Globalization Essay Example | Topics and Well Written Essays - 3000 words

Globalization - Essay Example Globalization is mostly related to economic globalization however this is not the case; globalization presents a much wider concept. It is a combination and amalgamation of political, economic, biological and cultural factors which are being shared and circulated globally. Globalization is a very relative term and can be used in a number of ways depending on the factor it is being applied to. For instance, if taken from an economic perspective, globalization is the removal of hindrances and barriers existing between two nations so that the flow of services, manpower and merchandise can be enhanced and taken to a higher level for the attainment of mutual benefit and progress. The concept of globalization has changed paces; it took a start in the nineteenth century and deliberated during the era of the First World War. It again accelerated in the middle of the 20th century, the reason many economists present for its varying trends is the changing attitude of the economists who sometime s backed off from this practice so as to protect the policies and regulations of their organizations. Globalization took a turn after World War II; this was due to the combined efforts of the politicians who made deliberate attempts to eliminate the borders obstructing trade. Bretton Woods Conference further paved way for this since politicians from all over the world signed the petition to carry out foreign trade and commerce and numerous institutions were also developed in order to view and invigilate the procedure of globalization. Multinationals organizations have also taken part and are responsible for its worldwide growth and development; the corporations in Europe and United States of America exchanged strategies related to science and technology and gave birth to a new era of globalization. Radio, television, music, films and all other means of media also played a great role in the exchange of cultures especially in the western countries. Two more factors that have contribut ed greatly in this regard are telecommunication which greatly enhanced the effects of this phenomenon which are even prominent in the current era. One of the greatest benefits of the intervention of technology in globalization is that it has made trade and other means of communication very accessible and easy. Globalization has not only revolutionized the economic sector but has also contributed to a great deal as far as political, social and cultural diversity is concerned. (Malcolm, 2001) ADVANTAGES OF GLOBALIZATION Globalization has both advantages and disadvantages; it has become a contentious term mainly because the disadvantages seem to overshadow the advantages. Before knowing the reason behind this issue, let’s have a look at the advantages of this controversial issue. The advantages are as stated; trade has become easier due to globalization since trade and business affairs can be carried out more easily owing to the efficient means of transportation and communicatio n. Goods and other services can be easily carried from one place to the other. The relationship between nations and states becomes more stable due to effective interaction; old rivalries can be sorted out and resolved which in turn reduces the chances of war. The trend of free trade gains popularity and

Essay on Typical Cell Example | Topics and Well Written Essays - 1250 words

On Typical Cell - Essay Example Additionally, each cell keeps its own instructions that enable it to carry out these tasks. The debate over typical cell has been present for several decades. Microbiology scientists in different factions have defined the basic cells with its components, while others argue that the definition of a typical cell is not definite. This paper discusses the basic structure and functioning of the cell to understand whether there is anything like a typical cell. The cell is the fundamental building block for all living organisms. Living cells are divided into two main categories: prokaryotes and eukaryotes. Scientists believe that life on earth began some 4 billion years ago. Prokaryotic cells were the first cells to evolve in the world. These organisms did not have a nuclear membrane, the membrane surrounding the nucleus of a cell. Bacteria cells are an example of prokaryotic organisms. However, the recent discovery of archaea (a second prokaryotic) proves that there was a third life of cel lular domain (Panno, 2005:41). Prokaryotes are single cell organisms that do not differentiate or develop to form multi-cellular organisms. Although some bacteria reside as masses of cells or grow in filaments, each single cell is similar to the other and has the capacity to exist independently. The reason behind the existence of the cells is the probability of not separating after cell division, or maybe they remained in a common slime or sheath (Cooper and Hausman, 2009:246). Despite their close arrangement to each other, they do not communicate or interact for continuity. Prokaryotes differ from eukaryotes based on nuclear structure and organization. Prokaryotes have the capability to inhabit everywhere on the planet, including our body surface. Prokaryotes lack the nuclear membrane. They also have no intracellular structure and organelles characteristic of eukaryotes. The functions of the organelles like mitochondria, Golgi apparatus, and chloroplasts are delegated to the prokar yotic plasma membrane. A prokaryote has three main architectural regions: a cytoplasmic part that has the ribosome and cell genomes (deoxyribonucleic acid DNA), a cell envelope that has a plasma membrane, a cell wall, and a capsule, and appendages refered to as pili and flagella (Panno, 2005:67). On the other hand, eukaryotes have a more defined nuclear structure. Examples of eukaryotes include animals, plants, and unicellular organisms. Eukaryotes are approximately ten times larger than prokaryotes, and having up to 1000 times much volume. The major difference between the two is that eukaryotes have compartments within the membrane where particular metabolisms occur (Cooper and Hausman, 2009:290). A significant difference is the nucleus, which is a compartment delineated by the nuclear membrane. The nucleus houses the DNA of the eukaryotic cell, thus the name of the eukaryotes (true nucleus). The eukaryotes also have organelles, special small structures that perform specific functi ons within a cell. Eukaryotic cells have dozens of different types of these organelles. Eukaryotes were a major development on the life of living things as well as a key evolution concept. Eukaryotes use the same metabolic processes and genetic codes like prokaryotes, but their advanced organizational complexity allows development of multi-cellular organism (Cooper and Hausm

Peru Essay Example for Free

Peru Essay The country of Peru is entrenched in a colourful history of wonder and innovation. This South American country has a diverse array of cultures, lands, foods and languages amoung other distinct and unique attractions. Peru is best known for its Incan mystical historic site, Machu Picchu and the Nazca Lines. Peru also consists of the world’s highest navigable lake, Lake Titicaca which it shares with Bolivia. Despite Peru’s large pallet of exclusive appeals however, it does have internal problems in relation with its socio-economic realm; which has hindered its advancement as a society in many ways. Some problems in Peru revolve around poverty, a growing gap in inequality, and extreme debt to foreign corporations and organization such as the International Monetary Fund. Due to these problems and many others Peru remains a developing nation. This report will consist of four sections that will fully explore Peru and its people. The four sections are geography, society, economy, and the political system of Peru. Geography: Peru as a whole has an area of 1,285,216 km? in its territory. The countries of Ecuador (1,529 km border) and Colombia (1,506 km) border Peru to the north, while Brazil (border 2,822 km) and Bolivia (1,047 km) border Peru to the east. Chile (border 169 km) and Bolivia also border Peru to the south. Peru’s landscape can be best classified by three distinct regions. These regions are made up of a coastal region running parallel to the Pacific Ocean sea line, the highlands (the Andes), and the Eastern lowlands more specifically the jungle (the Amazon). Each section is distinct in its own characteristics which make Peru a diverse country. The coastal region of Peru houses Peru’s capital Lima amoung other large cities (such as Trujillo, and Chiclayo). This region is paramount for aquatic life and rich in gorgeous beaches. The highland region of Peru contains the Andes Mountains. This region is most known for the city of Cuzco (the highest above sea level city in the world). The land located there is also rich in valuable minerals (such as gold, copper, silver, gold, petroleum, iron ore, coal, phosphate, potash which in turn has attracted a lot of corporations) . This region is also known for Machu Picchu, which is a historic landmark where the nobles and kings of the Incan empire once lived (the indigenous Peruvians). This site is also considered to be a mystical spot, a centre of worship, and an astronomic observatory for the Incas that have attracted a lot of tourists . Along the slopes of this region also lies the Altiplano plateau (a dry basin). This region more specifically is located near southeastern Peru. This section also borders Chile and is known for the Atacama Desert (the driest place on earth). In this desert located between the coastal region and the Andes lies Nazca. This land is also very famous for its ‘Nazca lines’. These lines are massive imprints of animal figures and other designs stretching across the desert which have remained there for centuries. To the East of Peru lies a massive tropical jungle named the Amazon Forest (the biggest in the world, it is as large as Western Europe or the whole of the US) . The Amazonian forest is the habitat of thousands of different species of animals and plants. It also is famous for medicines found there. The Amazon also contains one of the biggest rivers in the world named the Amazon River ‘its length lies anywhere between 6,259 km (3,889 miles) and 6,800 km (4,225 miles). It has over 1,000 tributaries, 8 of which are over 2,000 kilometers’ . To the very South of Peru integrated with Bolivia is Lake Titicaca (the highest navigable above sea level lake in the world) . Geographically Peru is very rich in resources and beauty, but for that same reason Peru faces significant environmental and political consequences. Some problems associated with Peru and its land is deforestation (some the result of illegal logging mostly in the Amazon regions); overgrazing of the slopes of the costal region and highland region leading to soil erosion; desertification; and other hazards such as air pollution especially in Lima; pollution of rivers and coastal waters from municipal and mining wastes . These problems have greatly limited Peru from retaining a healthy and secure environment for its citizens. Despite Peru’s problems with its environment, the majority of the Peruvian society cannot be completely held responsible. There are issues (such as powerful politicians and foreign investors) which greatly deprive Peruvian citizens from having the ability to truly govern themselves. Society: Peruvian society is highly stratified between the rich and the poor. Peru’s total population consists of 27,167,000 inhabitants. 71% of which subsists in urban areas while 29% of Peru’s total population lives in rural areas. There is a distinct difference in quality of life between the Peruvians who live in urban areas versus the people who live in rural areas (which is predominately poorer). Peru’s ethnicities are mainly divided by Amerindian 45%, mestizo (mixed Amerindian and white) 37%, white 15%, black, Japanese, Chinese, and other 3%. The official languages of Peru are Spanish (official), Quechua (official, spoken by the indigenous), and Aymara. The Spanish language in Peru is predominately used due to Peru’s history of colonization by Spain during the 1520s. Also because of the colonization of Peru, 90% of the Peruvian population is Roman Catholic. Peru in terms of specific characteristics of their overall population is quite common for a third world. According to the World Bank the average life expectancy for a Peruvian citizen is seven one years old. According to the World Health Organization, the life expectancy for most males in Peru is sixty-eight years old. While for females seventy-three years old is the most common age of death. The World Health Organization also explains that in Peru child mortality rates per thousand people are thirty-six for males and thirty-two for females; and for adults it is one-hundred and ninety-three for males, and one-hundred and thirty-three for females. Uncommon however to most third world countries, Peru’s literacy rates above the age of fifteen who can read and write for all of Peru’s population is 88% (95. 2% for males, and 86. 8% for females). For the most part, Peru’s social situation is extremely interconnected with Peru’s economy and its division of power. Economy: Peru’s economy is very dependent on foreign investment and aid. Like most developing nations, Peru is rich in natural resources, but poor in efficiency in retaining economic sovereignty in relation to the international market. Peru is heavily into debt with foreign corporations. According to the World Bank, as of 2006 Peru’s total debt per GDP was 30. 2 billion dollars US. According to the same source Peru’s total debt in service and exports as of 2006 was 12. 9 billion dollars US. This massive debt that Peru is chained to drastically diminishes Peru’s ability to have true sovereignty and the ability to provide the best interests for its people. For this reason 11% of Peru’s population lives below one dollar US per day (1995-2005) . But although a lot of Peruvians live in poverty, the country’s economic growth rate has been going up. It was said by Peru’s â€Å"Economy and Finance Minister Luis Carranza †¦ that Peru’s 2007 economic growth was 8. 3 percent, the highest since 1994† . This ironic actuality exposes the degree of inequality in Peru. If the nation itself seems to be improving, then so should the conditions of its people; but this is not true in this case. From a purely economics standpoint the World Bank dictates that Peru’s annual average annual growth of GDP per capita was 7. % in 2007. The World Bank also states that Peru’s main economic centers and industries are set up as follows: By percent of GDP, Peru’s agriculture sector is 6. 3%, the industry sector is 35. 2%, the manufacturing sector 15. 1% and Peru’s biggest sector being services accounts for 58. 5%. To give a better idea of what Peru offers to the international market in terms of exports, Peru is ‘the worlds leading silver producer and ranks second in copper and zinc†¦ Among other products, Peru is a global supplier of asparagus, fish, grapes, and organic bananas’ . These statistics show that Peru does have the ability to compete in the international market if it could set its own prices for the goods it exports and if it were not in debt to international organizations. But because Peru must oblige to institutions such as the International Monetary Fund, World Bank, and World Trade Organization, Peru has no chance of removing the shackles of foreign power. Political System: Peru politically is a republic and contains a multi-party system that sponsors a president. The capital of Peru is Lima, and it is here where the President of Peru Mr. Alan Garcia Perez situates his reign . The major political parties in Peru are the Peruvian Aprista Party or PAP (Alan Garcia Perez is the leader of this party); the Independent Moralizing Front or FIM; the National Unity (Unidad Nacional) or UN; Peru Posible or PP; Popular Action or AP; Solucion Popular; Somos Peru or SP; and the Union for Peru or UPP. Peru has a democratic system where a president is elected through a party. The government similar to the North is divided into three branches the Executive, the Legislative made up by 120 members of the Congress who are elected for a five year-period; and the Judiciary, made up by the Supreme Court. Peru politically is in turmoil with its people. There are many groups such as the Sendero Luminoso (Shining Path) who oppose the neo-liberal type of government in Peru. Peru does have free democratic elects but history has shown in Peru (especially with president Fujimori) that most politicians have become corrupt and weak to foreign influences (especially the USA). To conclude the Peruvian people need to come together to conquer the influence of Western capitalism, inequality, and the rule of the elites in Peru. If Peru ever wishes to become truly independent and fair for all its citizens it must break off ties with dominating international organizations and nationalize a lot of its markets. Only when Peru is free of debt and agreements which favor the wealthy of Peru instead of all of its citizens will Peru find true development. Peru must utilize its vast amount of resources to help all of its citizens not just the elite.

Errors and strategies in language acquisition

Errors and strategies in language acquisition Error Correction Why Correction is Necessary Correction is necessary. The argument that students just need to use the language and the rest will come by itself seems rather weak. Students come to us to teach them. If they want only conversation, they will probably inform us or, they might just go to a chat room on the Internet. Obviously students need to be corrected as part of the learning experience. However, students also need to be encouraged to use the language. It is true that correcting students while they are trying their best to use the language can often discourage them. The most satisfactory solution of all is make correction an activity. Correction can be used as a follow-up to any given class activity. However, correction sessions can be used as a valid activity in and of themselves. In other words, teachers can set up an activity during which each mistake (or a specific type of mistake) will be corrected. Students know that the activity is going to focus on correction, and accept that fact. However, these activit ies should be kept in balance with other, more free-form, activities which give students the opportunity to express themselves without having to worry about being corrected every other word. It is to S.P. Corder that Error Analysis owes its place as a scientific method in linguistics. As Rod Ellis cites (p. 48), it was not until the 1970s that EA became a recognized part of applied linguistics, a development that owed much to the work of Corder. Before Corder, linguists observed learners errors, divided them into categories, tried to see which ones were common and which were not, but not much attention was drawn to their role in second language acquisition. It was Corder who showed to whom information about errors would be helpful (teachers, researchers, and students) and how. There are many major concepts introduced by S. P. Corder in his article The significance of learners errors, among which we encounter the following: It is the learner who determines what the input is. The teacher can present a linguistic form, but this is not necessarily the input, but simply what is available to be learned. Keeping the above point in mind, learners needs should be considered when teachers/linguists plan their syllabuses. Before Corders work, syllabuses were based on theories and not so much on learners needs. Mager (1962) points out that the learners built-in syllabus is more efficient than the teachers syllabus. Corder adds that if such a built-in syllabus exists, then learners errors would confirm its existence and would be systematic. Corder introduced the distinction between systematic and non-systematic errors. Unsystematic errors occur in ones native language; Corder calls these mistakes and states that they are not significant to the process of language learning. He keeps the term errors for the systematic ones, which occur in a second language. Errors are significant in three ways: to the teacher: they show a students progress to the researcher: they show how a language is acquired, what strategies the learner uses. to the learner: he can learn from these errors. When a learner has made an error, the most efficient way to teach him the correct form is not by simply giving it to him, but by letting him discover it and test different hypotheses. (This is derived from Carrolls proposal (Carroll 1955, cited in Corder), who suggested that the learner should find the correct linguistic form by searching for it. Many errors are due to that the learner uses structures from his native language. Corder claims that possession of ones native language is facilitative. Errors in this case are not inhibitory, but rather evidence of ones learning strategies. The above insights played a significant role in linguistic research, and in particular in the approach linguists took towards errors. Here are some of the areas that were influenced by Corders work: STUDIES OF LEARNER ERRORS Corder introduced the distinction between errors (in competence) and mistakes (in performance). This distinction directed the attention of researchers of SLA to competence errors and provided for a more concentrated framework. Thus, in the 1970s researchers started examining learners competence errors and tried to explain them. We find studies such as Richardss A non-contrastive approach to error analysis (1971), where he identifies sources of competence errors; L1 transfer results in interference errors; incorrect (incomplete or over-generalized) application of language rules results in intralingual errors; construction of faulty hypotheses in L2 results in developmental errors. Not all researchers have agreed with the above distinction, such as Dulay and Burt (1974) who proposed the following three categories of errors: developmental, interference and unique. Stenson (1974) proposed another category, that of induced errors, which result from incorrect instruction of the language. As most research methods, error analysis has weaknesses (such as in methodology), but these do not diminish its importance in SLA research; this is why linguists such as Taylor (1986) reminded researchers of its importance and suggested ways to overcome these weaknesses. As mentioned previously, Corder noted to whom (or in which areas) the study of errors would be significant: to teachers, to researchers and to learners. In addition to studies concentrating on error categorization and analysis, various studies concentrated on these three different areas. In other words, research was conducted not only in order to understand errors per se, but also in order to use what is learned from error analysis and apply it to improve language competence. Such studies include Kroll and Schafers Error-Analysis and the Teaching of Composition, where the authors demonstrate how error analysis can be used to improve writing skills. They analyze possible sources of error in non-native-English writers, and attempt to provide a process approach to writing where the error analysis can help achieve better writing skills. These studies, among many others, show that thanks to Corders work, researchers recognized the importance of errors in SLA and started to examine them in order to achieve a better understanding of SLA processes, i.e. of how learners acquire an L2. STUDIES OF L1 INFLUENCE ON SLA Various researchers have concentrated on those errors which demonstrate the influence of ones native language to second language acquisition. Before Corders work, interference errors were regarded as inhibitory; it was Corder who pointed out that they can be facilitative and provide information about ones learning strategies (point 7, listed above). Claude Hagà ¨ge (1999) is a supporter of this concept and he mentions it in his book The child between two languages, dedicated to childrens language education. According to Hagà ¨ge, interference between L1 and L2 is observed in children as well as in adults. In adults it is more obvious and increases continuously, as a monolingual person gets older and the structures of his first language get stronger and impose themselves more and more on any other language the adult wishes to learn. In contrast, as regards children, interference features will not become permanent unless the child does not have sufficient exposure to L2. If there is sufficient exposure, then instead of reaching a point where they can no longer be corrected (as often happens with phonetics features), interference features can be easily eliminated. Hagà ¨ge stresses that there is no reason for worry if interference persists more than expected. The teacher should know that a child that is in the process of acquiring a second language will subconsciously invent structures influenced by knowledge he already possesses. These hypotheses he forms may constitute errors. These errors, though, are completely natural; we should not expect the child to acquire L2 structures immediately (p. 81). In addition to studies of L1 transfer in general, there have been numerous studies for specific language pairs. Thanh Ha Nguyen (1995) conducted a case study to demonstrate first language transfer in Vietnamese learners of English. He examined a particular language form, namely oral competence in English past tense making. He tried to determine the role of L1 transfer in the acquisition of this English linguistic feature as a function of age, time of exposure to English, and place and purpose of learning English. The influence of L1 on L2 was also examined by Lakkis and Malak (2000) who concentrated on the transfer of Arabic prepositional knowledge to English (by Arab students). Both positive and negative transfer were examined in order to help teachers identify problematic areas for Arab students and help them understand where transfer should be encouraged or avoided. In particular, they concluded that an instructor of English, whose native language is Arabic, can use the students L1 for structures that use equivalent prepositions in both languages. On the other hand, whenever there are verbs or expressions in the L1 and L2 that have different structures, that take prepositions, or that have no equivalent in one of the languages, instructors should point out these differences to their students. Not only was L1 influence examined according to language pair, but according to the type of speech produced (written vs. oral). Hagà ¨ge (p. 33) discusses the influence of L1 on accent; he notes that the ear acts like a filter, and after a critical age (which Hagà ¨ge claims is 11 years), it only accepts sounds that belong to ones native language. Hagà ¨ge discusses L1 transfer in order to convince readers that there is indeed a critical age for language acquisition, and in particular the acquisition of a native-like accent. He uses the example of the French language, which includes complex vowel sounds, to demonstrate that after a critical age, the acquisition of these sounds is not possible; thus, learners of a foreign language will only use the sounds existing in their native language when producing L2 sounds, which may often obstruct communication. STUDIES OF CORRECTIVE FEEDBACK Corder elaborated on Carrolls work to show that the most efficient way to teach a student the correct linguistic form is to let him test various hypotheses and eventually find the right form (point 6, listed above). In these steps, Hagà ¨ge points out the importance of self correction (p. 82-83). According to Hagà ¨ge, it is useful to always perform an error analysis based on written tests administered by the teacher, but without informing the student of the purpose of the test. On that basis, self-correction is preferable to correction by the teacher, especially if the latter is done in a severe or intimidating way. Self correction is even more efficient when it is done with the help of childrens classmates. According to teachers, the younger the children, the greater the cooperation among them and the less aggressive or intimidating the corrections. Hagà ¨ge dedicates a section in his book to the importance of treating errors in a positive way. In this section, titled The teache r as a good listener, he notes that it is useless, if not harmful, to treat errors as if they were diseases or pathological situations which must be eliminated, especially if this treatment becomes discouraging, as occurs when teachers lose their patience because of childrens numerous errors. This, of course, does not mean that corrections should be avoided; after all it is the teachers duty to teach the rules of the L2. But the correction of every error as soon as it occurs is not recommended. The justification that Hagà ¨ge offers is the following: the linguistic message that the child tries to produce is a sequence of elements which are interdependent; immediate corrections which interrupt this message tend to produce negative consequences, even to the less sensitive children; such consequences include anxiety, fear of making an error, the development of avoidance strategies, reduced motivation for participation in the classroom, lack of interest for learning, reduced will for s elf correction, and lack of trust towards the teacher. Esser (1984, cited in Hagà ¨ge) also made a similar point: repetitive and immediate corrections, he noted, may cause sensitive children to develop aggressive behavior towards their classmates or teacher. Thus, Hagà ¨ge concludes, correction must not be applied by the teacher unless errors obstruct communication. This is the main criterion for error correction (i.e. obstruction of communication) presented by Hagà ¨ge; however there have been studies which examined such criteria in greater detail, such as Freiermuths L2 Error Correction: Criteria and Techniques (1997). Freiermuth accepts Corders view (point 6) and proposes criteria for error correction in the classroom. These criteria are: exposure, seriousness, and students needs. In the case of exposure, Freiermuth claims that when a child creates language (for example, when he tries to express an idea by using a linguistic form he has not yet acquired), he will most likely make errors; correcting these errors will be ineffective because the learner is not aware of them. Thus, error correction would result in the acquisition of the correct form only if the learner has been previously exposed to that particular language form. As regards the seriousness criterion, Freiermuth claims that the teacher must determine the gravity of an error before deciding whether he should correct it or not. Here Freiermuth sets a criterion which agrees with that of Hagà ¨ges: the error, he states, must impede communication before it should be considered an error that necessitates correction. But what constitutes a serious error? Which errors are those which should not be corrected? As an examples of non-serious errors, Freiermuth mentions those errors which occur due to learners nervousness in the classroom, due to their stress or the pressure of having to produce accurately a linguistic form in the L2. These errors can occur even with familiar structures; in that case, they are not of serious nature and are similar to what Corder called mistakes. Here again we see Corders influence in error analysis, and in particular in the distinction between errors and mistakes. Freiermuth goes on to suggest a hierarchy of errors (accor ding to seriousness) to help teachers decide which errors should be corrected: Errors that significantly impair communication [are] at the top of the list, followed by errors that occur frequently, errors that reflect misunderstanding or incomplete acquisition of the current classroom focus, and errors that have a highly stigmatizing effect on the listeners. He also clarifies what can cause stigmatization: profound pronunciation errors, or errors of familiar forms. Another important criterion that must be considered by the teacher is individual students needs. The importance of this factor is mentioned in Corder, who in turn notes that this idea had been suggested previously by Carroll (1955, cited in Corder 1967) and Ferguson (1966, cited in Corder 1967). Each student is different and thus may react differently to error correction. We infer from Freiermuths claim that the teacher must perform two main tasks: first, assess some specific character traits of students, such as self-confidence and language acquisition capability. Freiermuth agrees with Walz (1982, cited in Freiermuth) that self-confident, capable students can profit from even minor corrections, while struggling students should receive correction only on major errors. This claim agrees with Esser and Hagà ¨ges claim that repetitive corrections are likely to decrease motivation; it is reasonable to accept that students who lack self-confidence will be stigmatized to a greater degree than confident students. The teachers second task, according to Freiermuth, is to listen to learners L2 utterances in order to determine where errors occur (i.e. which linguistic forms cause students difficulties), their frequency, and their gravity (according to the severity criteria mentioned above). Then the teacher can combine the outcome of these tasks and decide on correction techniques for individual students. A different approach to error correction was suggested by Porte (1993), who stressed the importance of self-correction. Porte refers to Corders distinction of errors and mistakes and points out that many students do not know the difference. It is important, Porte notes, that students know how to identify an error in order to avoid it in the future. She agrees with Corder that it is more efficient for learners to correct themselves than be corrected by the teacher, and goes on to suggest a four-step approach for self-correction. This approach consists of questions that the teacher provides to students. After writing an essay, students should read it four times, each time trying to answer the questions included in each of the four steps. Thus, in each re-reading task (each step) they concentrate on a different aspect of their essay. In brief, the first task asks them to highlight the verbs and check the tenses; in the second task students concentrate on prepositions; the third task req uires them to concentrate on nouns (spelling, agreement between subject and verb); finally in the fourth task students should try to correct potential personal mistakes. Porte also offers some clarification of what is meant by personal mistakes, in order to help the students identify them. The studies mentioned above are only a few examples that demonstrate how S. Pit Corders work influenced the area of error analysis in linguistics. The concepts that Corder introduced directed researchers attention to specific areas of error analysis; they helped linguists realize that although errors sometimes obstruct communication, they can often facilitate second language acquisition; also they played a significant role in training teachers and helping them identify and classify students errors, as well as helping them construct correction techniques. REFERENCES Corder, S. P. 1967. The significance of learners errors. International Review of Applied Linguistics 5: 161-9. Dulay, H., and Burt, M., Errors and strategies in child second language acquisition, TESOL Quarterly 8: 129-136, 1974. Ellis, R., The Study of Second Language Acquisition, Oxford University Press, 1994. Esser, U., Fremdsprachenpsychologische Betrachtungen zur Fehlerproblematic im Fremdsprachenunterricht, Deutsch als Fremdsprache, 4:151-159, 1984, (cited in Hagà ¨ge 1999). Freiermuth, M. R., L2 Error Correction: Criteria and Techniques, The Language Teacher Online 22.06, http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/97/sep/freiermuth.html, 1997. Hagà ¨ge, C. Lenfant aux deux langues (The child between two languages), Greek translation, Polis editions, Athens 1999. (Original publication: Editions Odile Jacob, 1996). Kroll, Barry, and John C. Schafer. Error-Analysis and the Teaching of Composition, College Composition and Communication 29: 242-248, 1978 Lakkis, K. and Malak, M. A.. Understanding the Transfer of Prepositions. FORUM, Vol 38, No 3, July-September 2000. (Online edition: http://exchanges.state.gov/forum/vols/vol38/no3/p26.htm) Mager, R.F. Preparing Instructional Objectives, Fearon Publishers, Palo Alto, CA 1962. Nguyen, Thanh Ha. First Language Transfer and Vietnamese Learners Oral Competence in English Past Tense Marking: A Case Study., Master of Education (TESOL) Research Essay, La Trobe University, Victoria, Australia1995. Porte, G. K., Mistakes, Errors, and Blank Checks, FORUM, Vol 31, No 2, p. 42, January-March 1993. (Online edition: http://exchanges.state.gov/forum/vols/vol31/no1/p42.htm) Richards, J., A non-contrastive approach to error analysis, English Language Teaching 25: 204-219, 1971. Stenson, N. Induced errors in Shumann and Stenson (eds.), 1974, cited in Ellis (p. 60). Taylor G., Errors and explanations, Applied Linguistics 7: 144-166, 1986.

Mardi Gras Essays -- Holidays Holiday Mardi Gras New Orleans Essays

Mardi Gras This paper is about Mardi Gras, A festival or Carnival celebrated once a year. In this paper I will discuss how Mardi Gras originated, when it is celebrated, how it is celebrated, and what does it mean to all the different cultures.   Ã‚  Ã‚  Ã‚  Ã‚  Mardi Gras, in the French speaking parts of the world and in some US southern states is the last day of carnival festivities preceding Lent, the time of penitence observed by Christians in preparation for Easter. Mardi Gras (?Fat Tuesday?) is a French term for Shrove Tuesday, the day before the start of Lent. Before Lent festivities reach the climax on a day in February or March, depending on what date Easter is.(Americana pg. 308)   Ã‚  Ã‚  Ã‚  Ã‚  French colonists brought Mardi Gras to America in the early 1700?s. It grew popular in New Orleans, Louisiana, and spread through the southern states. Mardi Gras is a legal holiday in Alabama and Florida and in eight counties of Louisiana. The New Orleans celebration is the most famous. But Biloxi, Mississippi, and Mobile, Alabama also have celebrations. (World Book pg. 197)   Ã‚  Ã‚  Ã‚  Ã‚  History of Mardi Gras in New Orleans during the 18th century. Many wealthy Louisiana families would leave their rural plantations to spend the winter months in New Orleans, where they held lavish parties and masked balls. The first written reference to Mardi Gras celebrations in New Orleans appears in a 1781 report of the Spanish government, which controlled Louisiana. The report addressed problems that might arise from allowing slaves to wear masks at the winter festivities. The United States took control of Louisiana in 1803, and the New Orleans? city council banned all masked entertainment three years later. Enforcement of the law appears to have been erratic. By the mid-1820s masks and costumes were again legal. The first documented Mardi Gras parade took place in 1837, and the parade soon became an annual tradition. However, outbursts of violence at the parades gave the festivities a bad name.(?Mardi Gras? Microsoft Encarta Encyclopedia 99)  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Shrove Tuesday immediately precedes Ash Wednesday and is the last day before Lent. Mardi Gras has been noted for the elaborate mumming parades and boisterous parties that characterize its celebration in New Orleans, Trinidad... ... blackface (black makeup traditionally used in minstrel shows) and wear grass skirts as they distribute gold-painted coconuts to crowds of observers.   Ã‚  Ã‚  Ã‚  Ã‚  Another important African American Carnival tradition is the annual appearance of the Mardi Gras Indians, groups of black men who dance through the streets in costumes inspired by the traditional clothing of Native Americans. Each member of a Mardi Gras Indians tribe creates his own costume, usually incorporating colorful feathers and intricate beadwork. Most scholars believe that the Mardi Gras Indians tradition began in the late 19th century. In the past, rivalries between tribes sometimes led to violent confrontations. Today, such conflicts have given way to a competition among the Mardi Gras Indian tribes for the most elaborate costume.(?Mardi Gras? Microsoft Encarta Encyclopedia 99)   Ã‚  Ã‚  Ã‚  Ã‚  Mardi Gras continues to attract tourists to New Orleans from around the world. Today Mardi Gras draws more than 3 million people to parades and generates approximately $1 billion for the local economy. (?Mardi Gras? Microsoft Encarta Encyclopedia 99)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  

Eleanor Roosevelt and her Accomplishments Essay example -- People Roos

Eleanor Roosevelt and her Accoplishments As the wife of a popular United States president, Anna Eleanor Roosevelt was born in New York City, October 11, 1884, and died November 7, 1962. She was an active worker for social causes. She was the niece of President Theodore Roosevelt, and was raised by her maternal grandmother after the premature death of her parents. In 1905 she married her cousin Franklin Delano Roosevelt. They had six children, but one of them died in infancy. Although she was extremely shy, Eleanor worked hard and became a well known and admired humanitarian. (Webster III, 100). When her husband became the President, Eleanor Roosevelt made herself a strong speaker on behalf of a wide range of social causes, including youth employment and civil rights for blacks and women. She also had compassion for the Jewish and helped them go through the time when Hitler had power. She did all of her work with self-confidence, authority, independence, and cleverness. Eleanor Roosevelt is one of the greatest women who ever lived because of her accomplishments, her benefits to mankind, and her motives to accomplish her goals. Helping other people was what Eleanor Roosevelt lived for. There were many accomplishments made by this woman in social and political matters. For one thing, she spoke out for women to make them more equal to men. In 1928, she helped originate the nation-wide web of active units of Democratic women (Lash, 49). Eleanor believed that women could do just as much as men, especially in politics. The League of Women Voters was where she was "grounded in citizenship and government" (Benton, 237). Because of her experiences with men and other women, Eleanor had been able to make speeches and talk to other women about their rights. Another social matter in which she was concerned about was the treatment of the Jewish. The idea of Hitler wanting to exterminate all Jewish people brought up strong emotions in Eleanor. Her compassion towards the survivors of those concentration camps and gas chambers, made her take part in a memorial service of protest about it. She did what she could to help the survivors of the holocaust escape death, including getting visas for the refugees who managed to get to Spain and Portugal. The issuance of visas to children was another thing that she tried to do to help the younger people escape the violence... ...women, Jews, and Negroes were just some of the many things she believed in and worked for. With more equality between the different kinds of people, there can be more peace and happiness in the world without all the discrimination. Her accomplishments brought about increased unity in people, which was what she did to benefit mankind. All of her experiences and determination motivated her to do what she did, and it was a gift to humanity. Thesis: Eleanor Roosevelt benefited mankind by accomplishing her goals to help others be equal and unified with one another. Her motives helped her achieve this, and made her someone who has done a great deal for humanity.   Ã‚  Ã‚  Ã‚  Ã‚  Premises: 1. Accomplishments 2. How she benefited mankind 3. Motivation to accomplish goals Works Cited: Benton, William. "Roosevelt, Eleanor." Encyclopedia Britannica. 1968 ed. Lash, Joseph P. Eleanor: The Years Alone. New York: W.W. Norton & Company Inc., 1972. Roosevelt, Eleanor. You Learn By Living. New York: Harper & Brothers Publishing, 1960. Webster III, Orville. 50 Famous Americans. Los Angeles: JBG Publishing, 1991. Wilson, H.W. "Roosevelt, Eleanor." Current Biography. 1940 ed.

Plastic Pollution and Measures to Control

Pollution caused by plastic CONTENTS 1. Aim 2. Introduction 3. What is plastic? 4. Environmental hazards caused by plastic 5. Measures to control pollution 6. Industries that produce plastic in India 7. Importance Of Plastic Industry Toward Economic Growth 8. Ban On Plastics In India 9. Cost Benefit Analysis 10. Conclusion 11. References Page 3 Pollution caused by plastic AIM To make a comparative study of plastics and its effect on the environment. To analyze and understand the importance of introducing effective measures to control pollution.INTRODUCTION Plastics have become a necessary commodity in today’s world. Everyone knowingly or unknowingly uses plastic substances. Karki (2008) discusses that plastic is used not only for making plastic bags but also for producing products that cover parts of vehicles that need to be protected. Karki (2008) reveals that plastics are synthetic substances that are the outcome of chemical reactions. It is a non-biodegradable substance tha t takes more than 100 years to decompose. It poses a threat to humans and animals.Once plastic materials are disposed off into the environment they end up in our waters ways, beaches and larger water bodies, thus harming our aquatic life. If plastic materials is burnt it releases toxic fumes into the atmosphere causing air pollution. Over the years plastic has become a substitute for packaging materials such as paper bags or cloth bags primarily due to its low cost as well as the ease involved in the manufacturing process, weight and availability (Karki, 2008). PLASTIC Plastic are synthetic substance made from chemical reaction. Plastics are made from petroleum.Plastic are polymers that consist of monomers linked by chemical bonds. These monomers are petrochemical substances that are not biodegradable. Page 4 Pollution caused by plastic ENVIRONMENTAL HAZARDS CAUSED BY PLASTIC Although there are various sources that lead to different types of pollution we are concentrating mainly on plastic materials as a pollutant. Based on the above information we know that plastic is a hazardous commodity that leads to land, water and air pollution. Although briefly explained above lets now go in-depth and understand how plastic affects land, water as well as air pollution. LAND POLLUTIONPlastic substances are used by many around the world and in a developing country with a huge population like India, the use of such materials is bound to be more. Since a lot of people use plastics for their day to day activities, the disposal of plastic products will also be high and to be honest a lot of us throw plastic bags or containers on the road. This leads to land pollution. So what is land pollution? Encyclopedia Britanica (Land Pollution, 2010) describes land pollution as the addition of unwanted materials that pose a threat to the organisms, decrease the soils fertility and have an adverse effect on the health of human being.Animals die due to plastic substances by simply consumi ng them, the plastic gets clogged in their bodies and ultimately results in the death of these few animals. Further on, the collection of these materials gives an â€Å"untidy and dirty look† to the area. These materials find their way to our water systems and larger water bodies leading to water pollution. WATER POLLUTION Encyclopedia Britannica (Water Pollution, 2010). Most of the water pollution resulting from plastic is generated from land. 60% to 80% of water pollution is from plastic litter . Once in the water these materials pose a serious threat to our aquatic life.Fish, sea turtles and other aquatic inhabitants can get entangled in plastic materials and can inflict serious pain, injury and even death. Marine organisms that have been killed by plastic substances decompose fast, but the plastic that kills them takes a long time to decompose, thus increasing the risk of other marine life consuming the same material, resulting in its death Encyclopedia Britanica (Water P ollution, Page 5 Pollution caused by plastic 2010). In a real case scenario a whale in Europe was found dead and its autopsy results show that its stomach was filled with plastic materials. AIR POLLUTIONAccording to the World Health Organisation about two million people die every year due to air pollution, many suffer from heart diseases, lung deceases and some even cancer. There are various sources of air pollution like carbon dioxide, combustion of fuels in vehicles, fuels from jets, toxic elements from factories etc. Plastics also contribute to air pollution. Plastics that are found on the road or even dumping sites are burnt therefore releasing toxic fumes into the atmosphere, polluting the air. When individuals are exposed to the polluted atmosphere they contact various diseases that could ultimately lead to their death.MEASURES TO CONTROL POLLUTION Hanh (1992) Plastic is a bane to our existence on this earth. It pollutes the atmosphere with its harmful fumes, poses a serious t hreat to our marine life and apart from this it also creates litter, making the place look dirty. With the above evidence we can boldly say that Hanh’s literature is true. There are various measures that can be undertaken to reduce plastic pollution but we would be focusing only on three criteria namely: 1. Recycling of Plastic 2. Government policies 3. Personal measures. RECYCLING OF PLASTICSNair (2010) reveals that around 10,000 types of plastics are used in the manufacture of various products such as pet bottles, toys and even clothes. This in turn result in these materials being dumped around at public places and become waste which as we all know has a negative impact on the environment and all its contents because of its non-degradable substances . Hence, recycling of plastic materials was introduced. So what is plastic recycling? The act of producing new products from waste plastic materials is plastic recycling. (Nair, 2010). Let’s now look into Page 6 Pollution caused by plastic the benefits of recycling plastic.Petroleum is used in the manufacturing of plastic. Hence, if plastic is recycled, consumption of petroleum – a resource which is slowly depleting, will also be decreased (Nair, 2010). Since petroleum is a key ingredient in the manufacture of plastic, when burnt greenhouse gasses are released into the atmosphere. Hence, if plastic is recycled it will lead to a decrease in the level of greenhouse gasses emitted into the atmosphere. Nair (2010) gives us another beneficial factor in the recycling of plastic is there will be a decrease in animals, birds and aquatic life dying due to plastic not being digested.Further on if plastic is recycled landfill space can be saved. Recycling one ton of plastic saves energy that is used by two humans in twelve months and also water that a single individual consumes in two months and saves two hundred pounds of petroleum (Nair, 2010). Having now understood the importance of recycling plastic let’s try to make this world a better place by implementing this concept at home. GOVERNMENT POLICIES Many countries have banned the use of plastic. In India many states have done the same depending on their height and thickness namely Goa, Maharashtra, Delhi, Punjab, Rajasthan and some others.For example Goa has increased the minimum thickness of plastic carry bags to 40 microns. Public awareness programs have been conducted to educate individuals on effective ways of disposing of plastic materials. On 29th January 2010, the supreme court denied a plea to lift the ban on the use of plastic bags by the All India Plastic Manufacturers Association. This shows the seriousness of the government in making the environment a â€Å"greener† place not only for us but also for the generations to come. But do these bans really work?For example three years ago West Bengal banned the use of plastic bags which were less than 40 microns thick, but this rule was clearly violated in m arkets, streets and other public places as plastic bags were being used. To tackle this nuisance they reconstructed their plastic management committee last month. Assam faced similar problems as not much was done to ensure that plastic bags were not used. Now the Government is going to take various steps to ensure that plastic bags are not used at all. These steps include monitoring shop keepers and business men who have not been abidingPage 7 Pollution caused by plastic by the law. They would also impose a penalty which could be a fine not only on the retailer but also on the customer. In Delhi a huge amount of plastic bags were seized from shop keepers and have initiated a â€Å"say no to Plastic Bags† campaign. To prove their seriousness towards the ban they penalized Bata footwear with a fine of one lakh rupees. Rajasthan is the newest state to join the clan after banning the use of plastic bags on August 1st, 2010. They also revealed that offender would be fined one lakh and/ or five years in jail.PERSONAL MEASURES Individuals should also contribute towards the elimination of plastic as it us and other living organisms around us who ultimately suffer. Hanh (1992) We can start by refusing to take plastic bags from grocers, because if this is done then plastic manufacturers would reduce the amount of plastic bags they produce. In today’s world many people do not have time to cook meals so they resort to ordering their meals from restaurants, who pack their food in plastic containers, these restaurants should start using sustainable containers, similarly with beverages.People who use items like Tupper ware products should substitute it with a degradable substance. Public can also educate retailers about the dangers about plastic and encourage them to change their practices (Hanh, 1992). And finally we can start by eliminating the use of plastic in our own house, work place, school/college etc. INDUSTRIES THAT PRODUCE PLASTICS IN INDIA India is one of the countries that consume more plastics in the world. India ranks third in consumption of plastic. Growth of plastic industry is more than 14%. Petrochemical department in India is in process to setup development council for plastic manufacturing industries. 00% foreign direct investment is allowed in plastic processing and manufacturing industry. Industries like Finolex industries ltd, Plastiblends India ltd, AGA group international, Corporate resource group, ACRY plus (Matias, 2010) etc†¦ are some of the industries that produce plastics products in India. There are many international companies that manufacture plastics in India they are GE plastic, LG polymers, Bayer ABS, Compounding, Clariant etc†¦ These industries produce polymers, PVC pipes, plastic sheets, polycarbonate sheets. Page 8 Pollution caused by plastic IMPORTANCE GROWTHAs India is a developing country it’s difficult for government to ban plastic usage with immediate effect. Plastic industry c ontributes more towards the growth of the economy so it’s important for the government to take effective decision that doesn’t affect the economy. Plastic industry has strong correlation with growth of the economy. Plastics have multiple advantages in its usage. It can be used in various range of applications. It has more favorable cost-benefit ratio. Continuous improvement in the technology of producing plastics has made the users addict to it. OF PLASTIC INDUSTRY TOWARD ECONOMIC BAN ON PLASTICS IN INDIAEven though the plastic manufacturing industry grow at more than 14 percentage state government have banned plastic that has below 20 microns. The Supreme Court has ordered ban on plastic in New Delhi, West Bengal pollution control board has banned manufacture, sale and use of plastic bags, Jammu Kashmir has also banned polythene carry bags, Himachal Pradesh government have banned plastic bags. COST BENEFIT ANALYSIS In cost-benefit analysis, money is used to measure pr ivate, external and social cost. Private costs are the cost that the firm earns as profit, many large scale and small scale industries are involved in manufacturing of plastics.Plastics industry have growth rate of more than 14 percentage. This shows how much growth potential plastic industry has in India. External costs here are costs that are lost by the firms, farmers because of plastic pollution. The social cost that is equal to the private and external costs. The total cost to clean the river Ganga basin only contributes to 15000 crores. There are different types of costs-benefit analysis like Economic cost benefit analysis, expenditure cost analysis, cost-efficient analysis. Cost-benefit analysis can provide information about to use or not to use the resources.Page 9 Pollution caused by plastic CONCLUSION The study reveals about the growth that plastic industries have and pollution caused by the industries. Government must take effective measure that to recycle plastics and ma ke sure it doesn’t affect the environment. Plastic industries in India are providing many job opportunities, but it also affect the environment, recycling plastic has to be done. Industries or organization must take effective measure to recycle plastics and make sure that it doesn’t affect the environment.New technologies must be invented as an alternative use for plastic as petroleum is used in manufacturing plastic. Page 10 Pollution caused by plasticREFERENCES Karki, K. (2008). Plastic as a Source of Environmental Pollution What is The Sollution? http://www. articlesbase. com/plastic-surgeries-articles/plastic-as-a-source-of-environmental-pollution-whatis-the-solution-610752. html Plastic Pollution. (2010). Encyclopedia Britannica. Hanh, T. Peace Is Every Step (1992, p. 108) Nair, S. (2010). Benefits of Recycling Plastic.