The entire Kings Men Essay Example For Students

The entire Kings Men Essay All the Kings Men, written by Robert Penn Warren, is set deep in thesouth during the 1930s. This is a story of the rise and fall of apolitical titan. Willie Stark comes from poverty to become the governor ofhis state. He forces his enemies into submission by blackmails, repeatedthreats, and bullies them. He creates a series of liberal reforms that layheavy tax burdens on the rich and lifts the money issue off of the poorfarmers. His foil character Sam MacMurfee persistently searches for way toruin the career of Willie Starks. Sam MacMurfee has thugs and powerfulpolitical allies deep in his pockets. The two characters remind the readerof corrupt figures in politics such as the famous Boss Tweed. We will write a custom essay on The entire Kings Men specifically for you for only $16.38 $13.9/page Order now Willie Starks right-hand man is Jack Burden. He left his eloquentand polite family to work with Willie. Jack is an extremely intelligenthistorical researcher that uses his abilities to dig up dirt on Williesenemies. Willie uses the secrets to blackmail his enemies into hissubmission. Often corrupt political figures indirectly pay off otherindividuals to do the dirty work and blackmail their enemies. AlthoughWillie Starks may have been acting corruptly for a good purpose it wasstill illegal and wrong. Willie asks Jack to search for secrets on a father figure from hischild hood. Judge Irwin was a father figure in Jacks life as a child. Inthis situation, Jacks motivation and responsibility to himself isquestioned. Jack discovers that Judge Irwin accepted a bribe and GovernorStanton covers the bribe up. The blackmail influences the suicide of JudgeIrwin, makes Adam Stanton accept the position as head of the hospital thatWillie is building, and Anne Stanton begins an affair with Willlie. Adammurders Willie when he finds out about Willie and Anne. This horrificevent lead to Jacks retiring from politics forever. The death of Willie Starks and the circumstances force Jack torethink the way he thinks. He rethinks a belief that no one can ever beresponsible for the evil actions of another individual over time. In a wayJack feels responsible for Willies death. Jack eventually marries AnneStanton and he feels orthodox about his decision to marry her. Jackrestarts his long lost hobby of working on a book about Cass Mastern. Jackuses Cass Masterns papers as a source for his failed essay in Americanhistory. Are there any people that tend to bully and blackmail others aremaybe even you? Bribery, blackmail, and corruption in general are not seenso much in todays world, but are still occurring on a daily bases. In atime when Americas economy was low I suspect that the temptation was highto act corruptly. Willie Starks seeks out rebate for smaller people as heheavily taxed the rich and blackmailed his enemies. Honest politicians area rarity in todays world.

The Changes of Europe in the 1700s

The Changes of Europe in the 1700s Ever since the beginning of time, people’s lives have been changing as humans continue to learn new concepts of life. This paper examines some of the changes experienced in Europe in the 1700s. The whole of Europe is noted to have undergone diverse changes in course of the eighteenth century. Advertising We will write a custom essay sample on The Changes of Europe in the 1700s specifically for you for only $16.05 $11/page Learn More In this essay, I will examine some of the changes experienced in the continent in regard of various crucial aspects of the human life such as health and health care, disease, education, and agriculture as the main source of food and livelihood for many people in those times. This paper also discusses in detail the main thoughts and ideas behind the great Scientific Revolution as well as the enlightenment instilled by early thinkers and writers in the region. The eighteenth century would be a period of diverse changes in th e whole of Europe. This period was historically referred to as ‘the Age of Enlightenment’ and would be characterized by many changes in various sectors of life. This would be a more unified intellectual movement across Europe among a group of philosophers or thinkers who shared a progressive anti-religious outlook on life. This scope however, would be greater than it was originally believed and it triggered many positive as well as negative changes across the region. Both the Scientific Revolution and the Enlightenment would profoundly change the face of the continent and come the 1700s, diverse changes would be apparent in many nations across the continent. One outstanding change that would impact other significant changes would be the high population rates witnessed across Europe in the 1700s. Many countries such as England and France increased their populations at the fastest rate. Even though health and educational facilities were undergoing notable changes to the better, the services would be poor owing to the heightening demographics. High populations would normally paste diverse effects on the human life among them diseases. During the 1700s, the Europeans would be subjects to many ailments and diseases such as bubonic plague, measles, and small pox. Infectious ailments remained endemic in towns and the cities. The entire continent had been characterized by a rapid development of hospitals and in the course of this period, hospitals would be opened in the larger cities. These however would not be enough to cater for the welfare of the surging populations.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The century was indeed one of the most tempting moments in the history of most European countries. In the course of this period, Europe populations would remain at the mercy of famines and repeated harvest failures and this coupled with the prevaili ng diseases would impose great suffering on peoples’ lives. However, no matter these challenges agriculture was still practiced for prosperity even though in vain owing to the progressive famine of the period. Bread was the staple food for many people but it was rarely available in most parts of the region. In this case, most meals would constitute of peas and beans soup supplemented with vegetables and roots. However, no matter these failures, the century would witness some improvements in the variation of crops and in the diet. Agricultural revolutions were also observed in some parts such as England and Netherlands where agriculture would be conducted in a more scientific manner. Most Revolution and Enlightenment writers and thinkers had great thoughts and ideas regarding the nature of Europe and this would be the force behind the diverse changes in the continent at that time. One of the most common approaches among thinkers would be the idea of logical and rational reas oning. Another major idea common with enlightenment thinkers and writers would be the question regarding accepted beliefs which contributed to new scientific theories. Witty and entertaining style of writing was also used by writers to influence people in understanding the enlightenment mission. There were also other ideas that would be based on moral, empiricism, and scientific order and all these would come to influence innovation philosophies and economic principles in the European history.

Managing of Energy Assets Essay Example | Topics and Well Written Essays - 3500 words

Managing of Energy Assets - Essay Example Proposed technique and Justification for the Technique 12 6. Conclusion 13 7. References 14 Monitoring Transformer Performance 1. Introduction Before going to present the proposal for instruments and techniques that can be used to monitor the condition of a transformer, let us get a better understanding of what transformer actually is and why is it important to supply electricity through the network. A transformer is an electric device, which is designed to convert alternating voltage from one level to another usually from high voltage to low voltage. Transformers work on the principle of magnetic induction. Dickinson (2009) states, â€Å"Transformers under load generate heat due to winding (copper) and core losses occurring during operation†. Transformers are solid-state devices, as they have no moving parts in them. The step up or step down in the voltages is the main use of every transformer. 2. Oil Filled Transformers There are two main categories of transformers, which in clude dry type and liquid filled transformers. In this paper, we will prepare a proposal for oil-filled transformers at substations, which are one of the main types of liquid filled transformers. Oil filled transformers make use of cellulose paper and mineral based oil in their insulation systems. This combination of cellulose paper and oil is very good for the working of transformers because they provide remarkable dielectric and thermal properties at a low cost. About this combination, Dickinson (2009) states, â€Å"So popular and effective are these units, that all other transformer designs are judged in relation to them†. For outdoor usage, oil filled transformers are the best ones among all types of transformers because of their low purchase costs and thermal and dielectric properties. The inclusion of mineral oil in the oil-filled transformers although makes them flammable but the low cost associated with these transformers makes them a good choice for power distributio n companies. The low purchase cost of oil-filled transformers makes them an attractive choice for all types of power distribution companies. Dickinson (2009) asserts, â€Å"Oil-filled transformers, thanks to their lower purchase costs, find applications in literally every sort of power distribution†. The only weakness of mineral oil filled transformers is flammability, which is the reason why these transformers are allowed only in outdoor locations because outdoor locations are considered safe for the installation of oil-filled transformers because of availability of proper fire protection mechanisms. Experts suggest that the consumers should always buy oil-filled transformers from trusted manufacturers because they ensure lowest level of flammability in the oil-filled transformers. Flammability is such a weakness of oil-filled transformers that most of the power distribution companies seek good replacements of oil-filled dtransformers, which should be non-flammable. This is the reason why dry type transformers have been popular for decades because they are completely free from this weakness. Dry type transformers make use of high temperature insulation instead of mineral oil which them a risk free option for power distribution companies. â€Å"Dry type transformer construction uses high-temperature insulation that exceeds the ratings of cellulose or 'O' and 'K' class fluids† (Dickinson 2009). There is no risk of flammability in

Collaborative Innovation. Things that motivate companies to Essay

Collaborative Innovation. Things that motivate companies to collaborate in innovation - Essay Example Technology increases the productivity and profitability of a firm in which it is used. Usually, firms collaborate to innovate in the running of their businesses (Gloor, 2006, p72). When two or more firms choose to work together to develop a technology, they identify the things they have in common. Various factors that are perceived to be beneficial to partnering firms cause them to come together and innovate together. Some of the factors that cause firms to collaborate in innovation include reducing the cost of development of the technology, reducing the potential risks that are involved in technological development or entering the market, to achieve the economies of scale, which reduce the cost of production, promoting shared learning between the firms involved, and reducing the time taken to produce and market new products (Tidd, Bessant and Pavitt, 2005, p25-78). The results of the collaborative invention vary significantly according to different companies, and these factors may b e beyond or within the abilities of the partnering firms. Some factors that influence the results of a collaborative interaction between firms include: the competitiveness of the partners, the transparency issues, receptivity of ideas, the rate of learning and bargaining power of partners, the intention of the firms when they accepted to enter into collaboration, and sustainability of the deal (Hamel, 1991, p.83-101). These factors determine whether or not the collaboration will continue in order to develop technologies together; if the factors are favourable to the collaborating firms, they continue to develop technologies together. Different companies collaborate in innovation according to different interaction policies. These interactions are determined by conditions that are set by those partners, when joining together as well as those that are related to sustainability. In order to understand the issues that are related to the collaborative innovation, there is need to explore the factors that influence firms to come together as well as those that influence the sustainability of collaborative innovation interactions. Things that motivate companies to collaborate in innovation In events where firms collaborate to innovate, they need to put into consideration all the issues that can arise from it. When firms focus narrowly at the reduction of cost, it may work not for their benefit because although collaboration may reduce the cost of production and enhance economies of scale, it is also possible that the company will need to establish a strategy of developing the collaborative relationship. For instance, if firms consider the factor of cost reduction in a collaborative innovation deal, they can evaluate other costs apart from the basic raw materials for the company. A good collaborative innovation deal needs to consider the amount of money that will be required to facilitate collaborative capabilities. For instance, different firms will need to develop peo ple within their firm that will sustain the technology that they develop. This means that they should not develop a technology that they will lose within a short time (MacCormack, Forbath, Brooks & Kalaher, 2007, p17-102). Firms may be driven to form a collaborative interaction in innovation by their need to increase the income share; this is by maximisation of all the opportunities they have in their production. Every chance a firm has to reduce the risk of making losses and increase profitability becomes a motivation for the company to involve other companies to innovate (Da Vinci, n.d, p1). When firms come into collaboration, they intend to develop fast to gain their competitive advantages.

The Provision of Architect-Engineer Services Assignment

The Provision of Architect-Engineer Services - Assignment Example Because of the focus of the company on government projects, the need to abide by the provisions of the FAR has been necessary for preparing this RFP to find the right outfit to carry out the planned project. The approach to this RFP is based on key clauses of the FAR including FAR  §Ã‚ § 15.203, 15.204 and 15.209, which focus on contracting by negotiation (Bowie, 2002). There are design development documents that confirm an award of the project rather than notice to proceed. This is in congruence with FAR  §Ã‚ § 15.207 and 15.208 to begin work 15 calendar days after the award has been given. There shall be two major progress payments which are design phase and construction phase. Any payment to be made during the design phase shall be done only upon submission, review, and acceptance of design deliverables. For the construction phase, progress payment will be done on the percentage basis, where the percentage of work completed on the items listed will determine payment to be made. In order to ensure that Government Accountability Report guidelines are implemented, verification of completeness of work will be carried out with the direction of representatives of the Contracting Officer. Calculations for payment shall also be based on Governments Verification of Works. The interested parties are to aid with the transparency of the whole selection process by enclosing a complete stamped and signed design-build construction documents that will make the work of the selection team easier. By comparing the contents of these documents, it should be possible to achieve the outcome of the FAR  §Ã‚ § 13, which ensures Simplified Acquisition Procedures. In pursuant to this, all the following indicators in the table must be covered.

Involved In Knowing A Word

Involved In Knowing A Word Word knowledge plays an important role in language teaching, it provides the basis for learners to grasp four language skills listening, speaking, reading and writing. Without a certain amount of words, learners cannot expect to understand fully the content of listening and reading and express their meaning clearly in the process of speaking and writing. Lexical competence is one of components of communicative competence (Meara 1996).however, knowing a word is complicated and it involves knowing its form, meaning and use (Nation,2001) .e.g. spelling, pronunciation, grammar, denotative and connotative meaning, word associations, frequency, collocation and register. For English Learners in China, due to limited exposure to the target language, they have got difficulties with collocations and collocation errors are often found in their writing and speaking. In order to achieve a high level of competence in English, it is better for students to know more collocations. Nowadays in China, collocation has become one of the most important issues in English language teaching and learning. In this paper, firstly, the author attempts to explain and exemplify the question of what is involved in knowing a word, and some aspects of word knowledge are discussed. Secondly, collocation as one aspect of word knowledge is chosen to discuss in more detail, then some issues with respect to collocation are discussed, including the definition of collocation, the classification of collocations and the significant of collocation,. Finally, it deals with the classroom practice, as an English language teacher, some suggestions are given on the teaching of collocation in the classroom. What is involved in knowing a word? In the L1 acquisition, it is very common that learners may know how to speak one word in mother tongue but they do not know how to spell this word, while in L2 acquisition, learners may know the written form of word, but they do not know how to pronounce it clearly, or learners may know one meaning of a word, however, they do not know other meanings of this word in different contexts. Even learners may know both form and meaning of a word, but they do not know how to use this word appropriately in different contexts. Therefore, knowing a word is quite a complex cognitive process, and knowing a word involves understanding many aspects of word knowledge. Nation (2001:23) points out that words are not isolated units of language. Therefore, the question of what is involved in knowing a word has attracted considerable attention in the field of vocabulary acquisition. Researchers have identified different types of word knowledge. Richards (1976) and Nation (1990, 2001) list different aspec ts of word knowledge which learners needs to know about a word. I will use Nations classification of word knowledge as the basis for my discussion. More information, see the appendix 2. In recent decades, Nation is one of the worlds leading authorities on vocabulary acquisition. Based on the earlier word framework (Nation, 1990), Nation (2001:27) points out that knowing a word involves knowing its form, meaning and use, and each category is broken down into receptive and productive knowledge. Each of these three categories can be found in the discussion brief below. More details please see appendix two. Word form Knowing one word form includes spoken form, written form and word parts (Nation, 2001). Spoke and written form are essential word knowledge which helps learners to move forward to literacy. The knowledge of phonics, word reorganization and spelling provides a basis for learners to decode word meaning and use the word appropriately in different context. Knowing the spoken form means being able to understand the spoken form in hearing this word, this is receptive knowledge, as well as being able to pronounce the word clearly and make other people understood in the conversation, this is productive knowledge. Knowing the written form means being able to recognize the written form when reading, this is receptive knowledge; in the meantime, knowing the written form means being able to spell correctly the written form in writing, this is productive knowledge (Schmitt, 2000).Schmitt points out that the more similar between the second language and first language in spelling and pronunciation, the easier learners to attain these knowledge in second language. For example, it is easier for Spanish to learn the spoken and written form of English than to learn Chinese and Japanese, due to different orthographic and pronunciation systems (ibid). In terms of word parts, it involves knowing the prefix, suffix and stem that make up a word as well as knowing the word family (Nation 2001). It is possible to decode the meaning of unknown word when knowing the prefix, suffix or stem of this word. Take the word unbelievable, for an example. Prefix un means not, opposite, believe means trust something, -able means can be, worthy of, therefore the meaning of unbelievable is Not to be believed. In addition, Nation (2001) point out that knowing a word involves knowing the members of word family that will increase as proficiency develops. For example, knowing the word able, learners may know unable, disable, in the beginning, then they will know enable, ability, abilities, disabled disability. Normally, the knowledge of phonics, word reorganization and spelling are learnt by explicit instruction, such as repeat exercises, drills and rote memorization. Although this explicit instruction helps learners to acquire this knowledge to some extent, however, too much depending on exercises and rote memorization leads to boredom and decrease motivation. The best way to develop the phonics, word reorganization and spelling skill is to provide more opportunities to engage in meaningful reading and writing in the particular context. In addition, Learners can be trained and encouraged to use learning strategies. Such as finding analogies, cover and recall, focusing on difficult parts and setting regular learning goals (Nation: 2001:46). 2.2 Word meaning: Nation (2001) points out that knowing the meaning of a word includes connecting form and meaning, concept and referents, and word associations. Normally the word form and meaning are learned together. it means that when learners hear and see the word form, the meaning of this word will retrieved, in the meantime, when they want to express the meaning of word, the form of this word will retrieved as well. Daulton (1998) points out that the same form in the target language and first language makes learning the word meanings burden light. For example, English has some loan words from Japan; this helps Japanese learn some English words easier. In terms of concepts and referents, each word has got a core concept, while other meanings vary. It means a word has got a lot of meanings depending on the different contexts. Aitcheson (1987) also points out that there is a fuzzy boundary in the meanings of a word. One of the main reasons is that schema is different in the different contexts (Schm itt, 2000). In addition, Richards (1976:81) claims that words do not exist in isolation .Knowing a word involves knowing word association. Word associations are the links that words are related to each other in peoples mind. One word is given to a learner; some other that are similar or opposite, and related words easily come to mind. e.g. Accident-car, blood, hospital. School- chair, table, classroom, students, teachers; Home- kitchen, dish, food. 2.3 Word use Nation (2001) points out that knowing how to use a word involves knowing the word grammatical functions, collocations and being aware of constraints on use due to many factors, such as register, frequency and different cultures. Grammatical function is one of the most important linguistic constraints in choosing a word to use, and grammatical function refers to word classes and what grammatical patterns one word can fit into (ibid).e.g. we can say I know a lot, I eat a lot, I read a lot, however we cannot say I knowledge a lot, I eaten a lot, I reading a lot. Register and frequency are other particular types of word constrains on use. Register is considered as the stylistic constraints that make each word more or less appropriate for certain language situations or language purposes (Schmitt, 2000:31). In terms of word frequency, High frequency words (laugh) are heard and seen and used more frequently than low frequency words (guffaw, giggle, and chuckle). Generally speaking, low frequency words are used in the particular discipline, e.g. medicine, law, engineering, literature and so on). Therefore, High frequency words are more easily recognized and recalled than low frequency words. Therefore, knowing the use of a word should be aware of constrains on use of a word. In this section, word form, word meaning and word use are discussed. Next I will select collocation as one type of word knowledge (collocation) to discuss in more detail.Firstly, I will explore the definition of collocation, the types of collocation, and then I suggest that the knowledge of collocations is essential for learners, lastly, some advice on teaching and learning collocations in the classroom are given. The definition and clarification of collocation Collocation is defined in different way by researchers. collocation refers to items whose meaning is not obvious from their parts (Palm 1933 in Firth 1957, summarised in Nation, 2001:317).e.g., blonde hair, shrug his shoulders, fizzy drink, bite the dust. According to Schmittà ¯Ã‚ ¼Ã‹â€ 2000:76à ¯Ã‚ ¼Ã¢â‚¬ °,collocation is described as the tendency of two or more words to co-occur in discourse. Here co-occurrence is the main characteristic of collocation. Similar to Schmitt, Lewis (2000:132) describes it in another way as collocation is the way in which words co-occur in natural text in statistically significant ways, in this definition, the way words naturally co-occur is emphasized. It implies that people cannot put two or more words together arbitrarily, because words co-occur naturally. In fact, it is very common that some learners in foreign and second language context tend to put two or more words together arbitrarily because of the first language interference. For example, d o a decision instead of make a decision, big rain instead of heavy rain. Nation (2001:371) defines collocation asany generally accepted grouping of words into phrases or clauses. This definition reflects the two criteria of collocation which are frequency occur together and have some degree of semantic unpredictability (ibid). The above definitions indicate that words co-occur naturally, it is not easy for learners to get the meaning of collocation form its components, and as a result, it may cause problems for learners to acquire the knowledge of collocations. The definition of collocation leads to the shift to explore the types of collocation. Collocations are divided into two basic types: grammatical/syntactic collocations and Semantic/lexical collocations (Schmitt.2000). The former refers to one word combines with other words with the grammatical rule. E.g. get used to, be good at .the latter means multi words co-occur to contribute the meaning. E.g. make a mistake, catch a bus. Lewis (2000) lists different types of collocation, such as verb+noun, noun+noun, adjective + noun, verb+adjective, fixed phrase, part of proverb, binomial, trinomial and so on. The significance of learning collocations 4.1 The underlying rule of organization of lexicon Sinclair (1991) advances two principles (the open-choice principle and the idiom principle) to explain the organization of the texts. The open-choice principle suggests that you can put any word in the slot to make texts as long as you follow the grammar rule. It is known as slot-and-filler model. However, this principle cannot explain the collocation constrains. The idiom principle highlights that there are some regularities when two or more words combine together, and Sinclair claims that there are some constrains on the choices words in discourse(ibid), in other words, the way words co-occur are not random. Hill (2000) also agrees with the idea that the lexicon is not arbitrary. E.g. commit. A relatively fixed set of words can co-occur with it. E.g. suicide, crime, murder, sin. But not promise, advice, plan. 4.2 The size of collocation Groups of words or phrases are used very frequently to express meaning in the oral and written texts. Hill (2000) claims that two or more than two words collocations make up a huge percentage in the text. It is estimated that up to 70% of everything we use in oral and written texts are fixed expression. This widely used collocation implies that if non-native learners have got a huge amount of collocation, it will be helpful for them to achieve native-like fluency in the target language. Nation (2001) also points out that knowing the collocation knowledge of a word is one of the most important aspects of knowing a word. 4.3 Native-like fluency Learning collocation helps learners to speak and write English in a more natural and accurate way (Dell and McCarthy, 2008).if learners store a huge number of collocations, this allows them to retrieve ready-made language, think more quickly and produce language efficiently (Hill 2000).in addition, they do not need to make sentences word by word to express themselves, and this assists them in using English not only naturally but accurately. According to my experience of teaching English in China, due to the first language interference, the direct translate are used to produce language, the inaccurate use of collocation is very common in the essay writing, and this is one of the main causes which lead to the emergence of Chinglish, e.g. eat medicine, make exercise, receive the telephone e, open/close the radio, look TV instead of take medicine, do exercise, answer the telephone, turn on/turn off radio, watch TV. 4.4 language acquisition Learning collocation enhances language acquisition (Hill, 2000). Nation (2001) points out that collocation helps learners to store knowledge quickly. If learners have got a huge number of collocations in mind, it is easier for them to retrieve ready-made language from their mental lexicon and think more quickly because they can recognize big chunks of language when reading and listening, and this is very helpful for them to understand the meaning in the speed of speech and the long reading texts. In contrast, if learners decode the meaning of speech and texts word by word, maybe they know the meaning of each word, however, they do not know the meaning of collocation or chunks in the long discourse. It may be difficult for them to get the accurate meaning of the speech and texts. Based on my teaching experiences as a high school English teacher, I found that most of the students in my class have got difficulty understanding the meaning of the entire paragraph due to lack of collocatio n competence. Hill (2000) also agree with this explanation that one of the main reason for having difficulty in reading or listening is due to lack of collocation competence, rather than the load of new words. E.g. as far as I know, the old sheep comes up with the idea that he will give up on his dream to look after little sheep, however, he cannot make this decision due to other people. This makes him keep crying all the time. Even though students know the meaning of each word in the above paragraph, it is still very hard for them to understand the entire paragraph because they are not familiar with some collocations inside. In the above two sections, the definition, types of collocation and the significance of collocation were discussed. In the next section, I would like to give some suggestions on teaching and learning collocations in the classroom. 5. Teaching collocations in the classroom Here are some suggestions and activities for English language teachers that will help students to acquire the knowledge of collocations in the classroom. 5.1 Raising awareness of collocation in classroom Woolard (2000) points out that raising learners awareness of the importance of collocations is a good way to help them notice them. Teachers should explain the rationale for collocation, the significance of learning collocation in language acquisition, and then make learners know that words are not used in isolation, knowing one word also means knowing which word is likely to co-occur with it, Teachers can emphasize in the classroom instruction that knowing collocations not only helps them to receive (reading and listening) and store language quickly but also produce language naturally and accurately. E.g. When teaching reading, it is an effective way to ask learners to identify collocations in the texts and let them make a list of collocations. When teaching speaking, teachers can ask learners to predict the collocations of the word. If teachers encourage learners to notice collocations in input and output teaching activities, this practice will help learners develop an ability to n otice and use collocations. It also helps learners to develop learner autonomy, when they read newspaper, listen to radio, watch TV and talk to other people in English. They will notice the existence of collocations in spoken and written texts. 5.2 Increasing language input and providing output opportunities Using the authentic reading texts is an effective way to teach collocations. In the classroom, Lewis (2000) also suggests that teachers should choose the right kind of texts which includes different types of collocations. These texts can be used in the intensive reading practice. However, this is not enough to acquire the knowledge of collocations. Krashen(1985 )points out that enough comprehensible input is a source of language acquisition. Collocations are used in different types of texts, such as newspaper, magazine, and story books. It is good for learners to do extensive reading to encounter collocations in these authentic texts and remember them in the notebooks. In addition, extensive reading provides learners with context to make the understanding of the meaning of collocation easier and deeper, therefore. Extensive reading not only helps them to know how native speakers use the collocations in the natural way, but also moves learning collocations from short to long-term memo ry. However, Swain (1995) claims that despite the fact that learners are given a rich source of comprehensible input in the French immersion programmes in Canada. It is still hard for learners to produce the native-like language proficiency. Teaching collocations also needs to provide opportunities to learners to practice how to use collocations. These activities can be some communicative activities in terms of writing and speaking. Hill, Lewis and Lewis (2000) suggest that teachers can ask learners to find the collocations in the reading texts, and then use these collocations to reconstruct the content. Some collocation errors can be found. Teachers need to write down these errors in the blackboard and make learners to analyse them. The same activities can be done by listening to tapes or stories and then ask learners to speak out the collocations. Some exercises are used to help learners acquire collocations (Dell and McCarthy, 2008). Such as Fill in blanks, Match games True/False. 5.3 Using resources: Collocation Dictionaries and corpora and concordances It is a good way to get learners use collocation dictionaries to know more about collocations. e.g. Oxford Collocations Dictionary for students of English. In addition, with the development of internet, the innovative corpora and concordances are becoming the effective way for learners to check collocations online. They provide great texts to check collocations and grow dramatically with the update texts. Corpus has brought great insights into linguistics, especially into the study of collocations. A corpus collects the written or spoken texts and stores them in the computer. It is very helpful and efficient way to use the corpus to check how the people use collocations in written or spoken texts .Sinclair (1991:32) defines a concordance is a collection of the occurrences of a word-form, each in its own textual environment. Compared to collocation dictionary, concordance allows us view more collocation lists in the corpus. However, I think it is necessary for teachers to provide learners with some training to help them use it well, this also encourage learner autonomy. 6. Conclusion In this paper, I have explained and exemplified the question what is involved knowing a word. Word form, word meaning and word use were discussed briefly. Such as spelling, pronunciation, word parts, word meanings, word associations, grammatical functions, register, collocations, frequency and so on. In these many aspects of word knowledge, collocation as one type of word knowledge was chosen to explore. First, the definition and classification of collocation were discussed, and then the reason for choosing collocations was explained. Next, this author proceeded to explore how to teach collocations in the classroom. Lastly, this paper offers some suggestions on how to help learners acquire the knowledge of collocations in the classroom. Appendix 1: The meaning of knowing a word(Richards,1976), 1 The native speaker of a language continues to expand his vocabulary in adulthood, whereas there is comparatively little development of syntax in adult life. 2 Knowing a word means knowing the degree of probability of encountering that word in speech or print. For many words we also know the sort of words most likely to be found associated with the word 3 Knowing a word implies knowing the limitations imposed on the use of the word according to variations of function and situation. 4 Knowing a word means knowing the syntactic behavior associated with that word. 5 Knowing a word entails knowledge of the underlying form of a word and the derivations that can be made from it. 6 Knowing a word entails knowledge of the network of associations between that word and other words in language. 7 Knowing a word means knowing the semantic value of a word. 8 Knowing a word means knowing many of the different meanings associated with the word. Appendix 2: What is involved in knowing a word? (Nation, 2001) Form spoken R P What does the word sound like? How is the word pronounced? written R P What does the word look like? How is the word written and spelled? word parts R P What parts are recognizable in this word? What word parts are needed to express the meaning? Meaning Form and meaning R P What meaning does this word form signal? What word form can be used to express this meaning? Concept and referents R P What is included in the concept? What items can the concept refer to? associations R P What other words does this make us think of? What other words could we use instead of this one? Use grammatical functions R P In what patterns does the word occur? In what patterns must we use this word? collocations R P What words or types of words occur with this one? What words or types of words must we use with this one? constraints on use (register, frequency ) R P Where, when, and how often would we expect to meet this word? Where, when, and how often can we use this word?

Against Censoring Harmless Obscene Language :: essays research papers

Against Censoring Harmless Obscene Language Why the !@#$ would any &*$% head want to censor @#$ &*$% offensive language? I mean what the !@#$?? Did any of that offend anyone? Would it if I had used the actual words? I hope it wouldn't because I sure didn't intend for it to. But then again, if it did, well, don't take this personally, but, you don't need to be reading this. I'm sorry, but I am not forcing you to. No one is. Close your eyes if someone puts it in front of you, sing the Macarena a loud if someone reads it to you, whatever. The fact of the matter is, freedom of speech is the law. I have in my hand, not that you would know this, the Constitution of the United States of America. In this constitution, there is this little thing called the Bill of Rights which contains the first ten amendments, the first being the freedom of speech. Article I of the United States Constitution states, "Congress shall make no law†¦abridging the freedom of speech." Translated, this asserts that I can say what ever the !@#$ I want to.†  Ooh, I'm sorry, I hope you closed your eyes and washed your ears out with soap. If not, too $%@# bad! My belief is that nothing should be censored. Nothing. It is every person's right and responsibility to shield him or herself from any language and other audio and visual provided I do not say anything false which could hurt another person's reputation messages that is found demeaning to the individual. One person may find my !@#$%& language offensive, yet another may find my language rather humorous and meaningful. I feel that when I use offensive language, I am more thoroughly stressing my point. Allow me to demonstrate my point. I have just been shot in the knee cap on my way to the Noble Prize Award Dinner, and I will now be disqualified as a contestant for the Noble Peace Prize. I then say to the bad man, "Ow†¦that hurt. Why†¦did you†¦do†¦that†¦to me?" The man who has done this awful deed will feel no remorse and carry on whistling It's a wonderful life. Now, let's try this again with a more meaningful message. "Son of a !@%$#!!! What the !@#$ did you @#$ &*$% do that for you #$%& ^*%&$ #$$ %&$% $&*% &$ $%*$%????" The man will now have a better sense of what pain he has brought me. He will still obviously run and hide and do nothing about what he did, but he'll more than likely feel more guilty for what he did.

Catch the Moon

Imagery is an important part of the novel story â€Å"Catch the Moon† by Judith Ortiz Cofer. The The story is about a trouble maker named Luis Cintron who has just gotten home from juvenile hall. Luis works in his father’s junkyard; he is not the happiest teenager doing that job. The author uses the literary element imagery to allow the reader to experience what Luis is experiencing. The author states, â€Å"She stood in the sunlight in her white sundress waiting for his father, while Luis started. She was like a smooth wood carving. Her skin was like mahogany color. † She is being Described as a dark skinned, graceful girl in a white dress. This description involves the sense of sight. The reader can picture Noami perfectly. (Pg. 64) The text states perfectly, â€Å"Eat the yellow rice and red beans, the fried chicken, mouth watering sweet plantains that his mother had cooked for them. † The description gives the reader an example of the color, flavor, and smell of the food. The author uses imagery to engage the reader’s sense of taste in the story. (Pg. 66) The story appeals to the sense of touch when the author states, â€Å"When it was almost midnight, Luis’s hands were cut bruised from his work†. This demonstrates imagery involving touch and the reader Imagines how Luis’s hands were cut, and bruised from his work. The imagery referring to touch is a great example of how things can be imagined in the reader’s head. Pg. 68) In conclusion, â€Å"Catch the Moon† is a story full of imagery. Luis is attracted by Naomi, she gets described really well, she helps Luis stay out of trouble and to stay on the right path. The food in the story was described in a great imagery of taste and smell. The imagery the author uses for touch gives the reader an idea of how Luis go cut and bruised. Using imagery in the story is a good way to read the experience of the characters.

French And Indian War DBQ Essay Example

French And Indian War DBQ Essay Example French And Indian War DBQ Paper French And Indian War DBQ Paper For decennaries. the Gallic traded with the Indian folk. This move created a civilised confederation with the Indians so that they could hold a new part to claim as New France. Cherished beaver pelt was the chief merchandising point. Soon plenty. tensenesss rose whenever Pennsylvanians and Virginians decided that they besides wanted to put claims on this new found frontier land. This led to massive struggle between the settlements and ended up being one of the most barbarous slaughters in history. This is besides known as the Seven Years’ War. The Gallic and Indian war changed the relationship between the British and American settlements. By seeing this land as a manner to heighten each’s wealth and power they would travel to no extent to make their end. no affair what the effects were. The Gallic and Indian war changed the position of British and American settlements in approximately every manner of economically. ideologically. and politically. Politically it effected the settlements by republicanism. ideologically because of independency. and economically through the revenue enhancement. In papers one. the colonial power in pre-war 1754 started out as equally disputed throughout North America. Some of the colonial power over certain parts of North America were shared between Great Britain and the Gallic before the war. Then. the power in post-war 1763 looked as if the British had about entire control of North America. The lone parts it didn’t ain was Louisiana and Texas. which was owned by the Spanish. The great addition of control in power and enlargement of districts for Britain led to more duty. When the British began taking over politically. they started altering authorities by desiring a republican system over the English monarchy. Document four states how the colonial militiamen were denied entree to the apparels and or supplies they needed. even though they were Englishmen born. they were non the regular British. These colonial work forces were being held under the British powers. It was clip for these work forces to go forth to travel place. but they w ere non yet allowed to go forth. : They swore to make no more responsibility for them while they were at that place since it was at that place clip to go forth. which so caused struggle because the British wanted to still hold power over them. Document three begins to speak about George Washington’s trueness to his male monarch and state and he has regard for his new commanding officer General Braddock with such great experience and abilities. After the General got changeable during a conflict George Washington is declared to be the leader. He subsequently on marks a pact written in French. even though he can non read or talk Gallic. and by subscribing that pact he is tricked into squealing that he killed a dominating officer. The Treaty of Paris ended the Gallic and Indian war in 1763. harmonizing to papers five. The Treaty of Paris besides made Britain more powerful because Britain became the exclusive taking political power. The settlers praise that the menace of enemies were removed and they can get down to bask the freedom. Even though the Treaty of Paris ended the war there was still war disbursals that were tremendously expensive that made the triumph less sweet because those disbursals were hanging over them. 1763 the national debt doubled in Britain whenever Pitt started in office. Harmonizing to papers five. the British Order in Council believed that the gross coming in from America was less than adequate and deficient. The council was stating that they needed to make a larger gross to maintain the military protection over the settlements. Besides. that if new district came along and the population expanded they would necessitate more inadvertence. which costs even more money. To acquire the gross needed to pay debts the British Begin to implement mercantilist policies. The trade was get downing to be regulated as required to convey in more money. To demo more authorization the British took greater control over the colonial Government’s matter and gave them small to no control over it. Economically. the British were in control of all gross due to the major demand of gross to assist pay the debts and they were determined to make whatever it took to acquire the money. In 1765 The Stamp Act was created to raise greater sums of gross. The Stamp Act was a revenue enhancement on all paper that was required for official paperss like newspapers. tribunal paperss. licences. ships’ lading lists. etc. It required an affiliated cast for cogent evidence that the revenue enhancement for it had been paid. In 1766 a worldwide opposition towards The Stamp Act evolved to seek and revoke the unjust revenue enhancement. Document eight begins speaking about how Benjamin Franklin tells John Hughs that he is working in hopes to revoke The Stamp Act. Franklin still wants to obey the Torahs and avoid penalty. but he knows ill will will b e shown toward the political system from the settlers. Document seven shows a cutout from a Pennsylvanian newspaper during this important clip in 1765. The newspaper shows rebellion by utilizing skull and cross bone symbols to depict the times as dreadful. The newspaper leaves a topographic point for the cast but fills it with a skull and words that said An emblem of the effects of the STAMP. o’ the fatal cast. The newspaper puts the article in the form of a gravestone to stand for the decease of colonial government’s rights. The newspaper encourages the people to take a base and Rebel against The Stamp Act to convey it to an terminal. In decision. The Gallic and Indian war was a conflict between the English and French for power over settlements in North America. This conflict is good known as the Seven Years War. This consequences with jobs happening economically. politically. and ideologically. No existent victor was made from this conflict because even though the British won they were in tremendous sums of debt that the y couldn’t pay off. This debt about crashed the whole English authorities. The British started off by deriving power over most of North America after the war. but didn’t realize the complications that came along with it. Following. they began to do America wage gross to assist the British wage off their debt and pay for military protection services over the settlements. Finally. the Stamp Act was introduced to the settlements to revenue enhancement them on official documents and this was besides to assist acquire more gross. This caused a widespread up rise of people who did non hold with the unjust revenue enhancement on paper. Piques were flared and the peoples’ bounds had been pushed far plenty because of this debt. Debt was the chief cause of furies within settlements. which so lead to the bursting point. known as the Revolutionary War.

bipolar essays

bipolar essays Bipolar disorder can best be compared to a mountain range. With high peaks of euphoria and deep valleys of depression, this disorder has periods of "high", or manic stages, and periods of low, or depressed stages, with some periods of normal in between. For many people this disorder begins in the adolescent stage of life and continues throughout the persons adult life. Often people suffer needlessly for years or even decades without even recognizing that they have the disorder. As long as people are informed of the disorder this suffering can be avoided. Bipolar disorder can be recognized by many signs, has many treatment options, but awareness is the key to the treatment. One symptom of bipolar disorder is severe irritability and mood swings. The teen "snapping" at his or her parents, common in most households, can now be taken as a sign of depression. Of course, most teens that have bipolar disorder do not have parents to snap at. This is due to the trend of sorts that severe negle ct is a major cause of this affliction. Early trauma can lead to a life of unhappy irritability and mood swings. A "bad attitude" can be an after effect of these early life traumas and abuses. An example of this is Lauren: at four years old she had been chained to a car door and while chained was attempting to care for her younger brother who was then two years old. Her mother, a cocaine abuser, had not tended to the children in several days. Various family members undertook the task of caring for her, but her forceful and unmanageable tendencies wore them down and they were forced to pass her on to another relative. Mood swings are also common among those suffering from bipolar disorder. These are more drastic than those normal people experience. Normal teenagers have mood swings quite frequently; the causes can range from trouble with family, friends and boy or girl friends. These things can also cause mood swings of those suffering from manic depre...

The first voyage of columbus Term Paper Example | Topics and Well Written Essays - 1500 words

The first voyage of columbus - Term Paper Example Christopher Columbus officially started his first voyage on 3rd August, 1492 with his three ships. Alongside the journey Columbus faced many challenges including bad weather that caused lack of winds to help steer the ships and also lack of supplies to maintain the ship thus could not get on the island of canary. It was on the 8th of September, when Columbus noticed that the pointer on the compass was not pointing north, but rather half of it was pointing to the Northwest, and the variation was greater as they continued with the journey. Columbus did not mention that to his crew as he knew it could cause anxiety and yet they were not sure of their final destination. This kept on for some days, but was later discovered by his pilots something that caused mixed reactions of anxiety and panic. Most of the men in ship panicked to an extent of threatening to move back to Spain. Columbus had to reason faster as to why the pointer was not pointing at the north and explained to the crew not to worry as it was due to failure in weather conditions, and as he was a well known astronomer reduced the anxiety. It took him sometimes up to early mid September to make clear sight of the Hierro Island as the wind flow remained low. First landing It was on 12th of October, when Columbus saw his first land which was earlier sighted by a sailor on Pinta ship but, Columbus dismissed him that he was the first to see the land letting him retain the prize he had made a promise to give to whoever saw it first. The island was named San Salvador, by Columbus but presently referred to as Bahamas. In Bahamas, the residents were friendly, calm and kind. At the time the island was discovered, the local residents were: the Bahamas, Galibi who was on the windward parts of the island and the kalian on the leeward part of the island (Herring 121). Columbia also did a study on the cultural and social living standards of the residents on the island. The residents of Bahamas were mostly described by Columbia as, friendly, naive, harmless and willing to learn new ideas. At this point, Columbia had the urge of finding gold as he had discovered most of the residents wearing some of them in their noses and this made him extent his stay. Second landing After landing in Bahamas on12th of October, Columbus discovered five more islands there thereafter he left for Cuba on 28th of October. He made a landing at Bariay which was at the eastern part of the island. At this point, Columbia thought that he reached China and so he decided to send two of his two men to find out if it was true, and these were Luis de Torres and Rodrigo. The two men did not succeed in what they had been sent to but instead travelled to a small village called Taino, from which they acquired a habit of tobacco smoking as they had observed the people there doing so. The two men who were sent came back after four days. It was during this time that Columbia made a discovery of the existence tobacco plant and the wild growth of cotton everywhere. It was on the 21st of November that Pinta ship travelled to the east towards the inaqua and Turk island hence being apart from the other ships (Herring 91). Pinzon was the one sailing Pinta, and he made the decision to go separate as he had the idea that he

Hypothesis Essay Example | Topics and Well Written Essays - 250 words - 1

Hypothesis - Essay Example The recent trend in awareness about weight gain and loss due to growing concerns about health have given rise to the importance of the calculation of these calories due to a number of reasons. Consuming more than the daily requirement of calories makes a person prone to more diseases. The United States Food and Drug Administration (FDA) as well as the American Heart Association have verified the importance of the number of calories consumed by a person in one day, which comes to around two thousand calories per day. These restrictions are made so as to prevent obesity and the resulting risk of cardiovascular diseases due to high content of cholesterol (Lichtenstein et al., 2006). The increasingly sedentary lifestyle, contributing to greater calorie consumption is primarily the reason why almost all the food packaging comes with labels of ‘Nutrition Facts’ behind them. These labels describe the total calorie count of the food or beverage product along with descriptions of nutrients in them (Stanfield &Hui, 2010). The figure below displays the result of increased calorie consumption. The figure above shows that none of the states show a prevalence of obesity that is below twenty percent. This crucial information depicts the rising levels of a sedentary lifestyle and increasing consumptions of calorie-rich foods. It is important to note here that the numbers of states which have the highest prevalence of obesity are located in the southern region of the United States of America. These were followed by the Midwestern states and Northeastern states. Around twenty three states show a prevalence of twenty five to thirty percent of obesity. It is the prevalent rate of obesity due to excess calorie consumption that leads to not only increasing risks of cardiovascular diseases but also certain other health problems. It is therefore true that with the usage of calories than daily requirement will lead a person to be prone to more diseases. Due to the increased