Well

SAS is a privately-owned creator of software in the globe. It was ranked as the finest company to work in, owing to their drive to provide customers with the greatest business methodical technology and sustenance. The company has a user friendly HR strategy which provides technology applications enabling its customers to navigate easily and capitalize in the challenges and opportunities faced in their business life.Advertising We will write a custom research paper sample on Well-designed HR systems in SAS specifically for you for only $16.05 $11/page Learn More The company has its own balanced scorecard solution which includes a planned and HR vision software. The measurement of HR strategies is the best starting point to deal with an economy where value creation is dominated by human capital and some assets which are indefinable. Strategy is part of their goal, enabling the organization to learn how to lever the knowledge to their advantage. Combining s trategy and analytics has remarkably made the organization make informed decisions concerning the welfare of its customers (Cary and Lincoln 2000). The organization provides its employees with balanced lives which eventually lead to business and adept technology which can be appreciated. An environment that inspires the employees is offered, allowing them to build long-term relationships with their customers and focus in solving their economic troubles. As a result, SAS gleaned greater value from the huge volumes of data they collect resulting in their being the leader in business analytics. SAS enables its customers to turn vast quantity of data into usable knowledge in a supportive, encouraging and empowering culture. The employees create hours that they feel work best for them, and they end up feeling like a family. It is possible for another firm to adapt to the culture of SAS. Creating a family-like environment for its employees is influential in increasing the productivity of employees. Conflicting HRM practices Conflicting practices in HRM is one of the reasons of lack of total performance in any organization. There are two levels that HRM is concerned with; the recruitment, motivating and developing of competent employees, and the assignment of conflict management. A level of conflict is usually experienced in many organizations hence the HRM specialist must formulate methods to eliminate or alter the conflict that arises (Campbell, Macklin Pinnington 2007). The conflicts usually involve achieving targets of production against representing the interests of the workforce. Achieve a balance between the two is indeed a hard task in this time of political and economic reforms.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Recommendations Organizations must understand that the endowment and commitment of their staff and managers are their greatest asset s. There must be structural challenges in the organization which must ensure that the workforce of the organization get recognition for their work. Managers must posses principled negotiating and counseling skills in order to handle issues of vacancies, transfer and voluntary retirement of employees. Local management enlightening and training mechanisms must be developed to equip the management with the necessary skills. Attempts to recruit and retain highly skilled workers must be made from the onset in order to have a minimal workforce which is productive. The company should embrace the idea of development of the careers of the employees and enable discussions on their career and aspirations (Campbell, Macklin Pinnington 2007). Conclusion It is the responsibility of HR departments to ensure that their organization creates a favorable environment for its employees. Suitable working conditions create greater productivity and career enhancement. Highly-efficient employees will be mo tivated to be more productive and boost the organization’s image. References Campbell, T. Macklin, R. Pinnington, A. (2007). Human resource management:Â  ethics and employment. New York: Oxford university press. Cary, N. Lincoln, M. (2000). Balanced Scorecard Collaborative Taps SAS for HRÂ  Action Working Group. Web. This research paper on Well-designed HR systems in SAS was written and submitted by user Keaton Durham to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Dead Poets Society essays

Dead Poets Society essays In the movie Dead Poets Society directed by Peter Weir Dr. Nolan and Mr. Perry blame Neils suicide on Mr. Keatings teaching practices Mr. Keating becomes a scapegoat, the person to blame for the fatal mistake Neil makes. Mr. Keating is an English teacher at Welton Academy, which is an all boys prep school. His teaching methods are much more different from any other teacher. For one lesson he made his students dress in soccer uniforms and read a piece if poetry out loud and then kick a soccer ball as hard as they could. Neil is one of Mr. Keatings students, he loves to act but his father wouldnt allow him to pursue his acting dream because he wants him to become a doctor. Mr. Perry blames Mr. Keating on his teachings that his son shot himself. One thing that Mr. Keating does positively to influence Neil and his classmates was carpe diem, which means seize the day. Mr. Keating told them this because it means live everyday to the fullest because it may be your last. Neil and his classmates thought that Mr. Keating was crazy because when he told them about carpe diem he made the whole class leave the classroom go into the hallway and look at a showcase and listen to the pictures. Another thing that Mr. Keating did to influence his students was the dead poets society. When the students were looking at an old yearbook they saw Mr. Keatings picture in there and under his picture said a caption leader of the dead poets society. The students were so curious about what the dead poets society was, that Mr. Keating gave them a book that contained all of the necessary ceremonial procedures to do at the beginning of all the dead poet society meetings. One last thing that Mr. Keating taught his students was when to be wise. He taught them a famous saying it states that wise know when to be brave and they know when to use caution. Knox Overstreet one of Mr. Keatings students does not listen to these words. He played a prank on Dr. Nolan the...

Discuss what is gained and what is lost as those transformed by the Essay

Discuss what is gained and what is lost as those transformed by the movement of the African diaspora and how they are able to translate their experiences into a new and more vibrant culture - Essay Example There have been several cultures which have risen due to this dispersion, and it has brought about several effects as well; positive and negative. Both the positive negative effects have led to development of unique cultures with traits borrowed from the different societies Africans lived in after dispersion. Failure of slave trade brought about a different form of evil when many expected freedom from oppression. Chinua Achebe in his book Arrow of God shows the results of the entry of colonialists into the community. Captain Winterbottom, a colonialist wanted to show the villagers of Umuaro and Okperi that he was in charge thus, he burnt all their guns (Achebe, 39). After the abolition of slave trade the colonialist tried informal trade which proved quite difficult to achieve, as it became irksome trying to promote equality in trade. This led to direct rule as explained above, and they placed their representatives with army support in their different African constituents. Many fled their small homes due to oppression, and after many countries had gained independence the available land was left to those who sided with the white man rule. This explains the wide gap between the poor and the rich, yet the poor learnt to live in poverty and to struggle to survive and change their status. This gave birth to what is commonly known as ‘ghettos’; a community for those who lived below the poverty line. However civil rights movements and freedom wars eventually led to freedom of many African countries. However the Diaspora did not stop as the new African Diaspora was born. Traffic out of Africa is at a high percentage now than ever before. The earlier Diaspora sparked curiosity on the availability of opportunities in western countries. This has in turn led to brain drain in African countries, and in worse scenarios those left in the African

Accounting Revenue Recognition Research Paper Example | Topics and Well Written Essays - 500 words

Accounting Revenue Recognition - Research Paper Example SolvGen Inc has agreed to three separate deliverables: a) The commercial launch of the first instrument system Version 1- Delivered March 31 b) The commercial launch of an improved instrument system Version 2- Pending development c) The commercial launch of new improved instrument system Version 3-Pending development. The other part of their agreement is the five year distribution and license contract with Careway Inc. Under this agreement Careway will have the right to market and distribute their proprietary instrument systems developed in conjunction with SolvGen. SolvGen is responsible for producing the necessary volume to meet the demand requirements of CareWay after each product launch. The company is responsible to maintain adequate inventory and production quality control to meet client requirements. 2) Based on the generally accepted accounting principles (GAAP) it is common practice to use the revenue recognition principle which states that any current revenue has to be reco gnized in the accounting period on which it is earned. Therefore a company cannot realize as current revenue any payments that are part of a long term contract; these payments should be differed and systematically recognized over the remaining time of the agreement or contract.

Ice Cream Business Plan Assignment Example | Topics and Well Written Essays - 3000 words

Ice Cream Business Plan - Assignment Example The company will be located in Yreka Junction Shopping Center in northern California. The company will be the only specialty Ice Cream Shoppe and will take advantage of the lack of competition within 30 miles and will serve many communities in the surrounding area. Located in the shopping center includes two large grocery chains, Wal-Mart and Raley’s as well as other smaller products/service stores. Also located in the shopping center are a few fast food restaurants, Carl’s Jr., McDonalds, and Taco Bell which serve prepared frozen desserts products but don’t offer any type of unique or superior ice cream flavors that my company will offer. Shasta Ice Cream’s primary customers will be drawn from surrounding cities and towns which accumulate close to 15,000 people according to 2010 census and projected to have a 6.5% growth rate each year. I will also take advantage of customers shopping in the Yreka shopping center on an impulse basis during their trips to the supermarkets or finishing meals at the local restaurants. However, the company will have no name recognition throughout the community and I will have to create a strong marketing and advertising plan in order to capture the market. To help staff the store I plan on hiring an accountant to keep track of all the financial, inventory, wages, and manufacturing overheard aspects of the business. I will also find a Lawyer who deals with small companies to ensure all requirements and procedures are being met with different court filings, as well as to write up different documentation used for hiring and contracts for partnerships with companies within the community. I will also hire an assistant manager to help manage daily operations at the store as well as four part time employees to work approximately 20-25 hours a week to provide customer service. Tart frozen yogurts have made a major come back, with many frozen yogurt franchises appearing on market.   The original product has

Positive and Negative Effects of Television on Children

Positive and Negative Effects of Television on Children Children’s television viewing time be carefully controlled or for some age groups eliminated entirely Contents (Jump to) Introduction TV, young children and aggression: Is TV dumping down our young? The role of TV in the obesity epidemic: Is TV – helping the young to a more positive view of the world? TV linked to better language and literacy? Conclusion: References: Introduction: Since the advent of the television in the daily lives of the common people, the lifestyle and routine of the people have been changed. Television is no longer an idiot box in the lives of many instead it is one of the most important parts of the lifestyle. The television has come up with variety of programs and the increasing importance of the television in the daily life of the people has given the entertainment world a different name. It has been observed in many countries like the United States the children are devoting maximum of about thirty hours watching television per week. This has given rise to a hobby or a habit of watching television (Kelemen, 2002). In many countries the children like to watch television, forgoing their studies and this had created awareness within the parents and the teachers. The most important issue regarding this matter is that the children are getting wrong information in some particular cases from the different programs of the television. There are many interesting programs apart from the cartoon shows which attract the children. The study is all about the awareness that had been generated by different research outcomes conducted by different organizations. The study discusses many important issues and analyses both the positive and negative sides of the issues (Yapp, 2014). TV, young children and aggression: It is observed all over the world that the children are adversely affected by the violent programs which they view in the television. Eastman (2004) had said that by the time when the American children become grown up to leave the high school they would have viewed thousands of murders and other violent activities in the television. On the other hand Rowell Huesmann et al (2003) have said that there is a tendency in the infants to imitate the activities they observe from the television and hence the violent programs could have much impact on the minds of the children and could cause severe accidents in their lives (Huesmann Moise-Titus, 2003). Murray (2005) have pointed out that in many cases it has been observed that children having maximum exposure to violent programs get their sensitivity towards violence and this turn increases their tolerance of violence in the society. On the other some children are found to be getting more sensitive towards the violence and that might affect their physical and mental strength. It is not always good for the infants to watch television as they might be affected by the colors, hues, saturation and exposure level of the television portray. The sound effects might also affect the hearing aspect or the mental development of the infants as initial stages (Murray, 2012). Is TV dumping down our young? According to Anderson and Pempeck there is a close relationship between the development of language and watching TV. The children below 2 years who watch television for a long time do not develop their language and vocabulary. The children start to speak less and they follow only gestures. The children below 2 years who watch educational programs like Sesame Street and Dora the Explorer face the similar problems in the language development. But the children over 2 years while watching these programs specially designed for the development of language get a better learning opportunity and they develop the language faster (Gliebe, 2011). The parents’ co-viewing with their kids has shown to be beneficial as the parents could manipulate the programs accordingly and might help their children in understanding the meaning of the programs they watch. The children are sometimes found to be more inclined towards the face to face communication and learn to develop language from this type of conversation. The parents could control the time their children are devoting towards watching the television. They could even ban or eliminate many programs from being watched by their children if they find some anti social or unethical in the programs. The role of TV in the obesity epidemic: The children who are watching television for a longer period are found to be affected by the increasing issue of obesity as they forgo their physical activities and sit idle at a place and watch television. The children get less time for any extra curriculum activities and due to that they are growing some problems in their physical growth. The habit of having fast food or snacks are being promoted by the television ads which are growing the habit of consuming fast food and snacks at an increasing rate which is affecting the health of the children to great extent. The children are getting much inclined towards the fast food and the ready to cook foods as they are being advertised very skillfully to attract the children (Boulos, Vikre, Oppenheimer, Chang, Kanarek, 2012). On the other hand television programs are also promoting some beneficial programs which are helping in the development of many good habits and learning. The television is also promoting various programs from where the children could learn about the culture of their countries or about different animals etc. There are some programs which are promoting the habits of practicing regular exercise in the daily regime of the children and the children are trying to follow them. Is TV helping the young to a more positive view of the world? According to Moeller (1996) the television programs are helping to understand the world around us through different specific channels. The television can have positive impacts on the minds of the children depending on the perception that the people are growing within them. Sometimes it is seen that people both children and adults like to believe that whatever is shown in the television is normal and real without judging the truth. This might have positive or negative effects depending on the individual conception development (Moeller, 1996). Some programs might show the children the way they want to prove the world around us and could have negative impact on the minds of the children. On the other hand there are certain programs which are useful to the children to collect many academic information or data which they could skillfully use in their studies and could increase their general knowledge (Wiseman, 2012). There are certain worrying issues where the children get wrong ideas about the cultures or the society of many places from the television. The children with good intelligence would take the positive views but the children with poor intelligence would not be able to get the positive views without the guidance of their parents or teachers. TV linked to better language and literacy? Many research work have proved that watching television is helping in the development of language and literacy in the children. The children of two years get to develop their language competency from watching television. Many children have been found to have grown better vocabulary by watching television. The children get to learn many things from television. There are many well designed education oriented programs like Sesame Street which provides good communication and language skills to be developed in the children (Close, 2004). Not all the learning programs are designed to develop language skills in the children. It is the responsibility of the guardians to supervise the programs and allow the children accordingly to watch the programs which are suited for their children. The adult co-viewers are responsible to grow and develop the language competencies within the children through their active participation. The conversation between the adult co-viewer and the children below two years is vital in developing the language within them. The parents or guardians have to play an active role in the development of language and literacy through watching television (Linebarger, 2006). Conclusion: The above discussion shows for and against the reduction of the television viewing by the children below two years and also for the children who are sensitive to many issues. The parents or the guardians have to be more conscious about the controlling of the time dedicated to the television viewing by the children. The Government should take steps either to ban some violent or anti social programs or to make the schedule of the programs as per the prime time or the general time for watching television. The study shows the positive and negative impacts of the television on the minds and developments of the children below and over two years. The study describes the various issue which are related with the viewing of the television. Watching TV is also hampering the physical development of the children and even increasing the rate of obesity in the children. The study throws lights on various findings from the research conducted by many researchers. The research should be able to analyze both the positive and negative impacts of watching television. More research is needed to provide more data and information regarding how much positive or negative it is to watch television for the children. The society should try to instigate the positive impacts of watching television rather than the negative impacts. The society should be well aware of the adverse effects which could affect the children from initial stage. References: Boulos, R., Vikre, E. K., Oppenheimer, S., Chang, H., Kanarek, R. B. (2012). ObesiTV: How television is influencing the obesity epidemic. Physiology Behavior, 146-153. Retrieved from friedmanfellows: http://friedmanfellows.com/assets/pdfs/elibrary/ObesiTV_final.pdf Close, R. (2004, March 13). Television and Language Development in the Early Years. Retrieved from literacytrust: http://www.literacytrust.org.uk/assets/0000/0429/TV_early_years_2004.pdf Gliebe, S. K. (2011, August 12). The Effects of Video and Television on Young Children: Research and Reflection for Christian Educators . Retrieved from cuchicago: http://lej.cuchicago.edu/early-childhood-education/the-effects-of-video-and-television-on-young-children-research-and-reflection-for-christian-educators/ Huesmann, R., Moise-Titus, J. (2003). Longitudinal Relations Between Children’s Exposure to TV Violence and Their Aggressive and Violent Behavior in Young Adulthood: 1977–1992. Retrieved from umich: http://rcgd.isr.umich.edu/aggr/articles/Huesmann/2003.Huesmann,et al.Longrelations.Developmental Psych.pdf Kelemen, L. (2002, December 18). The Truth about Television. Retrieved from aish: http://www.aish.com/ci/s/48924702.html Linebarger, D. L. (2006, September 28). Elements of Effective Educational TV. Retrieved from pbskids: http://www-tc.pbskids.org/read/files/BOB-PARTI-ElementsofSuccessfulEdTV.PDF Moeller, B. (1996, October). Learning from Television: A Research Review. Retrieved from dcmp: https://www.dcmp.org/public_content/caai/nadh175.pdf Murray, J. (2012, January 09). Childrens Antisocial Behavior, Mental Health, Drug Use, and Educational Performance After Parental Incarceration. Retrieved from NCBI: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3283435/ Wiseman, R. (2012, June 30). Self help: forget positive thinking, try positive action . Retrieved from theguardian: http://www.theguardian.com/science/2012/jun/30/self-help-positive-thinking Yapp, R. (2014, January 10). Children who watch too much TV may have damaged brain structures. Retrieved from dailymail: http://www.dailymail.co.uk/health/article-2537240/Children-watch-TV-damaged-brain-structures.html Positive and Negative Effects of Television on Children Positive and Negative Effects of Television on Children TELEVISION: ITS EFFECTS AMONG CHILDREN IN TERMS OF EMOTIONAL AND BEHAVIORAL DISCOURSE IMPELIDO, DEANMARK G. Outline Watching television has many positive and negative effects on the behavior among children. Positive effects include, while negative effects includes violence, behave aggressively and their emotional aspects affected. The Effects of Television Positive Effects Negative Effects Violence Behave aggressively Emotional Aspects affected Watching television has positive effects (which include enhance learning skills and recognize emotions) and negative effects (includes violence, behave aggressively and lead to emotional problems) among children Introduction Technology makes our life easy and it becomes a part of our lives everywhere, anywhere. Before the growth of the technology being rampant, there is a first major source of innovation in technology and that is the television. Television sets become a major industry in the world. Almost all the people in the world, in their households have television sets, and every day, more and more people tend to view on television. By touching its button and by searching different channels, it gives us benefits and solutions to our challenges in the modern-faced world. This includes receiving reports from local and world events, to inspire young minds by exploring geography and history, watch a fantasy, and to entertain us. Television also tends to escape from the reality, which gives us a temporary relief from our problems in life or when we feel depressed. Due to the growing industry of television, television networks always wants to know their audience perspective on what kind of program they want to watch. Audiences have a big impact in the television industry without them, no image on the screen. Most probably, adults are the one who watch, but as the time goes by, children also considered a part of their audience so that television networks consider the programs they watch. Children in the 21st century are now exposed in the television screens and we cannot prevent that. They are treated by the researchers and policy makers as a â€Å"special audience† due they are in process to learn things from the screen (Potter, 2008). Also, they are not yet mature to select a show appropriate to them. So that, as more and more children tempt to watch, the more they see something wrong or something right depending on the content of the program they watch. As illustration, if a child sees violence, the more violent he become; and when he see educational and inspiring, it teaches him to learn new things. According to Hollenbeck Slaby, 1979, children starts to spend television at the age of 6 months, as they grow up, it increases number of hours they spend on television until it reaches by up to six and a half hours every day. Because of this, we think that it leads to positive and negative effects of the behavior of children as they grow up. According to psych iatrist Dr. Victor Cline in his speech in Norfolk, New Virginia, that all the pictures they see in television, it can clearly affects the self-image then, later behavior of young people. He also added that mental diet is the same as nutritional diet. Once a child sees on a television, it will put what they see it in their mind, later; it will take its changes on their behavior once they grow up. He consider the children’s minds into a bank-whatever we put on it, we will get it back 10 years or more with an interest (Cline, 1989) In general, watching television may lead to the positive and negative effects on the behavioral and emotional discourse of the children. Some positive effects are: it enhances learning skills and recognize emotions; and the negative effects are it leads to violence, behave aggressively and lastly, it leads to emotional problems. Watching television has positive effects (which include enhance learning skills and recognize emotions) and negative effects (includes violence, behave aggressively and lead to emotional problems) among children Discussion Positive Effects of Television Television has a great benefit among children as they get easily aware and connect about the physical happenings in their modern-faced society (Gunter and McAleer, 1997: xii-xiii).They also stated that television is not ‘one-eyed monster’ who waits to spread evil over the young members of the household. This is an implication that when a child watches a significant program that is – educational, informative, and values-promoted shows will increase their intellectual growth. Researchers explain this, through watching preschoolers ‘Sesame Street’ regularly, it easily recognize their emotions and to cope trauma when the 9/11 terrorist attack in New York by featuring a story about grease fire in Hooper’s Stone which required the help of the brave firefighters (Wilson, 2008). Second positive effect of television among children is that they acquire basic languages on it. Studies shows that if they watch educational programs, their tendency is to learn basic shapes, numbers, letters, etc. if their parents guided them (Lemish and Rice, 1986). However, Naigles and Mayeux (2001) found that in certain circumstances children learn words and their meanings from educational programs that are specifically design for them (age, content etc.). Further, we must say that we select programs that are capable to their age and they must guide them in order for them to learn their language acquisition. Although still, there is no significant evidence that suggests television as part of their everyday lives to learn new things in life. Negative Effects of Television Violence is one of the primarily negative effects of television among children. Television violence had been increasing for the past years. In the studies, it shows that an average of 32 acts per hour, a child may see on the screen (Gerbner). Because of the number of violent acts a child may see, there is a result of the mental problem called â€Å"copycat phenomenon†. Copycat Phenomenon defines as imitating or copying the act or behavior of a person from a particular show (Sparks, 2013). An example of this is if a child sees on television, a person who acts to be violent; there is a possibility to imitate its action, further, once it continues to imitate until he/she grows up, it results as to be his/her personality. Many people have experience this even adults because it stirs up their emotions easily and somehow, they relate on that scene they watch. Further to that, it results in increasing number of crime and harm things; so that it is very alarming when a child happen to it. Violent television teaches children step-by-step; on how to commit mistakes and violent acts easily (Cline, 1989, 2B.). Watching violence can lead to behaving aggressively. Does it really lead to behave aggressively among children? It is true that it may lead to behave them aggressively through the following factors: if a character in a particular scene performs violent acts; then that character receives a reward for their actions, and there is a possibility of increasing aggression to children especially on boys and not on girls. And this theory he proposed is the social learning theory (Bandura, 1973). To illustrate, if a child sees a scene in a screen which has violent acts, then later the character receives reward on it, there is a chance of imitating or again â€Å"Copycat Phenomenon†. But, if the character did not receive rewards from it but receive punishment, there is a small chance of that child will refrain to do that act. But, in his further studies, it shows that this effect is not clearly depending on kind of program they watch; it is regardless of the kind of program they watch. T herefore, whatever kind of program they watch still, there is a risk of their behavior due to prolonged expose to television and violence. Once it changes their attitudes, it will clearly affect all their emotional aspects. Children emotions lead to anxiety, fear, trauma and even depression (Wilson, 2008). First, there is a possibility of anxiety to them. Second, their fear increases. There is a study that many children have experiences short-term reactions to television. When they watch a scary movie, (example is Monster House), they get react easily and probably they frightened. So that, after they watch it, they feel devastated and therefore, it results to trauma. It will also intensify these effects if they watch a particular news footage that contains tragedy or violence. As a result, children are full of fears to face the real-world. It will hard for them to express themselves and they might see the real-world as a difficult, more complicated and may a victim or real violence. It is normal, but, their emotional capacity maybe more difficult to cope. Watching television has positive effects (which include enhance learning skills and recognize emotions) and negative effects (includes violence, behave aggressively and lead to emotional problems) among children Conclusion: References: Books: Potter, W. J. (2008). Media literacy 4th edition, Sage Publications, Thousand Oaks, CA: USA. Sparks, G. G. (2013). Media Effects Research 4th Edition, Boston, MA: Wandsworth-Cengage Learning Internet Resources:

Gene Forrester Essay -- Literary Analysis, A Separate Peace

â€Å"A Separate Peace† begins with the main character, Gene Forrester, returning to the Devon School for boys in search of two places from his youth that he has an emotional connection to. The first place is the marble steps of the First Academy Building, and the second is the tree by the river which he finds â€Å"smaller, shrunken by age† (Knowles, 14). He comes here so that he can resolve what happened there seventeen years ago and move on with his life; to find peace within himself. Once Gene has visited the tree, we find him standing before the tree once again, but now in his youth. Gene is portrayed as a reserved person, a good student, and a good athlete. We also meet his friend Phineas (also known as Finny), an amazing athlete, not so good of a student, and an out-going, positive, people-person. The two of them stand before this enormous tree that to someone like Phineas is an adventure, and to the other boys present is foreboding, just like the future that awaits them. â€Å"The tree was tremendous, an irate, steely black steeple beside the river. I was damned if I’d climb it. The hell with it. No one but Phineas could think of such a crazy idea. He of course saw nothing the slightest bit intimidating about it.† (Knowles, 14) The older, seventeen year old boys jump out of this tree in training for World War II that looms over the characters during this story. Wanting to jump out of the tree shows the eagerness of younger boys wanting to play t heir part in the war, like a challenge to prove their manhood. Phineas jumps out of the tree and encourages Gene to do so as well; they are the only ones who jump out of the tree that day and it sparks a bond between them. World War II is an important part of this story because it forces Gene a... ...ree. So much has changed since his childhood, but only now does he have the strength to face what had happened. Perhaps the tree was no longer so massive and menacing because like all obstacles we face in our youth, when returning to it, it always seems a bit silly to have been so competitive, or to have made such a huge deal, or become so emotional over something so small and insignificant in the scheme of things. The tree itself wasn’t what was truly vital; it was what it symbolized. It was the struggle between Phineas and Gene, the blaze of war, and all the trials from adolescence packed into one moment of his history that actually held the adult Gene’s attention. Returning to this spot and the marble steps, like the headstone of a grave (the headstone for Gene and Phineas it could seem), finally allowed Gene to let go and create finally for himself, peace.

Fukushima Informative Speech

Purpose: To inform the audience about the heroic actions of the Fukushima Daiichi cleanup workers. Thesis: The Fukushima Daiichi cleanup workers are incredibly brave. Introduction: The Fukushima Daiichi nuclear disaster was the largest nuclear disaster since Chernobyl. It measured 7 on the Nuclear Event Scale, which is the highest rating. The Fukushima Daiichi nuclear disaster was initiated by a magnitude 9 earthquake. This earthquake caused a tsunami with waves reaching up to 133 feet to crash on the Fukushima Daiichi nuclear plant. This caused major damage to the nuclear plant. Workers were needed to keep this already terrible incident from escalading. The Fukushima Daiichi cleanup workers are incredibly brave. Today, I would like to tell you about the bravery of the Fukushima 50, the Skilled Veterans Corps, and the Fukushima Firefighters. Body: 1)The Fukushima 50 are a group of 50 workers who remained to clean up the Fukushima Daiichi nuclear power plant a. The name â€Å"Fukushima 50† was created by the media honoring these workers i. It was an endearing name given to these brave men who stayed behind to defuse the nuclear meltdown. II. These men knew the dangers, but they stayed in order to protect the public from this nuclear disaster. iii. One unnamed man said, â€Å"We felt like members of the Tokkotai. † (BBC) b. The Fukushima 50 inspired bravery in other people as well i. Days after these brave workers volunteered, nearby companies sent in more volunteers to help the Fukushima 50. ii. Companies such as Toshiba, Hitachi, Yokohama, Kawasaki, and many others sent in teams of volunteers to help out 1. These workers did jobs such as spraying water to cool the reactor cores, decontamination, installing water pumps and many other crucial jobs. ii. The combined effort of all these workers helped the situation from getting worse and protected the public from the radiation Transition 1: The efforts of the Fukushima 50 inspired a group of Japanese’s seniors dubbed the suicide corps to volunteer. 2)The group of Japanese seniors called the Skilled Veterans Corps decided to volunteer in an effort to replac e some of the younger workers a. The Skilled Veterans Corps is a group of 250 people over the age of 60 who are willing to volunteer. i. Their idea simple, since they are old, they will not live to see the harmful long-term effects of the radiation. They want to work instead of the younger generation to prevent them from being exposed to these high levels of radiation. b. The media starting calling these men the suicide corps but they reject this nickname and prefer to go by The Skilled Veteran Corps. i. The name â€Å"Suicide Corps† is a play on the Kamikazes from World War II however, they say it is not suicide since they will not live to see the effects of the radiation. ii. Yasuteru Yamada, a member of the Skilled Veterans Corps, said to CNN, â€Å"We have to work instead of them; Elders have less sensitivity to radiation. (CNN) iii. These members of the Skilled Veterans Corps are brave and selfless. Transition 2: The Skilled Veterans Corps were brave and selfless and the Fukushima firefighters shared these attributes. 3)The Fukushima Firefighters are the brave men who helped defuse the Fukushima Daiichi nuclear disaster. a. Fresh water was a key necessity to cool down the nuclear reactor cores. i. Without fresh water, the core would overheat and explode causing more damage and spread the radiation further. ii. Tokyo fire departments elite Hyper Rescue Squad was specially trained for situations like this. 1. These firefighters braved the radiation in order to help cool down the cores b. The members of the Hyper Rescue Squad had to leave there family’s behind in order to combat the nuclear disaster. i. Yasuhiro Ishii’s, a member of the Hyper Rescue Squad, wife asked him if he really had to go to Fukushima and begged him not too. ii. However Ishii said, â€Å"†Normally, a mission involves saving a limited number of people, but this was something much bigger. It involved not only the helping the entire nation but also future generations. I had to go. † (Telegraph UK) Conclusion: Today I have spoken to you all about bravery of the Fukushima 50, the Skilled Veterans Corps, and the Fukushima Firefighters. These Brave men have risked it all in order to clean up and decontaminate the Fukushima Daiichi Nuclear Disaster. They did this so that the public would be saved from the radiation and so that future generations would not have to bear he harmful effects of radiations. These men deserve our respect and graditude

Language policy in Saudi Arabia

Language policy in Saudi Arabia Introduction Language acts as an important tool that makes sure there is effective communication. It is actually not easy to communicate without the spoken words. Language has its usefulness to human development as research has found. Actually it would be difficult for people to think and actually associate the things and concepts they come across.Advertising We will write a custom coursework sample on Language policy in Saudi Arabia specifically for you for only $16.05 $11/page Learn More The sharing of these ideas and concepts through language leads to the development of humans in general. Many countries therefore have their own crafted language policy, since language has been found to be crucial to society. To achieve this, many countries have established their national languages, and even official languages which they would expect its citizens to use. Education policy of the country therefore should be crafted to cater for language as it plays a major ro le in the society. In Saudi Arabia for instance, the national language is Arabic. This therefore means that most Saudis do communicate their thoughts using this language. However, in Saudi Arabia there are systems of education which teach English too, hence a crop of bilinguals in the country. This paper will actually look at the bilingual language policy in Saudi Arabia. The paper will in essence give a brief to establish a partial immersion program. All the issues to do with bilingual education will critically be presented so as to provide a rich background to the brief. Rationale Leaning of a second language has been viewed as a way of enhancing the cognitive development as to whether bilingualism, the ability to use two different languages, has any advantages. However, subsequent studies have shown an encouraging picture. In Saudi Arabia there are both private and public schools. Most private schools have embraced teaching of other languages. Due to the current trends such as gl obalization and general advances in information technology there has been a drive for countries to encourage learning of English language. English language has been dubbed the language of information technology since most of its codes and systems are designed in that language.Advertising Looking for coursework on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More This in effect has an impact on what the countries economic outlook will be since most of the trade is being done through the online markets with wider marketing of English speakers. Saudi Arabia being one of the market players in this globalised world is faced with the daunting task of making sure its citizenry is not left behind. Bilingualism has therefore got several advantages for the country. For instance in one study carried out in the US it was established that Latinos who were able to speak English as well as Spanish were doing better economically as compare d to the rest who were only able to speak one language Garcia ( 2009). Cognitive development of the learner has been seen to develop rapidly when a learner is exposed to another language. In fact it has been found out that bilingualism will aid the development of the brain such that the leaner can easily learn other concepts faster than that learner who has only been exposed to one language. This is especially true of a situation where the languages are used simultaneously. Lee (1996). A story is told of how a girl, Hildegard was subjected to two languages from her parents who spoke both German and English respectively. We are told that at the age of two years she could not differentiate between the two languages’ vocabulary but when she visited Germany, she was able to speak German very well and she was able to use more German vocabulary. When it was time to go back to America she spoke English well and English was her most dominant language, since her father could speak wit h her in English. The best thing to be learnt here is that she did not confuse the vocabulary or the different linguistic elements of the two advantages. It was from this observation that her father Leopold concluded that a child has an advantage if he or she is introduced to different languages at an early stage in life. Bilingualism can also lead to people being accommodative to other people’s ways of life. When one learns a language he or she also learns about the culture and ways of that community hence appreciating that community.Advertising We will write a custom coursework sample on Language policy in Saudi Arabia specifically for you for only $16.05 $11/page Learn More Sometimes back the Saudi government did not want to yield to the introduction of other foreign languages but of late the Saudi leadership has allowed the teaching of English to fight intolerance of other among the learners and allow for a more open and accommodative society to the other cultures. As the society moves towards global stage it is important for the citizens to freely communicate with the rest of the globe and the introduction of this bilingualism has had its advantages towards enhancing effective communication between members of different backgrounds. Saudi Arabia occupies a notable position in world affairs and therefore there is need for language policy that may be useful for multilingual society that is out there. This is seen in the diplomatic challenges that it faces. Ramirez (1985) argues that language is crucial for â€Å"the multilingual multicultural awareness in national security diplomacy and commerce†. Ramirez further observes that it is crucial for any society that provides product to have the language competence that will inform the cultural sensitivities around the globe. English language has gained an almost universal use all over the world. Many global higher education providers use English as their medium of instructi on Graber Stoller (1997).What is more crucial, international events are held in this language; not forgetting the large networking sites that have gripped the communication scene in the whole world. Saudi Arabia is not spared in this fast paced global onslaught. What is encouraging is that Saudi Arabia government has made a deliberate effort to move the education standards a notch higher. However there is need for a more results oriented program for the English language in the country. There are however, encouraging signs as the government now funds schools and now most schools are now teaching English language as an independent subject.Advertising Looking for coursework on languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More The demand for English in Saudi Arabia is rising due to the advent of the information age. Parents on the other hand are willing to invest in it even organizing for private English language lessons for their children. Records further show that the Saudi government has increased its general funding for education programs through even provision of scholarships. According to Shamary (2008) most of the students are given scholarships to study abroad, in most cases United States of America. One can easily see the need for proper English teaching at elementary level. The Saudi government has therefore even gone further to adopt the English Proficiency test to monitor the quality of the English language. Cummins (1981) However I propose that for better results there is need for a proper immersion program for at the school level. It is well established that it is easier for a language to be acquired at a younger age than at a later day in life. That is why it is crucial for the program that is mandated to handle language to consider this. The advantages of learning while young are many. Firstly, it is easier for that learner to develop a native-like accent. Baker (2006). Secondly, the learners usually need a shorter time of learning to be considered proficient in that language. Another advantage could be that it is easy for the learner to acquire other skills faster as it aids cognitive development. Though an older learner can have the advantage of using the first language to draw from, it is not usually for such a learner to have a native-like accent. Actually, what the older learner may have may just be competence but not the performance. The partial immersion project I would suggest will be based at school level. First of all there is need to know what immersion is. Immersion is a type of bilingual education in which the learners from the majority language speaking group are instructed through the second language and their first language simultaneously. Lyster (198 7). In this program I would suggest that several main subjects are taught using English (L2) and Arabic (L1). In this case the students will be taught predominantly in English, which is the language that the students will be in the process of acquiring. The subjects could include Mathematics, Geography, History and all the science based subjects. But this will require a lot of cooperation. The program is unique as it will not only vouch for partial immersion, based on the background of Saudi Arabia. Factors and Variables There are several factors and variables that have to be considered in this program. Linguistic characteristics, coupled with how languages are interrelated play a major role in how fast learners can benefit from an immersion. For example, according to Garcia (2009) â€Å"†¦ Romance languages, such as Spanish and Italian, share characteristics, while Dutch, German, and Danish, as Germanic languages, have some things in common†. English and Arabic do not s hare these semblances; therefore there is need for an elaborate program to make this program a success. Attitudes of the communities and students should be considered. If in cases where there has been some skepticism, there is need for some enlightening by the government. It is good that the Saudi government supports its citizens to know about other languages as well. This is motivated by the accrued rewards for bilingual speakers. Economic factors that will go into implementing this program are to be considered. The good thing is that the government is funding students for this program, through grants and scholarships. There should be, however some challenges towards providing the relevant material. According to Garcia, there is need to look into the opportunity cost of the whole program. That means it should not just be about monetary cost, but other social challenges. Religious culture and ideology need to be considered. The Saudi set-up is that which epitomizes high Islamic devo tion. The culture is equally conservative as compared to that of the British people. By this, the program should majorly touch on those aspects of culture that do not contravene or contradict the Saudi culture. But it should be crucial for the learners to be informed that there are different cultures. Garcia (2009). There is also another major category known as the outcome factor. This involves linguistic factors and other social ones. But this program will focus on development of bilingual proficiency. This means that the goal here is to have two languages used. Language Maintenance This program will actually promote Arabic language maintenance, though English will be the target language. This is in line with the program as practiced in the Doha Academy in Qatar. This will be in such a way that, as the children are immersed in English, they will at the same time be exposed to strong Islamic religious studies and also the Arabic language. In class for example, separation of boys fro m girls in class will be maintained. This will ensure that by the time the children mature they will be bilingual. Since the Saudi Arabian context is a bit unique, I would suggest that the students are exposed to partial immersion in certain subjects this is due to the fact that it is important a most of the students may not have the chance to be exposed to the second language outside class. It is therefore crucial for them to be exposed to L2 as much as possible in class. However, the way the content is rendered should be accommodative. That means that there should be a lot of illustration done by the teacher to ensure that the concepts are acquired by all the students, especially in cases where there is need for concept elaboration, the instructor should take time to illustrate using both languages. It has been established that the Saudi Arabian students have a major problem at the phonological level. Oral proficiency has been the biggest challenge for the learners while using Eng lish for expression. To cater for this problem the program suggests that there is an early immersion, which means that at nine to ten years old, there should be an immersion program in place. This will handle the issue of phonological proficiency. We know from researches that native-like accent can only be achieved at this age. This is because English and Arabic differ in spelling to sound correspondences. So the earlier the learners are subjected to this language the sooner they develop the strategies aimed at mastering the challenges of phonological variations. In fact Lesaux Siegel (2003) feel that such phonological awareness does continue even as the learner grows. But such a program should be carefully implemented. The schools will be expected to have enough resources for the implementation of the program. These resources will include both the teaching and learning resources. The government should therefore have enough funds for such a program so as effective L2 learning is ac hieved. Another aspect of the program is that the language policy will be that which will require that a native-like proficiency is achieved. This should not be misconstrued to mean eventual abandoning of the culture of L1, but, language teaching should aim at oral proficiency in both languages which at the same time stressing the need for appreciating other cultures. Class size The class size should be a maximum of 40. For those that wish to create smaller classes have the freedom to do so. This will basically depend on the type of resources at hand. Traditionally classes in Saudi Arabia have always been smaller. This is good for teaching as it allows for an even higher teacher student ratio. The purpose of the program is actually directed at the learners becoming a proficient bilingual, while at the same time being competent in other subject areas. The program is designed to provide an additional language to the L1 of the learners. Brown Yule (1983). It is designed not to overshad ow the Arabic language. Actually it is not intended to replace Arabic but it is in essence designed to also enhance L1 and L2 skills mutually. The Saudi government supports Arabic language and therefore the partial immersion considers this. At some time there were fears from parents and some quotas that native culture is threatened by this. This is not true considering the design of this program is that while promoting the local culture, it provides an opportunity for the learner to be taught about another culture, hence achieving one of the objectives of the program. To even assure that the two languages are treated equally assessment is done in both English and Arabic, though instruction at later stages is done in L2. Content In this partial immersion in the school, there will be great emphasis on the content. Though content based learning will not be emphasized at elementary level, there is need for content based learning after year nine. Research has shown that content based ins truction plays a major role in acquisition of other competencies. First the students gain proficiency in language at a faster rate than those who use other non-immersion programs. Their performance in standardized exams has equally been noted. This is so because the concepts pertaining to the subjects are usually already familiar through their usual interaction in the language, not forgetting the role played by L2 in cognitive development as early observed. For this program issues to do with vocabulary, syntax and even phonology should be given credence. Another inference drawn from such performance is that through content-based instruction not only does one learn about language, but also content. They also experience increased motivation to learn as they are exposed to concepts using different medium. Also driven by increased chances of getting employment, many students usually have a heightened interest to excel in the second language and also other subjects in which the medium is used. Graber and Stoller (1997) have observed that language acquisition occurs in context and therefore since there is content based instruction provides a context through which meaning can be inferred communication is usually effective hence effective learning. This is unlike in situations where facts and notions are taught in isolation. The program will therefore provide material that is full of content to the learners. This will also provide the relevance needed for the learner to get meaning easily. Materials Another area that is of great use for the program has to do with the study material. Though this may pose a little challenge to the budget in the school, it is necessary that such is looked at seriously as it is critical to the success of this partial immersion program. There will be need for the schools to provide computers for the online interaction to aid first in motivation. These will also act as a platform through which the learners will see the importance and even p ut to practice what is learnt. For instance it could be instructive to ask the learners for instance to write and post their creative works online for the rest to enjoy. This will motivate many to develop that self drive to perfect their language. Proper language environments like the language laboratory should be in place so that every aspect of language can easily be handled, for instance aspects to do with phonological challenges that most Saudi learners encounter. It is not easy for the learners to achieve an almost native-like accent unless they are exposed to the proper articulation of the phonemes of the second language. The materials prepared for learning should cover different aspects. For example to cater for the cultural aspect it is crucial that the material used reflects the cultural attribute of the speaker of both languages. In most cased L2 culture should be taught since most of the students in Saudi Arabia only know of their culture. The Saudi government on top of o ffering scholarship it is important for it to put in more effort on providing sufficient fund to obtain the relevant material necessary for effective teaching of English. These will go a long way towards providing right charts, models, books, audio-visual equipment and many others. Assessment There should be clear assessment criteria in the program. One notable thing is that assessment should not be seen as a way of looking for mistakes, learners will first of all be informed as to the importance of assessment. The program will therefore adopt a flexible internal assessment. For example in creative writing, it is not important for the teacher to correct mistakes so that learners can freely release their full creative potential, without fear of their mistakes being pointed out. In other areas there should be external assessment that will be used to show the progress. This progress is crucial to the teacher as s/he will be able to identify some of the problem areas that need spinning. Saudi Arabian government has for example embraced an external language proficiency test too, which helps in benchmarking the standards with those of other nations in English language. Teachers The role of the teacher in this partial immersion program is quite important. Given the situation in Saudi Arabia, one can easily tell that for effective English language teaching, there is need for the teaching needs to be looked at in great detail. First of all there is need for teacher re-training so that most may become familiar with the needs of the program’s demands. This training could range from content handling, teaching methods, material preparation, lesson preparation and many others. Other areas that are of great concern have to do with handling the demands of L2 in school. Actually, the need for proper professional development should be a priority. This could be done through benchmarking with other models. In such cases the teachers could be exposed to how things are done in other model immersion programs abroad. Boutin (1993). The teachers may in turn come and induct the rest for the success of the program. The curriculum documents used should be specific and should reflect immersion program’s objectives. To curb a situation where the teachers may have reservations to bilingualism, there is need for in-service induction training that emphasize the need for bilingualism. There has been a situation where sometimes the school administrators and other staff may not be aware of the benefits of bilingualism. They may in the process fail to contribute the desired output to the language acquisition. For instance content taught by the science teachers can be backed by provision of an English language dictionary so that the students may equally get the vocabulary of the concept being taught in English too. Campaigns to enlighten the parents and the wider communication on the benefits of bilingualism should be carried out so that the program does not me et any form of resistance. When this is achieved, then learning will be smooth and learners will be motivated to learn the language and the culture of its native speakers. Lesson plans and materials relevant for the partial immersion program are supposed to be carefully crafted. That is why the teachers engaged in the program will be provided with ample release time to prepare lesson plans and arrange the other material necessary for lesson execution. The type of learning needs at various stages do vary with proper induction; the teachers handling the program should be equipped with the correct skills to master what is required at the different levels. For instance, learning usually varies from teacher centered approach at program inception and implementation to student centered as the students advance in the learning stages or classes. The level of language activities also varies with this stage development. Analysis This program will greatly aid second/foreign language acquisition since it considers the various aspects that are typical of the Saudi environment. First of all, the program as we are told, takes an integrated approach to learning. This means that no particular way dominates. The program did not consider total immersion approach. This is because the writing systems in English and Arabic are quite different. This would be disadvantageous in the long run, but the program has averted this and this is why it takes multi-stage approach. In the program only learners are introduced to content and outcomes that go along with that particular stage. What the program aims at is actually acquisition of linguistic skills that will guarantee achievement in the higher grades. The hybrid program also ensures that learners are exposed to the relevant material necessary for language acquisition. By this, the learners will for instance, know how to interact effectively online in the second language through exposure to the various aspects of culture of native Englis h speakers. Cognitive development is also enhanced when one is introduced to second language Macnamara (1966). Through this development, the learners will excel in both languages as they will discover that there is another medium which is worth exploring. With the government’s support for English language learning, enough resources that are needed for its acquisition will be greatly funded. These could be the teachers, books, rooms, computers etc. the program clearly vouches for a situation where the right resources are availed for proper language teaching. To achieve a native-like accent and proficiency, this hybrid program proposes that language be taught at different levels of complexity. This program, based on research carried out earlier, advocates for early exposure of the learners to the English language specifically this should be at the elementary school. Another major area that will provide effective acquisition has to do with content. The program has gone to a grea ter detail in elaborating the content areas that will be given credence. It has for example singled out the areas such as vocabulary acquisition, phonological aspects and even the syntactic aspects that need serious attention. This conclusion is based on several findings that had established that these were the problem areas by Saudi learners. To add on content is the content-based instruction. This approach will assist learners to develop concrete meanings derived from concrete experiences that they are subjected to. It has long been established for learners to conceive meaning from abstract concepts. But in content-based approach, the learners are able to get the ‘form’ of what is being talked about, and by this, it will be easy for them to remember the concepts that are learnt. Perhaps the vocabulary aspects in this situation usually are the greatest beneficiary. This is so because the learning activities may include the teacher preparing the learners to the vocabula ry that may be encountered in the lesson, and this will aid in comprehension of the concept while at the same time enhancing language acquisition. In practice, the program has put a lot of emphasis on the teaching needs of the program. It has been long established that Saudi government has had its share of staffing problems. First of all, this has been occasioned due to the high demand for English by students, thereby stretching the available number of teachers. Boutin (1993). There is also another problem where some of the expatriate teachers who are taken as mentors are not trained teachers. Another challenge has been that even the teachers who are trained, may lack the requisite knowledge to handle this partial immersion program. This program has noted this plus many other challenges and vouched to teacher re-training/induction to handle the peculiar challenge that the English language requires, under this partial immersion program. Another crucial milestone that the program has put is that of assessment. We are told that at times to put assessment in all aspects of language learning may at times hinder advancement. This is true in the creative writing. By leaving out assessment in such may encourage the students to expose their creative prowess, thereby develop the motivation and the competence to acquire the language. Due to the revolution in technology, the program has embraced learning that encourages the interaction of the students with technology. This could be through posts on the internet networking sites and generally, exposure to the potential that the language exposes one to. It can take the learner beyond the national boundaries. Armed with this awareness, the learner develops the impetus to master the language even more. The class size has a big impact on the language acquisition. A larger class is detrimental to learning as it diminishes individual attention. The program guarantees that a class of no more than thirty five is permitted. Reasons for the content areas to be taught The content areas that have been selected in this program are varied. One major reason is the level of the learner. The learner is given tasks that s/she can manage according to the level. Another reason is that phonological aspects have been found to be a major problem with Saudi students. Since Arabic, which most students speak, has a quite different phonological system as compared to English. It is this radical variation that gives the students a lot of trouble when they learn English. Syntactic aspects have also been given credence in the study. The reason as to why that is so is because many Saudi learners, research has established have a lot of trouble with verb agreement. This could be perhaps due to the diverse sentence structure between Arabic and English, the target language. Conclusion This partial immersion program is set up with very ambitious English language fluency goals. It is for this reason that it advances the notion of early e xposure to language aimed at enhancing a native-like fluency. Fluency in language has been known to be achieved only if the learner is exposed to language at a tender age. The program has set up proper mechanisms through which learners are motivated to learn the English language without any external inhibitions and interference. That is why it propagates for adequate provision of learning and teaching resources. The program has not also forgotten to reflect the benefits of proficiency, keeping in mind the technological, social and even economical global trends that are currently taking shape. Ultimately, the program shows that to increase the numbers of the learners who are proficient in English, there is need for careful attention to the policy of English of the Saudi government. There is need for total revamping of the whole education policy regarding language since second language proficiency has benefits that are unfathomable both to the learner and the nation at large. Referenc e List Baker, C., (2006). Foundations of Bilingual Education and Bilingualism. New York: Multilingual Matters. Boutin, F., (1993). A Study of Early French Immersion Teachers as Generators of Knowledge. Foreign language Annuals, 26, (4), 511-525. Brown, G., Yule, G., (1983) Teaching the Spoken Language. New York. Cambridge University press. Cummins, J., (1981). The Role of Primary Language In Promoting Educational Success For Language Minority Students. In California in State Department of Education. Schooling and Language minority students: A theoretical framework. (PP3-49). Los Angeles: California State University, Evaluation, Dissemination, and Assessment Center. Garcia, O., (2009). Bilingual Education in the 21st Century: A Global Perspective. New York: Wiley- Blackwell Grabe, W., Stoller F., L., (1997). Content Based Instruction: Research Foundations. New Jersey: Cengage Hakuta, K., (1986). Mirror of Language. The Debate on Bilingualism. New York: Basic Books Lee, P., (2006). C ognitive Development in Bilingual Children: A Case for Bilingual Instruction in Early Childhood Education. The bilingual Research Journal, 20 (34) 499-522 Lesaux, K., N., and Siegel, S., L., (2003). The Development of Reading in Children Who Speak English as a Second Language. Lyster, R., (1987). Speaking Immersion. The Canadian Modern Language Review, 43, (4), pp. 701-717. Macnamara, J., (1966). Bilingualism and Primary Education. New Jersey: Cengage Ramirez, G., A., (1985). Bilingualism through Schooling: Cross Cultural Education for Minority and Majority Students. New York: SUNNY PRESS Shemary, A., (2008). Saudi Arabia: US Preferred Destination for Students, Ashraq, Alowsat. Snow M., A., Brinton, D., M., (Eds). The Content-Based Classroom: Perspectives on Integrating Language and Content (PP5-21). New York: Longman.

Working Bibliography Essay Example

Working Bibliography Essay Example Working Bibliography Essay Working Bibliography Essay Bering, Jesse. Intoxicating Studies: The Effects of Alcohol on Social Behavior. Scientific American 10 Apr. 2009. 28 July 2009 scientificamerican.com/article.cfm?id=intoxicating-studies. DeWit, David J., et al. Age at First Alcohol Use: A Risk Factor for the Development of Alcohol Disorders. American Journal of Psychiatry 157 ( May 2000 ) : 745-750. Hawkins, David, et al. Exploring the Effects of Age of Alcohol Use Initiation and Psychological Risk Factors on Subsequent Alcohol Misuse. J STud Alcohol 58 1997 May): 280-290. Perlez, J. Teenage drink and the responsibility in social life: Attributing change in the society. Longman publishers,   2003. (2) 22-27. Ramathi, R. Drinking Age of 21: Understanding the rationale behind teenage drinking. Pretoria: Longhorn publishers. 2003, 2: 75-77. Streeter, Ruth. The Debate on Lowering the Drinking Age. CBS News. (22 Feb. 2009). 28 July 2009 cbsnews.com/stories/2009/02/19/60minutes/main4813571.shtml. West Virginia University. Short-term Effects of Alcohol. www.hsc.wvu.edu. West Virginia University. 28 July 2009 hsc.wvu.edu/som/cmed/alcohol/home-fr.htm Worman, Howard J. Alcoholic Liver Disease. www.cumc.columbia.edu. 1998. Columbia University Medical Center. 28 July 2009 cumc.columbia.edu/dept/gi/alcohol.html Annotations Streeter, Ruth. The Debate on Lowering the Drinking Age. CBS News. (22 Feb. 2009). 28 July 2009 cbsnews.com/stories/2009/02/19/60minutes/main4813571.shtml. This source is credible and is available to many. It is discussing an issue that has already caused a lot of debate in the public arena. The paper quotes experts who believe that the drinking age should be lowered to 18 years as the age limit of 21.   This experts include John McCardell, former president of Middlebury College in Vermont, who started a movement entitled –Choose Responsibility, to lowering the age back to 1 8. 2. Ramathi, R. Drinking Age of 21: Understanding the rationale behind teenage drinking. Pretoria: Longhorn publishers. 2003, 2: 75-77. The source is credible as the writer deals with the drinking age of 21. The 18-year-old mind already developed to the level of an adult thus they would tend to keep in mind the pro’s and con’s of alcohol as they tend to know the consequences of defying all the rules and regulations thus if legalized harm is not bound to happen as many deaths usually caused through drunk riving or injuries caused by violence may tend not to occur as they are well aware of the consequences. Thesis Legal Drinking Age Should be lowered to 18

The Changes in the Economic Environment of Nokia Essay

The Changes in the Economic Environment of Nokia - Essay Example It is used in finding out how much the company is leveraged in debt, comparing what is owed to what is owned. This is a measure to find out the company’s ability to borrow and repay money.As shown, Nokia has 40% debt leverage in 2009. This figure is 29% higher than its D/E in 2009, and a significant departure from conservative borrowings from 2000 to 2007. Its long-term debt in 2009 amounted to 4.439B representing a 400% increase from 2008 of 861M.Nokia uses the international capital markets to finance investments. The company sells stock, issue bonds, and obtain loans from commercial banks. The Nokia is a public limited liability company listed on the Helsinki, Frankfurt, and New York stock exchanges. Recent share price is offered at 9.64 â‚ ¬ (Yahoo finance) Nokia has the same outstanding shares of 3.7bil for 2009 and 2008. This is a decline from its previous years’ outstanding shares which are above 4bil. from 2000 to 2007. (msn) Based on the figures derived from the company’s financial statements for 10 years, the company is still in a healthy financial position. Its short-term operations have been affected by the economic recession as shown by the decline of sales and revenue for 2009 and 2008. Yet, the company has remained financially strong to pay its obligations. In 2009, the company has changed its strategy in a capital structure using more debts in financing its resources. As it is, the company is 40% leveraged and 60%f equity. At 40%, debt leverage is still a good balance as it is not more than the total equity. The company tends to have additional benefits in this capital structure such as tax advantage. In conclusion, Nokia can be a safe investment because of its strength has been in business for many years. It operates worldwide and does not concentrate on US market alone. Its weakness lies in technology which is slow in responding to competition’s design. Opportunities remain strong for worldwide operations as communication is an important commodity for everybody. The threat is the fast-changing technology that has to be addressed by Nokia through continued research and development.

Politics is to be done by one or a few, not by many Essay

Politics is to be done by one or a few, not by many - Essay Example According to Aristotle, individuals who are naturally able to come up with a generation of powerful and leading members of a community for political positions are chosen to represent the highest point in government (Aristotle, 80). These members of a community with exceptional attributes and features make leadership associated with only one or a few but not many. On the other hand, citizens who submit to be governed by these special leaders are placed on political command which implies that they are adapted for aristocracy. In addition to this, the leaders end up well-matched for constitutional freedom, existing naturally as a group capable of ruling and creating way for other well to do leaders (Aristotle, 81) Owing to this account, in case an entire family or one person turns out to be so preeminent leading to surpassing everyone else in a nation, then it is evident that they need to be royal families and ultimate to all. This is easily explained when one person stands and becomes a king of an entire country. Aristotle further suggests that giving select individuals an opportunity to lead is not only acceptable to the basis of right, which the initiators of all nations, whether aristocratic or oligarchic or in addition democratic, are familiar with, but works with the already established leadership policies. In fact, it is not justifiable to kill, or ostracize or put to exile this kind of person or suggest that they should take their turn in being ruled (Aristotle, 196).