to run into one in your life and work, it’s clear that they perform a crucial function in making our world a safer place for all our citizens. They should make as much as CEOs, but they barely clear $45k per year.8. Food service workerIn this economy, the demand for inexpensive and convenient food i s extremely high and sometimes jobs in food service are the easiest to procure when times are hard. But the minimum wage, adjusted for inflation, hasn’t improved since 1968. Given the conditions food services workers suffer through each day to feed us, don’t you think they deserve to make enough to feed their own families?

Discuss the balance between ludological (gameplay) elements and Essay

Discuss the balance between ludological (gameplay) elements and narratological (story) elements in games. Is one more important - Essay Example The ultimate goal of such analysis is to move from a taxonomy of elements to an understanding of how these elements are arranged in actual narratives, fictional and nonfictional.† [Pradl 1984] A typical application of narratological methodologies would include sociolinguistic studies of storytelling and in conversation analysis or discourse analysis that deal with narratives arising in the course of spontaneous verbal interaction. The study of narrative is particularly important since our ordering of time and space in narrative forms constitutes one of the primary ways we construct meaning in general. The narratological approach is characterised by its overriding concern with narrative structure, and the close attention it pays to the effects that this structure has on the shaping and unfolding of narratives. Literary theory and narratology have also been very helpful to understand cybertexts and videogames. Narratology theories are used to bring the aspect of storytelling, a s cenario, a scene, characters and a plot of which the user plays through and experiences and takes part in the story that unfolds. Rhetorically Narratological elements in games, especially in videogames, are somewhat makes them more stunning to public and to players. They somewhat brings the beauty inside the game. The players, sometimes, tend to spend more attention to the story of the game than to the gameplay or the environment of the game. Take along this RPG’s (role-playing games) for example, Star Wars the game, players tend to stay focused and tuned-in on the story than being focused on the interactivity of the game. In other words, they are having the willingness to complete the game mainly because they want to know what happens next in the story. They become eager to advance the game from one level to another for the next plot. Apparently, game designers tend to have their work based on books, epics, legends, myths, heroes, or even on films. By this, they attract play ers more. As far as Narratology is concerned and used in videogames and in cybertexts, here comes ludology - â€Å"the academic study of videogames† [Keats 2006]. Using narratological elements as framework in designing a game is indeed very useful, yet it cannot be the only framework to be applied. Ludology from the words ludus means game and logus study. It speaks of the gameplay of a game. It scrutinizes the interactivity of the game. The acts you will make in order to move inside the game, the graphics, the setting, colours, sizes and shapes, etc. It talks about how the game will appear on screen. Ludology is obviously widely used in games. It is where critiques site their comment. They would not say â€Å"This game sucks. It has a vague story.† The ludology perspective is useful and can stand alone than narratology is. It directly applies to some games. For example players do not play tetris for a story. They would not bother asking â€Å"Where is entertainment he re? Where is the story?† Also in popular games like Mario by Nintendo are better suited as a game and criticised on its gameplay and graphics rather than on the story. Most players tend to play a Mario game not to see if Mario meets Princess Peach but for each level’s design and other gameplay elements that make the game more exciting. Narratology and ludology are being opposed by most. However, these two adjacent and independent perspectives must be clearly understood to arrive on to a bigger

International Marketing Essay Example | Topics and Well Written Essays - 1000 words - 2

International Marketing - Essay Example Consumer attitudes consist of three main components, affective, cognitive and behavioral component (Pride et al, 2011). The cognitive component refers to the buyer’s knowledge and information about a product. The affective component is the buyer’s feelings and emotion towards the product. Lastly, the behavioral component consists of the actions of the buyer towards the product. Marketers should seek to identify and understand all this components of the consumer attitudes in order to ensure the success of a product. According to Hassan and Samli (1994), the country of origin effect is defined as the influence that a country’s manufacturer has on the negative or positive judgment of the consumer (Doole & Robin, 2005). There are many methods that can be used by marketers to gauge buyers’ attitudes. One simple method involves questioning the buyers directly. This helps marketers stay informed on the buyers attitudes and identify what the buyer wants exactly. I n 2007, a survey by The Roy Morgan Research reported that 89% of Australian consumers are looking for fresh food that is grown in Australia. 74% of this buyers said that they wanted Australian fresh foods in order to support local businesses and farmers. This research points out that advertising fresh products as Australian-grown is a smart marketing strategy especially when targeting Australian consumers. Therefore, if buyers have a strongly positive attitude towards the country of origin, the marketers should consider playing up the country of origin in its marketing strategy and communications. Another example of this is the 1990s’ Volkswagen’s â€Å"Fahrvehrgnugen† campaign. It asserted the company’s German roots despite the fact that many of the cars that it sold were assembled in low-wage countries such as Mexico. Buyers will, therefore, buy this products since Germany is associated with quality and reliable products. For the same reason, people opt to buy other German made cars such as Bosch and BMW (Chasin & Jaffe, 1979). Likewise, Switzerland is known worldwide for its precision. Watches from Swiss are legendary the world over and for this reason; buyers are even willing to pay a higher price for them (John & Jagdish, 1969). On the other hand, marketers tend to have an uphill task when combating the buyer’s negative perceptions of a product’s Country-of-origin. Russia and South Africa are examples of two countries where marketers experience hardships when marketing their products. Although Russia is well known for producing high quality vodka, many buyers avoid using its products since they still term the country as a communist country (Chasin & Jaffe, 1979). Likewise, South Africa is synonymous with producing very fine wine and at very attractive prices. However, American consumers have been reluctant to buying this product due to their negative perception about the country resulting form the apartheid era al though it has ended (Christopher, 2001). Another country experiencing negative bias, especially in United States, is Vietnam. In countries where negative bias is in existence, marketers should downplay the country of origin especially in packaging and the product’s marketing communications. By doing this, buyers will have less knowledge about the country where the product originated from, and this may result in increased sale of the

Business plan Case Study Example | Topics and Well Written Essays - 1000 words

Business plan - Case Study Example Our products aim at balancing consumers blood sugar levels by controlling their sugar intake at our Locarb foods. Their bodies take longer to break down these foods controlling their blood sugars than when they consume GI foods. Low levels of GI foods control seizers in epileptic patients. Our products aim at delivering the food that is of high quality to control the rates of epilepsy in our customers. Our store will also avail portion sizes, which they require in their meals because it is the main component in reducing seizures. Our products aim at assisting our customers who are obese. Our products take time before being digested taking a longer time in the stomach than GI foods. Our customers will feel full for longer reducing their food intake and helping them monitor their diet. Diets that are low carbohydrates help control appetite, increasing the rate fat is lost due to the body entering ketosis making the body rely on fat as fuel. Locarb foods do not have competition; therefore we are flexible in setting our price range that will enable us maximize on profits. For example the low glycemic snack bar is found only in our store. The normal snack bar is found in many outlets such as Wal-Mart, Shopper drug mart, and Loblaw’s. A customer who needs low glycemic snack bar will only come to our stores. Face to face relationship between our customers and us is crucial in the success of our business. Our marketing strategy will focus on improving our social networks with our customers and suppliers. Our market is quite informed on environmental issues and different food issues. Many of our targeted market are already into our information, social and professional networks and this will improve on efficient communication. Our main strategy is to supply our customers with healthy food products and be seen as community initiative. Our secondary strategy will include branding activities where we will improve on our branding, packaging,

Definition And Types Of Anxiety English Language Essay

Definition And Types Of Anxiety English Language Essay In order to understand the specific type of anxiety that learners experience in a foreign language classroom, it is important to first consider anxiety in general terms. As a psychological construct, anxiety is described as a state of apprehension, a vague fear that is only indirectly associated with an object (Scovel, 1991, cited in Tanveer, 2007, p. 3). Speiberger (1976, cited in Wang, 2005, p. 13) distinguished anxiety from fear by pointing out that although anxiety and fear are both unpleasant emotional reactions to the stimulus conditions perceived as threatening, fear is usually derived from a real, objective danger in the external environment while the threatening stimulus of anxiety may not be known. Spielberger (1983, cited in Wilson, 2006, p. 41) defined anxiety as the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system. More specifically, Morris, David, Hutchings (1981, cited in Wilson, 2006, p. 41) claimed that general anxiety consists of two components: worry and emotionality. Worry or cognitive anxiety refers to negative expectations and cognitive concerns about oneself, the situation at hand, and possible consequences, and emotionality or somatic anxiety concerns ones perceptions of the physiological-affective elements of the anxiety experience, which are indications of autonomic arousal and unpleasant feeling states, such as nervousness, upset stomach, pounding heart, sweating, and tension (Morris, David, Hutchings, 1981, cited in Wilson, 2006, p. 41, cited in Cubucku, 2007, p. 134). Trait Anxiety, State Anxiety, and Situation-specific Anxiety MacIntyre Gardner (1991, p. 87-92) identified three approaches to the study of anxiety, which are: trait anxiety, state anxiety, and situation-specific anxiety. Trait anxiety is an individuals likelihood of becoming anxious in any situation (Spielberger, 1983, cited in MacIntyre Gardner, 1991, p. 87). As trait anxiety is a relatively stable personality characteristic, a person who is trait anxious would probably become anxious in many different kinds of situations, more frequently or more intensely than most people do (Woodrow, 2006, p. 309). This approach to anxiety research has been criticized in that the interpretation of trait anxiety would be meaningless without being considered in interaction with situations because a particular situation may be perceived as anxiety-provoking by some but not by others although those people may have similar trait anxiety scores (MacIntyre Gardner, 1991, p. 88). State anxiety, in contrast to the stable nature of trait anxiety, is momentary and thus not an enduring characteristic of an individuals personality. It is the apprehension that is experienced at a particular moment in time (MacIntyre Gardner, 1991, p. 90). In other words, it is a transient anxiety, an unpleasant emotional temporary state, a response to a particular anxiety-provoking stimulus such as an important test (Spielberger, 1983, cited in Wang, 2005, p.13, and cited in Tanveer, 2007, p. 4). The higher the level of trait anxiety an individual possess, the higher the level of state anxiety he or she may experience in stressful situations (MacIntyre Gardner, 1991, p. 90). The state-anxiety approach to anxiety research has been criticized for asking the question Are you nervous now? instead of Did this situation make you nervous?; in other words, it does not the subjects to ascribe their anxiety experience to any particular source (MacIntyre Gardner, 1991, p. 90). Situation-specific anxiety re ¬Ã¢â‚¬Å¡ects a trait anxiety that recurs consistently over time within a given situation (MacIntyre Gardner, 1991, p. 87; Spielberger, Anton and Bedell, 1976, cited in Woodrow, 2006, p. 309). Zheng (2008, p. 2) proposed that the three categories of anxiety can be identified on a continuum from stability to transience, with trait anxiety related to a generally stable predisposition to be anxious across situations on one end, state anxiety related to a temporary unpleasant emotional state on the other, and situational-specific anxiety related to the probability of becoming anxious in particular situations in the middle of the continuum. According to MacIntyre and Gardner (1991, p. 90), situation-specific anxiety can be considered as trait anxiety, which is limited to a specific context. This perspective examines anxiety reactions in a well-defined situation such as public speaking, during tests, when solving mathematics problems, or in a foreign languag e class (MacIntyre Gardner, 1991, p. 90). Facilitating Anxiety and Debilitating Anxiety Facilitating anxiety improves learning and performance, while debilitating anxiety is associated with poor learning and performance. According to Scovel (1978, cited in Tanveer, 2007, p. 10), anxiety, in its debilitating and facilitating forms, serves simultaneously to motivate and to warn the learner. Facilitating anxiety occurs when the difficulty level of the task triggers the proper amount of anxiety (Scovel, 1978, cited in Zheng, 2008, p. 2). In such case, facilitating anxiety motivates the learner to fight the new learning task; it gears the learner emotionally for approach behavior (Scovel, 1991, cited in Tanveer, 2007, p. 11). However, although a certain level of anxiety may be beneficial, too much anxiety can become debilitating: it motivates the learner to flee the new learning task; and stimulates the individual emotionally to adopt avoidance behavior which may lead to avoidance of work and inefficient work performance (Scovel, 1978, cited in Zheng, 2008, p. 2; Scovel, 199 1, cited in Tanveer, 2007, p. 11). Such phenomenon can be best described by the Yerkes-Dodson Law, which suggests a curvilinear association between arousal and performance (Wilson, 2006, p. 45). When represented graphically on an inverted U-shaped curve, the Yerkes-Dodson Law shows that too little arousal produces minimum performance; moderate arousal enhances performance and reaches a peak at the top of the curve; after that, too much arousal will again hinder performance (MacIntyre, 1995, p. 92). FIGURE 1 (MacIntyre, 1995, p. 92) Anxiety in Foreign Language Learning Language learning anxiety has been classified as a situation-speci ¬Ã‚ c anxiety, or a trait which recurs consistently over time within the given context of language learning situations, that is, the language classrooms (MacIntyre and Gardner, 1991; Horwitz, 2001). Horwitz et al. (1986) were the first to treat foreign language anxiety as a separate and distinct phenomenon particular to language learning (Young, 1991, cited in Wang, 2005, p. 16). According to Horwitz et al. (1986, p. 128), foreign language anxiety is a distinct complex of self-perceptions, feelings, and behaviors related to classroom learning arising from the uniqueness of the language learning process. Other researchers also proposed similar definitions. Oh (1992, cited in Wang, 2005, p. 16) perceived of foreign language anxiety as a situation-specific anxiety students experience in the classroom, which is characterized by negative self-centered thoughts, feelings of inadequacy, fear of failure, and emotional reactions. In a similar vein, MacIntyre and Gardner (1994, cited in Wang, 2005, p. 16) described foreign language anxiety as the feelings of tension and apprehension, which are particularly associated with activities in a second language learning context. According to Horwitz (1986, p. 126), anxiety centers on the two basic task requirements of foreign language learning: listening and speaking, and difficulty in speaking in class is probably the most frequently cited concern of the anxious foreign language students. On the other hand, Hilleson (1996, cited in Matsuda Gobel, 2004, p. 22), in his diary study, identified various types of anxiety related to different skill areas: the participants in his research demonstrated anxiety related to not only speaking and listening but also reading and writing. Although research into foreign language anxiety has been almost entirely associated with the oral aspects of language use, there has been a recent trend to identify the relationship between anxiety and other language proficiencies ((Horwitz, 2001, p. 120; Matsuda Gobel, 2004, p. 22). According to Tallon (2008, p. 7), while previous studies suggested that foreign language classroom anxiety is a more general type of anxiety about learning a second language with a strong speaking anxiety element, recent research on foreign language anxiety showed the existence of language-skill-specific anxieties: listening, reading, and writing. The Measurement of Anxiety in Foreign Language Learning Generally, there are three major ways of measuring anxiety in research, including behavioral observation; physiological assessment such as heart rates or blood pressure tests; and participants self-reports of their internal feelings and reactions (Casado Dereshiwsky, 2001; Daly, 1991; cited in Zheng, 2008, p. 3). According to Zheng (2008, p. 3), participants self-reports are by far the most common way of examining the anxiety phenomenon in educational research. Early Research on Foreign Language Anxiety As anxiety is a complex, multi-faceted construct (Phillips, 1992, p. 14), it is not surprising that early studies of the relationship between anxiety and language learning provided mixed and confusing results. Youngs (1991, p. 438-439) review of sixteen studies that examining how anxiety interferes with language learning and performance showed inconsistent results both within and across studies, and she concluded that research in the area of anxiety as it relates to second or foreign language learning and performance was scattered and inconclusive. According to Horwitz (2010, p. 157), Scovels review of the then available literature on anxiety and language learning can be considered a turning point in the study of foreign language learning anxiety. Scovel (1978, cited in Horwitz, 2001, p. 113) attributed the truly conflicting set of findings to ambiguity in the conceptualization and measurement of anxiety. He argued that since the early studies employed different anxiety measures such as test anxiety or facilitating-debilitating anxiety, etc, it was understandable that they found different relationships between anxiety and language learning. Some studies found the anticipated negative relationship between anxiety and language achievement, but there were also several studies which found no relationship, and positive relationships between anxiety and second language achievement were also identified. For example, in a research conducted by Chastain in 1975 (cited in Horwitz, 2010, p. 156), the directions of the correlations between anxiety (test anxiety) and language learning (course grades) in three languages (French, German, and Spanish) were not consistent, indicating three levels of correlation: positive, negative, and near zero. Backman (1976, cited in Aida, 1994, p. 156) examined Venezuelan students learning English in the US, whose language progress measured by a placement test, a listening comprehension test, and teachers ratings did not show a significant correlation with any of the anxiety measures. Kleinmann (1977, cited in Horwitz, 2010, p. 156) utilized the facilitating-debilitating anxiety framework to study Spanish-speaking and Arabic-speaking ESL students, and found that learners with more facilitating anxiety had a lower tendency toward avoidance behavior in the oral production of linguistically difficult English structures while there was no evidence that debilitating anxiety negatively influenced their oral performance. Horwitz, Horwitz, and Copes Construct of Foreign Language Anxiety It is essential to trace the development and subsequent use of the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986), as this instrument has been employed so widely (in its original form, or translated, or adapted) and with such consistent results since it first appeared. As it has been observed to be highly reliable (Horwitz, 1986; Aida, 1994; Rodriguez Abreu, 2003), I was interested in using it for my research. 3.2.1. Development of the FLCAS According to Horwitz (1986b, p. 559), research into the relationship between anxiety and language achievement had been held back by the lack of a reliable and valid measure of anxiety specific to language learning. She further stated that although teachers and students generally felt that anxiety is an obstacle to be overcome in learning a second language, the empirical literature at that time failed to adequately define second language anxiety and to demonstrate a clear-cut relationship between anxiety and language achievement or performance. She suggested that one likely explanation for the inconclusive results of previous studies was that existing measures of anxiety did not test an individuals response to the specific stimulus of language learning. The Foreign Language Classroom Anxiety Scale was developed so as to provide researchers with a standard instrument for such purpose (Horwitz, 1986b, p. 559). This self-report measure was claimed to evaluate the degree of anxiety, as ev idenced by negative performance expectancies and social comparisons, psycho-physiological symptoms, and avoidance behaviors (Horwitz, 1986b, p. 559). The author stated that the scales items were developed from student reports, clinical experience, and a review of related instruments. 3.2.2. Conceptual Foundations of Foreign Language Anxiety From a theoretical viewpoint, Horwitz et al. (1986, p. 127) argued that foreign language anxiety implies performance evaluation within an academic and social context. They therefore identified the three related performance anxieties: communication apprehension test anxiety; and fear of negative evaluation, which are believed to provide useful conceptual building blocks for a description of foreign language anxiety (Horwitz, 1986, p. 128). However, Horwitz (1986, p. 128; 2010, p. 158) also emphasized that foreign language anxiety is not a simple combination of these performance anxieties transferred to foreign language learning. Instead, it is perceived as a distinct complex of self-perceptions, beliefs, feelings, and behaviors à ¢Ã¢â€š ¬Ã‚ ¦ arising from the uniqueness of the language learning process (Horwitz, 1986, p. 128). Communication apprehension was originally defined by McCroskey (1977, cited in Aida, 1994, p. 156) as an individuals level of fear or anxiety associated with either real or anticipated communication with another person or persons. According to McCroskey (1984, cited in Wang, 2005, p. 17), the typical behavior patterns of communicatively apprehensive people are communication avoidance, communication withdrawal, and communication disruption. According to Horwitz (1986, p. 127), due to its emphasis on interpersonal interactions, the construct of communication apprehension plays an important role in language learning. Difficulty in speaking in groups (oral communication anxiety) or in front of the class (stage fright), or in listening to or learning a spoken message (receiver anxiety) are suggested to be all manifestations of communication apprehension (Horwitz, 1986, p. 127). People whose typical communication apprehension is high tend to encounter even greater difficulty communicating in a foreign language class where they have little control of the communicative situation, there exists a disparity between learners mature thoughts and their immature foreign language proficiency, and their performance is constantly monitored (Horwitz, 1986; Horwitz and Gregersen, 2002, p. 562). The inability to express oneself fully or to understand others not only lead to frustration and apprehension in typical apprehensive communicators but also make many otherwise talkative people become silent in a foreign language class (Horwitz, 1986, p. 127). Test-anxiety, or the tendency to view with alarm the consequences of inadequate performance in an evaluative situation (Sarason, 1984, cited in Aida, 1994, p. 157), is also relevant to a discussion of foreign language anxiety because performance evaluation is an ongoing feature of most foreign language classes (Horwitz, 1986, p. 127). Some learners may inappropriately view foreign or second language production as a test situation rather than as an opportunity for communication (Horwitz, 1986, cited in Horwitz and Gregersen, 2002, p. 562). According to Horwitz (1986, p. 126), test-anxious students often put unrealistic demands on themselves and feel that anything less than a perfect test performance is a failure. Unfortunately, students who are test-anxious may suffer considerable stress and difficulty in foreign language classrooms since daily evaluation of skills are quite common and frequent in most foreign language classes. Moreover, making mistakes is inevitable in the language l earning process, and even the brightest and most prepared students often make errors (Horwitz, 1986, p. 128). Fear of negative evaluation, the third performance anxiety related to foreign language learning, is defined as apprehension about others evaluations, avoidance of evaluative situations, and the expectations that others would evaluate oneself negatively (Watson and Friend, 1969, cited in Horwitz, 1986, p. 128). Although similar to test anxiety to some extent, fear of negative evaluation is broader in scope in that it applies to any social and/or evaluative situation in which an individual worries about the possibility of being unfavorably evaluated by others (Wilson, 2006, p. 68). Horwitz (1986, p. 128) pointed out what distinguishes foreign language learning from other academic subjects is that language learners are continually evaluated by the teacher and may also feel they are subject to the evaluation of their peers. Unfortunately, learners who are highly concerned about the impressions others are forming of them tend to behave in ways that minimize the possibility of negative eva luations (Horwitz and Gregersen, 2002, p. 562). In foreign language classrooms, students with a fear of negative evaluation tend to sit passively in the classroom, withdrawing from classroom activities that could otherwise enhance their improvement of the language skills or even cutting class to avoid anxiety situations (Aida, 1994, p. 157). 3.2.3. Reliability and Validity of the FLCAS Horwitz et al. (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS) as a 33-item self-report instrument scored on the basis of a 5-point Likert-type scale, from strongly agree to strongly disagree. Students respond to statements regarding their reactions to foreign/second language classes. Possible scores on the FLCAS range from 33 to 165: the higher the score, the higher the anxiety level. Items were developed from student reports, interviews with specialists about their clinical experiences with anxious language learners, the authors teaching experiences, and a review of related measures of anxiety. According to Horwitz (1986, p. 129), pilot testing of the scale with seventy five introductory Spanish students at the University of Texas at Austin demonstrated its reliability and validity. In terms of internal reliability, the FLCAS achieved internal reliability, achieving an alpha coefficient of .93 with all items producing significant corrected item-total scale correlations. Test- retest reliability over eight weeks yielded an r = .83 (p In one sample of 108 introductory students of Spanish, scores ranged from 45 to 147 (M = 94.5, Mdn = 95.0, SD = 21.4). Internal consistency, as measured by Cronbachs alpha coefficient, was .93, and test-retest reliability over 8 weeks was r = .83, p = .001, n = .78. Aida (1994) tested Horwitz et al.s construct of foreign language anxiety by validating an adapted FLCAS for students of Japanese. She aimed to discover the underlying structure of the FLCAS and to examine whether or not the structure reflects the three kinds of anxiety presented earlier. Her study, using ninety-six students of Japanese, yielded internal consistency of .94 (X = 96.7 and SD = 22.1), using Cronbachs alpha coefficient. The reliability, mean, standard deviation, and range obtained in this study were very similar to those of Horwitz (1986), whose sample was a group of students in introductory Spanish classes. FIGURE 2 (Aida, 1994, p. 159) Manifestations of Foreign Language Learning Anxiety Anxiety, in general, can have physical/physiological, emotional, and behavioral manifestations, and these manifestations can differ with each individual. According to Oxford (1999, cited in Williams Andrade, 2009, p. 4, and cited in Yanling Guizheng, 2006, p. 98): Physical symptoms can include, for example, rapid heartbeat, muscle tension, dry mouth, and excessive perspiration. Psychological symptoms can include embarrassment, feelings of helplessness, fear, going blank, inability to concentrate, as well as poor memory recall and retention. Behavioral symptoms can include physical actions such as squirming, fidgeting, playing with hair or clothing ¼Ã…’ nervously touching objects, stuttering or stammering ¼Ã…’ displaying jittery behavior, being unable to reproduce the sounds or intonation of the target language even after repeated practice. More importantly, behavioral symptoms of anxiety can be manifested in negative avoidance behaviors like inappropriate silence, monosyllabic or non-committal responses, lack of eye contact, unwillingness to participate, coming late, arriving unprepared, showing indifference, cutting class, and withdrawal from the course. Other signs which might reflect language anxiety: overstudying, perfectionism, hostility, excessive competitiveness, as well as excessive self-effacement and self-criticism (e.g. I am so stupid). Causes of Foreign Language Learning Anxiety Research has indicated a number of ways that learning a foreign language can cause anxiety for language learners. Young (1991, p. 427), in a comprehensive review, summarized the personal factors and instructional factors contributing to language anxiety into six categories: 1) personal and interpersonal anxieties, 2) learner beliefs about language learning, 3) instructor beliefs about language teaching, 4) instructor learner interactions, 5) classroom procedures, and 6) language testing. Generally, the six factors proposed by Young (1991) combine with other factors indicated by other researchers to form three main sources of foreign language anxiety: learners characteristics, teachers characteristics, and classrooms characteristics (Tallon, 2009, p. 2). Personal factors (Learner characteristics) Personal and interpersonal issues, according to Young (1991, p. 427), are possibly the most commonly cited and discussed sources of language anxiety. Several studies have discovered the link between anxiety and proficiency (Aida, 1994; Gardner, 1985; Gardner et al., 1997, cited in Zhang, 2010, p. 9). There are significant differences between high proficiency and low proficiency students in language anxiety level with the low proficiency students being much more anxious (Young, 1991). In a similar vein, Horwitz (1986) attributed anxiety to learners immature communicative ability in the foreign language. On the other hand, several other researchers argued that low self-esteem and competitiveness are the two significant sources of learner anxiety. Bailey (1983, cited in Young, 1991, p. 427) studied the diary entries of 11 students and reported that competitiveness can lead to anxiety when language learners compare themselves to others or to an idealized self-image. Likewise, Price (1991 , cited in Young, 1991, p. 427) stated that the majority of her subjects believed their language skills to be weaker than those of the others in class; that they werent doing a good job and that everyone else looked down on them. As regards to self-esteem, Hembree (1988, cited in Young, 1991, p. 427) implied that students who start out with a self-perceived low ability level in a foreign or second language are most likely to experience language anxiety. Krashen (1981, cited in Ohata, 2005, p. 5) also suggests that anxiety can arise according to ones degree of self-esteem as those students tend to worry about what their peers or friends think, in fear of their negative responses or evaluation. In addition, Gregersen and Horwitz (2002) examined the relationship between foreign language anxiety and perfectionism, and found some common characteristics between anxious language learners and perfectionists (e.g., higher standards for their English performance, a greater tendency toward pro crastination, more worry over the opinions of others, and a higher level of concern over their errors). The authors supposed that such characteristics may make language learning unpleasant and less successful for the perfectionist students than for others. Another personality trait that has a positive correlation with foreign language anxiety is shyness: Chu (2008, cited in Zhang, 2010, p. 11) affirmed that anxiety, willingness to communicate, and shyness function together to create a negative impact on Taiwanese students study of English. Learner beliefs about language learning, if erroneous and unrealistic, are also a major factor contributing to language anxiety (Young, 1991, p. 428). According to Tallon (2008, p. 4) when students unrealistic expectations about language learning are not met it can lead to negative feelings about ones intelligence and abilities. For example, the language learners in Horwitzs study (1988, cited in Young, 1991, p. 428): 1) expressed great concern over the correctness of their utterances; 2) placed a great deal of stress on speaking with an excellent accent; 3) supported the notion that language learning is primarily translating from English and memorizing vocabulary words and grammatical rules; as well as 4) believed that two years is enough time to become fluent in another language; and believed some people were more able to learn a foreign language than others. Such erroneous beliefs may make the students later become disappointed and frustrated. In addition, Horwitz (1989, cited in Tallon, 2008, p. 5) found a link between several language learning beliefs and levels of foreign language anxiety in university Spanish students: the more anxious learners judged language learning to be relatively difficult and themselves to possess relatively low levels of foreign language aptitude. Palacios (1998, cited in Tallon, 2008, p. 5) also found that the following beliefs are associated with learner anxiety: the feeling that mastering a language is an overwhelming task; the feeling that one needs to go through a translation process in order to communicate in the target language; the difficulty of keeping everything in ones head; and the belief that learning a language is easier at an earlier age. Tallon (2008, p. 5) concluded that all of those faulty beliefs may cause the students to have unrealistic expectations about the language learning process, and thus lead to anxiety. Instructional factors Teacher characteristics Instructor beliefs about language teaching, which determines instructor-learner interactions, are a further source of language anxiety because the teachers assumption on the role of language teachers may not always correspond to the students needs or expectations toward the him or her (Ohata, 2005, p. 7). Young (1991, p. 428) listed the following teacher beliefs which have been shown to evoke feelings of anxiety in students: it is necessary for the teacher to be intimidating at times; the instructor is supposed to correct every single mistake made by the students; group or partner work is not appropriate because it can get out of control; the teacher should do most of the talking; and the instructors role is that of a drill sergeant. According to Tallon (2008, p. 5), a judgmental teaching attitude (Samimy, 1994) and a harsh manner of teaching (Aida, 1994) are closely linked to student fear in the classroom. Besides, Palacios (1998, cited in Tallon, 2008, p. 5) found the following characteristics of the teacher to be associated with anxiety: absence of teacher support, unsympathetic personalities, lack of time for personal attention, favoritism, absence that the class does not provide students with the tools necessary to match up with the teachers expectations, and the sense of being judged by the teacher or wanting to impress the teacher. Moreover, Young (1999, cited in Tallon, 2008, p. 6) stated that using speaking activities that put the learner on the spot in front of their classmates without allowing adequate preparation are also sources of anxiety for many students. Additionally, Ando (1999, cited in Tallon, 2008, p. 6) argued that having a native speaker for a teacher can cause anxiety because the teacher may lack the sensitivity of the learning process or the teachers English may be hard for students to understand. Classroom characteristics Classroom procedures and other classrooms characteristics are the third major source of foreign language learning anxiety. Young (1990, cited in Tallon, p. 6) proposed a list of classroom activities which are perceived as anxiety-provoking: (1) spontaneous role play in front of the class; (2) speaking in front of the class; (3) oral presentations or skits in front of the class; (4) presenting a prepared dialogue in front of the class; and (5) writing work on the board. Similarly, Palacios (1998, cited in Tallon, p. 6) found demands of oral production, feelings of being put on the spot, the pace of the class, and the element of being evaluated (i.e., fear of negative evaluation) to be anxiety-producing to students. Notably, Oxford (1999, cited in Tallon, p. 7) emphasized learning and teaching styles as a potential source of language anxiety. If the instructors teaching style and a students learning style are not compatible, style wars can trigger or heighten anxiety levels. In addition, it is understandable that language testing may lead to foreign language anxiety (Young, 1991, p. 428). For example, difficult tests, especially tests that do not match the teaching in class, as well as unclear or unfamiliar test tasks and formats can all create learner anxiety. Effects of Foreign Language Learning Anxiety Foreign Language Learning Anxiety and its Associations with the three stages of the Language Acquisition process (Input, Processing, and Output) The effects of language anxiety can be explained with reference to the cognitive consequences of anxiety arousal (Eysenck, 1979; Schwazer, 1986; cited in MacIntyre Gardner, 1994, p. 2). When an individual becomes anxious, negative self-related cognition begins: thoughts of failure (e.g. I will never be able to finish this), self-deprecation (I am just no good at this), and avoidance (I wish this was over) begin to emerge. They consume cognitive resources that might otherwise be applied to the learning task. This then creates even more difficulties in cognitive processing because fewer available resources may lead to failure, which results in more negative cognitions that further consume cognitive resources, and so on. According to MacIntyre (1995, p. 26), anxiety can be problematic for the language learner because language learning itself is a fairly intense cognitive activity that relies on encoding, storage, and retrieval processes (MacIntyre, 1995, p. 26), and anxiety interferes with each of these cognitive processes by creating a divided attention scenario (Krashe