Aldi Supermarket chain

Aldi Supermarket chain Introduction Overview Aldi is a global supermarket chain based in Germany (Aldi, 2013). Aldi was founded by Karl and Theo albretch brothers in 1946. The two had inherited a convenient store from their mother and created a chain of discount food shops Aldi first went global by opening a branch in Birmingham, United Kingdom. Currently, the supermarket chain owns more than 400 stores in the UK alone.Advertising We will write a custom report sample on Aldi Supermarket chain specifically for you for only $16.05 $11/page Learn More Aldi mainly deals in food and drinks, but also sells a range of health and cosmetic products and other low-cost domestic goods. The majority of the products sold by this supermarket chain are own-branded labelled plus a few non-branded products. This system enables Aldi to stock a variety of products similar to other general supermarkets but on a limited space (Aldi Group History, 2010; Fallon, 1987, p. 33; Mitchell, 1991, p. 5). Report Purpose The aim of this report is to carry out an in-depth analysis of Aldi supermarket chain using PESTEL framework and to explore the potential impact of each factor on Aldi, its policies and competitiveness in the UK market. Aldi’s Industrial Analysis: PESTEL framework Political Factors Aldi is a multinational corporation and therefore is greatly affected by the political and legal conditions of individual countries where it operates. The political state of affairs in the UK can be described as steady. The main focus of the current government is recovery from the global financial crisis (Hamilton Ryan, 2012). According to the UK legislation on employment, retail stores are encouraged to provide a wide range of employment opportunities (Balchin, 1994, p. 44). Aldi supermarket chain recognizes the impact of retail chains on social welfare. The company has employed a large number of people without discrimination. Its workforce encompasses people of all walks of life (Mitche ll, 1991, p. 5). Economic factors The economy of the UK is at the moment steady. However, the country has been grappling with relatively high unemployment and uncertainties in the economy. The economy grew by 0.23 % in 2012 and is expected to grow by 1 % this year (2013) (Hamilton Ryan, 2012; BCC, 2012, P. 10). The economic conditions in the UK are a major cause of concern for the retail chain. One of the major causes of concern is the anticipated increase in the unemployment rate. This will result in a decline in the effective demand for numerous products and therefore will affect the general demand of goods in the country (Elearn Training Co 2005). Since the economic factors are way beyond the company’s control, Aldi has started re-organizing its marketing mix with regard to future changes in the economy.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Socio-cultural fa ctors According to the recent census conducted in the UK, the population of the youth is shrinking while that of the elderly is growing. This will negatively affect the labour market, market demand, and increase in government expenditure services. Ultimately, the UK government will have to cut-down its budget and increase tax to provide these services. Increased expenses due to rising taxes have impelled UK consumers to change their consumption behaviour (Graiser Scott, p. 10). These changes have resulted into more focus on value addition (Graiser Scott, p. 10; Clarke, Bennison Pal, 1997, p. 60). Since consumers are a function of social habit and beliefs, UK consumers have become more enlightened on health matters and their mind-set towards foodstuff. Aldi is currently adjusting its products to take care of the rising demand for organic and healthy foodstuff (Graiser Scott, p. 13). Technological factors Consumers require more expedient technologies while buying goods. Technology plays a major role in improving consumer experience (Faucheux Nicolaà ¯, 1998, p. 243). The most recent technological innovations for retail stores include electronic advertising and electronic shelf labelling. Online marketing has also become more popular. For that reason, businesses have resorted to the use of online channels to attract customers (Faucheux Nicolaà ¯, 1998, p. 244). The developments of many Aldi goods have been influenced by technology. The current technology has benefited both the retail chain and the consumers at large. Aldi has enhanced consumer satisfaction through technology. The use of technology has enabled the supermarket chain to enhance accessibility of goods and services and personalization of shopping. Technology has also helped to improve efficiency of supply and stock operations (Aldi, 2013). Environmental factors Corporate social responsibility significantly contributes in building consumer trust and loyalty. Therefore, many companies have been experiencing a lot of pressure to recognize their obligation to the general public (Schwartz Carroll, 2003, p. 504; Worthington Brotton, 2009). One of the societal matter threatening retail chains dealing in foodstuff is environmental concerns which requires them to act in an environmentally friendly manner. Understanding these issues broadens moral stance. Aldi’s CSR is concerned with the manner through which the organization meets its responsibility to the shareholders via regulations and governance (Faucheux Nicolaà ¯, 1998, p. 246). Aldi has adapted its products with the current policies and regulations related to environmental sustainability (Aldi Group History, 2010). Legislative factors The British market is extremely regulated (Mintel Report, 2011, P. 2). In addition, the EU commission has set up mandatory nutritional regulations for the retail sector. These regulations help ensure that consumers access healthy foodstuff and more balanced diet. These policies and regulations have had a significant effect on Aldi’s performance. Its product meets both local and global standards (Mintel Report, 2011, P. 4).Advertising We will write a custom report sample on Aldi Supermarket chain specifically for you for only $16.05 $11/page Learn More Conclusion Aldi is a global company but strongly depends on the UK market. Though the UK is economically stable, it is faced with various uncertainties. Aldi understands its role in the society and has been striving to meet the demand of both the consumer and the government. Aldi has been able to keep a good rapport with the UK government by implementing politically correct policies. The company has been keeping tab with current socioeconomic changes by adjusting its products and services in accordance with the prevailing trends. In addition, Aldi’s products are environmentally friendly and meet the established standards. References Aldi 2013, Welcome to Aldi. Web. Aldi Gro up History 2010, Company History. Web. Balchin, A 1994, ‘Part-time workers in the multiple retail sector: small change from employment protection legislation’, Employee Relations, vol. 16, no. 15, pp. 43-57. BCC 2012, Policy Marker: Quarterly Economic Survey Q1 2012, British Chamber of Commerce, London. Clarke, I, Bennison, D, Pal, J 1997, ‘Towards a contemporary perspective of retail location’, International Journal of Retail Distribution Management, vol. 25, no. 2, pp.59-69.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Elearn Training Co 2005, The Business Environment, Elsevier, London. Worthington, A, Brotton, C 2009, The Business Environment, FT/Prentice Hall, London. Fallon, J 1987, ‘Aldis European Stores Offer Price’. Supermarket News, 31 August, p. 33. Faucheux S, Nicolaà ¯ I 1998, Environmental technological change and governance in sustainable development policy, Ecological Economics, vol. 27, pp. 243-256. Graiser, A, Scott, T 2004, ‘Understanding the dynamics of the supermarket sector’, The Secured Lender, vol. 60, no. 6, pp.10-14. Hamilton, S, Ryan, J 2012, U.K. Economy Surges 1% as Britain Exits Recession. Web. Mintel Report 2011, UK Food Retailing. Web. Mitchell, A 1991, ‘Aldi and Gateway Seal Site Deal in Move that Puzzles Supermarkets’. Marketing, 12 December, p. 5. Schwartz, M S, Carroll, AB 2003, ‘Corporate Social Responsibility: A Three-Domain Approach’, Business Ethics Quarterly, vol. 13, no. 4, pp.503–530.

How to Write a Literacy Narrative

How to Write a Literacy Narrative I first learned to read at the age of three while sitting on my grandmother’s lap in her high-rise apartment on Lake Shore Drive in Chicago, IL. While flipping casually through Time magazine, she noticed how I took a keen interest in the blur of black and white shapes on the page. Soon, I was following her wrinkled finger from one word to the next, sounding them out, until those words came into focus, and I could read. It felt as though I had unlocked time itself. What Is a â€Å"Literacy Narrative?† What are your strongest memories of reading and writing? These stories, otherwise known as â€Å"literacy narratives,† allow writers to talk through and discover their relationships with reading, writing, and speaking in all its forms. Narrowing in on specific moments reveals the significance of literacy’s impact on our lives, conjuring up buried emotions tied to the power of language, communication, and expression. To be â€Å"literate† implies the ability to decode language on its most basic terms, but literacy also expands to one’s ability to read and write the world - to find and make meaning out of our relationships with texts, ourselves, and the world around us. At any given moment, we orbit language worlds. Soccer players, for example, learn the language of the game. Doctors talk in technical medical terms. Fishermen speak the sounds of the sea. And in each of these worlds, our literacy in these specific languages allows us to navigate, participate and contribute to the depth of knowledge generated within them. Famous writers like Annie Dillard, author of The Writing Life, and Anne Lammot, Bird by Bird, have penned literacy narratives to reveal the highs and lows of language learning, literacies, and the written word. But you don’t have to be famous to tell your own literacy narrative - everyone has their own story to tell about their relationships with reading and writing. In fact, the Digital Archive of Literacy Narratives at the University of Illinois at Urbana-Champaign offers a publicly accessible archive of personal literacy narratives in multiple formats featuring over 6,000 entries. Each shows the range of subjects, themes, and ways into the literacy narrative process as well as variations in terms of voice, tone, and style. How to Write Your Own Literacy Narrative Ready to write your own literacy narrative but don’t know where to begin? Think of a story linked to your personal history of reading and writing. Perhaps you want to write about your favorite author or book and its impact on your life. Maybe you remember your first brush with the sublime power of poetry. Do you remember the time you first learned to read, write or speak in another language? Or maybe the story of your first big writing project comes to mind. Make sure to consider why this particular story is the most important one to tell. Usually, there are powerful lessons and revelations uncovered in the telling of a literacy narrative.Wherever you begin, picture the first scene that comes to mind in relation to this story, using descriptive details. Tell us where you were, who you were with, and what you were doing in this specific moment when your literacy narrative begins. For example, a story about your favorite book may begin with a description of where you were when the book first landed in your hands. If you’re writing about your discovery of poetry, tell us exactly where you were when you first felt that spark. Do you remember where you were when you first learned a new word in a second language? Continue from there to explore the ways in which this experience had meaning for you. What other memories are triggered in the telling of this first scene? Where did this experience lead you in your writing and reading journey? To what extent did it transform you or your ideas about the world? What challenges did you face in the process? How did this particular literacy narrative shape your life story? How do questions of  power or knowledge come into play in your literacy narrative? Writing Toward a Shared Humanity Writing literacy narratives can be a joyful process, but it can also trigger untapped feelings about the complexities of literacy. Many of us carry scars and wounds from early literacy experiences. Writing it down can help us explore and reconcile these feelings in order to strengthen our relationship with reading and writing. Writing literacy narratives can also help us learn about ourselves as consumers and producers of words, revealing the intricacies of knowledge, culture, and power bound up in language and literacies. Ultimately, telling our literacy stories brings us closer to ourselves and each other in our collective desire to express and communicate a shared humanity.​ Amanda Leigh Lichtenstein is a poet, writer, and educator from Chicago, IL (USA) who currently splits her time in East Africa. Her essays on arts, culture, and education appear in Teaching Artist Journal, Art in the Public Interest, Teachers Writers Magazine, Teaching Tolerance, The Equity Collective, AramcoWorld, Selamta, The Forward, among others.

Business law Essay Example | Topics and Well Written Essays - 1500 words - 18

Business law - Essay Example This move to liquidate the company led to the case at hand since the unsecured creditors claimed that the company did not clear its debts before it became insolvent. Salomon claimed that he did not owe anyone since the company is a separate legal person as indicated in the company rules thus no shareholder is responsible for any debts of the company. The creditors filed a case against Salomon claiming that although the company had been incorporated Salomon held almost all the shares thus he should be responsible for the debts by the company. The court discredited these assumptions since the incorporation was proper and abide by the company’s rule thus the number of shareholders did not change the fact that this was a limited company and no longer a sole proprietorship. This was one of the most heated cases at the close of the 19th century, but Lord Mac-Naghten claimed that the law governing the limited companies had to be followed. He stated that in any company’s liquidation, the creditors should be given preferential claims of assets but since this was not the case in the liquidation of the company. The law at the time did not state anything of the sort, and the debenture holders had claimed everything from the liquidation (Campbell, 2007). This rule is under Companies Act section 6 formed in 1862. It claims that seven or more people can join and form a company under it. This rule was made to end frauds from unregistered limited companies (Campbell, 2007). This law states that a limited company is a separate legal person can sue or be sued. This means that any malicious activity or fraud cases associated with the company, the plaintiff can only sue the company but not the shareholders. The company is also mandated to sue anyone violating its rights, since this rule has made it an artificial person who is recognized by the law. Over the years, the Companies Act has been amended to ensure that the shareholders and directors of the companies

Amendment rights Essay Example | Topics and Well Written Essays - 1000 words

Amendment rights - Essay Example This is because the window is viewable by anyone one walking along that street. For example in Katz v. United States, a case ruled by the Supreme Court that there was no search if a person has an expectation of privacy and this expectation should be reasonable. For this case, if a police officer looks through the garbage, this cannot be termed as a search since there is not expectation that the garbage is private. The Congress has already placed statutory restrictions on incidents like when a police officer monitors telephone numbers dialed by individuals. At one time, the Supreme Court ruled in the case of Florida v. Riley, where police officers had hovered above a suspect's house with a helicopter and conducted surveillance. There can be no expectation of privacy in illegal activities. For example where a police officer uses a drug sniffing dog to investigate an illegal activity is not a search. Under certain circumstances, it is not necessary for warrant for a search or seizure. For this case, the police officer must have a probable cause that makes him believe that the object in question is contraband before the search and seizure. There is search without a warrant on open fields if at all; the person conducting his activity in the open field had no reasonable expectation of privacy. ... There is search without a warrant on open fields if at all; the person conducting his activity in the open field had no reasonable expectation of privacy. For this case the meaning of 'open field' doctrine is expanded so that it includes any open space. For example in a case that was ruled by the Supreme Court that there was no search where the police had ignored a "no trespassing" sign when they entered the suspect's land without a warrant and as they walked through a path to the interior, they discovered he had planted marijuana in his land. The Supreme Court ruled in this case of Oliver v. United States that no search had taken place at the suspect's land. At time, there are exceptions to the warrant requirement for example in case the police officer suspects that the accused is likely to destroy evidence. For this case, the police officer is permitted to search and seize the suspect's property for evidence without a warrant. According to Supreme Court, individuals have reduced expectation of privacy while driving in their vehicles since the vehicles are not repositories of personal effects nor do they serve as a residence place. However, the automobiles are not supposed to be randomly stopped to be searched without a probable cause or reasonable suspicion of criminals driving in it. The police officer for this case is allowed to extend the search to any part of the vehicle where they believe weapons or drugs could be hidden. They may also extend their search to the passengers if there is a probable cause to search them if he suspects that they may hiding drugs or any harmful weapon. If a person has not been arrested and it appears that he has to be searched, then the search

Intrinsic Motivation Essay Example for Free

Intrinsic Motivation Essay Second Language Acquisition (SLA) is learning development in which people acquire a new language – more commonly known as â€Å"second language† in addition to their native tongue. The second language is often referred as â€Å"target language† or â€Å"L2†. In addition, second language denotes any new language learned after early childhood years. This means subsequently languages learned – i. e. third or fourth language is still referred to as second language. A number of personal and environmental factors may affect the decision to learn a second language. Examples of such factors include family influences, social groups or peers, teachers, school, age, and self-concept. An individual may pursue a study on acquiring a second language skill for various reasons and motivations. In a study of UK and European students, it has been stated that the reasons a student pursues a study a foreign language are the following: 1) to be able to develop a career advantage for opportunities in the future; 2) a students personal inclination to learn the language; 3) to be able to learn and appreciate to cultural differences; 4) for an enhanced comprehension of the culture where the language is used; 5) and to be able to reside in nations where the language is used. The current teacher booklet aims to help the SLA teacher increase the intrinsic motivation of SLA learners by presenting sundry topics, including attitudes and motivation in second language learning; clarifying erroneous beliefs about language learning; what the SLA teacher ought to focus on: sources of language anxiety; the learning environment as source of language anxiety; variables of self-confidence; socio-psychological issues of language anxiety and self-confidence; instructor-learner interaction and classroom procedures; and interpretation of educator beliefs on language learning. Attitudes and Motivation in Second Language Learning In the book Attitudes and motivation in second language learning, Gardner and Lambert (1972) have identified Integrative Motivation and Instrumental Motivation as the common reason for a student’s desire to study a second language. In the context of language learning, a learner may pursue the study of English such as a second language because of one’s desire to work in abroad as well as for travel purposes. The learner’s practical rationale for acquiring a second language is referred to as instrumental motivation. On the other hand, a person may pursue the study of English language in order to successfully integrate within the community where one is currently living. The learner’s purpose can be referred to as integrative motivation. Following a learner’s utilitarian purpose, the clear benefit of acquiring English as second language is to have a competitive edge in the labor market. Such skills are very valuable as businesses are increasingly becoming global. In fact, professionals who are fluent bilingual speakers have the competitive edge compared to monolingual speakers. In addition, travel and migration of people has becoming a growing trend in recent years prompting a necessity to understand and integrate within the society which one lives in. Given that there a significant number of SLA learners, it is worthwhile to examine how the teacher may be able to increase the confidence and intrinsic motivation and lessen the anxiety of the SLA learner. Clarifying Erroneous Beliefs about Language Learning Horwitz, Horwitz Cope (1986) believe that the problem of anxiety and the accompanying erroneous beliefs about language learning, as discussed in their literature focusing on classroom anxiety, represent serious impediments to the development of second language fluency as well as to performance. In their discussion of clinical experience with anxiety as a barrier to second language development, they categorize this personality factor as that of apprehension, worry and even dread and anxious language learners often have difficulty concentrating, become forgetful, sweat, and have palpitations. Further, Chang, Horwitz, and Schallert (1999) report that there are generally two types or constructs of anxiety, which are related to second language learning in both speaking and writing. The report suggests that second language classroom anxiety refers to the anxiety felt by students in interacting with native-speaking students. It is the more general type of anxiety felt by most school students. On the other hand, second language writing anxiety refers to language-skill-specific anxiety felt by students. Chang, Horwitz, and Schallert (1999) suggest that these are two separate constructs and that anxiety levels in speaking or writing may be felt differently. Nevertheless, the report asserts that level of self-esteem is an important component for both constructs. In a research on English as Second Language, Huang (2004) reports that foreign students (i. e. Chinese) studying at North American universities have faired very well in TOEFL. While Chinese students have obtained very high marks, many still have difficulties in understanding academic lectures, taking notes, writing assignments and giving presentations. Further, this report would also illustrate that the two independent constructs reported by Chang, Horwitz, and Schallert (1999). Huang (2004) reports that the students in the study have proficiency in reading ability and grammar, and that listening and the speaking were the weakest. Moreover, the study also reports low level of confidence of foreign students in participation and interaction in classes due to this difficulty; thus, limiting their overall performance. Cummins (2000) supports that even though many have excellent English language skills in terms of social proficiency, many are still struggling with the type of cognitive academic language necessary for the success in the mainstream classroom. The Learner’s Willingness to Communicate Skehan (1989) further suggests that a learners willingness to communicate has also been related to anxiety. His research points toward some language learners attempting to avoid communicating in a second language due to fear of embarrassment over their current skill level in speaking the second language. Perhaps this is part of the reason why many second language learners, who study overseas, tend to remain connected to other foreign second language learners and avoid prolonged social contact with native-speaking peers. Though the reasoning behind each individuals level of willingness to communicate will likely vary based on the number of people present, the topic of conversation and the formality of the circumstances, avoiding discussion using the second language is a common anxiety among language learners. While many studies have shown the level of anxiety of second language learners increases because of erroneous personal beliefs of the students, most of studies assert that self-confidence is an important component in overcoming of both in classroom and writing anxieties. What the SLA Teacher Ought to Focus On: Sources of Language Anxiety Furthermore, Young (1991) provides a list of potential sources of language anxiety. In her review of the literature on language anxiety, Young asserts that language anxiety can have a variety of sources – that is, anxiety can be associated with the learner’s perceptions, teacher’s beliefs, as well as the instructional practice to second language learning. She argues that language can come from the following: a. personal and interpersonal anxieties, learner beliefs about language learning, instructor beliefs about language teaching, instructor-learner actions, and language testing. Personal perceptions and beliefs can have a great effect on the progress of language learning. These perceptions have been well-documented in the studies related to age and language learning. Hyltenstam (1992) asserts that age in relation to language learning is an important factor in achieving native-like fluency for second language learners. That is, younger students tend to learn the second language faster than their mature counterparts. On the other, self-perception of more mature learners tends to hinder in the development of second language skills, which can more appropriately termed as trait anxiety. For example, adults, who are pursuing study of a second language, may have a clear mission why they are pursuing such course and far more determination to persevere than their younger counterparts. However, a number of mature students, who enter a foreign language class, were victimized by various prejudices about second language learning. â€Å"I’m too old to learn† or â€Å"I’m linguistically challenged† are common erroneous beliefs that adult learners often succumb to. Ehrman et al (2003) suggest that the feelings of uneasiness, such as late start or a belief that one needs a special predisposition for learning learning, can be attributed to the barriers created by the student’s ego as one matures. Adult learners may perceive their performance in a foreign language classroom as unnatural or ridiculous in comparison to their experience in the first language acquisition process. Therefore, these factors often contribute to the apprehension and tension felt by adult learners in the context of second language learning, more specifically in the aspect of speaking, writing, and learning. In short, adult learners suffer language anxiety more as compared to their younger counterparts. Certainly, not all adult learners become paralyzed by negative emotions the moment they step into a foreign language classroom. However, it is a common perception of educators, who have lectured to a group of adults, that some non-native speaking students may be reluctant to participate, more especially when they realize or assume that other students are more fluent. Nonetheless, it is important to emphasize that this emotion is not alien to younger learners, but in the studies it have been well-documented that with age the tension and anxiety associated with learning a new language is stronger and more difficult to overcome. The Learning Environment as Source of Language Anxiety Furthermore, the learning environment can also be a source of language anxiety. MacIntyre and Gardner (1994) would denote this as situational anxiety. Hadfield (1992) has introduced the concept of classroom dynamics to describe everything that happens in and between the participants, both the teacher and the students. Heron further elaborates on the existential anxiety of students in a classroom setting. Moreover, Heron also lists three aspects of existential anxiety in relation to classroom dynamics: 1) acceptance anxiety, 2) orientation anxiety, and 3) performance anxiety. Acceptance anxiety would relate to apprehension of being judged in a foreign class. Often times, students as well as teachers may show approval and disapproval behaviors to others. Fellow students may show impatience or mock another as a sign of their approval or disapproval to their fellow students. This often manifest as a sign of competition for teacher’s approval among students in the classroom. Teachers may also exhibit judgmental attitude in their criticisms as well as their bodily movements to their students. The teachers may open criticize or mock a student in a class. A more subtle criticism can be observed when a teacher would correct an error of a student. Whether the teacher corrects the error explicitly, by providing the correction, or implicitly, by indicating the kind of error and giving the student the opportunity for self-correction, can make a difference in the student’s self-confidence. Orientation anxiety would relate to the personal understanding of the situational contexts of the discussion or what is going on. Teacher’s role in facilitating learning is undermined by the failure to manage classroom discourse. This leads for students to at times feel of being deprived of control. In a discussion, when turn stealing overrules turn taking, such feelings can occur. The student may feel the lack of control over his role in classroom interaction when he is late to answer a general question or the question is directed to another person. More often, students would find the teacher’s unclear or unsatisfactory explanation as frustrating and leaving a feeling of no control over the language as a system. Finally, the anxiety is further instilled with domineering and controlling teachers, who leaves students feeling they have no influence over what is going on in the classroom. Lastly, performance anxiety would relate to the apprehension or feeling of isolation in a class. The feeling of isolation may also express itself as a feeling of disregarded. The feeling of being alone among one’s peers is not uncommon in highly territorial classrooms in which students never want to change their seats or switch conversation partners. Moreover, this would relate to student’s anxiety to talk using the target language with fellow students in fear of being appearing stupid and judge as well. Hence, research reports would suggest that foreign students will tend to group with fellow non-native speakers and exhibit behavioral avoidance when studying in the mainstream English classes. Variables of Self-Confidence Self-confidence is a positive image yet realistic view of one-self and the situation. A confident person is someone who trust his own abilities, have a general sense of control in their lives, and believe that, within reason, they will be able to do what they wish, plan, and expect. According to Skehan (1989), available research does not show a single clearly-defined relationship between personality traits (such as self-confidence) and second language. He further points out that a major difficulty in investigating personality variables is that of identification and measurement, pointing toward a relatively new area of potential research needing attention. However, existing literature suggests that language anxiety can be correlated with students’ negative concepts of themselves as language learners, and negative expectations for language learning. With this in consideration, self-confidence levels can be viewed not only as a personality trait with complex factors affecting high or low confidence, but also as an outcome of high anxiety levels. This assumption is of considerable interest as anxiety tends to create negative self-perceptions about language performance and can then be tied directly to an increase in negative attitudes towards second language learning and a decrease in risk-taking and sociability. In different respect, overly high levels of confidence in language learning can have similar negative effects on language learning, hindering advancement in language proficiency as over-confidence, due to self-perceptions of high degrees of performance in oral/written communication or in positive socialization, can lead a language learner to believe that he or she has learned all there is to know about a language and lose sight of mastering higher complex linguistic skill in the SL. For example, an individual who sees that his or her skill level in the second language is superior to other SL learners who struggle with the SL, he or she might make substantial mistakes in grammar or comprehension, but remain completely unaware of their errors and thus not improve in the acquisition of the second language. Horwitz (1986) brings up an interesting concept regarding self-confidence by citing that language learning is a profoundly unsettling psychological proposition because it directly threatens an individuals self-concept and worldview. A bold statement, but it does indicate that language learning, as a whole, can be a major contributor to variable self-confidence levels based on how each individual interprets their learning in terms of culture, grammar, or any other related language learning aspect. Variable self-confidence levels in second language learners are profoundly impacted by a complex set of individualised variables that it would be difficult to label each and every possible contributor to self-confidence levels. Simply recognising self-confidence levels in SL learners as a result of language learning and of anxiety opens a variety of potential research methods to begin measuring cause and effect of variable self-confidence. Instructor-Learner Interaction and Classroom Procedures Young (1991) asserts that a learner’s beliefs about language learning can contribute to the psychological anxiety in students. Skills such as proper pronunciation, depth of vocabulary, and fluency may vary in importance for learners in relation to second language learning. Similarly, Horwitz also studied the effect of various learners’ perceptions to language learning. In fact, Horwitz reports that a number of foreign language students in his study may have unachievable personal goals and misconceptions about language learning. For example, a few respondents expressed their optimism in achieving native-like fluency in the second language in two years of study, while others expressed their belief that language learning is tantamount to learning how to translate. Clearly, these idealistic beliefs contribute to language anxiety, more evidently when their beliefs and reality clash. A very good example would be the overly optimistic goal of beginners to achieve native-like fluency in the target language in two years. Over time, the students would naturally tend to get frustrated to find the reality of their imperfect pronunciation even after a lot of practice. On the other hand, an instructor’s beliefs about language teaching can also be a source of anxiety among second language learners. The manifestations of instructor’s belief can more clearly be seen in the methodology or approach in which an instructor conducts the second language class. For example, most instructors, who employ the Grammar Translation Method to teach English, will undoubtedly argue that the most fundamental reason for learning the language is to give learners access to English literature, develop their minds through second language learning, and to build in students the kinds of grammar, reading, vocabulary, and translation skills requisite to pass any one of the variety of compulsory tests necessitated in educational institutions. These instructors often emphasize on the strict rules of grammar syntax and proper form in sentence construction. While the teacher believes that his role in class is to constantly test and correct student’s errors, some of the students might develop anxiety over their class performance. On the other hand, some instructors may choose to employ a different methodology in language teaching. Some instructors may choose to use Total Physical Response method for learners to enjoy the sessions and create a less stressful environment for the students. Practitioners argue that recreating the natural process for children first learning their native language will facilitate the learning of the second language in the same way. More importantly, it asserts that language learning method involves a substantial amount of listening and comprehension with a mixture of various physical response such as smiling, reaching, and grabbing. Thus, the aim was to lower the affective filter in order to accelerate language learning among students. Taking into account the beliefs of both learners and instructors as well as the sources of language anxieties felt by students in a classroom setting, it is also important to look into the dynamics of the learning environment. Hadfield (1992) has identified seven traits of a good classroom dynamics as shown in Table 1. Table 1: Traits of Good Classroom Dynamics 1. Student groups are cohesive and have a positive, supportive atmosphere. Group members are interested in each other and feel they have something in common. 2. The members of the group are able to compromise. They have a sense of direction as a group and are able to define their goals in group as well as individual terms. 3. Group members are not cliquey or territorial but interact happily with all members of the group. Members of the group listen to each other and take turns. 4. Individuals in the group are not competitive and do not seek individual attention at the expense of others. Members cooperate in completing tasks and are able to work together productively. 5. Group members are able to empathize with each other and understand each other’s points of view even if they do not share them. The members of the group trust each other. 6. The group has a sense of fun. 7. Group members have a positive attitude to themselves as learners, to the language and culture being studied, and to the learning experience. Interpretation of Educator Beliefs on Language Learning Many paradigms and principles in mentioned in existing literature in teacher cognition are generally by nature unobservable and researchers have defined such principles differently. Freeman defines the categories in teacher education as â€Å"knowledge, beliefs and perceptions that shape what the teachers know, and therefore what they do in their teaching. † The keywords in Freeman’s categorization would be knowledge, beliefs and perceptions. These keywords would therefore define the scope of the teacher’s competency in relation to language teaching. Ellis (2006) would further refine the three words to discuss the teacher’s biographical experience and how it contributes to their professional knowledge. Ellis (2006) proposes â€Å"knowledge, beliefs, and insights† as refinement of the Freeman’s categorization. Knowledge (cited after Woods by Ellis) would be related to facts and the â€Å"things we know†. Beliefs refers to the instructor’s â€Å"acceptance of a proposition †¦ for which there is an accepted disagreement. † Ellis further elaborates on this irony as â€Å"ESL students need explicit focus on grammar as well as communicative practice. † Lastly, insight would relate to the instructor’s â€Å"personal practical knowledge: knowledge which is experiential, embodied, and reconstructed out of the narratives of a teacher’s life†. Ellis (2006) further elaborates insight as â€Å"an understanding gained from personal experience that allows us to see how previously understood realities could be different. It illuminates something previously unseen, makes sense of something previously incomprehensible, or lends a new perspective on something taken for granted. † Conclusion Different language experiences will result to rich and diverse insights, which can be very useful to second language teachers. However, there is yet to be a methodical study of a knowledge database of the learning experiences of English second language teachers. Formal education would require and ensure teachers are equip with the knowledge about phonology, grammar syntax, bilingualism, and motivation and methodology, etc. In addition, beliefs about the theories within language learning are also formed in the process as teachers develop a technique or approach in second language teaching. More importantly, teachers gain insights from the personal experiences, particularly in teaching second language. These insights are gained from reflection and recognition the complex, interwoven, rich, and diverse nature of what teachers â€Å"know†. The contents of this teacher booklet all aim to give the SLA teacher some insight into the areas in which he exerts significant impact. If taken to heart, he will indeed be able to make a dent in language learning by lessening the anxiety of his students and increasing their self-confidence. References Chang, Y. S. , Horwitz, E. K. and Schallert, D. L. (1999). Language Anxiety: Differentiating Writing and Speaking Components. Language Learning, 49 (3), 417-446. Cummins, J. (2000). Immersion education for the millennium: What we have learned from 30 years of research on second language immersion. Retrieved on October 23, 2007 from www. iteachilearn. com/cummins/immersion2000. html Ehrman, M. E. , Leaver, B. L. Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31 (3), 313-330. Ellis, E. M. (2006). Language learning experience as a contributor to ESOL teacher cognition. Teaching English as Second Language or Foreign Language, 10 (1). Gardner, R. C. Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass: Newbury House. Hadfield, J. (1992). Classroom dynamics. Oxford: Oxford University Press. Horwitz, E. K. (1986). Student effective reactions and the teaching and learning of foreign languages. College of Education: The University of Texas at Austin, Texas. Horwitz, E. K. , Horwitz, M. B. Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2). Huang, J. (2004). Voices from Chinese students: Professor’s use of English affects academic listening. College Student Journal, 38(2), 212-223. Hyltenstam, K. (1992). Non-native features of near-native speakers: on the ultimate attainment of childhood L2 learners. In R. J. Harris (ed. ) Cognitive processing in bilinguals, 351 367. Amsterdam: North-Holland. MacIntyre, P. D. Gardner, D. (1994). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79 (1). Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75 (4).

The Successful Development Essay -- Technology, Logistics

The successful development and implementation of networked technologies coupled with ingenuity and collaboration allowed Michigan to thrive in the manufacturing and service sectors at the turn of the century. By 1900 railroads combined with steamboats, the telegraph, lighthouses and silos revolutionized overland transportation and travel, pulling Michigan and national markets together, aiding in the creation of the modern consumer society and the production of new technologies. Railroads cut travel time dramatically and reduced freight costs with two important economic results for Michigan. First, they made the settlement and development of continental interiors possible which transformed demanding and dangerous journeys of months into a trip of a few days. This linked the countryside more closely to the cities, production areas to markets and raw materials, and continental interiors to coastlines and waterways. Second, farmers switched from raising subsistence crops to cash crops better suited for their local soils, thus increasing crop yields dramatically and income for consumer goods. This stimulated sales, provided more jobs, increased production, and lowered prices. With business booming, companies developed new products, triggering an explosion of new technological advances, inventions, and consumer products in the latter 1800's. Steamboats would be coupled with railroads along with lighthouses, the telegraph and silos. Until steamboats, man had only his might and the wind to transport himself and his cargo. The bulk of the products were floated downstream on rafts and flatboats. However, these vessels were too clumsy to navigate upriver. Although wind was free and worked efficiently on oceans and big lakes, it was no ma... ...nessmen sough to curb seasonal irregularities and promote stability. They formed employers association to monitor labor costs, a trade association to deal with shippers, and new banks to handle the demands of capital and money markets. Due to the ingenuity of men like Sligh, McMillan and Berkey coupled with the development and implementation of networked technologies in transportation and communication Michigan was able to survive economically at the turn of the century. By 1900 Michigan would be tied to national market, aiding in the creation of the modern consumer society and the production of new technologies. These same factors that led to Michigan’s survival would later open Michigan, particularly with the help of Gerald Ford and his Motel T, to become a powerhouse of industrialization and the birthplace of a mobile renaissance in the entire United States.

Gaming Addiction study Essay

According to Daria J Kuss in the 2000s, online games became popular, while studies of Internet gaming addiction emerged, outlining the negative consequences of excessive gaming, its prevalence, and associated risk factors. Internet gaming is a booming market. In 2012, more than one billion individuals played computer games, which fuelled the 8% growth of the computer gaming industry in the same year. A recent report by the market research company Niko Partners has estimated the People’s Republic of China’s online gaming market at $12 billion in 2013. In her research she stated that Internet gaming addiction has increased both in quantity as well as in quality. Research on gaming addiction dates back to 1983, when the first report emerged suggesting that video gaming addiction is a problem for students. Shortly thereafter, the first empirical study on gaming addiction was published by Shotton, based on self-reports of young male players who claimed they were â€Å"hooke d† on their games. The early studies suffered from a lack of standardized psychometric instruments used for assessing gaming addiction. Massively Multiplayer Online Role-Playing Games (MMORPGs), on the other hand, appear of particular interest to players because they offer a variety of incentives for play relative to other game genres. Of all online gamers, 46% play MMORPGs,3 confirming their position as the most popular online games. MMORPGs are game universes inhabited by thousands of players at the same time (massively multiplayer) with no spatial or temporal boundaries because they are played online, and they allow players to adopt various virtual personas in their avatars (role playing). In South-East Asian countries, the negative impacts of Internet gaming  addiction have led governments and health care providers to take the problem seriously and to develop a series of initiatives to curb and alleviate the problem. In South Korea, Internet gaming addiction is viewed as a significant concern for public health, and up to 24% of children who have been diagnosed with Internet addiction are hospitalized. In Japan, the government has recognized the problem following a study by the Ministry of Education, which has led to the development of â€Å"fasting camps† where individuals suffering from Internet and gaming addiction are helped by being cut off from technology completely. It has been stated that the higher the Internet penetration and social acceptance of gaming, the higher the prevalence of gaming problems, partially explaining the higher prevalence rates reported in South-East Asian countries. In addition to this, there is good reason to think that the lower acceptance of excessive gaming in a culture, the more distress (not less) gamers experience in engaging in the activity, potentially fuelling problem perception. Therefore, a lack of acceptance of excessive gaming and thus stigmatization of the behavior might contribute to higher rates of addiction and problematic play in some way. Following growing concern, specialized treatment centers and programs have been established in Europe (including the outpatient clinic for behavioral addictions in Mainz, Germany, and the Capio Nightingale Hospital in London, UK) and the US (including the inpatient centers RESTART Internet Addiction Recovery Program in Seattle and the recently opened digital detoxification and recovery center in Pennsylvania), reflecting the growing need for professional help. Internet gaming addiction is a behavioral problem that has been classified and explained in numerous ways. According to Griffiths,13 biopsychosocial processes lead to the development of addictions, such as Internet gaming addiction, which include the following components. First, the behavior is salient (the individual is preoccupied with gaming). Second, the individual uses the behavior in order to modify their mood (ie, gaming is used to escape reality or create the feeling of euphoria). Third, tolerance develops (the individual needs increasingly more time to feel the same effect). Fourth, withdrawal symptoms occur upon discontinuation of the behavior (the individual feels anxious, depressed, and irritable if they are prevented  from playing). Fifth, interpersonal and intra-personal conflict develops as a consequence of the behavior (the individual has problems with their relationship, job, and hobbies, and lack of success in abstinence). Finally, upon discontinuation of the beha vior, the individual experiences relapse (they reinitiate gaming). Although the core criteria appear to be established, the etiology of Internet gaming addiction has yet to be studied in detail. Research15 indicates that a number of risk factors are associated with Internet gaming addiction. These risk factors include certain personality traits, gaming motivations, and structural game characteristics. The personality traits most commonly associated with Internet addiction include neuroticism,37,50 aggression and hostility,43,50–52 and sensation-seeking.43,50 Factors that appear to protect frequent online gamers from developing problems with their gaming were found to be conscientiousness and extraversion,53 suggesting that for different individuals the same behavior can have different psychological repercussions. In addition to this, the following gaming motivations were found to be most commonly associated with gaming addiction: coping with daily stressors and escapism, online relationships, and mastery, control, recognition, completion, excitement, and challenge. This indicates that the reasons for game play may be an important indicator of potential risk for Internet gaming addiction. Specifically, in comparison with non-MMORPG players, MMORPG players preferred their online friends over their real-life friends. Similarly, significantly more dependent gamers were found to prefer spending time with their online friends than their offline friends relative to nondependent gamers and felt their social needs were met better online than offline. Moreover, while online games provide nonaddicted players with satisfaction, addicted players play to avoid dissatisfaction, which can be an indication of withdrawal symptoms they want to overcome by engaging in gaming compulsively. The motivational differences to play games between dependent and nondependent as well as MMORPG and other gamers appear to be useful clinical information because these motivations can be specifically targeted in treatment sessions. For instance, elements of exposure therapy  may be used for the socially fearful in order to decrease discomfort and reintroduce clients to real-life social environments. Also, alternative pastime activities that are perceived as satisfying can be encouraged specifically in group therapy sessions. Encouraging engagement in group sports might satisfy both the need to engage in competitive and satisfying activities and the need to interact with peers in real life. Moreover, a number of structural game characteristics have been found to increase the risk for developing Internet gaming addiction, namely online relative to offline gaming,61 positive reinforcement,62 the enjoyment of particular game features, such as adult content, finding rare in-game items, and watching game cut scenes,63 and viewing one’s virtual persona as better than oneself.64 These characteristics indicate that particular games can be more addictive than others,15 which appears important for game developers and public prevention campaigns that focus on decreasing risk and raising awareness of potential problems. Prevention campaigns could target school-aged children, teachers, and parents in education settings. They could be based on the principles of providing information and a discussion platform concerning Internet and gaming use and possible negative consequences via psychoeducation, with the ultimate goal of encouraging healthy media use. Success could be determ ined over the long term using triangulation of data and reports obtained from the targeted populations.

“Nanotechnology-implications and future” Essay

‘Nanotechnology’ is actually a fairly new idea .Nanotechnology is engineering, science, and technology which is conducted on nanoscale .It is the manipulation of matter on an atomic and molecular scale.It is applicable in all the fields of science such as Biology, Materials science ,Physics and Engineering . Nanoscience involves the ability to examine and to control individual atoms and molecules .Scientists currently match the future implications of nanotechnology.Nanoscience or Nanotechnology is able to create many new materials and devices with a vast range of applications. On the other hand , it raises many problems as any new technology including concerns about toxicity and environmental impact of nanomaterials ,and their effects on global economies . Nanorobotics center on self-sufficient machines which operate at nanoscale . There are hopes for applying nanorobotics in medicine ,yet it may not be easy to do such things because of drawbacks of such devices .Scientists on the moment have actually found that some of nanoparticles on which they are working can go through human skin .This could permanently damage our skin cells , causing cancer. If we are using nanoscience in everyday life in future , then it could affect the environment very much , so we don’t have that much advanced facilities to stop nanoparticles from going through them .Nanotechnology can make our life luxurious , but we may even lose an identity as humanity .

American History Timeline 1675-1700

American History Timeline 1675-1700 Between 1675 and 1700, the British colonies on the eastern coast of the North American continent to evolve. Plymouth became part of Massachusetts, Pennsylvania changed from being a proprietary colony to a royal one and then back to a proprietary colony, and North Carolina was designated. Here are the key events that occurred between these years.   1675 June 20: King Philips War begins when King Philip (1638–1676, and also known as Metacomet) leads a coalition of his Wampanoag Indians with their allies the Pocumtuc and Narragansett on a raid against the colonial settlement of Swansea. September 9: The New England Confederation declares war on King Philip and each colony is required to provide men for a combined force. September 12: King Philip achieves a decisive victory against the forces of the Massachusetts Bay Colony and their Nipmuc allies at Bloody Brook. 1676 February: The Mohawk launch a surprise assault against Metacomet, a turning point in King Philips War. March: King Philips War continues as Metacoms forces attack Plymouth, Massachusetts, and Providence, Rhode Island. June: Nathaniel Bacon assembles a group of 500 men leading them to Jamestown in what comes to be known as Bacons Rebellion.  Virginia planters agree to support Nathaniel Bacon. June 12: The colonists with the Mohegan Indians defeat King Philips men at Hadley. July: Nathaniel Bacon, the instigator of Bacons Rebellion or the Virginia Rebellion (1674–1676), is declared a traitor and arrested but quickly freed by his men. He is later pardoned after he admits his guilt. July 30: Bacon writes the Declaration of the People of Virginia, criticizing the governors administration of levying unfair taxes, appointing friends to high places, and failing to protect settlers from attack. August 22: King Philips War ends in the English colonies when the Indians surrender and leaders Metacomet and Anawan are killed. Conflict continues in the northern theater (Maine and Acadia) September 19: Bacons forces capture and then burn Jamestown to the ground. October 18: Nathaniel Bacon dies of a fever. The rebel army surrenders when promised amnesty. 1677 January: Virginia Governor Berkeley executes 23 of the rebels from Bacons Rebellion in direct defiance of the crown. He is later replaced by Colonel Jeffreys as the head of Virginia. September 14: Increase Mather publishes The Troubles That Have Happened in New England. 1678 April 12: With the Treaty of Casco, King Philips War is formally brought to an end. Winter: The French (Rene Robert Cavalier, Sieur de la Salle, and Father Louis Hennepin) visit Niagara Falls while exploring Canada. The falls were first reported by a westerner (Samuel de Champlain) in 1604. 1679 The Province of New Hampshire is created out of the Massachusetts Bay Colony by royal degree of British King Charles II. 1680 January: John Cutt takes office as the president of New Hampshire and ending Massachusetts governance. 1681 March 4: William Penn receives a royal charter from Charles II to set up Pennsylvania, to pay off debts owed to Penns father. 1682 April: Frenchman Sieur de la Salle claims the land at the mouth of the Mississippi for France and calls the territory La Louisiane (Louisiana) in honor of his king Louis XIV. May 5: William Penn publishes Frame of Government of Pennsylvania that provides for a precursor of a bicameral government. August 24: The Duke of York awards William Penn a deed to the lands that make up Delaware. 1684 October: Frustrated by the unwillingness of the Massachusetts Bay Colony to revise its charter to weaken the power of the church, Charles II revokes its royal charter. During the Second Anglo-Dutch War, Charles II gives the Province of New Netherland to his brother, the Duke of York. 1685 February: Charles II dies and his brother the Duke of York becomes King James II. March: Increase Mather is named Acting President of Harvard College. 23 April: James II renames New Netherland to New York and makes it a royal province. 22 October: King Louis XIV revokes the Edict of Nantes that gave the Huguenots to practice their religion, and afterward, the number of French Huguenot settlers in America increases. 1686 King James II creates the Dominion of New England, a mega-colony covering all of New England and combining the colonies of Massachusetts Bay, Plymouth Colony, Connecticut Colony, the Province of New Hampshire and the Colony of Rhode Island and Plymouth Plantations- New Jersey and New York would be added in 1688. James names Sir Edmund Andros as governor general. 1687 William Penn publishes The Excellent Privilege of Liberty and Property. 1688 The extremely unpopular Governor of the Dominion of New England, Edmund Andros, places the militia of New England under his direct control. April: Governor Andros plunders the home and village of Jean-Vincent dAbbadie de Saint-Castine (1652–1707), a French military officer and Abenaki chief, considered the start of King Williams War, an outgrowth of Europes Nine Years War between the English and French. April 18: The earliest known antislavery tract Petition Against Slavery is released in the colonies by the Quakers at Germantown, Pennsylvania. November: The Glorious Revolution occurs in which King James II (Catholic) flees to France and is replaced by William and Mary of Orange (Protestant). 1689 February: The English Parliament presents the English Bill of Rights to William and Mary. April 11: William and Mary of Orange are officially named King and Queen of England. April 18: A popular rising of a well-organized mob of provincial militia and citizens forms in the town of Boston and arrest dominion officials in the Boston Revolt. April 18: Governor Andros surrenders to colonial rebels and is put in jail. New England colonies begin re-instituting their own governments after Governor Andros is removed from power. May 24: The Toleration Act of 1688 is passed by Parliament which gives limited Freedom of Religion to all British citizens. December 16: The English Bill of Rights receives the royal assent by William and Mary and goes into law. It limits monarch powers and sets out the right of Parliament, and the rights of individuals. 1690 King Williams War continues in North America when the combined forces of the French and the Indians attack towns in New York, Maine, New Hampshire, and Massachusetts. 1691 William Penn makes Delaware a separate government from Pennsylvania. Maryland is declared a royal province, removing Lord Baltimore from political power. October 7: William III and Mary II establish the Province of Massachusetts Bay, including all Massachusetts Bay Colony, all of Plymouth Colony and part of the Province of New York. 1692 William III suspends William Penns proprietary charter for Pennsylvania, making it a royal province. February: Salem Witchcraft trials begin with the trial and conviction of a slave woman named Tituba: 20 persons will be executed before the trials end. Increase Mather is named President of Harvard. 1693 February 8: William III and Mary II of England sign a charter creating the College of William and Mary in Williamsburg, Virginia. The Carolinas win the right to initiate legislation in the British House of Commons. Twenty Cherokee chiefs visit Charles Town in Carolina, with an offer of friendship and help with their troubles with other tribes who had carried off some of their kinsmen. Governor Philip Ludwell agreed to help but said the kidnapped Cherokees were already in Spanish hands. 1694 August 15: Colonists from Connecticut, Massachusetts Bay, New Jersey, and New York sign a peace treaty with the Iroquois to keep them from allying with the French in the future. Pennsylvania is once again named a Proprietary Colony when William Penn gets his charter back. 28 December: After Mary dies, William III takes sole rule over England. 1696 The Navigation Acts of 1696 are passed by Parliament that limits all colonial trade to English-built vessels, among other things. 1697 September 20: The Treaty of Ryswick ends King  Williams War and restores all colonial possessions to pre-war ownership. 1699 July: Pirate Captain Kidd is captured and sent to England eight months later, where he will be executed in 1701. The Wool Act, one of the Acts of Trade and Navigation, is passed by Parliament to protect the British wool industry. It forbids the export of wool from the American colonies. 1700 Massachusetts, who had banned Catholic priests first in 1647, passed another law requiring all Roman Catholic priests to leave the colony within three months or be arrested. Boston is the largest city in the American colonies and the overall population of the colonies numbers around 275,000. Sources and Further Reading Schlesinger, Jr., Arthur M., ed. The Almanac of American History. Greenwich CT: Barnes Nobles Books, 1993.Shi, David E., and George Brown Tindall. America: A Narrative History, Tenth Edition. New York: W. W. Norton, 2016.Turner, Frederic Jackson, and Allan G. Bogue. The Frontier in American History. Mineola, NY: Dover Publications, Inc., 2010 (originally published 1920)

Online Guide for Compare and Contrast Essay Topics

Online Guide for Compare and Contrast Essay Topics 100 Ideas for Writing Your Best Compare and Contrast Essay Not always a topic of an essay is given by a teacher or academic program. Sometimes, you have to decide on it independently. That may sound a bit confusing! However, we offer to think about it as about a great opportunity to express your creativity and to improve your writing and thinking skills! Sometimes, choosing a topic may look easy. However, it’s almost as important as the rest of the work. Banal or boring topic can’t let you write an excellent essay. Imagine that the topic is a base of the whole essay and the rest of your work will depend on how good, easy and exciting the theme is. No need to be worried, we have some good news for you! Just like anything else in your academic life, choosing a topic can be a great skill and valuable experience that you can train and develop. For this purpose, we’ve created a short, easy but a very helpful guide that includes some general recommendations and ideas for inspiration! Main Principles of Writing Your Essay Are you confused about your new assignment? Don’t worry, most students feel embarrassed when they have to deal with a new type of work! Little knowledge is exactly what can help in your situation! So, what is a compare and contrast essay? This type of writing work is aimed at comparing two different subjects, people or phenomena. You have to analyze both of them and point on the most logical differences and similarities between them. Sometimes, you speak more about common features, other times about the difference between the two discussed objects. You can also write about both common things and differences and then balance these features. Just like any other essay, compare and contrast essay consists of three major parts: Introduction (including thesis); Body paragraph (with subparagraphs); Final Conclusion. Sources to Choose a Topic for Your Essay Choosing a topic starts with careful thinking and searching for some great sources of information. Remember, for a great topic it’s not enough to coincide with the main point of your studied discipline only, it also shall be: Interesting for you This is never the main rule, however, experience shows that students feel more motivated to work with the topics that appear interesting to them. More motivation and interest mean faster and better result and more fun while writing. Isn’t it a perfect formula? Popular and understandable for others Choosing a topic, you shall be sure that your target auditory is able to understand what you talk about. Moreover, it’s better to choose a topic that is interesting to others, not only to yourself. Studied enough If you choose a very innovative or very controversial topic, you may face a lack of information that is needed for your essay. Be sure you are about to work on a theme that is well studied, and there are a lot of free and accessible information sources that can be useful. Now, when you know ‘what’ to look for, it’s time to think ‘where’ to look for it. Don’t concentrate on academic books only, think about different sources to get inspired: Newspapers Many progressive students may think that the paper press is an old fashioned and even outdated way to get information. However, this time you may have an extra reason for buying a fresh newspaper: it’s a great source of getting some ideas for your compare and contrast essay. Moreover, many journalists like writing articles where they compare different realities, cultures, presidents, celebrities, etc. News Channel Who told you that watching TV is a bad idea when you have to write your essay? Put your pen aside and switch your TV on. News channels are great sources of ideas for your future essay! Magazines Not always there’s a mood for reading a newspaper or watching a news channel! Have you got your favorite magazine with you? Entertaining articles and bright pictures can also bring some great ideas. Maybe your topic will be less serious and funnier than those that are often chosen for the political newspaper. Why not? Internet The Internet is the biggest source of ideas for any type of essay. Moreover, it can bring you some alternative solutions: forums with millions of tips and advice from the students, lists of samples of the topics, professional writing teams that are ready to write your essay for you. The only disadvantage is the amount of junk information you can probably find. It can take some extra time and make your choice more difficult. Things Outside Can’t find a topic for your essay? Get out of your house! Nowadays there are so many scientific exhibitions, galleries, art-cafes and open seminars that can give you some joy, knowledge, and interesting ideas for writing an essay. Moreover, some fresh air and little activity will stimulate your brain for more effective work! Some Professional Wisdom The feeling when you choose a topic, start to work with it, and then get disappointed about your choice is familiar to many students. But you can easily avoid it, thinking in a more organized way about a topic you are about to choose: Don’t be in a hurry to start writing as soon as you find a topic. It’s better to give your brain some time to relax and then to think about your assignment again. Perhaps, in an hour or in a day your topic won’t appear same interesting to you. Choose several topics, before picking one up. It’s good if you decided on a topic easily. Now, try to think about two or three topics more. Your topics can have lots in common, there’s no problem with it. Write your topics down and analyze each one. Make a short plan of your future essay. Making a short plan is a great test for your chosen topic. If you can see the structure and the main concept of your future essay easily your topic is chosen correctly. List of Topics for Your Compare and Contrast Essay Topics on Famous People There are interesting characters in every field and each profession. You can easily choose two famous people to compare and to speak about. Moreover, celebrities and outstanding people always cause great interest of society. Choosing a topic about two famous characters you have a great chance to attract the attention of your target audience. Albert Einstein and Nikola Tesla. Compare the two great scientists and their investigation in the development of sciences. Leonardo Da Vinci and Michelangelo. Find out the similarities and differences between the two artists. Celine Dion and Madonna. Speak how different the popular pop singers are and how important both of them are for the development of the modern pop culture. Batman and Spiderman. Compare two popular characters of comic books and how successful creation of their images was. Obama and Tramp. Compare the ruling strategies of two leaders of the country, their images, and positions. Mister Bin and Charlie Chaplin. Compare the characters and their personalities. Adolph Hitler and Joseph Stalin. Show the similarities of the two leaders who represent opposite camps. Plato and Socrates. Check how important these two philosophers are and what is their place in modern science. Homer Simpson and Peter Griffin. The two popular characters of the American TV shows have a lot of common features, try to find out how similar the characters are. Othello and Hamlet. Compare two of the most popular characters created by Shakespeare. Topics on Religion, History and Culture Topics that are connected with religion, culture, and history can be very interesting and controversial. However, choosing a topic, you shall be sure it’s not banned for discussion. Often it’s not tolerant to discuss some religious issues or cultural differences. First World War Vs Second World War. This is quite a common topic for essays and discussion, however, if you are creative you can make it very interesting and informative. There are many aspects to speak about. Ancient Greece and Ancient Rome. These two countries and civilizations are often compared or even mixed. However, if you study the theme deeper, you can easily prove that the countries and cultures were very different and unique. Catholics and Orthodox. Christianity has several branches that differ from each other. Find out how the two main branches of the religion differ, while still having the same basis. American Revolution and French Revolution. These two great revolutions took place almost at the same time, they have resembling causes, however, still stay very different. President Kennedy and President Tramp. How the two presidents of the same country can be compared. Greek and Roman Mythology. The mythologies are so similar that they have even been mixed and combined. However, if you investigate the topic, you may see and prove that they are different in many aspects. Communism and Capitalism. Many people believe that there is nothing common about communism and capitalism. However, you can find out a lot of similarities between the two aspects. Fascism and Nazism. Find out the difference between these two concepts and discover why they are so often used to express the same things. Life in the 18th century and modern life. What are the main cultural differences between the modern life and life of society in the 18th century? Role of the religion in modern life and in the life of people 200 years ago. Some of the aspects of religion stay unchanged for many centuries, however, the sphere and level of its influence often change. Compare which role the religion played in the life of people who lived before and those who live in modern times. Topics on Policy The policy is an endless source of inspiration when it is about writing an essay and looking for a topic. There are many aspects that can be discussed. Political regime in China Vs political regime in Korea. Oriental countries often have a lot of common features in their culture, cuisine, mentality of people, and their way of life. However, it’s not necessary that their political regimes are similar too. Compare the policy of China with a political regime in Korea. Syrian revolution Vs Libyan revolution. A number of great revolutions started in Arabic word approximately at the same time. However, each country had very different consequences of the revolution. Official reasons of the revolutions that happened in Libya and in Syria are quite similar, however, their results are absolutely different. Compare these two revolutions. The immigrant policy of the USA Vs the immigration policy in the UK. These two countries are often compared. They are also called two of the most popular countries for immigration. However, the immigrant policies of the countries differ greatly. Speak about these differences and their effectiveness. Al Qaeda Vs ISIS. There are two terroristic organizations that have many common features. Compare them in order to find out which group of terrorists is more dangerous to global peace. Modern political regime in your country Vs policy of the 50’s. Compare how different the policy was a decade ago. Civil unions Vs registered marriages. Compare the two possible ways of partnership and its possible influence on the political image of a country. Credit Cards Vs debit cards. Bank cards often have similar functions and can be used for the same purposes. However, the popularity of credit or debit cards among citizens can influence the banking system and economy of the country greatly. President of the USA Vs Prime Minister of the UK. Many people tend to think that the meaning of the president in the USA is almost equal to the role of Prime Minister in Britain. Show the difference that only a few people realize. Canadian Legal System Vs Legal System in The USA. Canada and the USA are often compared in different articles and reports. While having a lot in common, their legal systems have some different core moments that are interesting to discuss. Life Sentence Vs death penalty. Legal punishment is aimed not only at punishing a criminal but also at preventing other potential criminals from committing crimes. A risk of being punished stops some people from hurting others. What can work better for that? Topics for Students of the 6th Grade Students of the 6th grade are often advised to choose simpler topics. In this case, teachers give the task to practice some critical thinking, writing skills and to prepare for more complicated themes in the future. Being an only child or having siblings: what is better. Cats Vs dogs: which animal makes a better pet. Pure water Vs juice: which drinks are healthier. Christmas Vs birthday: which holiday is better. Traveling by plane Vs traveling by car: which way of traveling is eco-friendlier. Living in the city Vs living in a village: what gives more chances to feel happy. Tennis Vs ping-pong: how the types of sport differ. Watching a movie or reading a book: what brings more fun. Cats and lions: similarities and differences. Summer Vs winter: which season is better and brings more fun. Topics for Middle School Students Watching films at cinema Vs watching films at home: what is the best way to realize the message of a movie. Role models of 90’s Vs modern role models: are there significant changes? Parents Vs teachers: whose influence on teenagers is more important. Hurricanes Vs tsunami: what is more dangerous. Bicycle Vs car: what is more difficult to deal with? British cuisine Vs American cuisine: which food is healthier. Office work Vs freelance: what is the best way to earn money. Having rest in mountains or near to the sea. Shopping online Vs shopping in malls: what is more comfortable. Traveling inside your country Vs traveling around the world: what gives more valuable experience. Topics for High School Students Novels Vs poetry: what is a better way of sending a message to other people. Exams at high schools Vs exams in college: what is more difficult and more important. Traditional education Vs online education: what can be more effective. Modern beauty standards Vs beauty standards of the previous century. Educational system in the USA Vs educational system in China: what is better and more effective. Modern home design Vs home design of 50’s. Working Vs unemployed students: who chose the correct strategy. American English and British English: how the two languages differ. SAT or TOEFL: which test is better for evaluating knowledge of the language. Human Vs animal: how different we are. Topics for College Students Living with parents or living alone. Think about the most comfortable way of living for a young student. High school Vs college: which educational stage plays the greatest role for young people. Conventional classes Vs remote study: what is better and more comfortable. Beginning Vs end of an academic year: what is more stressful for students. Part-time job Vs a job for a season: what is better to choose for a student. Learning with books or audio lessons: what is better and more practical. Living alone Vs living with friends: what is better for a student. School friendship Vs college friendship: which types of friends are more loyal. Eating habits of college students Vs eating habits of high school pupils: whose food is healthier. Choosing the most popular profession Vs choosing a profession that you enjoy: what is the right path to success. Easy and Popular Topics Complex topics can give you some extra points and chances to intrigue your readers. However, sometimes there’s simply no mood or no serious reason to spend too much time on working with a difficult theme. Some simple topics can become a universal solution in a case you are in search of a topic for your essay. Daytime Vs nighttime: what is the best time for traveling. Fruit Vs vegetables: what brings more benefit to one’s health. Madrid or Barcelona: which Spanish city is better to choose. Taxi Vs bus: what is the best transport mean for travelers. Healthy sleep vs healthy food: what is more critical for staying healthy. Female policeman Vs male policeman: is there a difference who works in the police? Yoga or swimming: what is a better way of staying fit. Building a career or making a family: what is more important in life. iPhone or Android: which OS is better. Textbook Vs electronic devices: what is better for study. Objects to Compare Before choosing a topic for your essay, think about simple objects that you’d like to compare. This can inspire you and help you to come up with some additional ideas about your writing work. Mythology Vs religion. Business Vs freelance. Sports Vs dancing. Classic music Vs pop music. Europe Vs America. Communism Vs capitalism. Books Vs films. Canada Vs the USA. Schools Vs colleges. Poetry Vs prose. Why Seeing Some Examples of Essays Is a Good Idea Some students think that seeing some essay samples and borrowing interesting ideas from them is equal to plagiarism. In fact, looking through some samples is a great way to improve your writing skills and to learn how to evaluate your own essay, comparing it to others. It has no relation to copying or plagiarism. You can easily find some essay samples on the internet or ask your teacher to show you some essays that can inspire you. When Academic Assistance Is Needed Sometimes little knowledge helps you to cope with your writing assignment easily. However, there are also cases when you feel that you can’t cope with a task on your own. If you feel difficulties, choosing a topic for your essay or writing the essay itself, no need to panic. You still have a great chance to get an excellent mark for your writing paper. Our essay writing service can help you to deal with a difficult writing assignment anytime you need!

Ethical Dilemma Abu Ghraib Abuses Essay Example | Topics and Well Written Essays - 500 words

Ethical Dilemma Abu Ghraib Abuses - Essay Example Conversely, the individuals who have been devoted to the Bush administration have been given rewards for their attempt with medals or promotions. This paper will highlight the leader’s ethical dilemma and give a personal opinion on the actions the leader should have taken during the Abu Graib Abuses in Iraq during 2004. Kant’s categorical rule will assist in highlighting the leader’s ethical dilemma. Firstly, the rule states that a person should assign a principle to all behaviors he develops and assess the outcome if all people act out on the basis of that principle. Secondly, the rule asserts that all human beings have a value past price. This means no individual should make use of another individual to realize a task of self-interest. Finally, all individuals in a group should deal with others as they would demand to be treated. From this perspective, it is clear that the torturous activities employed by the leaders through the prison guards did not abide by Kant’s categorical rule. To violate a person till he breaks is not a rational, universal standard. Also, the guards used every prisoner as a way of getting information. If the leader through the guards would realize every human is valuable past price, he would not torture prisoners to get information. On the other hand, the soldiers’ activities may be perceived to be ethical. The social responsibility theory asserts that the executive is responsible to the employees. This means the soldiers who perform acts of torture are engaging in an ethical activity because they are serving the concerns of their leaders. The leaders of the army or administration promote the inhumane treatment of Iraqi captives (Hersh 96). The soldiers associate their activities with their employers’ desire, regardless of whether the actions are ethical or unethical. In my opinion, the Abu Graib indignity cannot be ethically defended. The way the

Calvins View of the Biblical Doctrine of the Fall of Man, Resistence Essay

Calvins View of the Biblical Doctrine of the Fall of Man, Resistence to Tyrannical Government and argument for Limited Governmen - Essay Example Irresistible Grace†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 D. Perseverance of the Saints†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 6 E. Limited Atonement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 III. Christian Community and the Christian Government †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 7 - 9 IV. Conclusion †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦9 Introduction The Reformation was a religious movement intended to rectify the teachings of the Catholic Church on human salvation. It abolished the systematized view on attaining salvation by emphasizing on human faith alone. Thus, for the Reformists, it is enough for man to believe in order to be saved. One of the most influential theologians during the Reformation period was John Calvin. Claimed by many as the founder of Calvinism, he shared some definitive teachings on the nature of man and on the significance of a Christian community. His lectures greatly contributed in the establishment of some religious and socio-political ideologies of today. In this light, we will examine the teachings of John Calvin by highlighting on two important aspects: firstly, his view on the nature of man in relation to the divine intellect; and secondly; his notion of the ideal socio-political community. I. Human Sin and Salvation All of the teachings of John Calvi n are grounded on his unique conception of human nature, which according to him, is corrupt and wicked. 1 As underscored in most of works, the spiritual downfall of man was caused by the sin of Adam and Eve. As a result of this sin, man became spiritually dead. Thus, John Calvin believes that the spiritual downfall of man has made him unworthy to go to heaven, thus, he has to be essentially chosen by God to be saved. The choice, however, depends not on his actions on earth but on the destiny that has been arbitrarily assigned to him by God. In this light, the salvation of man rests heavily on the arbitrary and preordained judgment of God, for He has the right, the power, and the wisdom to do whatever he pleases. This sets forth the central tenet of Calvinism, which is predestination. The catechism of Calvinism is summarized into Five Points (Christ Covenant Sunday School 2009). An examination of each point will help elucidate some of the key issues related to Calvinism: firstly, the inherent nature of sin in relation to the work of Satan; secondly, the justification for the selection of the Elect; and lastly, Calvary and notion of limited atonement. 1. Total Depravity As described earlier, the whole being of man has been tainted by sin—his body, soul, intellect, will, and emotions. And because of this, man has lost his direct relation to God. Sin is deemed to be the activity of Satan. According to the bible, Satan is a fallen angel who lost his status due to perversion. His rebellion to God caused him to become the irreconcilable enemy of God. It can be stated, moreover, that Satan’s nature is marked by lies.2 His basic strategy of falsehood is intended not only to injure God, but also to destroy man. According to Calvin, however, the fall of man is his own responsibility. Although the conception of sin is formed by Satan, it is man that ultimately executed the act. As a result, man now bears the image of Satan and is now