Mgmt 303 Midterm Exam Solution †All Possible Questions

MGMT 303 Midterm Exam Solution – All Possible Questions http://hwguiders.com/downloads/mgmt-303-midterm-exam-solution-all-possible-questions/ (TCO 1) The _____ approach of going green is a good example of the firm’s social responsibility in addition to demonstrating the highest degree of environmental sensitivity. (Points : 5) 2. (TCO 2) The Ford Motor Company sold an auto parts company because profitability was low. The main environmental dimension considered was (Points : 5) 3. (TCO 3) The_____ approach of going green is a good example of the firm’s social responsibility in addition to demonstrating the highest degree of environmental sensitivity. (Points : 5) . 4. (TCO 4) Which of the following is usually the first†¦show more content†¦Provide brief comments on each. (Points : 10) (TCO 2) Explain the differences among mergers, acquisitions, and alliances. (Points : 10) (TCO 3) Briefly explain the four different approaches to social responsibility that an organization can adopt. (Points: 10) . (TCO 4) What are the connections between GATT and the WTO? Explain the role of the WTO. (TCO 7) Briefly explain the situational influences on organizational design. (Points : 10) (TCO 4) Describe three environmental challenges of international management. (Points : 15) (TCO 5) Identify a company and write a brief SWOT analysis for that company. (Points : 15) (TCO 6) Briefly describe industries in which small businesses seem to be most effective and why this seems to be the case. In what area are small businesses least successful in comparison to large businesses? (Points: 15) . (TCO 7) In what ways are virtual and learning organizations different from the typical organization? (Points : 15) (TCO 1) One example of a firm studying it’s _____ is an annual assessment of its labor supply. (TCO 3) Which of the following is the MOST common approach to the mana gement of ethics? (TCO 6) Identify the statement that is TRUE when comparing large and small businesses MGMT 303 Midterm Exam Solution – All Possible Questions http://hwguiders.com/downloads/mgmt-303-midterm-exam-solution-all-possible-questions/ (TCO 1) The _____ approach of going green is a

A Reflection On My Life - 1131 Words

So much of my life is built around distracting from my endometriosis pain. I watch TV or listen to music while reading. If I engage my mind enough then I can ignore the pain. It is only partially successful. I realized, as I walked to the library, that distraction is how I’ve always gotten through exercise. I don’t like to sweat. It is uncomfortable, although I am working on that distaste. Exercise has always caused pain in my ankles and I’ve never been good at it. Today, I walked in the heat as fast as I could manage to the beat of my Lady Gaga Pandora channel. I used the beat of Pitbull’s Shake Senora to move faster and faster. By the time I made it to the library I was dripping with sweat and my pants were sticking to me. If there were such a thing as tiny men, they could have slid down my cleavage like a slip and slide. This is in total contrast to my yoga experience. Every move in yoga has to be thoughtfully carried out. For one, my balance, as it stands, is horrible. Some of the poses require me to be on one foot or one knee. I have trouble with standing on two feet or balancing on both knees. I am learning and practicing over and over, but I seriously have to concentrate. I have to feel every part of my body and muscles I didn’t know existed. Normally when exercising, I would try to ignore pain in my muscles or work through it, using the adage â€Å"no pain, no gain† or more likely I’d give up. With yoga, if there is pain—I am doing something wrong. Not only do I have toShow MoreRelatedMy Reflection On My Life1372 Words   |  6 PagesOver the last several days, in preparation for this paper and my upcoming interviews, I have done quite a bit of reflection into myself. I have examined carefully the experiences I have had in all areas of my life, namely in a profession al setting, within my educational background, and amidst my personal life. I have scrupulously singled out the most prominent and valuable strengths I have, as well as the challenges which impede me the most and are in need of the greatest amount of improvement. FinallyRead MoreMy Reflection On My Life1384 Words   |  6 Pagesand looked at my reflection. Coffee brown orbs stared back at me with the same look as ten years ago. I hadn t changed much. I still had the same curly dark brown hair and the same caramel colored skin. My facial features were the same except for a faded scar underneath my chin from an incident years ago. I was still that timid girl with many problems that no one knew about. I sighed and shifted my gaze to my hands. There was no more blood underneath my fingernails or anywhere on my body. All thatRead MoreA Reflection Of My Life1435 Words   |  6 PagesThis paper is a reflection of my life. It explores my life through five parts. These five parts are: 1 - Family of origin and major childhood influences, 2 - important events, achievements, and persons, 3 - Faith history including call into ministry. 4 - Work history, 5 - Marriage and family history. The people, places and things that make me the person I am today, a servant of God. I am a descendent of a well-known, hard-working, spiritual family from Booth, Alabama a rural town west of PrattvilleRead MoreA Reflection On My Life1318 Words   |  6 Pagesin actual life situations. In all three drawings, I included a door. This door separates the counseling room from the outside. In the first drawing, I am about to enter my first session with my client. I have my fingers in my mouth, which is a reoccurring nerves tick. I also have sweat running down my face and big eyes. Personally, I was scared to enter the session. I feared being filmed as well as messing up. I have a thought bubble above my head to represent what was going through my head. In thatRead MoreAn Reflection Of My Life1660 Words   |  7 PagesConsequently, numbers of things like music, books, films, and television fostered a tremendous impact on my interests and activities. When it came time to begin our twelve year long journey through an educational system, my parents decided to move. We foun d ourselves in Braintree, a town much different from what my brother Jake and I had known all of our lives. Each and every afternoon, my brother and I tuned in to Disney Channel at four o’clock to watch our favorite show, the Wiggles. The showRead MoreA Reflection On My Life1441 Words   |  6 Pagesto have live a fulfilled life. As a young teenager myself, I tend to not worry about my purpose or meaning in this world. But, as I’m getting older there are constant thoughts that go to my head about my purpose in life. Living without a purpose or meaning creates a sense of incompleteness with the quality of life we live with. Concepts that we are taught while we are young produces a plan to be guide to live life a certain way. These ideas motivate people to live life a certain way to achieve aRead MoreA Reflection On My Life804 Words   |  4 Pagesof my best attempt to scope a coherent thought - that sat open on my laptop screen for several days, available at any moment for my emotional outpouring - I started to feel balance again. In retrospect, like any proper moment of c larity I guess, I used those empty email boxes as a token of escape - a space to distance the thoughts swimming around my head into the somewhere else of Internet purgatory. I didn t have trouble because I felt anger or rejection that your note didn t align with my askRead MoreReflection On My Life927 Words   |  4 Pagesbut I have truly soaked up the lectures so that I can apply everything to my daily life. This course has been such an eye opener in my life, I remember coming into this course not knowing exactly what it was and being confused as to why I was even put into it. Over the weeks spent coming to class, I finally figured out what the course meant to me. This was a course that was devoted to me, to figure out who I am and what my beliefs are. I believe that this course was set in place to not only figureRead MoreA Reflection On My Life1383 Words   |  6 PagesAs I start to close my eyes and take my final breaths here on Earth, getting ready to accept my death, my soulà ¢â‚¬â„¢s eyes flutter open and start to adjust to what I can only describe as perpetual darkness. It’s a weird thought, having your eyes adjust to darkness rather than light. When I realized that I am definitely dead, I start walking in a random direction, not knowing where exactly I’m heading. All I can think about is the disappointment that my spiritual self is bound by the same physical limitationsRead MoreA Reflection On My Life1134 Words   |  5 PagesChapter One I came back to find that my whole city was destroyed in a blink of an eye, after running for days to keep this from happening. What once was a utopia filled with life is now a horrid place filled with the echo of screaming mothers and babies. I have to find someone if there is even anyone left but I can t give up hope I haven t before and I m not planning on doing it. As I walk down this long, dark and very smelly path I hear a faint scream in the distance, I run as fast as I can

Both Wikipedian and American free essay sample

My first best friend is someone who edits my essays. My second best friend is my computer. My third best friends are the nameless, faceless editors of Wikipedia. My battles are not fought with pens or swords, but with the â€Å"Block User† button. I am not your stereotypical boy-genius-inventor-person, but I have always felt the need to create, to transform raw words into something usable. To spread the things I have learned, from my teachers and books, to others. Wikipedia has been the perfect medium for my facts: uncensored, gritty freedom. I typed the last line of code, frantically running through the lessons taught in my years of Writers’ Workshop. This was not a report destined to die in a folder on my teacher’s desk. This piece was real. Quickly, in the same way I would tear a bandage off my brother’s leg, I hit â€Å"Enter†. My words were set free into the world. We will write a custom essay sample on Both Wikipedian and American or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Free for other people to read, edit, and vandalize. The change snuck through the spam filters. It infiltrated my words, twisting them until the meaning was unintelligible. A proverbial dingo stole my baby. When I found my article, many months and edits afterward, my original words were unchanged. Except for one sentence: â€Å"A diazotroph is an organism that is able to grow without external sources of applesauce.† If I didn’t know that it was biologically-impossible hyperbole, I would say that my heart imploded. I wasn’t overcome with an excess of emotion, though. Vengeance was my plan. I moused to the Talk page to mark my anonymous editor as a vandal. The page was filled with edits and re-edits. People who knew me as a username on their screen had semi-protected my article. They left me notes, citations I could use or questions they had so I could improve my writing. I returned to my article and changed â€Å"applesauce† to â€Å"fixed nitrogen†, healing another casualty in the war against misinformation. As an avowed empirical cynic, I have always believed that society tends towards entropy. However, Wikipedia works on an opposite principle. Wikipedians â€Å"empower and engage people around the world to collect and develop educational content under a free license or in the public domain and [†¦] disseminate it effectively and globally.† This mission statement recalls the oft-restated quote of Benjamin Franklin. After exiting the Constitutional Convention, a group of citizens approached Franklin and asked him about the government he had created. Franklin replied, â€Å"A republic, if you can keep it†. Both America and Wikipedia depend on the goodwill of their users (and citizens) for their continued success. And though the freedom of both can be twisted by those intending harm (Applesauce and the Westboro Baptist Church come to mind), in my experience, truth always prevails. I hope to enter the real world of adulthood with the same manifesto: the triumph of truth over all. Given the current level of world harmony (religious conflict, corruption, environmental disasters, weapons of mass destruction, plus the perpetual problem of jocks beating up nerds and nerds firing them twenty years in the future) this may seem hard to believe. But these issues have one underlying problem: a lack of understanding and knowledge. With Wikipedian and American ideals of freedom, I believe that there can be a world where all human beings can freely share all knowledge. I believe in the truth.

Vehicle Pollution Sample Essay Example For Students

Vehicle Pollution Sample Essay The bulk of today’s pollution is caused by autos and trucks which are the largest individual beginning of air pollution. With the great figure of vehicles on the route we are headed toward smoggy skies and soil air if we do nil to assist halt pollution. Everybody needs a vehicle that burns less fuel. The key to firing less fuel is to do more efficient vehicles and by seting that efficiency to work non allowing it travel to blow. Another good manner to forestall air pollution is by uniting with alternate ways of making things. Besides simple vehicle care can better fuel economic system every bit good as minimize emanations. By firing less fuel we are breathing less pollution. There are many ways to fire less fuel we merely need to set efficiency to work. One manner we could make this is carpool with people that you know are traveling to the same topographic point as you. The U. S federal authorities set a fuel economic system criterion for all vehicles. In relation. gross reven ues of lower-fuel-economy visible radiation trucks. such as SUVs. pickups. and minivans. have increased dramatically. As a consequence the mean us vehicle travels less on one gallon of gas than it did twenty old ages ago. This has led to an addition in heat-trapping gas emanations from autos and trucks and to an addition in smog-forming and toxic emanations ensuing from the production and transit of gasolene to the fuel pump. We will write a custom essay on Vehicle Pollution Sample specifically for you for only $16.38 $13.9/page Order now This tendency can be reversed by utilizing already bing efficient engines. and transmittals. improved by aeromechanicss. This allows vehicles to utilize less gas because the air current doesn’t put that much of an consequence on the vehicle. Methanol. natural gas. ethyl alcohol. and H can present benefits to the U. S economic system every bit good as move the U. S off from dependance on oil. By uniting alternate ways of making things it is firing less gas overall. by this it means to make all of your errands and things you need to make at one clip. If you do things at one clip than you won’t have to drive out than travel place and drive back out this is firing more fuel than needed emitting pollutants into the making soiled air. Besides during start-up a car’s engine Burnss excess gasolene. and allowing an engine idle for more than a minute burns more fuel than turning off and on the engine. So the less you turn your auto on and off the less fuel you burn and sit ting at that place with it on is merely as bad. It is recommended that you don’t turn your auto on until you are really ready to go forth from wherever you are. During warm periods of clip you should park in the shadiness cut downing the sum of heat in the vehicle so you don’t have to utilize the air-conditioner because the Ac besides helps fire more fuel. Such as if you are stuck in traffic you shouldn’t sit there with your air conditioner on. a smart alternate manner to maintain cool would be to turn over down the Windowss and allow air flux through your auto. It’s non large things that make a difference its all of the small things that you do. If you have a loanblend it would be easier for you to make this because you would acquire 20-30 mpg ( stat mis per gallon ) as if you were driving a large Diesel truck acquiring 12-15 mpg. What would be the logical pick? A good manner to do your auto burn more fuel is non maintained it good so if you can maintain the care up on your vehicle it will fire less fuel. If you have a level tyre it is doing your vehicle to weigh down and doing the engine pull more weight doing it to fire more fuel seting out more pollutants. Regular oil alterations. tyre alterations. air-filter alterations. and spark stopper replacements—can lengthen the life of your auto every bit good as better fuel economic system and minimize emanations. this will besides salvage money in your pocket. If you keep your vehicle running for a long clip than it should be checked on by a certified machinist to see how much pol lutants your auto is seting out. Ultimately. the duty to diminish pollution and conserve the environment falls on the shoulders of all the citizens of the universe. regardless of their nation’s economic province. .u07b4892e784a61be38c3b0c2f49eaa60 , .u07b4892e784a61be38c3b0c2f49eaa60 .postImageUrl , .u07b4892e784a61be38c3b0c2f49eaa60 .centered-text-area { min-height: 80px; position: relative; } .u07b4892e784a61be38c3b0c2f49eaa60 , .u07b4892e784a61be38c3b0c2f49eaa60:hover , .u07b4892e784a61be38c3b0c2f49eaa60:visited , .u07b4892e784a61be38c3b0c2f49eaa60:active { border:0!important; } .u07b4892e784a61be38c3b0c2f49eaa60 .clearfix:after { content: ""; display: table; clear: both; } .u07b4892e784a61be38c3b0c2f49eaa60 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u07b4892e784a61be38c3b0c2f49eaa60:active , .u07b4892e784a61be38c3b0c2f49eaa60:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u07b4892e784a61be38c3b0c2f49eaa60 .centered-text-area { width: 100%; position: relative ; } .u07b4892e784a61be38c3b0c2f49eaa60 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u07b4892e784a61be38c3b0c2f49eaa60 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u07b4892e784a61be38c3b0c2f49eaa60 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u07b4892e784a61be38c3b0c2f49eaa60:hover .ctaButton { background-color: #34495E!important; } .u07b4892e784a61be38c3b0c2f49eaa60 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u07b4892e784a61be38c3b0c2f49eaa60 .u07b4892e784a61be38c3b0c2f49eaa60-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u07b4892e784a61be38c3b0c2f49eaa60:after { content: ""; display: block; clear: both; } READ: Abortion - Pro-Choice Views EssayAlthough. it is the ethical duties of developed states to lend more. we merely all demand to come together and make it as one it would be easier and really helpful. So if people realize that firing a batch of fuel emits pollutants and seek non to utilize it that much that would assist. If people keep their auto maintained good that would diminish the sum of pollutants in the air and eventually if people can unite alternate ways of making things it will diminish the sum of fuel burned. All of these are ways you can assist the economic system by seting less pollutants in the air. If everybody in the universe can assist lend to this issue than it would diminish the sum of pollutants in the air and the skies wouldn’t be as smoggy and dirty. Auto Inspection and Maintenance ( I/M ) plans are designed to do certain that the autos we buy and drive execute their best — and live up to their pollution control promise. That protects the consumer. And it makes the air cleaner for all of us. So help do universe a safer and better topographic point for the hereafter. Citations: Friedman. David. â€Å"Vehicular Pollution. † Pollution Issues. Advameg. 24 2011. Web. 7 Dec 2012. hypertext transfer protocol: //www. pollutionissues. com/Ve-Z/Vehicular-Pollution. hypertext markup language ( Friedman ) . . â€Å"Clean Vehicles. † UCSUSA. Union of Concerned Scientists. 04 2008. Web. 7 Dec 2012. hypertext transfer protocol: //www. ucsusa. org/clean_vehicles/why-clean-cars/air-pollution-and-health/cars-trucks-air-pollution. hypertext markup language. ( â€Å"UCSUSA† ) . erectile dysfunction. â€Å"Cars. Trucks. A ; Air Pollution. † US EPA. Consumer Federation of America. 30 2011. Web. 7 Dec 2012. lt ; hypertext transfer protocol: //www. Environmental Protection Agency. gov/otaq/cfa-air. hypertext markup language gt ; . ( â€Å"US EPA† )

Nacthez essays

Nacthez essays The extravagant Natchez Nation stretched from what is now North Carolina to Arkansas during the times prior to the founding of the New World. They controlled numerous areas along both sides of the lower Mississippi River. (Barnett) The Natchez are a predecessor to the Moscogee or Creek Confederacy. Upon the arrival of the European settlers, the new diseases such as influenza, small pox, and cholera forced the Natchez as well as many other provincial nations to retreat back into Native American territory. (K.T. (Hutke) Fields) The Natchez could be given credit to the thousands upon thousands of valiant warriors who chased the crumbling and divided Spanish army under the leadership of Hernando de Sotos descendant Luis Moscoso de Alvarado. March 1682 sparked the beginnings of a relationship between the Natchez and the Europeans. Rene Robert Cavelier and his French expedition were the beginnings of what would from a distinct animosity between the people of the Natchez nation and the Fre nch. Shortly thereafter Fort Rosalie at Natchez was formed. This formed various disagreements between both the Natchez and the French. Fighting between both nations started which pushed the scattered remnants of the Natchez nation west. Many citizens went to live with their brethrens in the adjoining nations of the Chickasaws, Creeks, and Cherokees. (George Sabo III) The interactions with the different ethnicities such as the Africans and Europeans changed both the world of the new world and old world for better or for worse. As aforementioned the Natchez were one of the many mound building civilizations of the Mississippi Valley. The Natchez had a social organization that was basically based on the relationship of the members of the Great Sun. (George Sabo III) The community leader or Great Sun managed all tribal affairs. He was also the principal war chief. Virtually one could think of the Great Sun as the living God. (K.T. (Hutke) Fields) H...

Should I Take AP Calculus AB or AP Calculus BC

Should I Take AP Calculus AB or AP Calculus BC SAT / ACT Prep Online Guides and Tips Are you trying to decide between taking AB or BC Calculus? Or are you just wondering what the difference between the two classes is? We’ll help you decide which AP Calculus class to take, based on your prerequisite classes, college plans, and career goals. Overview Calculus AB and Calculus BC are both designed to be college-level calculus courses. As such, the main prerequisite for both AB and BC Calculus is pre-Calculus. When it comes to the AP Calculus classes, you have three options: you can take AB and BC Calculus as a sequence, take AB Calculus only, or skip AB Calculus and go straight to BC Calculus. The reason you can take one or the other is because AB and BC aren’t totally different classes. BC Calculus includes everything in AB Calculus, plus a few extra topics. You’ll actually get an AB Calculus sub-score when you take the BC exam. So Calculus BC is not necessarily more difficult than Calculus AB. BC Calculus has to move faster because it covers more material, which is what makes it more intense than AB. Some schools teach APCalculus BC in two class periods to fit in all the material or have more intensive summer assignments. APCalculus BC courses often cover everything in Calculus AB in the first semester, while AB stretches that material out over a full year. If you decide to take Calculus AB and Calculus BC as a sequence – for example take AB Calculus junior year and then BC Calculus senior year – you don’t have to worry about picking between the two classes. But if you only have room for one AP Calculus class (as most people do), which one should you take? We’ll tell you the topics and discuss the benefits of each option below. APCalculus AB Topics Functions, Graphs, and Limits Derivatives Applications of Derivatives Integrals Applications of Integrals Source: AP Central APCalculus BC Topics Functions, Graphs, and Limits Derivatives Applications of Derivatives Integrals Applications of Integrals Polynomial Approximations and Series Series of Constants Taylor Series Source: AP Central Should You Jump to AP Calculus BC? If you’re up to the challenge, jumping from pre-calculus to Calculus BC can be a great option. This could be especially good if you want to study engineering or natural science in college. Taking Calculus BC shows motivation and drive when it comes to math, and you’ll need strong math skills as an engineering or science major. If you’re big on math, you could take an even more advanced calculus course at a local university or community college as a senior (that is if you take AP Calculus BC junior year). You can also make room for AP Statistics, Economics, or Computer Science in your senior year. Jumping to AP Calculus BC gives you a chance to really challenge yourself as a high school student. It’s also important to note, at some schools, you can drop down to the AB Calculus course if you find that BC is too challenging. This might be a good option if you’re pretty sure you want to take BC Calculus but aren’t positive you will be able to keep up. (Of course, check with your guidance counselor before you sign up to make sure this is possible.) Finally, taking and passing the BC Calculus exam gives you more math credit in college in the vast majority of cases. This is helpful for future engineering and natural science majors since you can jump into required math courses sooner. To give just one example, at the University of Michigan College of Engineering, getting a 5 on AB Calculus gets you 4 credit hours, but getting a 5 on BC Calculus gets you 8 credit hours. (To look up the credit policy at any university, check out the AP’s college database.) Should You Take AB Calculus Instead? Even though you often get more college credit for BC Calculus, taking AB Calculus can be a great option as well. You will still get a calculus background that'll set you up for college math. Although you won’t get to the extra topics that BC Calculus covers, you'll still learn core calculus concepts like limits, derivatives, and integrals. This will give you the fundamentals you need for tougher college math courses. You'll definitely know what this is by the end of AB Calculus! You’re less likely to be overwhelmed and burn out in AB Calculus, as well. Since BC Calculus has to cover more material in one year, at many schools it has more frequent and harder assignments. AB Calculus is definitely challenging, but it doesn't move as fast, so it's less likely you'll fall behind. Taking AB Calculus might free up your schedule for an additional class. Since some schools teach BC over two class periods, you might not be able to fit in a different AP class or extracurricular. But AB Calculus will just be one class period, which could leave you room for another class. And finally, in some cases, you’ll get the same math placement as you would for BC Calculus if you get a very good AP Exam score. (Read more about AP Exam scoring here.) For example, at my alma mater Stanford, if you had a 5 on AB Calculus, you would get placed in the same math course as students who had gotten a 4 or 5 on BC Calculus. Again, check the credit policy at the schools you’re interested in to see how much of a difference there is between AB and BC credit. Should You Take AB Calculus Then BC Calculus? Some people consider taking AB Calculus first then BC Calculus the following year. They're often tempted to do this if they don't feel quite prepared enough to start with BC Calculus, but they want extra college credits for passing the AP exam or they want to impress colleges by taking the more difficultAP calculus class. In most cases, we don't recommend taking both AB and BC Calculus. AB Calculus and BC Calculus are similar enough that taking them one after the other will be a lot like taking the same class twice, and it'll probably be pretty boring for you. Taking both also usually won't help your college applications because it will look like you needed two years to learn calculus instead of one. Also, if you're looking to get a lot of college credits from your AP classes, you can usually get more from taking AB Calculus and another non-calculus AP than you would from taking both AB and BC Calculus. If you were considering taking both AB and BC Calculus but aren't sure which one to take now, keep reading for the questions you should ask yourself. How Should You Decide? Still not sure which class is the best for you? Consider the following questions. #1: Are You Prepared For AP Calculus? Have you taken algebra II and pre-calculus? These are the main prerequisite courses at most schools for AP Calculus. If you haven’t taken pre-calculus yet, don’t worry about deciding which calculus class you want to take just yet. Focus on doing well in pre-calc! #2: Did You Do Well in Pre-Calculus? Say you’ve taken or are currently taking pre-calculus. It’s possible to get by in many math classes by doing the problems and memorizing formulas but not truly understanding the material. However, a solid understanding of pre-calc is necessary to do well in either AP Calculus class, but especially if you’re making the jump to BC. How can you tell if you truly understand pre-calculus? See if you can explain your pre-calculus homework to a friend or younger sibling. If you can teach something, odds are you know it pretty well. However, if you struggle to explain a concept, it might be a sign you don’t know the material very deeply. If you're not sure you get pre-calculus, consider taking AB Calculus, since it moves slower and you'll have more time to learn the concepts. #3: Is There a Placement Exam? This is another practical consideration. At some schools, you have to pass a placement exam to get into AB and/or BC Calculus. Don’t count your chickens before they’ve hatched – make sure you pass the placement exam for AP Calculus before worrying about which course to take. #4: Is There a Summer Assignment? Many schools have summer assignments for AP Calculus, since there is a lot of material to cover during the year. BC Calculus is more likely to have a longer assignment. If you can, ask the teachers for copies of their summer assignments to see what they’re like. Also think about your summer schedule. For example, have you already committed to a camp or service trip that’s going to take up most of your summer? If you’re not sure you’ll have time to complete the BC summer assignment, you might want to consider taking AB instead. You don’t want to start out the year behind! If you've committed to a service trip abroad, you might not have time for summer BC Calculus homework. #5: Will Taking AP Calculus BC Change Your Schedule? As we discussed above, some schools require more class periods for BC Calculus since it covers more material. Would this cause you to have to give up an extracurricular, like band or newspaper? Or give you less flexibility in other parts of your schedule? If you have to give up an extracurricular you’re very involved in, a language course, or another AP class, you'll have to decide if taking BC Calculus is worth it for you. If you want to study science or engineering, it likely will be. But if you’re undecided or think you’re going into the humanities or social sciences, it might be better to take AB Calculus. #6: What's Your Future Major? Push for BC Calculus if you’re fairly certain you want to pursue engineering, natural sciences, or pre-medicine studies in college. BC Calculus will allow you to challenge yourself with a fast-moving, college-level math course, which will give you the skills you will need for engineering and science classes. If you’re going to study the humanities/social sciences, AB Calculus is likely to be plenty to meet your future college’s basic math requirement. And even if you have to take a few math classes in college, AB Calculus will give the preparation you need. #7: What Are the Teachers Like? Often, some of the best math teachers at a school teach the AP courses. But it’s also possible that less effective teachers end up in those classes, especially if more students than expected sign up for AP Calculus. So how do you figure out whether the AP Calculus teachers are your school are good? How To Scope Out Classes Ask for a copy of this year’s syllabus for both AB and BC Calculus. See the workload is like. Also see how the teacher integrates practice AP problems and full exams. If AP exam practice isn't part of the course, that can be a red flag. Talk to current students about how they like the class. Older siblings and their friends, as well as older friends from clubs and sports, are a good place to start. Ask if they feel prepared for the AP test and/or feel confident about the material. Don't trust student word-of-mouth entirely, but if you hear the same thing from multiple students (â€Å"the BC calculus teacher is amazing!") it’s probably true. Ask your guidance counselor about the teacher’s AP test passing rate if they’ve been teaching the class for a while. If they have a high passing rate (above the national average) that’s a good sign. If it’s markedly lower, you might want to reconsider. One thing to keep in mind: it’s possible that if your school has an excellent BC teacher but a less strong AB teacher, BC could actually be easier since you’ll be learning the same concepts with a better teacher. If you’re especially reliant on your teachers in math classes, you might want to take the course with the better teacher. On the flipside, if the AP Calculus AB teacher is excellent and the AP Calculus BCteacher is not, it would be smart to start with AB Calculus to get a strong foundation before attempting BC. The Bottom Line Take BC Calculus If†¦ You feel confident about your math skills and want to challenge yourself You’ve taken math through Pre-Calculus You can pass any required placement tests You want to pursue engineering/natural science/pre-medicine studies in college The class and teacher at your school seem good (no obvious red flags in terms of student word-of-mouth or AP test passing rate) Take AB Calculus If†¦ You want or need more flexibility in your schedule You've taken math through Pre-Calculus You’re less confident in your math skills and/or want to ramp up to BC Calculus after taking AB Calculus You can pass any required placement tests You plan on studying the humanities or social sciences in college The class and teacher at your school seem good What’s Next? Getting strong SAT/ACT math scores is important for college too, especially if you’re a future engineer. Get tips for a perfect SAT math score or a perfect ACT math score. Which other math classes should you take? Check out our guide to the math classes you should take in high school. Interested in math competitions like the International Math Olympiad? See our guide for passing the qualifying tests – the AMC 10 and the AMC 12. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Acid mine drainage Essay Example | Topics and Well Written Essays - 1000 words

Acid mine drainage - Essay Example Authorities reported about the river passing by the spoil becoming orange. A comparison between the analysed levels of the pH of the site to determine the source of contamination based on the Acid generating Potential and the Acid Neutralizing Capacity (ANC) which is calculated directly by adding acid to a slurry of the spoil until the pH falls below some specified value (often pH 4.5) is expressed directly as meq (of acid added) per kg (of sample used). This analysis will help to pin point the source of acid mine, whether it is coming from the spoil heap or mine adit. This information can be used to devise remediation measures in order to reduce the damage on the environment-river pollution. Knowledge of acid mine drainage is not only significant to authorities tasked with environmental protection but also to consultancy agencies in acid mine drainage. Lastly, mining companies need to reduce the damage to the environment by employing technologies for proper treatment of their discha rges. Wetlands engineering can reduce the damages of acid mine aquatic plants and animals. It is theorized that building wetlands can mitigate AMD pollution and have lower or no future operations and maintenance costs.Acid mine drainage can be defined as both ground and surface waters of pH is ≠¤ 4.5. The Acid mine drainage is mainly caused by the oxidation reaction of surface waters with pyrite containing rocks or ores. Sulphate is found almost everywhere on this earth even in natural fresh waters (Drever, 1997). It is usually the second or third most abundant anion in rainwater, where it is derived both from natural aquatic sources and from atmospheric pollution - the sulphur component of â€Å"acid rain† as a result of fossil fuel combustion. 1.01 Apart from human activities, pyrite oxidation also produces acidity, enhancing other weathering reactions. Such as, production of waters with very low pH and high sulphate concentration as a result of buffering the PH. Sulph ate available comes from many anthropogenic sources: they can be coming from farms and agricultural sources. Sulphate fertilizes could be chief source of such contaminants. Sometimes they can come from other cleaning agents agents; and industrial point emissions of sulphuric acid utilised in manufacturing. Main causes of AMD phenomena: 2.0 Understanding the geochemical reactions that generates AMD provides an insight into the three most important reagents that must present – Fe 3+, oxygen (O2) and water. Moreover, â€Å"runaway† AMD production needs Fe3+ dissolved in solution and the activity of different species of bacteria â€Å" Thiobacillus ferrooxidans† to catalyse the reactions ten thousands times. 2.01 In more details, pyrite is oxidised by the oxygen molecules dissolved in water

Analysis of Wisconsin v Mitchell (1993) Case Essay

Analysis of Wisconsin v Mitchell (1993) Case - Essay Example Mitchell reminded the group about their discussion and instigated them to attack the white boy. Thereafter, the group accosted the white youth, beat him unconscious and stole his footwear. Mitchell’s sentence was enhanced, as he had intentionally selected the victim on the basis of the latter’s race. It was to be decided, whether such enhancement of punishment was in breach of Mitchell’s First Amendment rights. The US Supreme Court concluded that the First Amendment rights of Mitchell had not been violated, by the enhancement provision of the Wisconsin penalty. As the Supreme Court of Wisconsin had ruled that such breach had transpired, the US Supreme Court reversed that decision and remanded the case for further proceedings that would not be inconsistent with its opinion. In addition, the US Supreme Court held that there was no tangible disparity between the federal and state antidiscrimination laws and the Wisconsin statute. To this end, the Court made a comparison between the Wisconsin statute and Title VII, which renders it illegal for an employer to subject an employee to discrimination on ground of color, religion, gender, race, or national origin (Resler, 1994, p. 422). It was surmised by the US Supreme Court that the Wisconsin statute accords punishment of greater severity for bias motivated crimes, as these crimes had a much greater potential to engender harm to the individual and society. This reason was deemed to be adequate to justify the penalty enhancement facility available in the Wisconsin statute, and which transcended mere disagreement with the prejudices of proclivities of the offender (Resler, 1994, p. 423). Mitchell had been sentenced for aggravated battery. This sentence was enhanced, in accordance with a Wisconsin statute, as he had intentionally selected the victim on the basis of the latter’s race. His appeal regarding the constitutionality of the Wisconsin statute was

Reality of Teaching and Learning Pronunciation Essay Example for Free

Reality of Teaching and Learning Pronunciation Essay Rationale of the study Nowadays, with the rapid pace of integration and globalization, English becomes a golden key to open the door of many fields such as commerce, communication, science and technology throughout the world. Therefore, to meet the demand of the society, it is very necessary to teach English in schools at all levels. And the highest target is to get well in communication. If one wants to get successful in communication, he must be good at pronunciation: â€Å"a threshold level of pronunciation in English such that if a given non-native speakers pronunciation falls below this level, he or she will not be able to communicate orally no matter how good his or her control of English grammar and vocabulary might be† (Celce-Murcia, 1987:5). In the field of language teaching, the role of pronunciation has varied widely from having virtually no role in the grammar-translation method to being the central focus in the audio-lingual method where emphasis is on the traditional notions of pronunciation, minimal pairs, drills and short conversations. The growing emphasis on communicative approaches for the teaching of English has placed higher demands for correct pronunciation. Despite this fact, at the upper-secondary school level in Vietnam, in language teaching and learning, compared with vocabulary, grammar and language skills, pronunciation has so far been paid less attention to. In the official textbooks used for teaching English at high school level, there are a few exercises for pronunciation practice. To make the matter worse, all important English exams at schools as well as the entrance exam to universities are always in written form so most teachers as well as students have little motivation to teach and to learn pronunciation. As a result, students are often shy and unconfident to speak in English. And that is the reason why the effectiveness of teaching pronunciation still remains one of the most widely problematic subjects in the field of language teaching. Coping with this pressing fact, as a language teacher teaching English at Quynh Coi high school (QCHS), the author always thinks of some burning questions: in language teaching and learning, what is the present situation of teaching and learning pronunciation at high school level in QCHS? What are the problems teachers and students face in teaching and learning pronunciation? How to find suitab le methods to teach pronunciation? What should teachers do to teach pronunciation effectively? How should teachers make students become interested in learning pronunciation? The answers to these questions will help language teachers improve their students’ pronunciation as well as help them make progress in effective communication. For the above reasons, the author decides to carry out the study entitled: â€Å"The reality of teaching and learning pronunciation at Quynh Coi high school: problems and solutions†. 1. 2 Aims of the study The main purpose of this study is to discover the reality of teaching and learning pronunciation at Quynh Coi high school, especially to find out problems that teachers and students often have in pronunciation lessons. The writer also hopes to make some feasible solutions that can help the English teachers overcome those problems and improve students’ pronunciation. 1. 3 Research questions The above aims of the study can be realized by answering the following research questions: (1) What is the present situation of teaching and learning pronunciation at QCHS? (2) Which problems do the teachers and students at QCHS face in pronunciation lessons? (3) What teaching techniques can be used to improve teaching pronunciation for students at QCHS? 1. 4 Scope of the study As a case study, this study focuses on the reality of teaching and learning two aspects of English pronunciation: stress and intonation for the 12th form students at Quynh Coi high school. The subjects of the study are 12th form students those are familiar with learning pronunciation for two years at high school. Moreover, stress and intonation are two major aspects of pronunciation introduced in the official textbook used by the 12th form students. Other characteristics of English pronunciation would not be deeply investigated in this research. . 5 Methods of the study In order to fulfill the tasks mentioned above, both qualitative and quantitative methods are selected for this case study, involving the following instruments: survey questionnaires, classroom observations and interviews. Firstly, the survey questionnaires were delivered to both teachers and students to investigate the reality of teaching and learning pronunciation at QCHS. Then, some classroom observations and interv iews with some English teachers have been also conducted to get supplementary information. Finally, the results obtained from questionnaires, observations and interviews have been discussed and analyzed to with a hope for providing language teacher with some feasible teaching techniques to work successfully with their students. 1. 6 Significance of the study This study hopes to make contribution to teaching pronunciation at high school level in Vietnam and the result of the study is considered to be useful for teachers and students at school. Thus, this study will be an interesting reference material for any high school language teachers in Vietnam, especially for those who are in favor of improving their students pronunciation. This research will help teachers and students identify their problems in teaching and learning pronunciation and self- improve their pronunciation. 1. 7 Design of the study This thesis consists of six main chapters: Chapter one is the INTRODUCTION including the rationales, the aims, the scope, the research questions, the methods, and the design of the research. In the book â€Å"Pronunciation† published in 1994, Christiane Dalton and Barbara Seidlhofer (1994:3) consider pronunciation â€Å"as the production of significant sound†. They look at the word in two senses. First, it is used as part of a code of a particular language. That is the reason why English sounds are distinguished from sounds of other languages. In this sense, pronunciation can be told as the production and reception of sounds of speech. Second, sound is used to achieve meaning in contexts of use. Here the code combines with other factors to make communication possible. In this sense pronunciation is referred with reference to acts of speaking. In the scope of this study, the concept of pronunciation can be described as â€Å"a way of speaking a word, especially a way that is accepted or generally understood† (American Heritage Dictionary, 1992) or â€Å"may be said to conclude the sounds of the language or phonology; stress and rhythm; intonation; combination sounds; linkage of sound† (Ur, 1996). 2. 2 Features of pronunciation Gerald Kelly (2000) points out main features of pronunciation including phonemes and suprasegmental features, in which consonants and vowels belong to phonemes, intonation and stress are two main parts of suprasegmental. Phonemes are units of sound, they are known as segments. Suprasegmental features are features of speech which apply to groups of segments, or phonemes. The features which are important in English are stress, intonation, and how sounds change in connected speech. The following diagram shows a breakdown of the main features of pronunciation: Features of pronunciation (Kelly, 2000:1) As seen from the diagram, pronunciation is a broad subject with the boundaries of various items such as consonants, vowels, stress, and intonation. This study is intended to focus on two major features of pronunciation: intonation and stress are deeply investigated. According to Quirk R. and Greenbaun S. (1973:450), stress is the prominence with one part of a word or of a longer utterance is distinguished from other parts. This can be understood like this: when an English word consists of more than one syllable, one of these syllables is made to stand out more than the others. This is done by saying the syllable louder. For instance, in such words as â€Å"English†, â€Å"teacher†, and â€Å"student† the first syllables are stressed. Intonation is an important part that most teachers have to deal with when teaching connected speech, it refers to the way the voice â€Å"goes up and down in pitch† (Kelly, 2000: 86) when we are speaking. It plays a vital role in helping people express their opinions, and understanding thought of others. In short, the word â€Å"pronunciation† is like a big umbrella covering various sub-items as consonants, vowels, intonations, stress, etc. With such big boundaries of items, language teachers and learners have to think of how to master these key aspects, especially stress and intonation, to be successful in teaching and learning pronunciation. 2. 3 Teaching pronunciation 2. 3. 1 The importance of teaching/ learning pronunciation and a â€Å"paradox† 2. 3. 1. 1 The importance of teaching and learning pronunciation Pronunciation is as important as any other aspects of language like syntax and vocabulary. Some people may argue that speech is obviously much more significant than pronunciation. However, speech cannot exist without pronunciation. Correct pronunciation, in fact, is considered to be a prerequisite to develop the speaking skill. That is why teaching pronunciation should occupy an important place in the study of any language. According to Gerald Kelly (2000), pronunciation â€Å"involves far more than individual sounds† including word stress, sentence stress, intonation, and word linking. All of these influence the sound of spoken English. Sound is the core of the language. When teaching a language, the first and foremost thing teachers should do is to let learners have chances to expose themselves to the sounds of that language. That is the reason why more and more teachers pay much attention to teaching pronunciation to their students. Considering the importance of communication in general and pronunciation in particular, Gerald Kelly confirms â€Å"a learner who constantly mispronounces a range of phonemes can be extremely difficult for a speaker from another language community to understand. A consideration of learners’ pronunciation errors and of how these can inhibit successful communication is a useful basis on which to assess why it is important to deal with pronunciation in the class† (2000:11). Sharing the same ideas with Kelly, Martin Hewings (2004:10) adds â€Å"difficulties with pronunciation might mean that students fail to get their message across, even when the correct words are being used, or they might fail to understand what is said to them. † The inaccurate use of suprasegmetal elements, such as tress or intonation, can also cause problems. Errors in pronunciation can lead to a problem of reception, or comprehension of the meaning or function of an utterance, even worse, they can affect the perceived tone or mood of an utterance. Moreover, it is obvious that good pronunciation serves as a strong motivation for language learners. Most language learners show considerable enthusiasm for pronunciation as they consider it as a good way to show that they are competent in the language. Once they have obtained adequate pronunciation competence, they gradually build up strong confidence for themselves and are ready to learn new things without hesitation. 2. 3. 1. 2 A â€Å"paradox† As the matter of fact, the role of pronunciation in English learning process could not be negated. Regrettably, teaching and learning pronunciation has not received appropriate attention as expected and Gerald Kelly call this fact a name â€Å"a paradox† (Kelly, 2000: 1). It tends to suffer from being neglected. This may not be teachers’ lack of interest or motivation in pronunciation. The main reason comes from their teaching experience and confidence, â€Å"feeling of doubt as to hoe to teach† (Kelly, 2000:13). In spite of the fact that both teacher and students are keen on pronunciation, they often take grammar or vocabulary precedence over pronunciation for granted. If it is not neglected, â€Å"it tends to be reactive to a particular problem that has arisen in the classroom rather than being strategically planned† (Kelly, 2000:13). This is the most popular problem is pronunciation lessons. Teachers only deal with pronunciation when it comes to be problematic. There is no lesson plan, no strategy in teaching and learning pronunciation. Most teachers often prepare lesson plan for teaching grammar, vocabulary, but pronunciation. Yet pronunciation work can, and should, be planned for, too. Teachers should regard features of pronunciation as integral to language analysis and lesson planning. This paradox arises from both the nature of pronunciation itself, from the teaching staff as well as from the learners themselves. However, to deal with this problem, as language teachers, teachers need to have a good grounding in theoretical knowledge. Furthermore, in order to teach pronunciation successfully, teachers should be practically skilled in classrooms, and they need to have good ideas, approaches, techniques, as well as classroom activities. 2. 3. 2 Teachers’ roles in teaching pronunciation Mastering a foreign language pronunciation is not something impossible as far as the student and the teacher participate together in the total learning process. Thus, to succeed in a pronunciation program, the teacher plays an essential role. Kenworthy (1987), Nguyen Bang and Nguyen Ba Ngoc (2001), and Hoang Van Van, et al. (2006) shared the similar ideas about teachers’ roles in the teaching and learning pronunciation process, in which, teachers are responsible for: †¢Helping learners to hear: The teacher has a mission to provide appropriate input of the target sounds for learners to hear. Teacher needs to check that their students are hearing sounds according to the appropriate categories and help them develop new categories if necessary. †¢Helping learners to make sounds: It is true that some English sounds do not exist in the learners’ mother tongue. Some learners may be able to imitate the target sounds if they are provided models. However, for those who lack such an ability, it is teachers’ duty to explain the way those difficult sounds are made and provide aids to help learners produce correct sounds. †¢Providing feedback: Students need to be told where they are standing, how much they have gained and what they need to improve because sometimes, students themselves can not know whether they are making mistakes or not. The teacher must provide them with feedbacks on their performance. †¢Pointing out what is going on: In many cases, learners fail to realize what and how they are speaking, as speaking is for most parts unconsciously controlled, learners may sometimes make mistakes in the way they produce a particular sequence of sounds, or put stress in an incorrect place, leading to misunderstanding. It is the teachers’ role to specify the area that learners have to pay attention to so as not to cause miscomprehension. †¢Establishing priorities: Native-like pronunciation is not easy to achieve. Therefore, learners need a guide to tell them about what aspects they should master, what aspects they not need to be â€Å"perfect†. Inevitably, when learning a foreign language, it is dealt if learners master every aspect of it. However, as this is somehow unrealistic, learners should learn to satisfy at an accepted level of those aspects which are not vital. The level at which learners can feel satisfied at depends on different situations for different individuals. †¢Devising activities: It is not easy for teachers to cover all activities in a limited time. Thus, teachers need to identify what exercises will be suitable for their learners, what activities would bring them the best effect. In devising them, however, it should be accepted that certain activities are more suitable to some students than others. †¢Assessing progress: An important role of teacher is to assess progress. Learners need to know at what level they are in pronunciation. Tests allocated at appropriate times will serve as a strong motivation for students. When they look at their marks, they have a clear sense of how much they have gained. Judging learners’ pronunciation performance is very complicated. However, this should be done accordingly. 2. 3. 3. Approaches, techniques and activities in teaching pronunciation 2. 3. 3. 1 Approaches in teaching pronunciation In the book â€Å"Teaching pronunciation† (Celce-Murcia M. , et al. 1996: 2), the authors point out two general approaches to the teaching of pronunciation in the modern time, namely intuitive-imitative approach and analytic-linguistic approach. An intuitive-imitative approach depends on â€Å"the learners’ ability to listen to and imitate the rhythms and sounds of the target language without the intervention of any explicit information†. This means the teaching of pronunciation depends largely on the teacher’s turning on and rewinding a cassette player (or another instrument), and the main activities in the class are listening and repeating. In this approach, the teacher has no responsibility to explain how sounds are formed or produced and the learners do their main task of listening and imitating, and it is expected that learners will gradually gain pronunciation competence. Meanwhile, an analytic-linguistic approach â€Å"utilizes information and tools such as a phonetic alphabet, articulator descriptions, charts of the vocal apparatus and other aids to supplement listening, imitation, and production† (Celce-Murcia M. , et al. , 1996: 2). In this approach, learners are given explanation as well as training on how to form particular sounds of the target language. Between these two approaches, there is no scale on whether which one is better. Choosing to apply which approach into teaching pronunciation depends on teachers themselves and the level of learners. To do well with these two approaches, it is a need for both teachers and learners to fulfill knowledge of articulator system such as consonants, vowels, stress, and intonation, etc. In this study, the author considers the use of both approaches to gain best effect in teaching and learning pronunciation. 2. 3. 3. 2 Techniques and activities Pronunciation is never an end in itself, thus to receive expected result in teaching and learning pronunciation, teachers have made use of a great deal of techniques. It may be taught in isolation or in combination with language skills of speaking, listening, reading or writing. Supported by Kelly (2000:16); and Celce, et al (1996:8), some common techniques are: †¢Drilling: One of the main ways in which pronunciation is practiced in the classroom is through drilling. In its most basic form, drilling simply involves the teacher saying a word or a structure, and getting class to repeat it. †¢Listen and imitate† The pronunciation of the target language is provided by the teacher or tape recorders, language labs, etc. students are to listen to a sequence of sounds or sentences and repeat it. †¢Chaining: This can be used for sentences which prove difficult for students to pronounce, either because they are long, or because they include difficult words and sounds The above mentioned techniques are nearly similar; they usually take two forms, which are either all-class or individual. These two forms are actually the two phase of the same techniques. Normally, at first, the whole class repeats after certain sound and phrases. After a certain amount of class-drilling, individual students take turns and pronounce those items themselves. †¢Phonetic chaining: This technique makes use of articulator descriptions, articulator diagrams and a phonetic alphabet. Learners are provided with basic theoretical knowledge about how sounds are formed. They are also aided by the teacher to make genuine sound production. †¢Minimal pair drills: These relate to words which differ from each other only one phoneme. Normally, students are allowed to listen to the tape and distinguish between the two sounds. This type of activities is particularly useful to teach sounds which causes difficulties for learners or sounds that are mismatched. †¢Contextualized minimal pair: In this technique, the teacher establishes the setting and present key vocabulary; students are then trained to respond to a sentence stem with the appropriate meaningful response. When minimal pair drills seem a bit boring and too theoretical with separated sounds, the contextualization seems to be more useful because it is more practical. †¢Tongue Twisters: This technique rooted from speech correction strategies for native speakers. When other techniques look serious and sometimes put learners under pressure, tongue twisters provide a more delighting way to learn pronunciation. Sounds which are difficult to differentiate are put together to make meaningful sentences. †¢Reading aloud/recitation: Students are provided with a passage or scripts and then read aloud, focusing on stress, timing and intonation. This activity is often done with texts such as poems, rhymes, song lyrics, etc. †¢Recording of learners’ production. This technique can use audio-tape, video-tapes of rehearsed and spontaneous speeches, free conversations, and role plays. It needs the feedbacks of teachers as well as self-evaluation. †¢Practice of vowel shifts and stress shifts related by affixation: Base on rule of generative phonology, used with intermediate or advanced learners. The teachers point out the rule-based nature of vowel and stress shifts in etymologically related words to raise awareness; sentences and short texts that contain both number of a pair may be provide as oral practice material such as:PHOtograph And phoTOgraphy 2. 4 Learning pronunciation 2. 4. 1 Factors affecting learning pronunciation According to Joane Kenworthy (1987), there are many factors affecting learning pronunciation, including the native language, the age factor, the amount of exposure, phonetic ability, attitude and identity. The native language: it is inevitable that learners’ native language has a great impact on their ability of pronouncing English. The â€Å"foreign accent† is therefore easy to identity. The age factor: it is often assumed that the younger a person starts learning a foreign language, the better he is at pronouncing it and he has a greater chance of having a native-like accent. The amount of exposure: people who live in the country where the target language is spoken and is surrounded by an English-speaking environment may have some advantages over some who do not. Phonetic ability: researches have shown that some people naturally have a â€Å"better ear† for a foreign language than others. Attitude and identity: results from many studies have shown that learners who have a positive attitude towards speakers of a foreign language tend to have a more native-like pronunciation. 2. 4. 2 Students’ roles in learning pronunciation It is essential that in order to learn a language, motivation plays a vital role. The same thing happens to learning pronunciation. If students really care much about their pronunciation, they will become more cautious about their speaking, and gradually build up good pronunciation. In teaching and learning pronunciation, if teachers play the roles of a â€Å"speech coach†, students themselves need to involve in this process as much as possible in order to get good results. According to Nguyen Bang and Nguyen Ba Ngoc (2001), students need to satisfy some demands. Firstly, they need to perceive the model as exactly as they can. Secondly, they need to response as much as and as well as possible to the recognition, the imitation and repetition activities. Lastly, beside the help of the teachers, students should do self-correction of their pronunciation mistakes. 2. 5 Teachers’ and students’ problems in teaching and learning pronunciation Both teachers and students encounter various problems in the process of teaching and learning pronunciation. These problems do not only arise from the nature of pronunciation itself, but from various subjective and objective factors. In the light of the previous and current studies, some major problems that teachers and learners face in teaching and learning pronunciation are:. The nature of pronunciation According to Nunan (1991), the problem of acquiring the phonology of a second or a foreign language presents a formidable challenge to any theory of second language acquisition. In teaching and learning pronunciation, the biggest problem that most of the English teachers and students complain come from nature of pronunciation. English pronunciation itself contains so many complicated factors and invisible rules. In the light of this problem, Doff A. (1988) listed some common problems that learners often make when they speak English. The first is difficulties in pronouncing sounds which do not exist in the students’ own language. The second is the problems with similar sounds that often cause learners’ confusion. The third is difficulties in pronouncing consonant clusters. And the last problem mainly comes from English stress and intonation. Students seem to have a tendency to give all syllables equal stress and â€Å"flat† intonation. Class setting A lot of problems in teaching and learning pronunciation come from class setting such as classroom size, quality of the teaching staff, teaching and learning equipment. Firstly, a large class causes difficulty in teaching pronunciation. At high school, on average, there are over 50 students per class. With such a high student-teacher ratio, it is impossible to make sure that the teacher could carry out successful teaching techniques and activities, and the learner is not able to listen and receive what the teacher is saying. The quality of teaching staff is also a big problem. Most teachers of English are non-native speakers, and a few of them can have a native-like pronunciation. As a result, the language input that students receive every day is from non-native people. Therefore, it is impossible to require students to achieve perfect pronunciation. Teaching model According to Kelly (2000), in the past, the model of teaching English pronunciation was â€Å"received pronunciation†, the pronounciation of people in the southwest England. Today, there are a vast number of English: American English, Australian English, etc. Thus, it is difficult for teachers to choose what model to teach. In fact, each teacher often cannot produce a â€Å"perfect† accent without being affected by his own language. This fact sometimes causes both teachers and students problems in teaching and learning pronunciation. Some teachers do not feel confident with their own voice and students do not know what input language is perfect to receive. Intelligibility Beside factors from the nature of pronunciation, class setting, etc, teaching and learning pronunciation involves in its own problem that Kenworthy (1987) calls it as â€Å"intelligibility†. He defines â€Å"intelligibility† as â€Å"being understood by a listener at a given time in a given situation†. This means that intelligibility is affected by a number of factors: the speaker, the listener, the time, and the situation. This also means that teaching and learning pronunciation depends on many factors, causing many problems for both teachers and students. In conclusion, in this chapter, some theoretical backgrounds relating to teaching and learning pronunciation have been pointed out. These factors are the pronunciation concepts and their features. Factors relating to pronunciation teaching and learning as the importance, the problems, techniques and activities have been also given. It cannot be denied that pronunciation and teaching pronunciation is an important part to conduct in any language course. It is even more important for those who are or will be teachers of the language. Methods of teaching pronunciation are various with different elements of pronunciation. What are the attitudes of teachers and learners towards teaching and learning pronunciation? The school has 36 classes with 90 teachers and 1,800 students. Each year, the school enrolls more than 600 new comers. 3. 1. 2 Description of the course At school, all students when pass the entrance exam to the school have to study English as one of the compulsory subjects. During the process of learning English at school, students use three English textbooks (English 10, English 11, English 12) focusing on four skills including reading, speaking, listening, writing and language focus part. The language focus comprises two major parts: pronunciation and grammar. Normally, students start learning pronunciation when they study English 10. However, at grade 10th, students only learn some vowels and simple consonants. At grade 11th, students continue to study complex consonants. And at grade 12th, students start to be familiar with stress and intonation exercises. That is the reason why stress and intonation are two major aspects of pronunciation chosen in this investigation. 3. 2 Subjects The subjects of this study comprised 10 teachers and 55 12th-form students at QCHS. All English teachers were invited to participate in this study. They are from 27 to 60 years old, and have taught English for more than 2 years. They graduated from both regular and in-service training. With those teachers who have taught English for many years, they have teaching experience, but were not well trained. They mainly graduated from colleges, even in-service training. With younger teachers, they graduated from many different universities: state and non-state universities. They are full of motivation, but lack of teaching experience. In general, these teachers are good at teaching grammar and do not feel confident to deal with speaking, listening, and pronunciation lessons. Thus, they often focus their lesson on grammar but the speaking and pronunciation. The class that the author chose to study consists of fifty-five 12th-form students. These students have had at least 6 years of academic English experience by the time they reach this course. However, their English proficiency is not good, especially at pronunciation. They may be good at grammar and can do these grammar exercises quickly, but can not speak fluently. Most of them do not feel confident to speak in class and express their ideas in English. These students have studied at high school for more than two years. Therefore, they have been getting similar with the teaching and studying methods, the conditions and the teaching environment, so it easy for the author to get their consent to participate in the research. 3. 3 Research methods As mentioned previously, the researcher chose a mixed-method approach to data collection, utilizing triangulation to measure a broad variety of variables in the research. Necessary data was gathered directly from the teachers and students participating in the research in several ways: Questionnaires: In order to collect reliable and comprehensive data, two questionnaires were designed: one for teachers and one for students. They are both open-ended and close-ended questions. Teacher questionnaire (Appendix 1): one survey questionnaire with 8 questions was designed for the teachers to get their ideas of pronunciation teaching and learning reality, problems faced by their students and some recommendations to improve learning pronunciation reality at school. To get this aim, the questionnaire is categorized into the following groups: †¢Teachers’ attitude towards present situation of teaching and learning pronunciation at QCHS; †¢Approaches, techniques and classroom activities used by teachers in teaching pronunciation; †¢Problems faced by teachers in teaching pronunciation; and †¢Teachers’ recommendations of techniques to improve students’ pronunciation. Student questionnaire Appendix 2): another survey questionnaire with 8 questions was designed for students including the following categories: †¢Students’ attitude towards learning pronunciation, especially stress and intonation; †¢Students’ problems in learning pronunciation; and †¢Students’ expectations in learning pronunciation. In-depth classroom observations: Six informal classroom observations during regular classroom sessions were used as an additional data source. The observations were carried out for two weeks during the course of the study to get more practical information about teachers’ and students’ attitudes towards teaching and learning pronunciation, and difficulties as well as techniques used in pronunciation lessons. During the process of observations, the author focused on some aspects taking in class as: †¢Teaching and learning materials used in class; †¢Students’ activities and their mistakes in producing pronunciation; and †¢Teachers’ approaches and techniques used in teaching pronunciation. Interviews and discussions (Appendix 3): after collecting data from the survey questionnaires and classroom observations, the author used the post interview in order to get the in-depth discussion about techniques used to improve students’ pronunciation. Because it is too difficult for the researcher to conduct long interviews with all teachers, the researcher randomly selected 5/10 teachers for interviews. They were willing to express deeply their opinions, and ideas about teaching techniques. 3. 2. Data collection procedures The study was conducted in the first term of the school year 2010-2011 (from September 2010 to December, 2010). At the beginning of the first term, two sets of questionnaires were given to the teachers and the students who agreed to participate in the research. After two days, these questionnaires were collected. The information from these questionnaires were then summarized and presented in the form of statistics. For the following two weeks, the autho r carried out some classroom observations. The observations during six English lessons including one in reading, one in writing, one in listening, one in speaking and two in language focus periods. At each session, the researcher took field notes on what happened when the students learned pronunciation. Finally, when the information from the survey questionnaires and classroom observations were collected and analyzed, structured interviews were carried out. The data collected from three different resources were read through to obtain a sense of the overall data. They were then analyzed both descriptively and interpretatively. The initial sorting-out process was writing findings in the form of reflective notes and summaries of field notes. The information was then displayed in forms of tables and figures while qualitative data from the open-ended questionnaire items, classroom observations and interviews were presented by quoting relevant responses from the respondents. CHAPTER FOUR: PRESENTATION OF THE DATA This part, the information from collected data was presented in accordance with the category of data collection instruments. 4. 1 Survey questionnaires 4. 1. Teachers’ and students’ attitudes towards teaching and learning pronunciation Assuming that the consideration of the teachers’ and students’ attitude towards teaching and learning pronunciation would be beneficial to the research, at the outset, these factors were surveyed. The results, shown in below, reflect that grammar is the most concerning aspect in learning English at high school. Surprisingly, only 10% of the t eachers think that pronunciation is the most necessary for their students. They always pay much attention and time and energy on grammar. In contrast, teaching and learning pronunciation as well as developing listening, speaking or reading skills do not receive enough attention to. 4. 1. 2 Students’ pronunciation level From the chart 2, we can see an optimistic reality of students’ level in learning pronunciation at Quynh Coi high school. Being asked about this, all the teachers said that students’ level is not equal, however; it is not good as expected. 60% teachers said that their students’ level at pronunciation is at average; and even 30% of the students get under average level. None of the teachers evaluate their students’ level at pronunciation is good or excellent. . 1. 3 Pronunciation teaching and learning time Chart 3 presents time that teachers and students spend on teaching and learning pronunciation. One more time teachers and students share the same ideas about the fact that too little time is on pronunciation. 80% of the teachers and 43% of the students said that they di d not have time to spend on teaching and learning pronunciation in one teaching session (45 minutes); 20% of the teachers and 32% of the students spend less than 20 minutes on teaching pronunciation. None of the teachers and a very small number of the students teach and learn pronunciation for more than 20 minutes. The overall results indicate that the reality of teaching and learning pronunciation at Quynh Coi high school is not positive as expected. Although both teachers and students are very optimistic towards teaching and learning pronunciation, students’ level is not good as well as time spent on teaching pronunciation is limited during one normal teaching session. 4. 1. 4 Teachers and students’ problems in teaching and learning pronunciation Chart 4 shows that both the teachers and the students face many problems during the process of teaching and learning pronunciation. The biggest problem that both teachers and students face comes from the nature of pronunciation. The next two factors preventing students from gaining good pronunciation are teaching time and students’ competence. 27% of the teachers and 22% of the students said that they do not have enough time on pronunciation. 20% of the teachers considered that their students’ competence in pronunciation is too low. 22% students also agreed with that idea. Class setting is the next factor that 20% teachers chose. It is clear that quality of teaching staff is not good enough to come over all the difficulties in teaching pronunciation. In contrast, only 1% of the students agreed with this. The smallest factor that both teachers and students think that causing problem in teaching and learning pronunciation is students’ motivation. 4. 1. 5 Teachers’ and students’ problems in teaching and learning intonation and stress From the chart above, most of the teachers (50%) and students (43%) think that stress is the most difficulty in teaching and learning pronunciation. the second is intonation: 30% of the teachers and 14% of the students think that intonation causes trouble. Meanwhile, none of the teachers meet any difficulties in teaching consonants and vowels. Particularly, chart 6 shows that 43% of the students cannot know the place of stress in a word; 20% said they cannot pronounce stress though they may be know place of stress in those words. Surprisingly, 27% of the students said that they do not know anything of stress. From the above chart, we can see that the reality of learning intonation is even worse than learning stress. 56% of all surveyed students understand nothing about intonation, causing a lot of difficulties in teaching and learning pronunciation.

John Okada’s No-No Boy Essay -- Japanese American Internment

The United States of America a nation known for allowing freedom, equality, justice, and most of all a chance for immigrants to attain the American dream. However, that â€Å"America† was hardly recognizable during the 1940’s when President Franklin Roosevelt issued Executive Order 9066, ordering 120,000 Japanese Americans to be relocated to internment camps. As for the aftermath, little is known beyond the historical documents and stories from those affected. Through John Okada’s novel, No-No Boy, a closer picture of the aftermath of the internment is shown through the events of the protagonist, Ichiro. It provides a more human perspective that is filled with emotions and connections that are unattainable from an ordinary historical document. In the novel, Ichiro had a life full of possibilities until he was stripped of his entire identity and had to watch those opportunities diminish before him. The war between Japan and the United States manifested itself into an internal way between his Japanese and American identities. Ichiro’s self-deprecating nature that he developed from this identity clash clearly questions American values, such as freedom and equality which creates a bigger picture of this indistinguishable â€Å"America† that has been known for its freedom, equality, and helping the oppressed. Ichiro frequently faced hostility from Japanese-American veterans for being a No-No boy, which heightened self-hatred of his identity. From the moment he arrived back to Seattle, he was met with negativity from Eto Minato, a Japanese-American veteran who went from friendly to hateful after realizing Ichiro was a No-no boy. Ichiro came face-to-face with Eto’s harsh criticism as he told him, â€Å"Rotten bastard. Shit on you†¦ I’ll piss on you nex... ...her he is Japanese or an American. The obstacles Ichiro faced in searching for his lost identity reveal a discrepancy of American values, such as freedom and equality, which are deeply rooted in a segregated society. Through the negativity of many of the Japanese-American veterans and the differences among Ichiro’s entire family, he has literally gone from having a duel-heritage to no identity at all. Since he has no desire to be Japanese and feels unworthy to be American, he sees himself as nothing. His hatred of himself not only hinders the possibilities before him, but it also paints a whole new picture of America. Instead of a nation that is united and fights for freedom and equality, America is divided by racism and strips away the freedom of those they find inferior. Works Cited Okada, John. No-no Boy. Seattle: University of Washington, 1981. Print.

Gender Issues In Education, Sports And Employment Essay

Gender is the cultural construct attached to the fact of biological sex. The construct of gender has come to carry significant meaning with regard to the valuing of people or behaviors according to gender qualifications. There is much evidence that suggest that gendered inequality is the product of female oppression in a world dominated by global male hegemony within and across institutions including family, school, politics, and the labor market. Gender inequality is generally manifested in unequal rights for women of access to basic social services such as education; unequal rights for equal work in the employment sector, and unequal opportunities in sports. This paper is a brief discussion of the specific problems commonly identified within the issue of gender inequality in the mentioned areas, along with a number of potential solutions to ease, if not to totally eradicate the said inequities. Gender Issues in Education The literature on women’s and girls’ education frequently focuses o gendered inequalities in educational opportunities, educational attainment, and status of women in social, political and economic arenas both within and across nations. This problem may seem relatively straightforward, but gendered educational inequity is a complex phenomenon. Women’s education is strongly contextualized by the social and cultural environment of the local schools and national educational systems. Schools are the locus for much of the progress that is being made towards a culture of equality, although there is still much more to be done in order for gender equality to be a consistent characteristic of educational systems around the world (Valian, 2004). A solution seen for this is to institutionalize gender equity standards as components of school policy and structure, which will make it more likely that gendered inequalities will be both observed and identified as inequity. In this way, a heightened sense of awareness in gendered educational inequality could work on behalf of women. Gender Issues in Sports Gender differentiation has also been powerfully constructed through sports and the culture of sports. Moreover, Scraton and Flintoff (2002) asserted that organized sport has been a powerful cultural arena for reinforcing the ideology and actuality of male superiority and dominance; its traditions, symbols, and values have tended to preserve patriarchy and women’s subordinate position in society. Sport was an activity that serves two purposes for men: it meets their recreational needs, and it is a perfect antidote for their anxieties about effeminacy. Sport thus became a popular means for men to reaffirm their masculinity, and hence, a powerful tool for maintaining patriarchal gender relations. These social conditions made being both a woman and an athlete an anomaly in life. Female athletes did not suit society’s ideal of femininity, and those who persisted in sport suffers various aversive sanctions, especially derogation and public ridicule. A solution seen about this issue is for sports organizations to be prepared to analyze critically the ways they operate, the ways they make policy, and the ways in which national and international policy processes influence or are influenced by these sites of power. Gender Issues in Employment Gender inequality in employment begins with the gender labeling of workers. Gender categorization in workplace primes workers and employers alike to infuse stereotypic assumptions about gender into the institutional scripts by which a job is enacted and represented to others (Blakemore and Griggs, 2007). Employers often begin the process by implicitly or explicitly seeking workers of a particular gender on the basis of assumptions about labor costs that are themselves suffused by the effect of gender status beliefs. On the occasions that they hire a woman for a certain position, the pay is lower compared to a man employed in the exact same position. As a further result, women are inclined to be concentrated in casual occupations, where salary and work environment are poorer than in formal and public positions. The understanding of how to work towards gender equality is that people need to change inequitable social systems and institutions. Generally, ‘institutional change’ is the requirement for addressing the root causes of gender inequality. It means changing organizations which, in their programs, policies, structures, and ways of working, discriminate against women. Organizations should work on legal and policy change, or change material conditions. In order to bring about gender equality in employment, change must occur at the personal level and at the social level. It must occur in formal and informal relations. References Scraton, S. & Flintoff, A. (2002). Gender and Sport: A Reader. New York: Routledge. Blakemore, K. & Griggs, E. (2007). Social Policy: An Introduction. New York: Open University Press. Valian, V. (2004). Beyond Gender Schemas: Improving the Advancement of Women in Academia. NWSA Journal, 16 (1): 207-220.

The Reasons Why the World’s Languages Are Disappearing

The reasons why the world’s languages are disappearing Language is everything; because language is a part of culture which is inseparable with human’s life. People speak by their language regardless of what language they use. There are more than 60. 000 languages which do exist in the world; but unfortunately nowadays every fortnight, a language dies; more than half of the world’s languages are in danger; and by the end of this century it is going to disappear completely. The pace of the languages extinctions are faster than the extinction of flora and fauna. The proof is in the last 5 centuries, an estimated half of the world’s languages have become extinct; but now language does not even need much longer period to become extinct; a century and it will be done. The primary reason as to why the world’s languages are disappearing is it has no longer speakers. Research proved that for the minor language, only a few people speak. Ironically, what research means by minor is the local languages; in fact there are much more languages that is considered as minor or local rather than the major. It means that there are lots of languages which potentially extinct. Next, the second reason is the languages are considered old-fashioned. Moreover, some societies are surrounded by people who speak more common language. Therefore, those societies decide to leave their mother tongue because it is some kind of disgrace of still speaking it in the middle of the society who speak more modern languages. The third one, it is because of natural disaster. It just disappeared instantly. People died and also the language. Therefore there is nobody who can spread the language; because they themselves as the native speakers died. Reason number four is because of the complexity. People hate learning a difficult language; lots of minor and local languages have a high complexity as of finally people do not want to learn it and by doing so, they do not speak it. Finally, there are 4 reasons why lots languages died out. All of them are the basic reasons; but not only human who has contributed to the disappearing but also the nature. Therefore to stop the disappearing, there must be something that we are suppose to do; such as try to learn the local language, learn to be proud of it and learn to keep it all the time.

Synonyms for Trés

Synonyms for Trà ©s If you want to make your French sound more authentic, one place to start is with your vocabulary. In French classes, you tend to learn the most common, basic terms. The adverb trà ¨s is one example of a very common word that can be replaced by any of a number of synonyms, in both normal and informal registers. Take a look at this lesson to learn some different ways to say very, and be sure to note the differences in intensity. Each section includes the synonyms used in a sentence in French followed by the English translation of the sentence. Tres, Assez, and Bien Use trà ¨s  when you want to emphasize something. You can use trà ¨s  in front of adjectives, adverbs, and even certain nouns, such as those that refer to feelings but use  avoir- to be. Il est trà ¨s intelligent.   He is very smart.Jai trà ¨s faim.  Ã‚  I am very hungry. Use  assez, which translates as quite or rather, when your meaning is more nuanced.   Je suis assez fatiguà ©.   Im rather tired.La situation est assez inquià ©tante.   The situation is quite worrisome. Bien, which translates as very or quite, also provides a more nuanced meaning, as these examples show: Cest bien simple.   Its quite simple.Nous sommes bien contents.   Were very happy.Tenez-vous bien droit.   Stand up very straight. Going Beyond Very French has several synonyms for  trà ¨s  that create a greater emphasis than simply saying very, including the French adverbs for exceptionally, extraordinarily, extremely, and others as these examples show: Exceptionnellement   exceptionally Cà ©tait exceptionnellement difficile.   It was exceptionally difficult.La situation est exceptionnellement complexe.   The situation is exceptionally complicated. Note that exceptionnellement is a semi-false cognate, as it can also describe something as an exception to the norm, as in: Exceptionnellement, je vous en parlerai Just this once I will talk to you about it. Extraordinairement extraordinarily Elle est extraordinairement anxieuse.   She is extraordinarily anxious.Il a des cheveux extraordinairement frisà ©s.   He has extraordinarily curly hair. Extraordinairement can also mean in a bizarre way, as in:   Elle est và ªtue extraordinairement. She is dressed very strangely. Extrà ªmement extremely Il est extrà ªmement beau.   He is extremely handsome.Elle est extrà ªmement intelligente.   She is extremely intelligent. Fort most, veryThis use is formal and somewhat old-fashioned. Jen serais fort content   I would be most pleased about that.Cest une histoire fort triste.   Its a very sad story. Hautement highly, very Il est hautement qualifià ©.   He is highly qualified.Ce livre est hautement recommandà ©.   This book is highly recommended. Infiniment infinitely, immensely Je vous suis infiniment reconnaissant.   I am infinitely grateful (to you).Cette pià ¨ce est infiniment longue.   This play is immensely long. Tout   quite, very Je suis tout à ©tonnà ©.   Im quite surprised.Il est tout rouge.   Hes all/very red. Tout fait - completely, totally Cest tout fait normal.   Its totally normal.Je suis tout fait daccord.   I agree completely. Trop too, very Vous à ªtes trop aimable.   You are too kind.Elle est trop mignonne.   She is too cute. Note that trop technically means too rather than very, but it can be used like too in English when it means so very rather than excessively. Other Synonyms French offers a surprising variety of synonyms for  trà ¨s.  If you want to spice up your French a bit, check out the following ways to say very in this Romance language. Vraiment really, very Je suis vraiment fatiguà ©.   Im really tired.Elle est vraiment belle.   She is really beautiful. Bougrement  -  terribly,  really Tu vas bougrement vite.   Youre going terribly fast.Cette classe est bougrement difficile.   This class is really/bloody difficult Drà ´lement  Ã‚  awfully,  terribly,  really Ton film est drà ´lement bon.   Your movie is awfully good.Cest drà ´lement difficile.   Its really difficult. (UK) It isnt half difficult. Follement   incredibly Cà ©tait follement intà ©ressant.   It was incredibly interesting.Il est follement amusant.   He is really very funny. Hyper  Ã‚  really,  mega Elle est hyper sympa, cette nana.   That girl is really nice.Cest hyper important.   Its mega important. Joliment  Ã‚  really On est joliment bien ici. Were doing really well here; This is a really good place/situation for us.Il à ©tait joliment en retard.   He was really late. Rudement  Ã‚  really,  terribly Ton chapeau est rudement moche.   Your hat is really ugly.Cest rudement bon que...   Its really good that... Vachement  Ã‚  really, (UK)  bloody Cest  vachement  difficile!   Its really/bloody difficult!Cest vachement important pour moi.   Its really important to me.

Tips on How to Write an Argumentative Essay

Tips on How to Write an Argumentative Essay To be effective, an argumentative essay must contain elements to help persuade the audience to see things from your perspective. These components include a compelling topic, a balanced assessment, strong evidence, and persuasive language. Find a Good Topic and Point of View To find a good topic for an argumentative essay, consider several issues and choose a few that spark at least two solid, conflicting points of view. As you look over a list of topics, find one that really piques your interest, as youll be more successful if youre passionate about your topic. Once you have selected a topic you feel strongly about, make a list of points for both sides of the argument. When shaping an argument youll have to explain why your belief is reasonable and logical, so list points you can use as evidence for or against an issue. Ultimately, determine your side of the argument and make sure you can back up your point of view with reasoning and evidence. Work against the opposing point of view and prove why your stance is correct. Gather Evidence One of your essays first objectives will be to assess both sides of your issue. Consider strong arguments for both your side, as well as the other side- in order to shoot their statements down. Provide evidence without drama; sticking to the facts and clear examples that support your stance. You may look for research that provides statistics on your topic that support your reasoning, as well as examples of how your topic impacts people, animals, or even the Earth. Interviewing experts on your topic can also help you structure a compelling argument. Write the Essay Once youve given yourself a solid foundation of information, begin to craft your essay. An argument essay, as with all essays, should contain three parts: the introduction, the body, and the conclusion. The length of paragraphs in these parts will vary depending on the length of your essay assignment. As in any essay, the first paragraph of your argument essay should introduce the topic with a brief explanation of your topic, some background information, and a thesis statement. In this case, your thesis is a statement of your position on a specific controversial topic. Present Both Sides of the Controversy The body of your essay should contain the meat of your argument. Go into more detail about the two sides of your topic and state the strongest points of the counter-side of your issue. After describing the other side, present your own viewpoint and then provide evidence to show why your position is the correct one. Work to discredit the other side using some of the information you discovered in your research. Choose your strongest evidence and present your points one by one. Use a mix of evidence, from statistics to other studies and anecdotal stories. Conclusion A strong conclusion can help summarize your point of view and reinforce with your reader why your stance is the best option. You might consider reserving one overwhelmingly shocking statistic for the conclusion, one that leaves no room for doubt in your readers mind. At the very least, use this final paragraph or two as an opportunity to restate your position as the most sensible one. Final Tips When writing your essay, consider these tips to help craft the most rational and poignant argument for your readers. Avoid emotional language that can sound irrational. Know the difference between a logical conclusion and an emotional point of view. Dont fabricate evidence and dont use​ ​untrustworthy sources for evidence, and be sure to cite your sources.