Crocodile Dundee Movie Poster Analysis - 917 Words

The stylised poster of Crocodile Dundee constructs the identity of Australian men as being brave, gritty morally bound macho men who fill the roles of being the protectors of women and conquerors of the universe as man has always been. Paul Hogan is the central focus who represents the supposedly typical Australian man. Linda Kozlowski plays the supporting element in which she is the link between the rest of the world and Australia. The city skyline is the final element which brings the poster together for an immediate understanding for the viewer because it acts as a framing device for the couple. From a modernist point of view in a post-feminist era, viewers can agree with its ideas and Australians especially enjoy our depiction of a†¦show more content†¦The parted lips and wide eyes show fear and dependence and this idea is affirmed by her hand pulling on Paul’s vest. The woman’s construction may prompt viewers to feel New York City women are in need of men with such values as Australian men to protect them. It confirms the idea that New York City is dangerous, full of sexual predators who find pleasure in harassing women such as Linda. Viewers may also feel disrespect towards her because she’s being a product of society’s desire for a sex symbol and not an individual; she must conform to fit in and so it is her fault if she is harassed and tampered with. The buildings make up the foreground but are minimized, compared to the size of the two figures. This shows insignificance of New York City to Paul Hogan and that city wealth and power are trivial matters to Australians who live off the natural land. New York City itself is portrayed as being a dangerous and ruthless city. Three well spaced sharp spires on the buildings symbolise the aggression and rivalry that exists between New York City goers. The shadows in between the buildings might symbolise an underworld environment, a criminal world where there is illegal and seedy activity going on. The many different shapes and sizes show the complexity of the city and how it is a difficult place to survive in. The golden aura around the buildings however representsShow MoreRelatedAn Introduction to Intercultural Communication29172 Words   |  117 Pagesthere are numbers with negative connotations abroad, presenting or packaging products in those numbers when advertising should be avoide d. Images are also culturally sensitive. Whereas it is common to see pictures of women in bikinis on advertising posters on the streets of London, such images would cause outrage in the Middle East. Cultural Values in Cross Cultural Advertising When advertising abroad, the cultural values underpinning the society must be analysed carefully. Is there a religion

Iron Free Essays

Iron is used for a lot of thing in this modern age, it has almost reinvented the new world. Iron was first found in Egypt which started the Iron Age, this made fighting easier with the new technology of the iron sword and more battles specific tools (3). Iron also helped create new city with the foundation of a hard mineral. We will write a custom essay sample on Iron or any similar topic only for you Order Now But, to invent these new technologies they had to be able to identify iron. A way to identify iron is to look for the colors of the ore, iron is a shiny greyish metal that rusts in damp air (1). With the advanced mining technology it is easier to locate and identify the ore. The chemical formula of iron is Fe. The properties of iron are a soft white metal that is malleable, ductile and strong (1). Its surface is most likely rusted or discolored from corrosion. Iron is listed in the Moh scale of hardness from 4-5. Iron fractures like flakes, or bends to the breaking (1). Iron is the fourth most common element in Earth’s crust, it is also found in Earth’s core (2). There are a lot of ways to mine iron, a way to mine for iron is to use explosives to get down to the iron. Another way is to strip mine, a strip mine is a mining system that circles with step like way downs (5). Iron is used for a lot of mecherney, industrial reasons and even war tactics. Most iron is manufactured to make steel, they make steel to make buildings. These uses of iron are very important to use because it has revolutionised our world. Iron is the sixth most common element in the Universe, it is also the fourth most abundant element in Earth’s crust (4). Iron is found both the inner and outer core of the Earth. Iron is highly reactive to Oxygen and water, it also rusts very easily. Iron is very common and is used a lot in our modern day. How to cite Iron, Papers

Lauren Case Study

Question: Write about theLauren Case Study. Answer: Laurens biggest problematic behaviour is that she has decided to be a loner basically because of the social issues happening in her life. The connection between her family issues and injuries she has perceived during the accident and a game contributes to her low-esteem. Dropping friends at such an age where individuals are vulnerable to peer pressure is a dangerous effect to Lauren. She was better placed when she was able to play games and socialise with her friends freely without restriction such as doctors guidelines towards the incurred injuries. As a result of not being able to participate in her daily activities; she has also lost much of her social life and this has worsened her family relationship as she does not respect David as her step-father. As a result of being lonely, Lauren is being drunk too much on Saturdays and Sundays. This has remained to be the only thing' she can comfortably engage with her few new friends she is able to catch up within the neighbourhood. According to Pescosolido, et al. (2010), Alcoholism can make a person loose the beauty of life because of the increased chances of not being a vibrant person. Lauren has been working on a part-time job on Sundays and because of her drinking behaviours, the manager is also losing the faith of her because she is not able to make it in the workplace on time. Lauren will not improve her situation for being an alcoholic; rather, the situation will worsen because she will be unable to perform her daily activities and manage her relationships. She was doing well with her older friends before they were involved in an accident and her life was going on well. Therefore, her behaviour of drinking too much on the weekends might highly affect her problematic problem of spe nding a lot of her time alone on internet and TV (Hosseinbor, Ardekani Bakhshani, 2014). Robs Helpful Actions Rob is a respected and well-performing practitioner who has a significant experience in his profession. His approach towards treating Lauren might be highly contributing much on her adherence to the medical advice and treatment follow ups. Developing a method dealing with Lauren's stress would be helpful and good for enhancing of her treatment effectiveness. Tony, who is Laurens biological father is one of the greatest and meaningful individuals in her life. Involving a counsellor in the treatment process will be significant towards managing Laurens stress and loneliness (Moses, 2010). Lauren has been gaining waiting and this can be highly connected to her reduced self-esteem and this can be improved by helping her engage in physical exercises. This is one of Rob's advice that Lauren did not follow and adhere to maybe because she thought he was pushing her too much. Also, reducing the intensity of alcohol use would enhance her commitment to other important activities such as managing her asthma conditions and improving her social relationships. Diagnostic tests should be conducted to understand the real health conditions that can be treated using medications and provide a follow-up plan to ensure that she adhering to doctor's prescriptions (Zimmer-Gembeck Skinner, 2008). Finally, the doctor Rob should invite her father (Tony) in some of the treatment session and this might change the situation because she has great respect for him. Also, Tony should be informed on Laurens condition and be engaged more on the treatment plan to help in encouraging and advising her d aughter. Robs Unhelpful Actions Laurens is a girl who is not comfortable with the life she is living and she is ready to change only that she has she has not been advised appropriately. Rob has been deviating from the conversation targeted in helping and advising her to change from the bad behaviours. Due to adolescent effect, she might not have liked whoever was telling her to change from heavy drinking and being unsocial. However, Rob was not doing the best approach of helping Lauren recover from her glandular fever and chronic fatigue. The best approach towards improving Laurens condition is by involving a close person is either of her age or her parents. Rob has been planning to involve Laurens mother and stepfather in one of medical check-up meetings. This would not be a good idea because she is not in good terms with her step-father and probably she might be uncomfortable in his presence. Lauren has suffered much from the accidents and probably her parents divorce hence having to live in an environment where she is not comfortable. A person who has been through such a trauma might need to be treated in a more sensitive manner to ensure that they the recovery plans are effective. Adolescents are sensitive to an investigative session because they feel that the involved crossing the boundaries because they have a lot in secret that they are not comfortable speaking them out. There are some possible modifications that Rob could make in his treatment plan towards Lauren to improve its effectiveness. Firstly, he could assure Lauren privacy of whatever information they could discuss and building trust that would be useful in the treatment process. The treatment of teenage with a depression might be hard if they are not accompanied by either or both the parents. This inclusion of some close people in Laurens life would ensure that they are all taken through a psychotherapy process (Sawyer, Miller, Clark, 2007). The main factor that highly contributed to the challenges in the treatment process between Rob and Lauren was due to failed trust. Lauren had started to gain more weight and she had tried to manage it but she finally gave up. This being of the disappointing point of her, Rob could have developed advice on how to manage her body size and she could be comfortable to share more about herself. Anything that is focused on solving her primary problems such as discomfort in living with her stepfather would be meaningful to Lauren. She believes that her mother and Tony were doing well until they divorced. Since she will be happy when they are together, it could be helpful if they get both involved in her treatment decisions and meetings. A follow-up plan might be helping by making contacts every time to check on how is doing. Encouragement on frequent psychosocial and medical check-ups would also be helpful to Lauren and future endeavours in health. Rob should also make Lauren understand how dangerous it is to her health is she does not follow up the mediation. For instance, failure to manage asthma might lead to chronic conditions that could also lead to death (Buu et al., 2007). Lauren should stop taking too much of alcohol because it makes her much disorganised and disorients are the lifestyle (Sobell et al., 2009). Ron should schedule a session that has a social advisor, her father and any other person who might create the environment conducive for her such as her brother Mark. In this meeting, Lauren will be advised of the costs and the benefits of drinking too much of alcohol. She would justify that drinking makes her forget her problems and relieves her mind from the stress. In contrast, it only makes thinks worse and stopping too much drinking of alcohol would improve her relationships, hence making her more socially connected. Also, some alcoholics usually defend themselves by stating that drinking alcohol makes them have fun, Lauren cannot claim that because her sort of drinking does not seem to have such benefits (Olanipekun Bada, 2014). Some of the problems caused include feeling anxious, depressed and ashamed because of the experienced changes in living styles and behaviours. Lauren does not feel comfortable because of her body and neither does she feel her loneliness (Hallal et al., 2006). Also, her changes in behaviours that have also been contributed by her alcoholism have affected her relationships and are currently having no friends expect those they drink together on weekends. Lauren has responsibilities that has not been done pretty well because she has been much committed in drinking, feeling hung over and being lonely. She is working on a part-time basis and her manager is losing faith in her because of not keeping a commitment with the responsibilities and coming to work late (Glass et al., 2009). Lauren should understand that alcohol is not the only way to deal with stress and as she stops drinking, other options such as socialising would help her break her boredom and solve her stress. Also, improvements in her performance will be experienced and she will be able to work effectively and take care of herself; for example engaging in physical activities to reduce her weight (Janssen LeBlanc, 2010). Since she might be addicted, she will be advised on how to deal with alcohol cravings such as talking to someone she trusts such as her father, keeping herself busy with other activities and self-encouragement based on reasons why she should not be drinking (Nigg et al., 2006). The above-mentioned guidelines would help Lauren to stop drinking and focus on the beneficial parts of her life. References Pescosolido, B. A., Martin, J. K., Long, J. S., Medina, T. R., Phelan, J. C., Link, B. G. (2010). A disease like any other? A decade of change in public reactions to schizophrenia, depression, and alcohol dependence. American Journal of Psychiatry, 167(11), 1321-1330. Hosseinbor, M., Ardekani, S. M. Y. Bakhshani, S. (2014). Emotional and social loneliness in individuals with and without substance dependence disorder. International journal of high-risk behaviours addiction, 3(3). Zimmer-Gembeck, M. J., Skinner, E. A. (2008). Adolescents coping with stress: Development and diversity. Prevention Researcher, 15(4), 3-7. Moses, T. (2010). Being treated differently: Stigma experiences with family, peers, and school staff among adolescents with mental health disorders. Social science medicine, 70(7), 985-993. Sawyer, M.G., Miller, L.R., Clark, J.J. (2007). The mental health of 1317 year-olds in Australia: Findings from the National Survey of Mental Health and Well-Being. Journal of Youth and Adolescence 36:2, 185194. Glass, J. M., Buu, A., Adams, K. M., Nigg, J. T., Puttler, L. I., Jester, J. M., Zucker, R. A. (2009). Effects of alcoholism severity and smoking on executive neurocognitive function. Addiction, 104(1), 38-48. Buu, A., Mansour, M., Wang, J., Refior, S., Fitzgerald, H., Zucker, R. (2007). Alcoholism Effects on Social Migration and Neighborhood Effects on Alcoholism over the Course of 12Years. Alcoholism: Clinical and Experimental Research, 31(9), 1545-1551. https://dx.doi.org/10.1111/j.1530-0277.2007.00449.x Nigg, J. T., Wong, M. M., Martel, M. M., Jester, J. M., Puttler, L. I., Glass, J. M., Zucker, R. A. (2006). Poor response inhibition as a predictor of problem drinking and illicit drug use in adolescents at risk for alcoholism and other substance use disorders. Journal of the American Academy of Child Adolescent Psychiatry, 45(4), 468-475. Olanipekun, J. A., Bada, F. O. (2014). Alcoholism: A Social Deadly Disease of the Society. International Journal of Innovative Research and Development|| ISSN 22780211, 3(13). Sobell, M. B., Sobell, L. C., Peterson, A. L., Brundige, A., Hryshko-Mullen, A. (2009). Using Reduced Alcohol Consumption As A Strategy To Minimize Weight Gain When Stopping Smoking. Alcoholism: Clinical Experimental Research, 33, 245A. Janssen, I., LeBlanc, A. G. (2010). Systematic review of the health benefits of physical activity and fitness in school-aged children and youth. International Journal of Behavioral nutrition and physical activity, 7(1), 40. Hallal, P. C., Victora, C. G., Azevedo, M. R., Wells, J. C. (2006). Adolescent physical activity and health. Sports Medicine, 36(12), 1019-1030.

Ultradian Rhythms free essay sample

Ultradian rhythms are bodily rhythms that last less than 24 hours. The most obvious ultradian rhythm is the different stages of sleep, existing within the ciradian rhythm of the sleep-wake cycle. Sleep is dived into cycles, each lasting about 90 minutes. During these cycles, we will experience 5 different stages of sleep- the first four being characterized as non-rapid eye movement sleep (NREM), and the last stage being characterized as rapid eye movement sleep (REM). When human beings are awake, the electrical activity in their brain usually takes the form of fast, erratic brain waves. These waves are known as beta waves. During stage 1 of sleep, the brains electrical activity begins to change, with the brain waves becoming more slow and regular. This demonstrates that the persons mind is beginning to relax, and these waves are known as alpha waves. The presence of alpha waves in the brain can usually be used to indicate that the onset of sleep has occurred, and that the person is no longer awake. We will write a custom essay sample on Ultradian Rhythms or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As well as a change in electrical activity, the persons core body temperature will also drop and their heart-beat slow down. As the sleeper goes into Stage 2 of sleep, their brain waves become even slower and a greater amplitude. These are called theta waves. This shows that the brain is becoming increasingly more relaxed. During this stage of sleep, it is common to experience sudden bursts of brain activity: known as K complexes and sleep spindles. Stages 1 and 2 of sleep are commonly referred to as being as being light sleep. This means that people in these stages of sleep can be easily awoken by external factors such as noise. Stages 3 and 4 of sleep are characterized by even slower brain waves, known as delta waves. Stages 3 and 4 are often referred to as being slow-wave sleep (SWS)- and sleep during this time is far more deep than in the previous two stages. However, the sleeper has not reached a state of unconsciousness, and can still be woken up by certain external factors (eg. Parents being woek nby the sound of their baby crying). These are the stages of sleep where most of the bodies physiological repair work occurs. It can also be associated with biochemical changes, such as the release of growth hormone taking place during this time. In these first four stages of NREM sleep, dreams have been shown to be unlikely to occur. During a study by Dement and Klietman, in which participants were woken up when their brain waves indicated certain stages of sleep, it was shown that only around 7% of participants had reported having dreams when their brain activity had indicated the stages of NREM sleep. Stage 5 of sleep, the final stage in the sleep cycle before it repeats, is known as REM sleep. This the stage of sleep where brain activity is most like that of the awake brain. It is also the stage of sleep where most dreams are likely to occur.

Corporate Social Responsibility Program Essays

Corporate Social Responsibility Program Essays Corporate Social Responsibility Program Paper Corporate Social Responsibility Program Paper Essay Topic: The Social Contract Is corporate social responsibility a new business trend or perhaps a source for competitive advantage? It definitely is a catchphrase of the early 21st century business. The impact of business on the social and natural environment has been more or less under discussion for the past 40 years but in recent years it has become one of the most relevant issues in the business environment. Investors, academics, NGOs and business consultants are all talking about corporate social responsibility. In this report, I attempt to show the corporate social responsibility program at Deutsche Post DHL from a self-reporting and an outside-image view. Moreover, I will introduce the different levels of CSR as well as the conflict between Corporate Social Performance (CSP) and Corporate Financial Performance (CFP). Furthermore, I will discuss the moral foundation of Deutsche Post DHL. In my proposition, the paper will be divided into the following three main parts: critical analysis of the Deutsche Post DHL program, CSR debates and moral foundation. The first part will show the diversity of social engagements at Deutsche Post DHL. I intend to point out the three main focus areas – environment, disaster management and education, rather than focusing on individual projects. Furthermore, this section should include an overview of the positive and negative critique of the CSR program at Deutsche Post DHL. The second part will deal with the conflict between CSR and CFP and Corporate Social Performance (CRP). Subsequently to the theory, I will answer two questions: 1. Does Deutsche Post DHL benefit from its social and environmental activities? 2. What CSP-levels did Deutsche Post DHL reach so far? The last part explains the moral philosophy of Aristotle and to what extend the CSR program of Deutsche Post DHL is based on this moral foundation. As a result, I aim to demonstrate that on the one hand, the company is able to help the society and to minimize its negative impact on the environment. On the other hand, the company is trying to maximize its profit. At the end, I conclude that Deutsche Post DHL is seriously engaging in corporate social responsibility but the company does not stop thinking about its financial performance. 2. Introduction The discussion about companies’ social and corporate responsibility is gaining importance in the past years. The state, employees and other stakeholders demand more than profit maximization. Companies are asked to operate socially responsible. The fundamental idea is about a give-and-take basis. A variety of companies recognized already the importance of giving and they are presenting themselves as socially responsible. But many of them are doing it, because they want to get a profit out of it. Through a look inside a company, one can observe that at the back of obvious social activities, companies are profit maximizing with their engagements. In order to identify the exact reasons, why a company may engage in CSR, this report will focus on a single company – Deutsche Post DHL. Deutsche Post DHL is the world’s leading postal and logistics group. Its integrated DHL and Deutsche Post brands offer comprehensive services in international express, air and ocean freight, road and rail transportation and contract logistics. Deutsche Post is Germanys only universal provider of postal services and delivers mail and parcel in Germany and the world. The Group generated revenue of more than 46 billion Euros in 2009 with over 470,000 employees in more than 220 countries and territories (cf. Annual Report, 2009). As such, Deutsche Post DHL has a special responsibility to use its core expertise to the benefit of society and to continuously minimize its negative impact on the environment. 3. Methods The purpose of this paper is to obtain knowledge about CSR and to analyze the CSR program at Deutsche Post DHL critically. Therefore, I will illustrate how Deutsche Post DHL presents its CSR program. I intend to point out the three main focus areas – environment, disaster management and education, rather than focusing on individual projects. Additionally, this part will give a summary of the positive and negative critique of the CSR program at Deutsche Post DHL. With these critiques, one will be able to prove the reliability of the CSR program at Deutsche Post DHL. In the second section, I will focus on the conflict between the stakeholders and the shareholders perspective. Furthermore, I will give an overview of the different elements in Corporate Social Performance: social responsibility, social responsiveness and social issues. Subsequently to the theory, the report will demonstrate how Deutsche Post DHL implemented the theory. Additionally, the report aims to show Deutsche Post DHL’s level of CSP. After the CSR debates, the report will introduce the morale ideas of Aristotle and how the Deutsche Post DHL’s CSR program bases on these ideas. Due to the word limit, this report will not include other morale foundations such as Machiavelli, Rousseau or Locke. The last part will summarize the results before there will be a final conclusion. 4. How does Deutsche Post DHL present its CSR program? In 2006, Deutsche Post DHL introduced a code of conduct which is compulsory in all regions and all departments. â€Å"The key pillars of this code of conduct are respect, tolerance, honesty and candor as well as willingness to assume social responsibility. The guidelines apply to all employees, irrespective of their place in the Groups hierarchy, and to divisions† (Deutsche Post DHL, 2010). Additionally, Deutsche Post DHL has chosen â€Å"Living Responsibility† (Sustainability Report, 2009) as its motto, which ought to symbolize its variety of initiatives in the areas of environmental protection, disaster management and education. â€Å"They are designed to increase the employees’ motivation and their identification with the company as well as to make the group more well-known and respected and to improve its competitive position† (Annual Report, 2009). 4. 1. Environmental Protection Go Green In 2008, Deutsche Post DHL initiated its ambitious GoGreen climate protection program. The company’s goal is to â€Å"reduce CO2 emissions for every letter and parcel sent, every tonne of cargo transported and for every square meter of warehouse space used by 30% by 2020 (compared to our 2007 baseline)† (Deutsche Post DHL, 2010). Since the transport-related CO2 emissions are determined and offset through internal reduction measures and external climate protection projects, Deutsche Post DHL became the first logistics company offering carbon neutral packages. Furthermore, the company invented a pilot project with new transporters which are using less fuel and alternatives to fossil fuels (cf. Deutsche Post DHL, 2010). 4. 2. Disaster Management Go Help Due to comprehensive expertise in logistics and the high profile worldwide, Deutsche Post DHL is well prepared for helping at natural disasters. Deutsche Post DHL’s support focuses on two core areas: Logistics support after natural disasters and disaster preparedness. Primarily, the task of DHL Disaster Response Teams (DRT) is to eliminate shortages in the disaster area. For that reason, trained logistic experts are going into the affected areas and to the airports respectively in order to coordinate activities. These experts see to it that the transport of substantial relief goods such as food, medicine and sanitary articles is ongoing – even if there is no infrastructure (cf.Deutsche Post DHL, 2010).After these teams are requested by the UN-Office for the Coordination of Humanitarian Affairs (OCHA), they are ready for action within 72 hours. There are three teams, which form a network covering almost all regions in the world that are affected by natural disasters on a regular basis. Furthermore, Deutsche Post DHL supports locals, who are responsible for disaster preparedness. For optimal trainings, Deutsche Po st DHL cooperates with the United Nations Development Program (UNDP). Together they invented the program Get Airports Ready for Disaster (GARD), which prepares airports to handle the flow of incoming relief goods (cf. Deutsche Post DHL, 2010). 4. 3. Education Programs Go Teach Alongside the focus areas environment and disaster management, education is the third focus area at Deutsche Post DHL. The company believes that â€Å"Education is key to our childrens future and our own success as the worlds leading logistics company and one of the largest employers worldwide† (Deutsche Post DHL, 2010). Therefore, Deutsche Post DHL is cooperating with Teach First Deutschland in Germany. Teach First Deutschland is an initiative launched in 2009. By working in a secondary school for two years as Fellows, outstanding university graduates help to ensure that even children and youths with fewer opportunities get a chance to move up. (cf. Teach First, 2010). Additionally, Deutsche Post DHL wants to encourage its engagements in education all over the world. 5. How does the environment respond to Deutsche Post DHL’s CSR Program? During the past years, Deutsche Post DHL obtained awards and positive critique as well as negative critique for its CSR program and its efforts.

Apologia Marine Essay Example for Free

Apologia Marine Essay 1. Definitions a. Metabolism- The process by whichc a living organism takes energy from its surroundings and uses it to sustain itself, develop and grow. b. Photosynthesis-the process by which an organism uses the energy from the sun to produce its own food c. Autotrophs- organisms that are able to produce their own food d. Heterotrophs- organisms that cannot make their own food and must obtain it from other organisms e. respiration — the process by which food is converted into usable energy for life functions f. homeostasis — the tendency of living organisms to control or regulate changes in their internal environment g. diffusion — the movement of molecules from an area of high concentration to an area of low concentration h. osmosis — the diffusion of water across a selectively permeable membrane i. osmoconformer — and organisms that allows its internal concentration of salts to change in order to match the external concentration of salts in the surrounding water j. Osmo regulator — an organism that regulates its internal concentration of salts k. Poikilotherm- an organism whose body temperature changes with its surrounding environment l. ectotherm — an organism whose body temperature is controlled by its surrounding environment m. homeotherm- an animal that maintains a controlled internal body temperature using its own heating and cooling of mechanisms n. Endotherm- an animal whose internal body temperature is a result of internal sources of heat o. a sexual reproduction — reproduction accomplished by a single organism p. sexual reproduction — reproduction that involves the union of gametes from two organisms: a male and a female q. binomial nomenclature — identifying an organism by a genus and species name 2. carbohydrates, proteins, lipids, and nucleic acids 3. oxygen levels would be lower at night than during the day 4. no, they must feed on extra material made by photos synthesizing plants 5. no, both groups containing organisms like that 6. population 7. water will travel through osmosis to the outside 8. the body fluids would change. There would be more concentration of  dissolved substances in the body 9. no. They could have warm blood if their environment is warm 10. yes 11. no 12. the plant from the cutting 13. the cell with 24 chromosomes 14. the cell with 12 chromosomes 15. yes Apologia Marine. (2016, Mar 10). We have essays on the following topics that may be of interest to you

Math Homeworks Essay Example | Topics and Well Written Essays - 2500 words

Math Homeworks - Essay Example leted the correlation would increase as this means the X rays which had the highest student rank will be omitted thus leaving a minimal difference between the student rank and the experts rank. Both variables may result from a common cause. From the outline, to have good grades does not necessary have to be caused by gaining fathers acceptance. Gaining fathers acceptance and good grades may result from a common cause. c) This program is an example of Simpson’s paradox because it demonstrates the problems might happen with gender hidden information concerning the two programs intake. Program A was easier to get admitted when compared to program B. Program A interested Men more while Program B interested Women More. This is an instance of coincidences which is the surprising concurrence of events perceived meaningfully related but with no apparent causal connection. If one of them, I would consider the occurrence amazing due to its concurrence to the dream. No. This is not true since it is based on the gamblers fallacy which is a common misconception since in any specific sequence; the sequence of heads and tails is just as likely as any other if the coin is fair hence making the whole thing a misconception. This is because it touches on issues of reality. One would be bothered if he was distant from the mother and by the fact that the person has gone to seek a psychic means he is unsure of himself and people can have two complexions which is light complexion or a darker complexion. This is a case of coincidences that may only seem improbable. When the guy says he will do so, the probability can become so large than when you watch him play from a far. This could also be from his daily experiences which may make some appear to be improbable. When many samples of size n are taken, the frequency curve of p’hats’ from the many samples will be bell shaped with a standard deviation given by √(true proportion)*(1- true proportion)/(sample size). c) A

Benefit Corporations Essay Example | Topics and Well Written Essays - 500 words

Benefit Corporations - Essay Example fit Corporations differ from other normal corporations based on the aspects of transparency in their operations, accountability to the state and specific purposes (Overton, et. al, 76). However, when it comes to taxation, there is no difference as they are all taxed in a similar manner. Benefit Corporations pursue a wide goals aimed at promoting the welfare of the society around it beside the profit-making motive. This separates them from other corporations that only focus only on maximizing profits to benefit the shareholders. The benefit corporations as opposed to other corporations are in a position to increase their fiduciary duty of their directors so as to have them consider non-financial stakeholders while at the same time their financial interests. Benefit Corporations have a number of provisions based on their purpose, accountability, transparency and right of action. The purpose of a benefit corporation to create a general public benefit. The directors are fully accountable to all the stakeholders of the corporation. Transparency in benefit corporations is ensured through publishing of annual Benefit Report that is delivered to all the stakeholders through the public website and circulars to all shareholders. The shareholders as well as the directors of Benefit Corporations have the right of action against violation of any of their duties. The structure of a benefit corporation is composed by a minimum status vote which is mainly a 2/3 in most of the states. Some of the benefits of a Benefit Corporation besides the general public benefit include improvement of human health, increasing the flow of capital to public entities to ensure proper benefit, preservation of the environment, promotion of economic empowerment to communi ties and individuals and provision of low-income individuals or communities with beneficial products and initiatives. Patagonia is among the first corporations to be registered in the state of California as a Benefit Corporation.

Various forms of the supernatural in Macbeth Essay Example for Free

Various forms of the supernatural in Macbeth Essay Shakespeare uses various forms of the supernatural in Macbeth, such as the witches, ghosts, visions and even Lady Macbeth. However, before analysing how and why he utilised the supernatural, it must first be ascertained why he was able to make use of the supernatural. At the time in which Shakespeare wrote Macbeth (the beginning of the 17th century) it was widely believed that witches existed and possessed evil powers, the most common and stereotypical of which were known to all people of this period. Even the king (James I) upheld this belief as is demonstrated in his essay entitled Daemonologie in which he states, The fearefull aboundinge at this time in this countrie, of these detestable slaves of the Devil, the witches or enchanters, hath moved me. Therefore it was possible for Shakespeare to make use of the supernatural in Macbeth as his contemporary audience would have readily believed it. His use of the supernatural in Macbeth could also be seen as flattery of the king by Shakespeare, showing his support for the kings theories in order to win his favour and even donation towards Shakespeares future productions. Shakespeare uses the supernatural to create a certain ambiguity: was Macbeth thoroughly evil, or did the witches directly lead him to his ultimate destruction? Firstly, with his use of language and description, he creates a terrifying image of the three witches to deliberately frighten the audience. He also makes use of stereotypical ideas about witches to make it clear that these are real witches, witches that the audience of the time would have believed in without question. He incorporates both of these factors with the stage direction of Thunder and lightening every time the witches enter. Bad weather conditions such as thunder, lightening and rain are still a common tool used to create frightening situations in horror films of today. However, Shakespeare does not only suggest the supernatural but actually states the three hags to be witches. The use of three is also notable as it is supposed to be a magical or mystical number. In the first act, the witches are already predicting the future That will be ere the set of sun, which is a supernatural power the Jacobean audience believed witches to possess. Another common belief about witches is introduced in the first act by the lines, I come Graymalkin, and, Paddock calls. Witches were thought to have familiars which were demons who helped with their evil work. Therefore, by the end of the first act, Shakespeare has already established that these are real witches with real powers, thereby indicating that the supernatural is going to play a significant part in the play. Throughout the play Shakespeare deliberately includes these widely believed powers that witches were supposed to have, which suggests that the witches and the supernatural do affect the outcome of events and that Macbeth was not entirely to blame. The line, Sleep shall neither night nor day hang upon his penthouse lid, is an example of the witches power over humans and could also suggest that when Macbeth and Lady Macbeth cannot sleep later in the play, the witches might have something to do with this. There is therefore a constant reminder of the fact that it could be the witches controlling things but alternatively there is still the possibility that they merely suggest and Macbeth is indeed in control of his own actions. In Act 1 Scene 3 the real powers of the witches are reiterated in preparation for the entry of Macbeth. The common practises of witches are once again included, such as that they could sail in a sieve and turn themselves into animals, in a sieve Ill thither sail, and like a rat without a tail and also that they had the ability to change the weather Ill give thee a wind. The point of the line, Yet it shall be tempest -tossed. is to really instil in the audience the power of the supernatural and this is aided by the rhythmic chant that is built up by this spell. Shakespeare is portraying the witches as a powerful team of wicked, evil women, all in preparation for Macbeth to enter. This appears to indicate that Shakespeare is showing the audience that the supernatural will have power over Macbeth just as they had power over the Master of the Tiger. An important aspect, however, in deciding on Macbeths responsibility for his actions is the fact that he asks the witches to speak Speak if you can, he invites the supernatural into his life. At this point, the witches ability to foresee the future is used again in the form of two predictions. The first is that he will be Thane Of Cawdor, this is frightening for the audience as they already know he will get this title and therefore their prediction is obviously correct . The second prediction is that he shalt be king hereafter. This poses the question: are the witches merely giving Macbeth the suggestion from which he formulates the idea himself, are they simply telling him his fate, or is it the witches actions that cause Macbeth to carry out the deed of killing Duncan. It is noticeable that after this prediction Macbeth is said to be rapt withal, indicating that he is shocked by this but at this point he is still able to dismiss all dishonourable thoughts. In Act 4 Scene 1, Shakespeares use of language to create a grotesque and terrifying image of the supernatural can be seen once again. The use of repulsive and cruel images such as, Finger of birth-strangle babe, ditch-delivered by a drab, illustrate the gruesome scenes deliberately included by Shakespeare to terrify the audience. The horror is portrayed with the use of an onomatopoeic chant, Double, double toil and trouble; fire burn and cauldron bubble. This line also sounds particularly sinister as a result of the alliteration, assonance and consonance used together to create a powerful incantation. Common stereotypes are used yet again in the form of images of the night, such as darkness, moons eclipse and wool of bat. Disgusting images of dismembered reptiles are also included such as, Adders fork, and blind-worms sting, lizards leg A contemporary reference is made by the words blaspheming Jew and nose of Turk, and Tartars lips because the audience would have been completely Christian and these peoples would have been destined for hell. Once the seen has been set, the witches can play a significant role in that they give Macbeth a false confidence by misleading him with riddles this is used by Shakespeare to create dramatic irony.

Voluntary Abortion or Compulsory Sterilization? :: Argumentative Persuasive Topics

Voluntary Abortion or  Compulsory Sterilization? Starting in the mid-1960s, some erosion of the anti-abortion laws began to take place. But these efforts have not been supported by many of the more vocal groups who are trying to do something about excess population growth; to them, compulsory birth control and compulsory sterilization are apparently more palatable than voluntary abortion. The result is legal chaos--which has been the situation with reference to abortion since it was first made illegal in this country. Contrary to popular belief, the legal strictures against abortion are of comparatively recent origin. Until the early nineteenth century--at common law both in England and in the United States--abortion before quickening was not illegal at all. It became so only in the early 1800s. And according to Professor Cyril Means and others who have studied the problem, the reason for the enactment of the laws was not protection of morals or of the "soul" of the fetus, but rather a reflection of the fact that at the time all surgical procedures were highly risky because of the probability of infection (this was before Lister). Abortions were made illegal for this reason except where they were necessary to save the life of the mother; that is, where the great risk of infection which every operation involved was outweighed by the risk of carrying that particular pre gnancy to term. The situation is today reversed; abortion under modern hospital conditions is safer than childbirth. Nor is there any evidence that abortion involves psychological health hazards. A poll of the American Psychiatric Association in the mid-1960s revealed overwhelming support for more easily available abortions and a conviction that adverse psychological sequelae from abortion are negligible both on an absolute standard and as compared with such sequelae from childbirth and unwanted children. Though the population experts have not yet aligned themselves on the side of abortion-law reform, something is beginning to happen. Seven states--Arkansas, California, Colorado, Georgia, Maryland, New Mexico, and North Carolina--have amended their laws to permit abortion not only to save life but also to protect the health, mental and physical, of the mother, in cases of rape and incest, and to avert the birth of defective offspring (Governor Reagan forced the omission of this ground in the California law). Many other states have been and are now considering abortion reform or repeal bills but usually without the support of the powerful groups who are backing other forms of population control.

Lenin’s View of Economic Policies in Russia Essay

Lenin’s view of economic polices in Russia between 1917 and 1923 was shaped by the factors of War Communism, and the New Economic Plan (NEP). Lenin realized that to have a successful economy and to keep the idea of equality in Communism there had to be a compromise; there needed to be a balance of state control and individual incentive for the economy to prosper. Through the failure of War Communism and the success of the economy and the drift away from Communism with the NEP; Lenin learned the ‘do’s and don’ts’ of a successful economy. Lenin described what the country needed to do to have a successful economy, he said, † We have found that a degree of private commercial interest, with state supervision and control of that interest, is all we actually need†¦ (doc. 5). This shows how both War Communism and the NEP were factors that shaped Lenin’s compromising idea of what a economy needed to be successful. The War Communism policy was adopted to keep the Red Army supplied. During War Communism the government took control of industry, and told factories what to produce; and the government would take any grain that was produced by the farmers. The Cheka would steel the grain that the farmers produced, this made the farmers angry and they no longer had any incentive to grow crops because the crops would just be taken away from them. Also money became worthless, wages were paid in food or other goods, and many people bartered goods instead of using money. The situation for the farmers and the peasants got worse. By 1921 Russia’s economy was shattered. Industrial production had drastically decreased; and the cities were in chaos. Agriculture had been demolished. War Communism was put in affect to increase the productivity of both industrial goods and food, but the workers and farmers saw no point in putting in the effort if in the end it would be taken away from them. War Communism led to the destruction of the economy of Russia. Lenin finally admitted that War Communism was a mistake, he said, â€Å"The small farmer needs a spur, and incentive that accords with his condition†¦ We are very much to blame for having gone to far; we overdid the nationalization of industry and trade, clamping down on the local exchange of commodities. Was that a mistake? It certainly was. (doc. 4)† This quote is an example of how Lenin realized that he had made a mistake and this quote also shows that Lenin understands that the workers and farmers need an incentive to work; with an incentive the economy will grow. Lenin’s view of economic policies was greatly influenced by the failure of War Communism, and by the failure he was able to figure out another system that would revive Russia’s economy. Lenin realized that to have a successful economy the people have to have the incentive to work. Lenin also knew that if he did not improve the economic state of Russia that the Communists would not survive; War Communism took the ‘safety net’ away from the Communists. Lenin had to act quickly to figure out another policy that would make the people want to work, and to revive the economy. In 1921 the NEP was created to fix the economy. Lenin created this new policy to try to burst the morale of the people and make them want to produce more grain or products. The transition form War Communism to the NEP was drastic, the people had to change there lives to fit this new, more capitalists society. Though the change to a more capitalist economy, the NEP was successful in ‘jump starting’ the farming production, for example. Lenin says, â€Å"Release of [surplus goods] into circulation would stimulate small farming, which is in terrible state†¦Ã¢â‚¬  (doc. 4) This is a great example of how Lenin realizes why he needs to change from the War Communism to the NEP, for a least one reason to increase the amount of grain produced. The creation of the NEP changed many laws that were once holding Russia’s economy back. Grain requisitioning was stopped. Grain was no longer taken from the peasants. Also traders could buy and sell goods, which was illegal during War Communism. Smaller factories were returned to their former owners; and they were allowed to sell the goods they made and make a profit from them. Finally larger industries like coal and steel remained under state control; but some larger factories were able to sell their products. These were some of the main differences between War Communism and NEP. During the NEP the economy prospered, because people were now allowed to keep some of the goods they made and then sell them for their own profit. This made the people want to produce more so they could have more for their family. Lenin described some of the good affects that the NEP had, he said, â€Å"We have achieved much with our requisitioning system. Our food policy has made it possible in the second year to acquire three times as much grain as in the first.† (doc. 2) Lenin was talking about the great increase in the production of grain, this great increase was directly related to the NEP; because the peasants could keep some of the grain they made which gave them an incentive to work hard. Communists were angry because they saw the country returning to capitalism. They did not like the fact that bosses of factories called kulacks could hire men to work for them. Also Communists disliked the ‘Nepmen’, because they made a high profit by buying goods cheaply and then selling them for more. Though the NEP revived the economy, people, especially peasants were unhappy with the new capitalist society. Lenin’s view of economic policies was changed through the NEP, he knew that people need the incentive to work, but he also knew he could not give the people to much economic freedom; the idea of balancing the policy of War Communism and NEP was Lenin’s final view of how to keep the people happy and to sustain a great economy.

Report: Louis R. Chênevert, United Technologies Corporation Essay

Louis R. Chà ªnevert was born in 1958 in the Quebec province of Canada. Raised on the outskirts of Montreal, Chà ªnevert spent his childhood and adolescent years close to his community. With close ties to the area, he attended the University of Montreal. In 1979, he graduated with a bachelor of commerce in product management. Upon graduating, Chà ªnevert was hired by the General Motors Corporation in St. Therese, a suburb of Montreal. From 1980 to 1994, Chà ªnevert spent the duration of his primary career at General Motors. During his employment, he continually pursued challenging positions. Before resigning in 1994, he achieved the position of Production General Manager; he was promoted to this position when he was only 33 years old. His pursuit of attaining challenging executive management positions did not end there; it was only the beginning. After resigning from General Motors, Chà ªnevert accepted the position as Vice President of Operations at Pratt & Whitney Canada, a su bsidiary of the United Technologies Corporation, UTC. While in Canada from 1994 to 1997, Chà ªnevert instituted what is called lean manufacturing principles; these principles immensely enhanced the plant’s efficiency. In turn, these principles stream lined operations and made the Canadian sister company of Pratt and Whitney a profitable business. In 1995, he was recognized by Quebec with the Nouveaux Performant award for â€Å"outstanding young leaders.† (Bloomberg/Businessweek) As Vice President of the Canadian operation of Pratt & Whitney, Chà ªnevert gained the respect of his fellow peers, and gained recognition by the executive management team of UTC. From 1997 through 2006, Chà ªnevert significantly ascended the corporate ladder. In 1997, he was appointed as the executive vice president of operations and aftermarket services for Pratt & Whitney’s Connecticut operations. This appointment laid the ground work in obtaining a thorough understanding of the core subsidiary business of UTC. In 1998, he was promoted to President of Pratt & Whitney’s Connecticut operations. And in 2006, Chà ªnevert continued his upward ascent in executive management as he became Chief Operating Officer of UTC. After becoming Chief Operating Officer, Chà ªnevert was groomed to be the successor of the then current CEO  and Chairman, George David. David took Chà ªnevert as his apprentice to prove to Wall Street and investors that Chà ªnevert had what it took to run a successful operation. (Wall Street Journal, On-Line) After two years of grooming, George David stepped down and handed the reins of the technology conglomerate to Chà ªnevert. The successful mentorship by George David, and quick study by Chà ªnevert, provided a smooth transition from one CEO to another. On April 9, 2008, Louis R. Chà ªnevert was appointed Chief Executive Officer and Chairman of UTC. Since his inception, UTC has diversified their portfolio with technology related mergers to further allow them to position themselves globally as a leader in the technology field. This diversification of U TC’s portfolio has allowed UTC to weather the current economic downturn better than many other corporations. His current yearly compensation of $1,435,000 is not merely as much as his bonus of $1,700,000. He was rewarded with $6,217,560. in restricted stock awards, and $11,149,152 in other compensation. His total compensation for 2009 ranked him 41st in CEO payout. (Forbes.com, CEO Compensation) What I find most striking about Louis R. Chà ªnevert’s role as a leader is his ability to leverage his experience from the past while listening attentively to his peers to make solid decisive business decisions. This approach allows him to make informed decisions when uncertainty is looming. He presents himself as an authority, yet conveys this authority politically correct. His professional business etiquette portrays him as a man of distinction. Besides having these strong leadership traits, his in-depth involvement as a philanthropist goes beyond giving exuberant donations. Chà ªnevert becomes deeply involved in monitoring how his donations are used. His work-social life balance projects an admirable image beyond that of a typical CEO. Outwardly, he conveys a confident distinguished image with an old world style mannerism. He is a CEO for our times. He combines the distinctive traits of listening, decisiveness, and philanthropy to leverage his authority in conducting sound decisions while keeping a positive outlook. He is a combination of many traits, but remains conservative in his approach to work. In such volatile economic times that we face today, Chà ªnevert has the leadership skills needed to successfully run this corporation while pursuing meaningful philanthropic obligations outside of the norm. Chà ªnevert’s ability to leverage his experience comes from a thorough understanding of the business  because he started at the bottom and worked his way up. This experience has allowed him to turn companies around during economic downturns while maintaining a positive attitude and workforce. This ability to see positiv e in unlikely situations has always found favor with fellow workers and shareholders. Bloomberg News recently interviewed Chà ªnevert who made the remark that â€Å"Bombardier has a ‘full pipeline’ of potential C-Series customers and expects order announcements by year-end.† (Bloomberg 09-01-10) Pratt and Whitney has been on the losing end of its share of commercial customers, but this news brings enthusiasm to their workers for developing the engines which will keep Pratt and Whitney in the commercial jet engine business. Not only has this re-invigorated the workforce in these unprecedented economic times, but it has kept UTC’s stock price in good standing when other companies are struggling. Chà ªnevert seems to always find a way with words even when faced with downsizing to stay competitive. In a recent article in â€Å"Aviation Week†, Chà ªnevert exclaimed â€Å"our results and diversified portfolio show Pratt is well positioned to withstand the tough times we have in front of us in the next few months. It’s a good posi tion to be in.† (Aviation Week, Morris) However, Chà ªnevert’s restructuring efforts for increased profitability has not always been favorable with fellow workers or local politicians. In order for UTC to stay within operating budgets, he was tasked with slashing thousands of jobs in Connecticut. While facing uncertainty in the current economic recession, the decision to downsize further was a decision he had to make immediately—and he did. This decision did not sit well with the Connecticut legislature either, but as Chà ªnevert explained, difficult times meant making difficult decisions to keep the corporation profitable. His experience from the past has led Pratt back to profitability while keeping the workforce and shareholders thinking positively. Chà ªnevert has always been known to give direction decisively in times of uncertainty. His ability to make hard decisions has proven his leadership ability. In difficult economic times, Chà ªnevert was able to make the tough decisions immediately to keep UTC in a positive profit margin. Tough choices need to be made and Chà ªnevert is no stranger to that. From his beginnings with UTC, Chà ªnevert has had to make tough choices regarding employee restructuring. When he became Vice President of operations in 1993 at Pratt and Whitney Canada, he faced poor financial performance with low  employee morale. His decision to restructure with changes in key management positions allowed Pratt Canada to rebound from a negatively performing business unit with low employee morale. This restructuring event led to positive financial results with higher than expected employee morale. Pratt and Whitney Canada is now considered one of the best Pratt facilities to work at. Besides restructuring at Pratt and Whitney Canada, Chà ªnevert’s role with investing in new technologies in Connecticut and driving the pursuit of quality excellence through UTC’s ACE, (Achieving Competitive Excellence) operating system has allowed Pratt and Whitney to exceed their financial and quality goals over the past couple of years. His focus on continued implementation and promotion of this system at a time of turmoil may have seemed to be risky, however, the results of doing so have been rewarding. Chà ªnevert understands competitiveness cannot be achieved without taking risks, and he understands inaction only leads to poor performance. From an online April 2008 Wall Street journal article titled, UTC, Textron profits get a lift from aerospace, Chà ªnevert boasts â€Å"this quarter’s results are further evidence that our business model, with its focus on global growth through market-leading franchises and cost reduction through the implementation of the ACE operating system, can deliver solid results even in a softening economic environment.† Chà ªnevert’s persistence in promoting continuous improvement is a testament to his ability to make difficult decisions in times of uncertainty. This approach to making informed decisions decisively shows his focus towards success. Furthermore, Chà ªnevert’s dedication to society through his commitment to charitable organizations, and investment in local and national interests goes beyond a good will gesture. He is recognized as a leader in all aspects of society. Chà ªnevert is an advisory member to several other boards within the local community and abroad. He is an avid advocate of cancer research and is heavily involved with getting funding to the appropriate research programs and projects. In a Yale Medical Publication, Chà ªnevert is recognized as not only a contributor, but a man who asks probing questions to further cancer research and give the patient the best care possible. Dr Richard L. Edelson says, â€Å"He understands the importance of having all the services for cancer patients in the same place, rather than dispersed throughout the medical center.† (Medicine @ Yale) Chà ªnevert gets involved. He listens, and gets results. His ability to put himself in other people’s places allows him to make great decisions regarding any endeavor he gets involved with. His dedication to the well being of local organizations is yet another testament to his leadership ability. There are skilled CEOs with exceptional experience, and there are also skilled CEOs with minimal experience. Very few have the varied traits and experience to perform at exceptional levels. Chà ªnevert has both these traits plus a new world ideology that allows him to operate in the toughest of economic times. I consider Chà ªnevert more than a business leader; he is multi faceted dynamic entrepreneur. Throughout Chà ªnevert’s career, he has been called upon to make change with every organization he has ever been affiliated with. Whether business or civic, his positive can do attitude has been a guiding light for his corporation and others to follow. He will lead UTC, and all organizations he is involved with to a new level of prosperity and good will. His ambition towards getting things right is no less than remarkable. Although new to the CEO position, Chà ªnevert will be recognized for his persistence of pursuing to understand, and executing decisively for results. In these unprecedented economic times, Chà ªnevert has the experience a corporation needs to not only withstand the current economic downturn, but to come out of it stronger than when it began. His ethical and moral values as a business leader and philanthropist should be a model other CEOs should follow for our country to once again lead in economic prosperity. Works Cited CEO Compensation. â€Å"#41 Louis R. Chà ªnevert†. 04-28-10. 6:00 pm edt. Forbes.com. http://www.forbes.com/lists/2010/12/boss-10_Louis-R-Chenevert_FTA5.html Hinton, Christopher. â€Å"UTC, Textron profits get a lift from aerospace.† Market Watch. http://www.marketwatch.com/story/united-technologies-textron-profits-gets-lift-from-aeropace.html. April 17, 2008. Layne, Richard. â€Å"Bombardier Posts Quarterly Earnings of 8 Cents a Share, Matching Estimates.† http://www.bloomberg.com/news/2010-09-01/bombardier-net-drops-27-percent-as-jet-deliveries-decline.html. Sept 1, 2010. Lunsford, Lynn. â€Å"Prepping a Successor to UTC’s David.† Wall Street Journal Online. http://online.wsj.com/article/SB120768855981199187.html. April 9, 2008. Morris, John. â€Å"Louis Chenevert, President & CEO, Pratt & Whitney.† Aviation Week. http://www.aviationweek.com/shownews/02asial/newsmk10.htm. Medicine @ Yale. â€Å"Quick Study, bighearted contributor.† Vol 4. Issue 4. Sept/Oct 2008. http://www.medicineatyale.org/v4i4_sept_oct_2008/sept_oct_08.pdf. United Technologies Corp. UTX:New York. Bloomberg Business Week. http://investing.businessweek.com/research/stocks/people/person.asp?personId=191172&ticker=UTX:US.

Free Essays on Analysis Of Toni Morrisons “Cinderellas Stepsisters“

Analysis of Toni Morrison’s â€Å"Cinderella’s Stepsisters† Toni Morrison presented a speech entitled â€Å"Cinderella’s Stepsisters† to a graduating class at Barnard College. In the course of her speech, Morrison parallels the stepsisters in â€Å"Cinderella† to many women of power today. The problems that Morrison presents are real, but her ideas my not be so realistic. Is equality among women achievable, or just an out of reach suggestion? Morrison begins by describing her discontent with the fairy tale. Morrison is disturbed that the story contains a group of women who join together to oppress another woman. She feels that this is a horrid example of how a female to female relationship should be. In earlier versions of â€Å"Cinderella,† the stepsisters are described as beautiful, attractive women of power. Morrison explains to the graduating women of Barnard College that they now have the same status and power of the stepsisters. Now that these women have obtained this power, Morrison asks them to use in a beneficial way. Morrison urges women not to participate in â€Å"professional violence, competitive violence, [or] emotional violence† (Morrison, 591) against their fellow women. Morrison suggests that â€Å"[women] pay as much attention to [their] nurturing sensibilities as to [their] ambition.†(Morrison, 591) Women need to recognize that other women are just as important as themselves. Morrison explains that women need to make selfless decisions. She recommends that women should not base their decisions on security and safety, for in life, you are never guaranteed either. Morrison explains that women’s rights are not only about equality between men and women, but also include women recognizing their fellow women’s rights. Without equality for each other, how can women ever be acknowledged equivalent to men? Morrison has managed to take hold of a modern problem and relate it to an old and well-known story. She ... Free Essays on Analysis Of Toni Morrison's â€Å"Cinderella's Stepsistersâ€Å" Free Essays on Analysis Of Toni Morrison's â€Å"Cinderella's Stepsistersâ€Å" Analysis of Toni Morrison’s â€Å"Cinderella’s Stepsisters† Toni Morrison presented a speech entitled â€Å"Cinderella’s Stepsisters† to a graduating class at Barnard College. In the course of her speech, Morrison parallels the stepsisters in â€Å"Cinderella† to many women of power today. The problems that Morrison presents are real, but her ideas my not be so realistic. Is equality among women achievable, or just an out of reach suggestion? Morrison begins by describing her discontent with the fairy tale. Morrison is disturbed that the story contains a group of women who join together to oppress another woman. She feels that this is a horrid example of how a female to female relationship should be. In earlier versions of â€Å"Cinderella,† the stepsisters are described as beautiful, attractive women of power. Morrison explains to the graduating women of Barnard College that they now have the same status and power of the stepsisters. Now that these women have obtained this power, Morrison asks them to use in a beneficial way. Morrison urges women not to participate in â€Å"professional violence, competitive violence, [or] emotional violence† (Morrison, 591) against their fellow women. Morrison suggests that â€Å"[women] pay as much attention to [their] nurturing sensibilities as to [their] ambition.†(Morrison, 591) Women need to recognize that other women are just as important as themselves. Morrison explains that women need to make selfless decisions. She recommends that women should not base their decisions on security and safety, for in life, you are never guaranteed either. Morrison explains that women’s rights are not only about equality between men and women, but also include women recognizing their fellow women’s rights. Without equality for each other, how can women ever be acknowledged equivalent to men? Morrison has managed to take hold of a modern problem and relate it to an old and well-known story. She ...

Managers Report for Team Researching Ethics Essay

Managers Report for Team Researching Ethics - Essay Example Each team member knows what his role his, and he does his best to fulfill it. So far, there has not been any whining, complaining, or laziness in any of the team members' attitudes. We all work well together, and it seems as if everyone has enjoyed working on this project. Steve did most of the work preparing the PowerPoint presentation, but he didn't seem to mind much. The rest of the team members were allowed to have some input on what went into the presentation and on what was said during the presentation, since each of us took a part of it. The only main interpersonal problem that came up in the meeting was that DJ was being kind of a nuisance to the rest of the group. There were times that he would say things to throw us off track, and this irritated the rest of us. It was easy to deal with, though, because I just told him that he was bothering us, and he quit. When he stayed on task, he did come up with some very good ideas. Also, he talked a lot, which helped the other members of the group (especially the ones who didn't say much) open up more and share more of their ideas. There have been no other major problems, stresses, or challenges. As mentioned before, everyone gets along with each other, for the most part. And, even when tense situations do come up, they are easy to deal with because each person in the group respects all the others, and we are all willing to work together to make this project successful. Our team's special streng... Our team's special strength is its ability to work together to accomplish a common goal. We can all see what needs to be done, and we are all willing to cooperate with each other to do it. Each person takes responsibility for his own work, and no one tries to take all the praise for the team's efforts for himself. We are all aware that we have each played a role in the successful completion of this project. Since this is the end of the project, there is not much that needs to be done to enhance the team's dynamics. Really, not much would need to be done, anyway, since this team has worked so well together throughout the course of the project. Comments on my experience as a manager I planned on reviewing and finalizing the research paper and the PowerPoint presentation that was presented on Thursday, December 7. I planned on assigning the parts of the presentation each person was responsible for, and timing how long the entire presentation was. I also planned to schedule a time when we could do a dress rehearsal of the presentation as a group. I kept everyone on task, as much as possible, and directed the meeting to the best of my abilities, stressing the importance of class participation and attendance. I would say, since all of these goals were met, that I was very successful at accomplishing them all. My take-charge attitude served me very well in my role as team manager. Evidence of this is the fact that I did not let DJ distract us from getting our work done. The paper and the presentation were reviewed and finalized, and our future meetings were scheduled. Also, my interpersonal awareness helped me to notice

Discuss the importance of racialized space Annotated Bibliography

Discuss the importance of racialized space - Annotated Bibliography Example Both space and racialized space are very powerful in shaping the society. This paper highlights on importance of race, space and racialized space. It also explores on other related questions. First and foremost, racialized space as theoretical and practical tool is very instrumental to examination of racialization of various cities in the United States. Racialization is part of everyone’s life after being inscribed in space. In is noteworthy that racial system of privilege and oppression have always included perceptions of space, however, they vary in significantly in varied eras. In the United States of America, particularly in Virginia before racilaization of slaves, African slaves and English indentured servants stayed in same quarters and performed similar duties (Barot & Bird, 2001). The African slaves and the American could also intermarry as a result of race and space. The development of racial chattels was aimed at compelling the colonial rulers to segregate African slaves and English servants. Generally, the separation was social, economic, and legal. The plantations in the late 17th century limited the extent of the spatial separation of the races. One o f the most important instances as witnessed during this period was that plantation system was the intimate physical space that the slave masters shared with the enslaved. According to Virginia slave ordinance, demanded that slaves who were manumitted to leave the state (Eduardo, 1997). This was a tacit recognition that freed blacks living in the plantation which would be detrimental to slavery. Secondly, geographic separation of Native Americans from whites was an instrumental process in seizing native peoples’ lands and converting them to private property and United States territory. This separation was encoded in the policy of the US following the passage of the Indian removal Act in 1830. This creation of geographic

Bioethics Research Paper Example | Topics and Well Written Essays - 500 words

Bioethics - Research Paper Example This is exciting for scientists because being able to harvest these cells means that there would be ways in which organs and disorders could be fixed. However, the highest concentrations of stem cells are found in developing embryos because they are still growing and developing. There are clearly ethical parameters regarding this due to the sensitivity of the use of unborn embryos and fetuses for scientific research. This stems from the religious and political conservatives that believe that these types of matters are crossing into a domain in which humans should not have direct control over. Even though there is much opposition to stem cell research, I think that it is the future of the evolution of biomedical science. Because stem cells have no pre-existing programming and can be turned into anything, it could eliminate cancer by replacing cancer cells with healthy cells. In addition, they could be used in gene therapy to rewrite damaged code or mutated code. In order to harvest th e cells, I believe scientists should be able to take them from aborted fetuses and adults. In this way, it is not taking away the natural rights of the unborn individual and it is making use of biological material that would otherwise be discarded. Instead, it can be used to save lives.

Financial Management - WHSmith PLC Essay Example | Topics and Well Written Essays - 2500 words

Financial Management - WHSmith PLC - Essay Example However, WHSmith Retail sales fell by 1% to 1,453m from last year's 1,463m, driven mainly by a 2% loss in its High Street Retail business. This loss in high street retail was only mildly offset by the excellent performance in travel retail characterized by an 11% increase in profits to 21m from 19m in the previous year, and a 3% increase in sales. Reasons for the overall profit loss of the group were attributed to a significant decrease in sales due to unsuccessful marketing and promotions and the continued sale of products with decreasing demand; and an unsuccessful investment in technology, which contributed to the company's increased costs. Another aspect of the retail business is WHSmith Online. Launched in 2000, the retail website, www.whsmith.co.uk, has not been utilized by the company to its potential and is not integrated with the rest of the retail business. It experienced a loss of 2m in profit, similar to the previous year and sales of 7m. In order to turn the company around and increase retail sales, the company will focus on developing a multi-channel retail strategy, taking advantage of WHSmith Online's full potential to increase online sales, as well as sales in high street and travel stores. Shank and Govindarajan (1991) defines strategic cost management as "the process through which a sophisticated understanding of an organization's cost structure is developed and used in the search for sustainable competitive advantage." They argue that blending the three themes of value chain analysis, cost driver analysis, and competitive advantage analysis represents the most powerful way to determine which strategic direction will be most beneficial for an organization (Shank and Govindarajan, 1992). By applying Shank and Govindarajan's framework, one can understand why implementing a multi-channel strategy will benefit WHSmith's retail business in the long run. WHSmith Value Chain Analysis A value chain is "linked set of value-creating activities" (Shank and Govindarajan, 1992). Based on WHSmith's value chain, one can see that a multi-channel retail strategy is most profitable for the company. First, by analyzing WHSmith's internal value chain, one can infer that WHSmith Online has developed as a separated business division that is not integrated into the WHSmith Retail since its launch in 2000. WHSmith Online does not support any of the value chain activities of the group and its potential was not fully explored. Thus, it remains to be a traditional retail business. In the purchasing stage, products are purchased from its distributors based on the demand forecasted by the company. These products are then shipped to warehouses, which deliver them to the respective high street retail stores in the distribution and merchandising stages. High street retail stores then arrange these products, utilizing the available spaces and conduct marketing activities as directed by the central office in the store operations and marketing stages. At this stage, the point of sale is situated at cash registers in each store and mails received by the company from its loyal customers. Figure 2. WHSmith Internal Value Chain Analysis Based on the existing internal value chain and the performance during the previous year, the following improvements need to be employed (WHSmith, 2004): Purchasing: Discontinue purchase

Difficulties Arab Students Have Learning English English Language Essay

Difficulties Arab Students Have Learning English English Language Essay Introduction: As a teacher of English to Arabic speaking students I have encountered a number of specific difficulties Arab students have in mastering the English language. In this paper, I would like to focus on a particular grammatical problem they have in the area of verb tenses because, of all the mistakes that my students make, mistakes with verbs and verb tenses impede communication to the greatest degree. The specific problem I will attempt to look at the area of verbs is the problem that Arabic speakers have in using and confusing the present progressive. I will base the evidence for these mistakes on actual writing errors that Arabic students have made. Mistakes such as I am live in Abu Dhabi. come up frequently in my students writing. This paper is basically a contrastive analysis since I feel that the majority of my students problems in this area come from mother tongue interference. However, as will be noted below, this does not mean I rule out other sources of errors such as intralingual errors. The following is the outline of this paper: In the first section of this paper, I will describe the various aspects of the grammatical structure of the present simple and the present progressive in the English language. In the second section of the paper, I will contrast the grammatical structure of the present simple and the present progressive with its Arabic counterparts. I will show how Arabic has structures that vary significantly and radically from their English counterparts. In the third section, I will introduce a number of examples takes from students written work and give an indepth analysis of the possible sources of the errors, mainly with respect to mother tongue interference, but also looking at some possible intralingual sources for these errors as well. Finally, in the last section, I will attempt to suggest a general theoretical approach to dealing with such problems Part One: A grammatical description of the English Present Simple and the Present Progressive: The simple present tense As we already know, the simple present of every verb (with the exception of the verb BE, which I will not be dealing with as a grammatical description since it is not the specific focus of this paper) is identical in every person with the basic unmarked base form of the verb except for the third person forms he, she and it to which we generally add s or es (Quirk 1985, p.98). However, numerous irregularities arise in the spelling and pronunciation of this third person form (Leicester 1998, 12.12)(Thomson 1986, p. 150). Questions are formed by using the auxiliaries do, does, in the present, and did in the past by putting all these before the subject. Negation is formed in the same way using dont (or do not) and doesnt, (or does not) in the present, and didnt (or did not) in the past. These forms go after the subject. In addition, the verb must be changed to the basic form. The simple present is used for statements that are always true, (e.g. The earth revolves around the sun.) (Azar 1989,p.2). The simple present is also used for events, actions or situations which are true in the present period of time and which, for all we know, may continue indefinitely, (e.g. Fatima goes to school at Zayed University.) (Azar 1989, p.2) What we are saying in these expressions is that this is how things stand at the present moment (Huddleston 1984, p.81). A further use of the simple present is for actions that are habitual, things that happen repeatedly, (e.g. We study a lot.) (Alexander 1988, p.163)(Quirke 1985, p.107). Observations and declarations are another use of the present simple, as in the sentence (It says here that there is a new night club opening.)(Alexander 19988, p.163). The present simple can also be used to express the future, especially when we want to express strong certainty, (e.g. When we graduate, we will get jobs.). Swan, Huddleston, Lewis, Thomson and Quirke, et. al. also add eight other functions of the present simple which might come up in other contexts such as: Demonstrations and commentaries (e.g. First, I take a bowl and break two eggs in it, thenà ¢Ã¢â€š ¬Ã‚ ¦..) The structures here comes and there goes, (e.g. here comes your husband.) Promises and oaths (e.g. I promiseà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦., I swear à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦, He deniesà ¢Ã¢â€š ¬Ã‚ ¦..) Formal correspondence (e.g. We write to advise you.) Instructions (e.g. You go left, turn rightà ¢Ã¢â€š ¬Ã‚ ¦.) Stories (e.g. In act one, Hamlet meets the ghost of his father.), which Huddleston calls the historic present. In expressions of understanding such as hear, see, gather (e.g. I hear youre getting married.) Finally, the simple present can be used in newspaper headlines (e.g. RUSSIANS RAISE OBJECTIONS) Since there are so many instances of when to use the present simple, is there any way to summarize all of these? I concur with Lewis explanation that the present simple: 1-Expresses an event as a total single point in time. 2-Expresses an event as a matter of fact. 3-Expresses an event as immediate rather than remote. The present progressive tense Both the simple and progressive forms usually tell us that an action takes place. But the progressive forms also tell us that an activity is or was, or will be, etc. in progress, or thought of as being in progress. In other words, the present progressive tells us that the speaker sees an action as taking place over a period of time as opposed to a point in time. In addition researchers would add that the speaker sees the period as limited (Lewis 1986; Leech, 1975; Huddleston, 1984; Quirke, 1985). The present progressive tense is formed with the present of be (am/is/are) (which adds aspect and voice), said by Quirke to be the finite verb, plus the ing form (the non-finite form) (Quirke 1985, p. 120). There are no complications with the additional ing form; however the spelling of the ing has some irregularities and needs to be taught to students e.g. write, writing; run, running; begin, beginning; lie, lying). (Alexander 1988; Huddleston 1984; Quirke 1985). Question formation takes place by switching the place of the auxiliary be and the subject. Negation is achieved by inserting not between the subject and the auxiliary or by contracting nt with the auxiliary verb forms (with the exception of the first person singular form am) (Quirke, 1985). In the classroom, the classical reason given for why we use the present progressive is that it shows an uncompleted action in progress at the time of speaking. To emphasise this, we often use adverbials like now, at the moment, just, etc. For example, Hes not home at the moment, hes working. (Quirke 1985). The present progressive can also be used to describe actions which have not been happening for long, or are thought of as being temporary situations, and which are going on around now, e.g. Abdullah is living with his aunt until he can find a place of his own.. A further use of the present progressive is to refer to activities and events planned for the future. We generally use adverbials in such sentences unless the meaning is clear from context, e.g. Were spending next Thursday in Abu Dhabi. (Azar 1989; Huddleston 1984; Quirke 1985). The present progressive can also be used to talk about developing and changing situations, e.g. That child is getting bigger all the time. (Swan 1980). Sometimes the present progressive can be used to talk about feelings, such as I am feeling fine. or My back is hurting me.. The present progressive is used to show repeated actions along with adverbs such as always, constantly, continually, forever, perpetually, and repeatedly, such as He is always helping people.. In this sense it conveys not temporariness, but continuousness. (Leech 1975; Huddleston 1984). The present progressive also is used to show repeated actions that are happening around now, e.g. He is studying a lot of English these days. Why is he going to the library? (Swan 1980). Dynamic versus Stative Verbs in the present simple and the progressive tenses Dynamic/progressive verbs refer to verbs which show actions which are deliberate or voluntary, e.g. Im building a house., or changing situations, e.g. Hes becoming fat.. Dynamic verbs can be used in both the progressive as well as the simple forms e.g. I eat at 5:00 (everyday). as opposed to Im eating now.. Stative verbs (also known as non-progressive verbs) are verbs which indicate a state, condition or experience. Specifically, stative verbs fall into categories such as feelings (like, love), thinking/believing (think, know, realize), wants and preferences (need, want), perception and the senses (smell, see), and being, seeming, having, and owning (seem, look, appear). Stative verbs are generally not used in the progressive forms (Quirke 1985). However some stative verbs can be used in both the present simple and the progressive tenses, which results in a different meaning in each form, e.g. Im thinking of a solution. as opposed to I think he is the best man for the job. or These flowers smell good. as opposed to Latifa is smelling the flowers in the garden.) (Alexander 1988; Azar 1989; Azar 1986; Quirke 1985). The present simple versus the present progressive Swan makes note of a number of areas where students might confuse the present simple with the present continuous. A. We use the simple present to talk about things that are true for the present period of time, or, as was noted above, to say this is how things stand at the present moment for the foreseeable future. However, if the event is temporary and is taking place right now, we use the present progressive. Afrah studies at the Higher Colleges. Afrah is studying her English lesson. B. We use the present progressive to talk about habitual actions if these are happening around the moment of speaking. Fayrouz and Fatima are preparing for the Eid holidays. However, if the habitual action is not closely connected to the moment of speaking, we generally use the present simple. I go to Saudi Arabia once every three years. C. Verbs that refer to physical feelings can sometimes be used in either the simple present or the present progressive. I feel great! or Im feeling great! My head hurts. or My head is hurting. (Swan 1980). PART TWO A grammatical description of the Arabic present simple and the present progressive In this part of the paper, I would like to give readers a very brief background of the Arabic verb system in regard to the simple present and the present progressive. The Arabic verb system is very complicated. However, this does not mean that a teacher has to master the Arabic language before s/he is able to pinpoint errors that may be a result of the interference of Arabic in English. One can study the Arabic language with the goal of simply understanding the structure, rather than with the goal of speaking and writing in the language. Let us first look at the present simple, then the present progressive, and finally the verb to be since all of these grammatical items are specifically relevant to the particular problem at hand. A.The Present Simple In Arabic, the formation of the present simple is radically different from English, since Arabic uses a root system made up of the three most important consonants (though two or four consonant roots do sometimes occur). In Arabic the three basic consonants (the root) stay the same but it is by changes in the vowels, the suffixes and the prefixes that tense and number are indicated. It is vastly more complicated than the way some English verbs change tense by changing vowels, e.g. give, gave. For example, the sentence, he learns could be represented phonetically by ya-droo-soo. The d-r-s is the root, ya is the part that indicates this is a third person singular masculine verb (though this is not the pronoun). The pattern of the vowels and consonants (ya + c1 + c2+ oo + c3 + oo), lets the speaker know that this is the present tense. In contrast, the past could be represented by a different pattern; hence, he learned, dar-ah-sah has the pattern (c1 + ai or ah + c2 + ai or ah + c3 + ah) (and this is just one pattern out of ten!) From a sentence point of view the verb in Arabic is not necessarily treated as the nucleus of a sentence and, in the case of the copula verb BE, can be omitted entirely (as we shall see below). The verb can also be placed at the beginning of the sentence. Like its English counterpart, the present simple tense in Arabic expresses a habitual action. There are other functions, but they are not relevant to this discussion. B.The Present Progressive In general, the present simple form is also used in Arabic to express the idea of a continuous action occurring in the present. Hence, the English sentence He is working now. in Arabic becomes He works now. (represented phonetically by huwwah yaamaloo al eyn.) What is he doing? in Arabic becomes What does he do? (represented phonetically by mehzah yafaaloo al eyn?) Hence, in almost all cases, the present simple form is used to show the idea of continuous action in the present. However, there is a single verb form in Arabic called the ism-ul-fail which is the exact parallel to the idea of continuous action. However, the difference in Arabic is that the ism-ul-fail is used very sparingly compared to English and then only for some very specific verbs of movement, or verbs that indicate changing from one state to another (going up, going in, going down, walking to a place, leaving a place, etc.). Since the ism-ul-fail is radically different in form from the English progressive it is doubtful that any interference in form occurs. C.A Few Points About The Verb BE as a Copula Although BE as a copula is not the focus of this paper, it does deserve mention here for two specific reasons. The first point is that BE in Arabic, when it is the copula in the present tense, is unwritten and unspoken (although this is not true of the copula in the past tense or the future where it is written and spoken). (Kharma, 1989, p. 89). For example, the literal translation of the sentence Ahmed is a student. is Ahmed student.. So it is conceivable that students might leave BE out as a copula OR as the helping verb in the present progressive because it does not exist in the present tense in Arabic (although there are other additional reasons why students might forget to add it to the present progressive as we shall see). The second point is that BE is used so often in English, in so many different kinds of structures, and that it is so irregular, that it might simply add to the confusion of students (Kharma 1989, p. 161). Students who keep on being corrected for leaving out the verb to be when it is necessary, may for example, hypercorrect themselves and start to write it everywhere. Again, we shall explore this issue further below. PART THREE A look at some common written errors made by Arabic speaking students when using the English present simple and present progressive Finding the exact causes of any error can be a difficult and meticulous task. This is partly because there may be multiple reasons as to why students make one particular error and these causes may also overlap at any given time. In addition, it is extremely problematic, even for a native speaker of both Arabic and English, (which I am) to know exactly what is going on linguistically in the mind of a student when s/he makes such an error. However, having said that, even with these obstacles, we can at least make some good hypotheses and lists of possibilities as to why these errors occur with our own students. As a result, we will be able to generate classroom strategies and methods in order to correct and remedy these sorts of mistakes. The following categories of errors are the most common that I have found in students written work with regards to the simple present versus the present progressive. I will look at each category in turn, and offer an analysis of the sources for these types of error. Category One Fatima studies now. Ahmed does his homework now. In these sentences, the intention of the Arabic speaking writer seems to be to convey the meaning of what in English would be a present continuous action, expressed by the present continuous tense. This is clear by the use of the adverb now or in the case of other examples not shown here, from other adverbs or the context of the sentence. In examples one and two, the Arabic speaker seems to be transferring the rules of his native language into English. The Arabic speaker usually uses only the present simple to express events that would be expressed in English by both the present simple and the present continuous. Category Two Mariam cant talk, she eating now. This kind of mistake is a bit more problematic in terms of analysis. It could be that the Arabic speaker, feeling that the full meaning of the action is expressed in the verb with the ing, has decided that the am/are/is forms are redundant and unnecessary. It could also be the case that this mistake is a direct transfer of a particular grammatical form in Arabic. In certain cases Arabic speakers do express the present continuous with a verb and prefix change (called ism-ul-fail), but without the corresponding be form. For example, the literal translation of the sentence Ahmed is running. is Ahmed running. . Category Three Are you knowing the way to Dubai? I am wanting to see my family. In this case, the student has learned the present progressive form, but is over generalizing it to all verbs (or perhaps does not remember or has not been taught the rules for exceptions such as the above). These types of errors could very well be intralingual. This over generalization could also be found in sentences that have the function of explaining, demonstrating teaching or narrating such as: Next I am pouring the oil into the cooking pan. Ali is passing the ball to the goalkeeper. Category Four I am live in Abu Dhabi. We are study English. This category is probably the most difficult to analyze. This is because it is unclear whether the Arabic speaker is making the mistake of adding the additional am/is/are form while trying to use the present tense, or making the mistake of forgetting to use the present participle while trying to use the present progressive tense. That is, did the speaker intend to say I live in Abu Dhabi. and use the extra am form by mistake, or did s/he intend to say I am living in Abu Dhabi. and forget the correct present participle form? Of course, there are other possibilities but these seem like the two most likely. We must obviously look at the context of the paragraph to see if we can get the gist of what the speaker meant. The following is a more detailed analysis of these two possibilities from the standpoint of the students reasoning. 1. If we believe from the context that the student was trying to use the present simple and added the additional am in error, then the following analyses apply: A. The student may be confused by the lack of inflectional endings in English, since Arabic is a highly inflected language, and every personal pronoun has a distinct corresponding inflected verb form. The similarity of the verb forms in I live, you live, etc. may seem very awkward to the Arabic speaker. Hence, they may want to remedy the situation by distinguishing the verb forms in some way by, for example, adding an exceedingly familiar and overused verb form like am, are, or is. B. The student may be over generalising based on what they have learned about the present continuous. That is, they may have learned how to form the present continuous quite easily since there is no mother tongue interference from Arabic, (although they may not have mastered its use). They then may go on to conclude that every verb in the present simple or present continuous in English needs to be preceded by am/is/are. C. Similarly, the student may be hypercorrecting. They may have been corrected so many times for forgetting to use the verb BE in their sentences e.g. Ahmed happy, that they may start to feel that every sentence needs the verb BE. 2. However, if we believe that the student was trying to use the present continuous tense and used the present simple live (instead of the present participle living), then the following analyses apply: A. The student may not have correctly understood how to form the present participle by adding ing to the end of the verb. B. Perhaps students have simply forgotten to add the ing prefix because the structure is so different in their language. This is by no means an exhaustive analysis. However, these are, from my experience and collaboration with other colleagues, both native and non-native speakers, some of the major possibilities. PART FOUR Pedogogical implications of the above research for teaching the present simple and the present progressive to Arabic speaking students From the evidence I have presented here, I believe it is clear that many of the mistakes in using the present simple and the present progressive in form (such as omission of the verb to be in the simple present for Arabic speakers, e.g. I studying), as well as other mistakes in usage (e.g. using the simple present when the present progressive is required) seem to be traceable directly to Arabic mother tongue interference. Based on my analyses, reading and discussion with colleagues, I do feel that in this particular area, teachers of EFL to Arabic speakers must consider mother tongue interference as a major impediment to learning the present tense versus the present progressive. If we know that mother tongue interference is the cause of many errors, what should this imply for our teaching? One thing which I think it does not imply is that we teach English from the point of view of the mother tongue. For example, trying to get students to understand English grammar through word for word translations or using the grammatical structure of Arabic to help students to understand the grammatical structure of English are only useful in certain cases, and then only by someone who is a master of both languages. My experience in reading the research, being bilingual and talking to Arabic speaking students who are at the final stages of their English studies leads me to believe that, at least in the case of Arabic and English, that the two languages are sufficiently different that they are both best looked at in their own respective grammars. Students must be made, not only to think in English, but to understand English grammar in terms of English grammar without constantly switching back and forth to compare it with Arabic. Such practices are ineffective and will cause confusion among students. As Lewis says students should never expect the foreign language to be like their ownà ¢Ã¢â€š ¬Ã‚ ¦..the fact that English has verb forms that contain [be] as an auxiliary does not suggest that other languages ought to have a corresponding formà ¢Ã¢â€š ¬Ã‚ ¦.students should be positively encouraged to explore the foreign language within itself rather than through the expectations they bring from their own. (Lewis, 1986, pp. 164-165). In addition, I should add that intralingual factors can also be at work when students make such errors (in addition to context specific factors like student motivation, teaching style and competence, etc.). For example, on the intralingual side, we know that students of ESL from many different language groups and even children make common mistakes with the verb to be. Therefore, many such mistakes might be intralingual. (Mattar 1989). Hence, when we try to analyse our students errors we should not be prejudiced to any one theory and we should try to be open to looking at all possible sources of errors. What we as teachers should be doing in the classroom is continually collecting research on student errors and student learning styles in order to form hypotheses about why such errors occur and why such one approach worked and another didnt. We should then be trying to test these hypotheses to see if they are true or not, and afterwards share this information w ith other teachers in similar situations. Only then will we be able to understand why students make errors and what is the most effective way to correct them. Word count: 4,161 words