Statistics Assignment Project Example | Topics and Well Written Essays - 1250 words

Assignment - Statistics Project Example But this is violated. So only the unspecified data is not included. Since the Chi square observed value is greater than the expected value with probability of significance 0.000, we reject our null hypothesis and accept the alternative hypothesis and conclude that the location of melanoma sites is dependent on gender. The linear relationship is not significant since the F value in the ANOVA table shows that the probability of significance is 0.441>0.05 and the F value is less than 1. This is the clear evidence to show that the predictive linear relationship between the two variables at 5% significance level is not a predictive linear relationship. More over the t statistic value for the regression coefficient is 0.81 with probability of significance 0.441 which is also another parallel evidence. Since it is one tailed and the average Post BST is significantly higher than the average Pre BST, we observe that there is a highly significant difference (increase) between pre BST and post BST. The post BST shows a significant increase in the mean milk production at 5% level of significance. The Z observed value is 51.5/13.859=3.72., For one tailed test, the critical value of Z at 1% level is 2.33. Since the Z observed value of 3.72 is greater than the Z critical value of 2.33 at 1% level, we reject the null hypothesis and conclude that the control group’s reaction time is significantly lower than the phone group while driving. The less reaction time the better is the

Motor Learning and Coaching Notes Essay Example for Free

Motor Learning and Coaching Notes Essay The study of relativity permanent changes in motor skills and capabilities that come with practice or experience. This includes: †¢Investigating how elite athletes become experts †¢Studying the best way for a teacher or coach to structure a practice environment for maximal potential †¢Methods of practicing motor skills oHow often oHow long oGroup size oEquipment What is a Skill? A complex movement or sequence of movements, which are smooth and coordinated. These movements don’t require conscious thought and have predetermined results. A learned skill is one that can be repeated. A performance may be a fluke and is only performed once. Motor Skill: physical skills that require body movement and rely on motor control Classification of a Skill: Based on: Where- the environment of the skill Closed: †¢predictable, constant environment †¢Work at own pace- internally paced †¢Replication/ repetition of same skill †¢Examples: swimming in a pool, archery, shooting Open: †¢Changing environment †¢Pace dependant on other people/ factors Detecting stimuli Deciding Processing Acting Responding appropriately Evaluating Feedback Cues †¢A stimulus perception †¢In learning used to obtain information to perform and improve †¢Used in the demonstration and explaination of a skill by a coach †¢Can be both internal and external †¢Sight, hearing, and propreoceptive cues are most used

What I’ve learned in EGEE :: Energy Educational Reflective Essays

What I’ve learned in EGEE When I was first told in class that I had to write my first essay in EGEE about what I knew about energy, I figured it would be easy. I knew what everyone knew about energy: some comes from the sun, some is used to make machines work, and some is used to make our bodies work. However, after the first four weeks of EGEE I’ve learned more about energy than I learned in four years of high school. I’ve learned definitions of energy, power, and heat to name a few, and I’ve also learned different units of energy and power measurements. The first things we learned in EGEE I thought I already knew, but I only had superficial knowledge about such things energy, heat, and radiation. For example, I thought that energy was simply the ability to work. However I learned that it is the capacity to do work (Kraushaar and Ristinen 8), generating heat, and emitting radiation (lecture 1/9/02). I also learned that the formula for energy is work = force x distance (1/9/02). Heat, we learned, is the ability to change the temperature or phase of a substance; radiation is energy emitted in the form of waves traveling at the speed of light (1/11/02). I always thought that heat was the temperature of something, and radiation was emitted from microwaves and nuclear waste. Now I know more about these things than I did before. I also learned about the units of measurement for energy, power, and temperature. The btu, or British thermal unit, is the amount of energy required to raise the temperature of one pound of water by one degree Fahrenheit (Kraushaar and Ristinen 13-14) and the Calorie is the amount of energy required to raise the temperature of one kilogram of water by one degree Celsius (1/11/02). A joule is the energy unit for the metric system, and 1055 joules = one btu = 0.252 Calories (1/11/02). Also, we learned that one gallon of gasoline is equal to 124,000 btus, one pound of coal is equal to 13,000 btus, and one cubic foot of natural gas is equal to 1,000 btus (1/11/02).

The Great Gatsby :: essays research papers

The Use of Symbolism in The Great Gatsby   Ã‚  Ã‚  Ã‚  Ã‚  F. Scott Fitzgerald’s novel The Great Gatsby is about a man named Gatsby and his struggle to attain the American Dream in 1920’s Long Island. He fights to get his dream woman and to do so, he must first become rich. Unfortunately, he doesn’t really go about it the right way; he takes part in some illegal activities with some quite sinister characters, such as Meyer Wolfshiem. The corruption of Gatsby’s dream and his struggle to attain his dream are shown by F. Scott Fitzgerald through the use of symbolism, such as Gatsby’s car, the eyes of Doctor T.J. Eckleburg, and Gatsby stretching his arms out towards the green light across the bay.   Ã‚  Ã‚  Ã‚  Ã‚  Gatsby has a car that is an important symbol in this novel. Gatsby’s car represents many problems in the society at that time. His car is very elaborate, â€Å"It was a rich cream color, bright with nickel, swollen here and there in its monstrous length with triumphant hatboxes and supper-boxes and tool-boxes, and terraced with a labyrinth of windshields that mirrored a dozen suns†(Fitzgerald 68). It symbolizes the irresponsibility of society and the differences between the old rich and the classlessness of the new rich. It is also the car that Gatsby buys to impress Daisy and that hits Myrtle Wilson, eventually leading to Gatsby’s death.   Ã‚  Ã‚  Ã‚  Ã‚  Another symbol in this book is the big billboard with the eyes of Dr. T.J. Eckleburg on it: Above the gray land and the spasms of bleak dust which drift endlessly over it, you perceive, after a moment, the eyes of Doctor T.J. Eckleburg. The[y]†¦ are blue and gigantic- their retinas are one yard high. They look from no face but, instead from a pair of enormous yellow spectacles which pass over a nonexistent nose(Fitzgerald 27). This billboard represents the eyes of God looking out over the vast wasteland of moral corruption and dying hope. Some might have even said that since the doctor had long abandoned the area, God might have left, also.   Ã‚  Ã‚  Ã‚  Ã‚  Then, there are a few symbols all combined into one. This is the image of Gatsby with his arms stretched out towards the green light across the bay, which is repeated at the end of the novel, â€Å"fifty feet away a figure had emerged from the shadow of my neighbors mansion†¦. it was Mr. Gatsby himself†¦. he stretched out his arms toward†¦.

Discrimination in social work Essay

As social workers are involved with comparatively powerless people within the community, they are in an influential position with regards to the fair treatment of many disadvantaged individuals. This unfair treatment comes in the forms of discrimination and oppression. Discrimination can be defined as the act of giving less favourable treatment, through prejudice and stereotype, of individuals typically belonging to groups who are a relatively powerless part of society. Discrimination can come in several forms: Direct Discrimination, which can be seen directed against gender when, for example, a female is denied a job interview as it is believed she will not fit into the masculine environment. Indirect Discrimination is present when the intentions of a rule or policy do not display apparent discrimination, but can result in unequal treatment. Harassment is the occurance of unjust treatment towards a person due to a particular characteristic, such as ethnicity, which makes for an undesirable and sometimes hostile environment or brings about a violation of the victim’s dignity. Victimisation can occur when a person rightly makes a complaint in line with the Equality Act, and this results in malevolence or negative treatment towards the complainant. From personal experience, I have witnessed this occur within interactions between members of front of house and kitchen staff in a restaurant, wherein an intentionally hostile and cold atmosphere was created for the individual who lodged the complaint. Oppression is the act of taking the prejudice inherent in Direct and Indirect Discrimination further through negative and unfair wielding of power, inflicting hardship and disadvantage upon those seemingly inferior in the social structure. This power being a force for controlling people which those apparently more dominant in the hierarchy are capable of exerting. The forms Oppression takes include such systems as ageism, sexism, classism, and those in dominant positions use these systems to limit rights and freedoms of these individuals and this unjust domination adversely affects a person’s life chances. Due to variables inherent in peoples identity, such as age, ethnicity and gender, an individual oppressed on the grounds of skin colour may also be considered to have an advantage over someone considered â€Å"old† in socially constructed value as far as age is concerned, and thus could fall into the role of â€Å"oppressor†. In a bid to challenge and reduce structural disadvantage, discrimination and oppression within care work, framework for Anti-Discriminatory Practice (A. D. P. ) has been introduced. A main focus of A. D. P.  is â€Å"putting the client in their social context†, which is the acknowledgement of not only characteristics specific to different groups, but also characteristics unique to a particular individual, and the tailoring of care in relation to these differences to avoid undermining diversity, as is considered good practice in social work. It recognizes that uniform care does not work effectively for everybody, such as assumed homogeny when treating those of ethnic minorities in an identical manner to when treating a client from the dominant culture. This could also be viewed as a method of assimilation into the norms of that society, and can be an oppression of identity. Previously, MANAGEMENT? had deemed A. D. P. unimportant (Thompson/Dvies? )and such outlooks made care liable to adopt such exclusive atiitudes as the colour-blind and gender-blind approaches. These are terms that refer to the ignorance of ethnic and gender influences on an individuals personality, resulting in inappropriate and even oppressive treatment caused possibly by care with male or dominant culture bias. Though these two particular groups are highlighted, discrimination in care work methods can also affect other disadvantaged demographics such as the disabled, elderly and those of different religious beliefs. Thompson argues that maintaining an awareness of A. D. P. is essential in combating discrimination and oppression, and that refusing to intervene becomes â€Å"part of the problem†. Furthermore, Giddens (1977) supports the view that failing nuetral use of professional power allows inequalities to persist, and that it must be used proactively to transform oppressive structures. Giddens also notes that negative use of this power can reinforce inequalities. Another important part A. D. P. is Giddens’ â€Å"Emancipatory Politics†(1991) which aims at liberating clients from their disadvantaged positions. Identified within this are three â€Å"imperatives† to keep mindful of, the first being Justice, which is suggestive of fair treatment and the confidence that people will not be exploited or have rights denied. Equality is the next, which opposes uniform treatment, identifying it as a barrier to fairness. Thirdly, Participation is a key concept in objectives to emancipate and empower clients to better cope with, or be liberated from their circumstances, all the while using the client’s legitimate power to counter the power abuse brought about by discrimination and oppression. This involves cooperation of social workers and service users in planning and evaluating services to improve empowerment opportunities and to help the service provide suitable care (Beresford and Croft 1993, in Davies?). In A. D. P, this relationship is recognised as a â€Å"partnership†, a more sensitive term which is not suggestive of power interactions, but more on mutual agreement (Thompson, 1996, DAVIES? ) promoting a sensitivity and understanding about the inequalities to be addressed. Using the word â€Å"partnership† can also foster an element of trust between the two parties, as social workers are so often demonised in the media, and this enhances mistrust towards them. These relationships can run into conflicts between parties, though long-term success relies on not abandoning the partnership and maintaining professional willingness. (DAVIES? ) An important focus in Participation is to enable the client to use their own power to liberate themselves from oppression, and to avoid the â€Å"benign paternalism† of the past which created an environment of dependency through protecting the less fortunate from their problems (Bailey and Brake, 1975 DAVIES). A complication to fair practice in social work is that some situations can be complex and open to numerous interpretations, and this is where the judgement of a professional, takes precedence over technical reasoning and codes of practice (jordan, 1990 pp. 3-4, DAVIES? ). In making professional judgements, moral reasoning and due analysis must be taken to avoid â€Å"messy situations†(Schon, 1983). Also essential for professionals to possess a sensitivity towards feelings when making such decisions. Insensitive intervention is a contradiction of A. D. P. and have more negative effects than positive (DAVIES?  ) Professionals being a person with attributes such as having engaged in lengthy training with assessment of competence, authority acknowledged by service users and a thorough theory of field based on reasearch evidence (Banks, 2001, Gomm, 1996 BRIANS HANDOUT). Though care must be taken in relation to these decisions to ensure there is no abuse of professional’s power resulting in coercion upon service users(Davies), and instead that it supports equality and emancipation. (DAVIES? ). It is important to not allow subjectiveness and personal prejudices to obstruct care. Also essential for professionals to possess a sensitivity towards feelings

The Tiananmen Square Massacre - Background and Causes

The Tiananmen Square Massacre - Background and Causes Most people in the western world remember the Tiananmen Square Massacre this way: 1) Students protest for democracy in Beijing, China, in June of 1989. 2) Chinese government sends troops and tanks to Tiananmen Square. 3) Student protesters are brutally massacred. In essence, this is a fairly accurate depiction of what happened around Tiananmen Square, but the situation was much longer-lasting and more chaotic than this outline suggests. The protests actually started in April of 1989, as public demonstrations of mourning for former Communist Party Secretary General Hu Yaobang. A high government officials funeral seems like an unlikely spark for pro-democracy demonstrations and chaos. Nonetheless, by the time the Tiananmen Square Protests and Massacre were over less than two months later, 250 to 7,000 people lay dead. What really happened that spring in Beijing? Background to Tiananmen By the 1980s, the leaders of Chinas Communist Party knew that classical Maoism had failed. Mao Zedongs policy of rapid industrialization and collectivization of land, the Great Leap Forward, had killed tens of millions of people by starvation. The country then descended into the terror and anarchy of the Cultural Revolution (1966-76), an orgy of violence and destruction that saw teenaged Red Guards humiliate, torture, murder and sometimes even cannibalize hundreds of thousands or millions of their compatriots. Irreplaceable cultural heirlooms were destroyed; traditional Chinese arts and religion were all but extinguished. Chinas leadership knew that they had to make changes in order to remain in power, but what reforms should they make? The Communist Party leaders split between those who advocated drastic reforms, including a move toward capitalist economic policies and greater personal freedoms for Chinese citizens, versus those who favored careful tinkering with the command economy and continued strict control of the population. Meanwhile, with the leadership unsure of which direction to take, the Chinese people hovered in a no-mans land between fear of the authoritarian state, and the desire to speak out for reform. The government-instigated tragedies of the previous two decades left them hungry for change, but aware that the iron fist of Beijings leadership was always ready to smash down opposition. Chinas people waited to see which way the wind would blow. The Spark - Memorial for Hu Yaobang Hu Yaobang was a reformist, who served as General Secretary of the Communist Party of China from 1980 to 1987. He advocated rehabilitation of people persecuted during the Cultural Revolution, greater autonomy for Tibet, rapprochement with Japan, and social and economic reform. As a result, he was forced out of office by the hardliners in January of 1987 and made to offer humiliating public self-criticisms for his allegedly bourgeois ideas. One of the charges leveled against Hu was that he had encouraged (or at least allowed) widespread student protests in late 1986. As General Secretary, he refused to crack down on such protests, believing that dissent by the intelligentsia should be tolerated by the Communist government. Hu Yaobang died of a heart attack not long after his ouster and disgrace, on April 15, 1989. Official media made just brief mention of Hus death, and the government at first did not plan to give him a state funeral. In reaction, university students from across Beijing marched on Tiananmen Square, shouting acceptable, government-approved slogans, and calling for the rehabilitation of Hus reputation. Bowing to this pressure, the government decided to accord Hu a state funeral after all. However, government officials on April 19 refused to receive a delegation of student petitioners, who patiently waited to speak with someone for three days at the Great Hall of the People. This would prove to be the governments first big mistake. Hus subdued memorial service took place on April 22 and was greeted by huge student demonstrations involving about 100,000 people. Hardliners within the government were extremely uneasy about the protests, but General Secretary Zhao Ziyang believed that the students would disperse once the funeral ceremonies were over. Zhao was so confident that he took a week-long trip to North Korea for a summit meeting. The students, however, were enraged that the government had refused to receive their petition, and emboldened by the meek reaction to their protests. After all, the Party had refrained from cracking down on them thus far, and had even caved in to their demands for a proper funeral for Hu Yaobang. They continued to protest, and their slogans strayed further and further from the approved texts. Events Begin to Spin Out of Control With Zhao Ziyang out of the country, hardliners in the government such as Li Peng took the opportunity to bend the ear of the powerful leader of the Party Elders, Deng Xiaoping. Deng was known as a reformer himself, supportive of market reforms and greater openness, but the hardliners exaggerated the threat posed by the students. Li Peng even told Deng that the protesters were hostile to him personally, and were calling for his ouster and the downfall of the Communist government. (This accusation was a fabrication.) Clearly worried, Deng Xiaoping decided to denounce the demonstrations in an editorial published in the April 26th Peoples Daily. He called the protests dongluan (meaning turmoil or rioting) by a tiny minority. These highly emotive terms were associated with the atrocities of the Cultural Revolution. Rather than tamping down the students fervor, Dengs editorial further inflamed it. The government had just made its second grave mistake. Not unreasonably, the students felt that they could not end the protest if it was labeled dongluan, for fear that they would be prosecuted. Some 50,000 of them continued to press the case that patriotism motivated them, not hooliganism. Until the government stepped back from that characterization, the students could not leave Tiananmen Square. But the government too was trapped by the editorial. Deng Xiaoping had staked his reputation, and that of the government, on getting the students to back down. Who would blink first? Showdown, Zhao Ziyang vs. Li Peng General Secretary Zhao returned from North Korea to find China transfixed by the crisis. He still felt that the students were no real threat to the government, though, and sought to defuse the situation, urging Deng Xiaoping to recant the inflammatory editorial. Li Peng, however, argued that to step back now would be a fatal show of weakness by the Party leadership. Meanwhile, students from other cities poured into Beijing to join the protests. More ominously for the government, other groups also joined in: housewives, workers, doctors, and even sailors from the Chinese Navy! The protests also spread to other cities - Shanghai, Urumqi, Xian, Tianjin... almost 250 in all. By May 4, the number of protesters in Beijing had topped 100,000 again. On May 13, the students took their next fateful step. They announced a hunger strike, with the goal of getting the government to retract the April 26 editorial. Over a thousand students took part in the hunger strike, which engendered wide-spread sympathy for them among the general populace. The government met in an emergency Standing Committee session the following day. Zhao urged his fellow leaders to accede to the students demand and withdraw the editorial. Li Peng urged a  crackdown. The Standing Committee was deadlocked, so the decision was passed to Deng Xiaoping. The next morning, he announced that he was placing Beijing under martial law. Zhao was fired and placed under house arrest; hard-liner Jiang Zemin succeeded him as General  Secretary; and  fire-brand Li Peng was placed in control of the military forces in Beijing. In the midst of the turmoil, Soviet Premier and fellow reformer  Mikhail Gorbachev  arrived in China for talks with Zhao on May 16. Due to Gorbachevs presence, a large contingent of foreign journalists and photographers also descended on the tense Chinese capital. Their reports fueled international concern and calls for restraint, as well as sympathetic protests in Hong Kong,  Taiwan, and ex-patriot Chinese communities in Western nations. This international outcry  placed even more  pressure on the Chinese Communist Party leadership. Early in the morning on May 19, the deposed Zhao made an extraordinary appearance in Tiananmen Square. Speaking through a bullhorn, he told the protesters: Students, we came too late. We are sorry. You talk about us, criticize us, it is all necessary. The reason that I came here is not to ask you to forgive us. All I want to say is that students are getting very weak, it is the 7th day since you went on hunger strike, you cant continue like this... You are still young, there are still many days yet to come, you must live  healthily, and see the day when China accomplishes the four modernizations. You are not like us, we are already old, it doesnt matter to us  anymore. It was the last time he was ever seen in public. Perhaps in response to Zhaos appeal, during the last week of May tensions eased a bit, and many of the student protesters from Beijing grew weary of the protest and left the square. However, reinforcements from the provinces continued to pour into the city. Hard-line student leaders called for the protest to continue until June 20, when a meeting of the National Peoples Congress was scheduled to take place. On May 30, the students set up a large sculpture called the Goddess of Democracy in Tiananmen Square. Modeled after the Statue of Liberty, it became one of the enduring symbols of the protest. Hearing the calls for a prolonged protest, on June 2 the Communist Party Elders met with the remaining members of the Politburo Standing Committee. They agreed to bring in the  Peoples Liberation Army  (PLA) to clear the protesters out of Tiananmen Square by force. The Tiananmen Square Massacre The morning of June 3, 1989, the 27th and 28th divisions of the Peoples Liberation Army moved into Tiananmen Square on foot and in tanks, firing tear gas to disperse the demonstrators. They had been ordered not to shoot the protesters; indeed, most of them did not carry firearms. The leadership selected these divisions because they were from distant provinces; local PLA troops were considered untrustworthy as potential supporters of the protests. Not only the student  protesters but also tens of thousands of workers and ordinary citizens of Beijing joined together to repel the Army. They used burned-out buses to create barricades, threw rocks and bricks at the soldiers, and even burned some tank crews alive inside their tanks. Thus, the first casualties of the Tiananmen Square Incident were actually soldiers. The student protest leadership now faced a difficult decision. Should they evacuate the Square before further blood could be shed, or hold their ground? In the end, many of them decided to remain. That night, around 10:30 pm, the PLA returned to the area around Tiananmen with rifles, bayonets fixed. The tanks rumbled down the street, firing indiscriminately. Students shouted Why are you killing us? to the soldiers, many of whom were about the same age as the protesters. Rickshaw drivers and bicyclists darted through the melee, rescuing the wounded and taking them to hospitals. In the chaos, a number of non-protesters were killed as well. Contrary to popular belief, the bulk of the violence took place in the neighborhoods all around Tiananmen Square, rather than in the Square itself. Throughout the night of June 3 and early hours of June 4, the troops beat, bayoneted, and shot protesters. Tanks drove straight into crowds, crushing people and bicycles under their treads. By 6 a.m. on June 4th, 1989, the streets around Tiananmen Square had been cleared. Tank Man or the Unknown Rebel The city lapsed into shock during June 4, with just the occasional volley of gunfire breaking the stillness. Parents of missing students pushed their way to the protest area, seeking their sons and daughters, only to be warned off and then shot in the back as they fled from the soldiers. Doctors and ambulance drivers who tried to enter the area to help the wounded were also shot down in cold blood by the PLA. Beijing seemed utterly subdued the morning of June 5. However, as foreign journalists and photographers, including  Jeff Widener  of the AP, watched from their hotel balconies as a column of tanks trundled up Changan Avenue (the Avenue of Eternal Peace), an amazing thing happened. A young man in a white shirt and black pants, with shopping bags in each hand, stepped out into the street and stopped the tanks. The lead tank tried to swerve around him, but he jumped in front of it again. Everyone watched in horrified fascination, afraid that the tank driver would lose patience and drive over the man. At one point, the man even climbed up onto the tank and spoke to the soldiers inside, reportedly asking them, Why are you here? You have caused nothing but misery. After several minutes of this defiant dance, two more men rushed up to the  Tank Man  and hustled him away. His fate is unknown. However,  still  images and video of his brave act were captured by the  Western  press members  nearby and smuggled out for the world to see. Widener and several other photographers hid the film in the tanks of their hotel toilets, to save it from searches by the Chinese security forces. Ironically, the story and the image of the Tank Mans act of defiance had the greatest immediate effect thousands of miles away, in Eastern Europe. Inspired in part by his courageous example, people across the Soviet bloc poured into the streets. In 1990, beginning with the Baltic states, the republics of the Soviet Empire began to break away. The USSR collapsed. Nobody knows how many people died in the Tiananmen Square Massacre. The official Chinese government figure is 241, but this is almost certainly a drastic undercount. Between soldiers, protesters and civilians, it seems likely that anywhere from 800 to 4,000 people were killed. The Chinese Red Cross initially put the toll at 2,600, based on counts from local hospitals, but then quickly retracted that statement under intense government pressure. Some witnesses also stated that the PLA carted away many bodies; they would not have been included in a hospital count. The Aftermath of Tiananmen 1989 The protesters who survived the Tiananmen Square Incident met a variety of fates. Some, particularly the student leaders, were given relatively light jail terms (less than 10 years). Many of the professors and other professionals who joined in were simply  blacklisted, unable to find jobs. A large number of the workers and provincial people were executed; exact figures, as usual, are unknown. Chinese journalists who had published reports sympathetic to the protesters also found themselves purged and unemployed. Some of the most famous were sentenced to multi-year prison terms. As for the Chinese government, June 4,  1989  was a watershed moment. Reformists within the Communist Party of China were stripped of power and reassigned to ceremonial roles. Former Premier Zhao Ziyang was never  rehabilitated and spent his final 15 years under house arrest. Shanghais mayor, Jiang Zemin, who had moved quickly to quell protests in that city, replaced Zhao as the Partys General Secretary. Since that time, political agitation has been extremely muted in China. The government and the majority of citizens alike have focused on economic reform and prosperity, rather than political reform. Because the Tiananmen Square Massacre is a taboo subject, most Chinese under the age of 25 have never even heard about it.  Websites  that mention the June 4 Incident are blocked in China. Even decades later, the people and the government of China have not dealt with this momentous and tragic incident. The memory of the Tiananmen Square Massacre festers under the surface of everyday life for those old enough to recall it. Someday, the Chinese government will have to face this piece of its history. For a very powerful and disturbing take on the Tiananmen Square Massacre, see the PBS Frontline special The Tank Man, available to view online. Sources Roger V. Des Forges, Ning Luo, Yen-bo Wu.  Chinese Democracy and the Crisis of 1989: Chinese and American Reflections, (New York: SUNY Press, 1993) PBS, Frontline: The Tank Man, April 11, 2006. U.S. National Security Briefing Book. Tiananmen Square, 1989: The Declassified History, posted by George Washington University. Zhang Liang.  The Tiananmen Papers: The Chinese Leaderships Decision to Use Force Against Their Own People - In Their Own Words, ed. Andrew J. Nathan and Perry Link, (New York: Public Affairs, 2001)

Guide to Writing an Argumentative Essay in Economics Ultimate Helper

Guide to Writing an Argumentative Essay in Economics Ultimate Helper What is an Argumentative Essay in Economics? The argumentative essay is a piece of writing that requires you to conduct thorough research on a particular topic and then present a clear position regarding this topic, while backing it with enough supporting evidence. The main aim of the argumentative essay is to convince the target audience to agree with your idea or opinion. However, it is of vital importance to support your viewpoint using research-based evidence as it is a fundamental component of this type of essay. What is more, you can choose from a variety of fields to write your argumentative essay. One of such fields that incorporates a wide range of topics to choose from is economics. At the same time, argumentative essays in economics tend to cover various topics and concepts. In order to write an excellent argumentative essay in economics, you should specifically present your own standpoint regarding a given issue. Choosing a Topic for an Argumentative Essay in Economics First of all, before starting working on an essay in economics, you should choose the topic that you are passionate about. By doing so, you will be able to provide well-developed arguments on a given matter. At the same time, the area of economics incorporates an enormous amount of concepts and topics that could be chosen for an essay. Thus, in order to facilitate the process of choosing the topic, you have to narrow down the broadness of the topic and focus on particular sides of it. This could be done by directly approaching your instructor and asking what topic should or can be covered. However, sometimes you will not be assigned to any topic, and you will have to come up with your own. In such cases, it is advised to choose such a topic that covers an important economic issue and can be thoroughly researched. What is more, by conducting research, you will gain a deep insight into the topic, which will enable you to examine it from various perspectives. Lastly, you will be able to choose the most compelling argument for your essay. Undoubtedly, the area of economics encompasses a huge variety of theories, concepts, and issues. Generally speaking, topics in economics could be divided into three distinctive types: The first one concerns describing and explaining fundamental economic theories. The second type of topics relates to researching and analyzing a particular economic issue or case study. The last type is comprised of topics that tend to test certain economic models in practice. Taking into consideration the aforementioned types, you can focus on one particular group of topics to come up with the most suitable topic. It is also recommended to cover such topics that relate to the current issues in the world economy. Keep in mind that in most cases, such topics have a better chance to appeal to the reading audience. The examples of topics for your argumentative essay in economics could be the following: Advantages and Disadvantages of Cost-Benefit Analysis; The Gender Wage Gap in the USA; 2008 Financial Crisis: Why It Can Happen Again; The Future of The GDP Growth Rate in The US; The Impact of Terroristic Attacks on the Global Economy; The Adoption of Protectionist and Free-Trade Policies; The Role of the Stock Market in Economic Growth; The Absence of Real Wage Growth Despite Strong Productivity Gains; The Profitability of Waste Recycle; The Phenomenon of Housing Bubble and its Impact on the Economy. Pre-Writing Tips Undoubtedly, essay writing is hard. What is more, writing an essay in economics might turn out to be a real challenge. However, in order to facilitate the process of writing, you can follow a set of simple pre-writing tips. In fact, the pre-writing stage starts with a full understanding of the assignment given to you. Usually, you will be assigned with the questions or the topic for your argumentative essay by your instructor. In such cases, you can consult him/her if you feel that you do not fully understand the question. Next, read the question carefully and analyze it. It is critical that you fully comprehend what you are being asked and try to keep it in your mind throughout. Then, select the most essential point from the question and underline it. In most cases, you will find this point to be the main foundation for your argument. In addition, consider the fact that you have to write an argumentative essay, meaning that you should present your perspective and viewpoint on the gi ven matter while trying to convince the reading audience with the validity of your arguments. Next, after you decided on your topic and understood the assignment, it is essential that you do thorough research in order to gain enough supporting evidence for your claims. Simply stating something does not make it a fact, so make sure that you have enough specific data and statistics to back your arguments. In order to find supporting evidence, consult any reading lists and economics books you have. If you struggle to find any reading material, you can always ask your instructor. Besides, you can always surf the Internet in order to find material for your essay. For example, you can search through various scientific databases such as Google Scholar, ScienceDirect, DOAJ, and many others to find articles in economics which you can use in your essay. The more scientific evidence you have, the better your argumentative essay will be. Then, based on your argument, you can develop your thesis statement. Doing it before writing the essay itself will help you structure the body of your essay easier. After thinking about the question and doing enough research, you can outline your essay. By planning your essay, you will stay focused on your key points while your essay will have a logical and clear flow. After structuring your essay, make sure to appropriately allocate your time. By doing so, you will not have to write all the essay right before the deadline. It is much easier to divide the process of writing into separate parts that can be done individually. As a result, you will be able to write an excellent argumentative essay in economics. Structure of an Argumentative Essay in Economics An argumentative essay has the same features as the other types of essay, and it complies with the standard form of an academic essay. As a result, your argumentative economic essay should have three main parts: introduction, main body, and conclusion. In most cases, the argumentative essay can be written using five-paragraph approach. However, in case you are writing a longer essay, it is advised to divide the main body into different sections. Given the word limit, you should allocate yourself a rough number of words for each section as it will help you during your writing process. Introduction The introductory paragraph of your argumentative essay in economics should contain a clear outline of your main argument. What is more, in this paragraph, you should introduce the audience a particular issue in such a way that will captivate their attention. Thus, in order to grab the readers attention, you can use hook sentences that will keep them reading. For example, if you are writing about the 2008 Financial Crisis, you should introduce an issue in such a way that it was not done before you. On the contrary, you can make a controversial argument regarding the topic. That way, you will be able to appeal to the reader while making sure to convince him or her to agree with your standpoint. Do not forget that the main task of an argumentative essay is to persuade someone. At the same time, the most important part of the introduction is definitely a thesis statement. In most cases, a thesis statement will occur at the end of your introductory paragraph. Make sure to write a clear, concise, and defined thesis as it serves as a guide for your essay. In addition, it should state your position on the particular issue while the main body paragraphs of your essay contain research-based information to support your claims. For instance, lets look at the following thesis statement: ‘Thus, I think, there is a possibility that the 2008 financial crisis can reoccur’. Such a thesis statement is too generic and does not contain any supporting evidence for your argument. On the contrary, the following example can be used in your economics argumentative paper: ‘Despite the Federal Reserve and Treasury Department efforts to stabilize the financial state after the 2008 financial crisis, the global economic recession can reoccur due to the ineffective work of the U.S. government and tense relations between the countries around the globe.’ Such a thesis statement contains supporting claims for the argument. What is more, it clearly indicates the structure of your essay as each of the claims can be discussed in separate body paragraphs. Therefore, such a thesis statement can serve as an example for the argumentative essay in economics. Body Paragraphs The body of your essay is where you will illustrate your argument backed with the supporting evidence. It is essential that each body paragraph contains only one main idea. If you mix several ideas in one paragraph, it will definitely worsen the reading experience. At the same time, try to begin each paragraph with a topic sentence that outlines what the paragraph will cover. Most importantly, each of the paragraph opening sentences should be supported by the evidence that you gathered during your research on the topic. Make sure that you use only relevant information from credible sources. Besides, do not forget to cite properly. However, you should explain why your audience should agree with you. Make your argument even stronger by stating opposing points of view and refuting those points. Argumentative essays usually consider different points of view regarding a particular issue. In most cases, you should provide one or more opposing views on the topic in order to convince the reader. Try to acknowledge other standpoints and refute them with facts, quotes, or simply logic. By examining the issue from various viewpoints, you will be guaranteed to write a more appealing economics argumentative essay. Conclusion In general, the conclusion paragraph summarizes everything that was written in your essay. The most distinctive feature is that in the conclusive paragraph, you should restate your thesis in the first sentence. By doing so, you will show the audience that you have definitely proven your argument because when information is presented to an audience with confidence, people are inclined to believe that something is, in fact, true and they agree with it. Additionally, in this paragraph, you should briefly summarize and synthesize the information presented in your whole essay. However, be careful and do not introduce any new information in the conclusion paragraph. What is more, the conclusion is the last instance where you can assure the audience to agree with your point of view. Thus, try to restate why the topic is important and why your argument is better than the others by reviewing the main claims presented in the body paragraphs. In addition, you can include a short discussion for further research on the given topic. Post-Writing Tips Once you have written your argumentative economics essay, you have to start proofreading and revising your essay for any grammar, punctuation, or stylistic errors. Be sure to properly cite all the sources that you have used in your essay and place them in the alphabetical order. What is more, do not forget to check whether all the sources are academic and credible. However, you have to know the difference between proofreading and revising. Proofreading involves you making any corrections, typos, or grammar or spelling errors. In general, the process of proofreading is done only on the sentence level. At the same time, revising requires you to make any improvements to all the aspects of the essay, starting from the thesis and finishing with the conclusion. Usually, revising involves making major changes to the essay. What is more, while revising your essay, try to analyze all the components of the paper. Check whether your thesis statement has a compelling argument. Then, make sure that you have addressed all the claims in the thesis in the following body paragraphs. Finally, evaluate the cohesiveness and flow of your essay. A good idea will be to read your essay aloud. By doing so, you will immediately hear what needs to be changed. All in all, these tips will help you in writing such an argumentative essay in economics that will impress your reading audience.â€Æ' â€Å"Argumentative Essays†. Purdue Writing Lab, https://owl.purdue.edu/owl/general_writing/academic_writing/essay_writing/argumentative_essays.html. Kearney, Virginia. â€Å"How To Write An Argumentative Essay Step By Step†. Owlcation, 2019, https://owlcation.com/academia/How-to-Write-an-Argument-Essay. â€Å"Prewriting And Outlining†. Umuc.Edu, https://www.umuc.edu/current-students/learning-resources/writing-center/writing-resources/getting-started-writing/prewriting-and-outlining.cfm.

The Eruption of Mount Tambora in 1815

The Eruption of Mount Tambora in 1815 The tremendous eruption of Mount Tambora in April 1815 was the most powerful volcanic eruption of the 19th century. The eruption and the tsunamis it triggered killed tens of thousands of people. The magnitude of the explosion itself is difficult to fathom. It has been estimated that Mount Tambora stood approximately 12,000 feet tall before the 1815 eruption when the top third of the mountain was completely obliterated. Adding to the disasters massive scale, the huge amount of dust blasted into the upper atmosphere by the Tambora eruption contributed to a bizarre and highly destructive weather event the following year. The year 1816 became known as ​the year without a summer. The disaster on the remote island of Sumbawa in the Indian Ocean has been overshadowed by the eruption of the volcano at Krakatoa decades later, partly because the news of Krakatoa traveled quickly via telegraph. Accounts of the Tambora eruption were considerably rarer, yet some vivid ones do exist. An administrator of the East India Company, Sir Thomas Stamford Bingley Raffles, who was serving as governor of Java at the time, published a striking account of the disaster based on written reports he had collected from English traders and military personnel. Beginnings of the Mount Tambora Disaster The island of Sumbawa, home to Mount Tambora, is located in present-day Indonesia. When the island was first discovered by Europeans, the mountain was thought to be an extinct volcano. However, about three years before the 1815 eruption, the mountain seemed to come to life. Rumblings were felt, and a dark smoky cloud appeared atop the summit. On April 5, 1815, the volcano began to erupt. British traders and explorers heard the sound and at first thought it to be the firing of cannon. There was a fear that a sea battle was being fought nearby. The Massive Eruption of Mount Tambora On the evening of April 10, 1815, the eruptions intensified, and a massive major eruption began to blow the volcano apart. Viewed from a settlement about 15 miles to the east, it seemed that three columns of flames shot into the sky. According to a witness on an island about 10 miles to the south, the entire mountain appeared to turn into liquid fire. Stones of pumice more than six inches in diameter began to rain down on neighboring islands. Violent winds propelled by the eruptions struck settlements like ​hurricanes, and some reports claimed that the wind and sound-triggered small earthquakes. Tsunamis emanating from the island of Tambora destroyed settlements on other islands, killing tens of thousands of people. Investigations by modern-day archaeologists have determined that an island culture on Sumbawa was completely wiped out by the Mount Tambora eruption. Written Reports of Mount Tamboras Eruption As the eruption of Mount Tambora occurred before communication by telegraph, accounts of the cataclysm were slow to reach Europe and North America. The British governor of Java, Sir Thomas Stamford Bingley Raffles, who was learning an enormous amount about the native inhabitants of the local islands while writing his 1817 book History of Java, collected accounts of the eruption. Raffles began his account of the Mount Tambora eruption by noting the confusion about the source of the initial sounds: The first explosions were heard on this Island in the evening of the 5th of April, they were noticed in every quarter, and continued at intervals until the following day. The noise was in the first instance almost universally attributed to distant cannon; so much so, that a detachment of troops were marched from Djocjocarta [a nearby province] in the expectation that a neighboring post was attacked. And along the coast boats were in two instances dispatched in quest of a supposed ship in distress. After the initial explosion was heard, Raffles said it was supposed that the eruption was no greater than other volcanic eruptions in that region. But he noted that on the evening of April 10 extremely loud explosions were heard and large amounts of dust began to fall from the sky. Other employees of the East India Company in the region were directed by Raffles to submit reports about the aftermath of the eruption. The accounts are chilling. One letter submitted to Raffles describes how, on the morning of April 12, 1815, no sunlight was visible at 9 a.m. on a nearby island. The sun had been entirely obscured by volcanic dust in the atmosphere. A letter from an Englishman on the island of Sumanap described how, on the afternoon of April 11, 1815, by four oclock it was necessary to light candles. It remained dark until the next afternoon. About two weeks after the eruption, a British officer sent to deliver rice to the island of Sumbawa made an inspection of the island. He reported seeing numerous corpses and widespread destruction. Local inhabitants were becoming ill, and many had already died of hunger. A local ruler, the Rajah of Saugar, gave his account of the cataclysm to British officer Lieutenant Owen Phillips. He described three columns of flames arising from the mountain when it erupted on April 10, 1815. Apparently describing the lava flow, the Rajah said the mountain started to appear like a body of liquid fire, extending itself in every direction. The Rajah also described the effect of the wind unleashed by the eruption: Between nine and ten p.m. ashes began to fall, and soon after a violent whirlwind ensued, which blew down nearly every house in the village of Saugar, carrying the tops and light parts along with it. I n the part of Saugar adjoining [Mount Tambora] its effects were much more violent, tearing up by the roots the largest trees and carrying them into the air together with men, houses, cattle, and whatever else came within its influence. This will account for the immense number of floating trees seen at sea. The sea rose nearly twelve feet higher than it had ever been known to be before, and completely spoiled the only small spots of rice lands in Saugar, sweeping away houses and every thing within its reach. Worldwide Effects of the Mount Tambora Eruption Though it would not be apparent for more than a century, the eruption of Mount Tambora contributed to one of the worst weather-related disasters of the 19th century. The following year, 1816, became known as the Year Without a Summer. The dust particles blasted into the upper atmosphere from Mount Tambora were carried by air currents and spread across the world. By the fall of 1815, eerily colored sunsets were being observed in London. And the following year the weather patterns in Europe and North America changed drastically. While the winter of 1815 and 1816 was fairly ordinary, the spring of 1816 turned odd. Temperatures did not rise as expected, and very cold temperatures persisted in some places well into the summer months. Widespread crop failures caused hunger and even famine in some places. The eruption of Mount Tambora thus may have caused widespread casualties on the opposite side of the world.

Thinking and Decision Making Paper Essay Example | Topics and Well Written Essays - 500 words

Thinking and Decision Making Paper - Essay Example The employees who are known to possess the creative thinking abilities within their personalities are usually seen in a very positive way and they are given the room to exploit their strengths, not only for their own good but also for the sake of the long term success of the organization itself. Creative thinking thus opens many avenues for success and growth within the domains of the organizational reigns in an abundant capacity. Creative thinking does not usually depend a great deal on the way scientific and logical thinking models operate. It distances itself from the same and relies more on the creative input, brought forward by the artist (the employee). (Halpem, 1997) Thus creative thinking style is not possessed by each one of the employees within the workplace. It is a very sought after skill and one that is innate right from the onset of one’s recruitment within an office place setting. Creative thinking is usually rewarded in a very handsome fashion, with salary incentives, perks, medical allowances and so on. The creative artists or employees are seen in a much respected way and are given the dignity that they so richly

Trials and tribulations of e-learning and distance learning within Essay

Trials and tribulations of e-learning and distance learning within higher education - Essay Example Fortunately enough, there have been radical developments in Information and Communication Technology (ICT). Computer technology has scaled new heights in terms of processing speed, storage and display; the Internet and the World Wide Web (WWW) has made it possible for content to be made available at any time, anywhere in the world. The requirement for faster knowledge acquisition and dissemination and the rapid developments in ICT have converged to lead to the development of what is known as e-Learning and Distance Education. â€Å". . . a wide set of applications and processes allied to training and learning that includes computer-based learning, online learning, virtual classrooms and digital collaboration. These services can be delivered by a variety of electronic media, including the intranet, internet, interactive TV and satellite.† Distance Learning lays more emphasis on the geographical distance or separation between the knowledge disseminating agency and the student. The concept of distance education is not new. Imparting education by despatch of course material through the postal service or snail mail, was the earlier form of distance education which has now metamorphosed with the application of electronic technology. Desmond Keegan (1995) defines Distance Learning as resulting from the technological separation of teacher and learner which frees the student from the necessity of travelling to â€Å"a fixed place, at a fixed time, to meet a fixed person, in order to be trained.† As far as dissemination of educational content through electronic technology is concerned, e-Learning and Distance Learning can therefore be considered to be the same. For the purpose of this paper, e-Learning and Distance Learning are used interchangeably. e-Learning delivery can be synchronous or asynchronous. Synchronous delivery implies an online or live

Comparison history paper Essay Example | Topics and Well Written Essays - 1250 words

Comparison history paper - Essay Example This was the indication of the unique forms of continuity in space. It makes part of the sculptures that Boccioni made during the 1913 era of art. It is a form of the moving beings without bipedal structures like the arms (Boccioni, paragraph 4). The continuity here is represented in that the sculpture was in a movement position where all the indicators in it showed the walking athlete while the figure lacked the arms. This showed determination in walking into the future. The sculpture was an indication of a futuristic muscular ma with a lot of determination to pursue into the dreams of the future world. The movements as depicted in the sculpture are very swift and enthusiastic to meet the future. The face of the sculpture was made in a symbol of a cross which was an indication that there was a foreseen futurist warlord in the times to come. The futuristic representation by the artifacts was a mode of revealing to the world and the Italian culture the possibilities of the wars in future cultural settings. The wing-like arms seem to be in the position of the arms on the figure which was an indication of the unfinished part of the sculpture as it is revealed that Boccioni was not intending to reveal anything of educational value to the societies of the world. It is shown that the two figures that he made in the futuristic unique forms of continuity, in space, together or rather combined with their immediate environments. This can only show that the immediate environments are depicted in the figure, and this was an archeological evidence of the surrounding environments where the figure was sculpted (Boccioni, paragraph 5). The configuration of the figure indicates some swift sharp corners in the panels in its knees, thighs, and chest and head carving, which were the parameters to involve the air movement past the standing statues. It is clear that the air or

The Scorecard Measures between BSkyB and ESPN Essay

The Scorecard Measures between BSkyB and ESPN - Essay Example The viewpoints have been stated to be with regard to the domestic business processes and that of customers along with learning as well as progress. Therefore, the mentioned functions related to balanced scorecard facilitates the companies to constantly verify their financial outcomes while concurrently supervising the development related to constructing competencies accompanied with obtaining the insubstantial assets that are believed to be required for future development (Kaplan & Norton, 2005). The operational as well as the management control structures of majority of the companies are found to be centred on the financial dealings and aims. These financial measures have been observed to put up with minimum association of the company’s advancement towards attainment of the strategic goals in the long-run. Therefore, the prominence that is rested by majority of the companies on the financial initiatives is observed to leave behind a space among structuring an approach and its respective implementation. The application of balanced scorecard eradicates the necessity for the managers to utterly rely on the short-run financial initiatives for ascertaining the performance. The possible scorecard actions that could sensibly be applied by both the considered companies i.e. BSkyB and ESPN have been suggested below in four different heads: Financial Perspective This particular viewpoint i.e. the financial perspective is learnt to relate to the financial purposes that are yearned with regard to the viewpoint of the shareholders of an organisation. The initiatives related to the financial performance would help in defining the purposes of the organisations in the long-run. BSkyB needs to make investments in altering their programs and for the reason of introducing fresh ones in order to cater to the altering desires of the consumers. The investments will help the company to develop additionally in terms of their present market shares along with helping them to rea p benefits from the made investments in the future days. ESPN also needs to make investments in launching fresh channels which would aim at broadcasting a varied range of programs such as entertainment, music and movies encompassing the requirements of the various age groups of consumers. This will help the company to earn noteworthy returns which would further enhance the worth of the shareholders (Kaplan & Norton, 2005). Customer Perspective This particular step that is the comprehension of the vision of the company aids the managers to develop an agreement regarding the strategy and the objective of the companies. The vision of the company is believed and observed to revolve around their customers. Companies need to embark on such strategies that would be directed towards attaining the satisfaction of the customers. BSkyB should alter their programs in accordance with the changing trends in the desired pattern of programs by the consumers. A proper study needs to be conducted reg arding the demands of the consumers on the basis of

Starbucks External and Internal Environment Essay

Starbucks External and Internal Environment - Essay Example Business of Starbucks is complemented by three operating segments such as International division, United States division and Global Consumer Products division. The study has selected UK in order to analyze critical success factor and resource capability of Starbucks. Impact of external environment on business policy of Starbucks will be measured by using PESTLE and Porter’s Five Force analysis. SWOT, value chain analysis and VRIO framework will be used to understand internal strength of Starbucks. Critical success factor (CSF) analysis will be important part of the study. Starbucks Corporation was established by Jerry Baldwin, Gordon Bowker and Zev Siegl in the year 1971. In the initial years Starbucks operated business with single store located in Pike Place Market of Seattle. The company is headquartered at Seattle, Washington, U.S. Distribution network of the company is complemented by 6700 owned stores and 4080 licensed stores in USA. Starbucks has established their presence in more than sixty countries with the help of 20,000 stores. The company offers hot drinks, food items, various coffee drinks and other retail merchandise. As of 2011, market capitalization of the company is US$37.84 billion while sales revenue was more than US$ 13 billion. The company is facing competitions from various big players such as Dunkin' Brands, Nestle, McDonalds, and Wendy's International, Inc. Strategic Group map for Coffee industry can be explained in the following manner: (Source: Brown, 2011) Task A (1) Analysis of Starbucks External Environment Macro Environme nt Analysis PESTLE will be used to analyze macro environment condition of UK. Political UK is one of the most influential countries in the world and plays crucial role on deciding business policy in North Atlantic Treaty Organization. Government in the country has taken stern steps such as 24% budget cut for department of media, sports and culture in order to reduce overall financial deficit in the country. Government in the country has planned to reduce corporate tax by 22% within next two years and raise income tax bar ?8,200 to ?9,205. Economic Economic recession has contracted GDP growth by 0.2% while industry growth rate of the country has slumped to 0.8% last year. Economists forecasted unemployment of UK will touch 8.4% by the end of 2012 and more than 2.5 million people will get unemployed within next one year Social Budget deficit of Government has created challenge for people of the country to maintain standard living style while "managed migration" police government has f urther deteriorated the situation. Working age population in the country is growing at a rate of 7.7% for last two years. Technology Retailers are using latest technologies such as RFID, ERP and

The Scorecard Measures between BSkyB and ESPN Essay

The Scorecard Measures between BSkyB and ESPN - Essay Example The viewpoints have been stated to be with regard to the domestic business processes and that of customers along with learning as well as progress. Therefore, the mentioned functions related to balanced scorecard facilitates the companies to constantly verify their financial outcomes while concurrently supervising the development related to constructing competencies accompanied with obtaining the insubstantial assets that are believed to be required for future development (Kaplan & Norton, 2005). The operational as well as the management control structures of majority of the companies are found to be centred on the financial dealings and aims. These financial measures have been observed to put up with minimum association of the company’s advancement towards attainment of the strategic goals in the long-run. Therefore, the prominence that is rested by majority of the companies on the financial initiatives is observed to leave behind a space among structuring an approach and its respective implementation. The application of balanced scorecard eradicates the necessity for the managers to utterly rely on the short-run financial initiatives for ascertaining the performance. The possible scorecard actions that could sensibly be applied by both the considered companies i.e. BSkyB and ESPN have been suggested below in four different heads: Financial Perspective This particular viewpoint i.e. the financial perspective is learnt to relate to the financial purposes that are yearned with regard to the viewpoint of the shareholders of an organisation. The initiatives related to the financial performance would help in defining the purposes of the organisations in the long-run. BSkyB needs to make investments in altering their programs and for the reason of introducing fresh ones in order to cater to the altering desires of the consumers. The investments will help the company to develop additionally in terms of their present market shares along with helping them to rea p benefits from the made investments in the future days. ESPN also needs to make investments in launching fresh channels which would aim at broadcasting a varied range of programs such as entertainment, music and movies encompassing the requirements of the various age groups of consumers. This will help the company to earn noteworthy returns which would further enhance the worth of the shareholders (Kaplan & Norton, 2005). Customer Perspective This particular step that is the comprehension of the vision of the company aids the managers to develop an agreement regarding the strategy and the objective of the companies. The vision of the company is believed and observed to revolve around their customers. Companies need to embark on such strategies that would be directed towards attaining the satisfaction of the customers. BSkyB should alter their programs in accordance with the changing trends in the desired pattern of programs by the consumers. A proper study needs to be conducted reg arding the demands of the consumers on the basis of

Law assignment Example | Topics and Well Written Essays - 1000 words

Law - Assignment Example Owing to this autonomy conferred upon the provincial authorities, many employment laws have been developed and applied within individual provinces. On the basis of this, the arguments made in this paper relate to the employment law, with specific reference to the common law, Ontario Human Rights Code (HRC), Employment Standards Act (ESA) and Pay Equity Act (PEA). In this paper I argue that the employment law, beginning with the Common Law up to the statutes that currently govern it has not always attempted to strike a balance among the rights of employers, employees and society in general. I have made reference to relevant statutes; their foundations in Common Law, and analyzed their overall impact on the welfare of employees, employers and the general society. Cognizant of the fact that not all parties are equally appreciative of the legal provisions of employment, this essay focuses on what implications the above stated legal provisions, statutes and judicial precedents have had on the parties. There are numerous attempts to strike a balance between the needs of employees, employers and expectations by society. However, these attempts have at times been hindered by compelling disparities between different laws that the courts should rely on to make sound decisions. In this respect, judges have at times had to overrule certain legal provisions in order to uphold more acceptable thresholds of determination. These disparities in legal provisions that govern the same aspect of employment form the basis of my argument that the laws have not always attempted to uphold a balance among the parties. To the extent that they difference in content, these laws can be considered as objects of perpetuating inequality in law, as each law with a flawed perspective hurts a party to a case while benefitting the other unnecessarily. For instance, we

African American In The 1920s Essay Example for Free

African American In The 1920s Essay The 1920s were a time of struggle, pride, fear, and creativity for African Americans. Following WWI, blacks fought for the conditions and rights that they were given while fighting in Europe. They fought through countless riots and murders to push for equality. They migrated across the country to escape the horrid conditions of the South. They created an entirely new cultural movement that spread like wild fire. African Americans of the 1920s created a momentous movement of political and cultural dominance that would eventually lead to their freedom. The Post World War I era was a difficult, yet prideful time for African Americans. While African Americans were fighting abroad, they were treated as equals to whites in Europe. Due to American generals refusing to command blacks, African Americans fought side by side with black and white French soldiers under French command. In addition, there were a few all black regiments, the most well known being the 369th Colored Infantry (p. 8). Upon returning home in November of 1918, African Americans faced â€Å"contradictory feelings of hope and frustration† (p. 7). They expected to be praised and rewarded for their sacrifices made during the war; however, they were met with nearly the opposite. This new mood among the African Americans became Flowers 1 known as the â€Å"New Negro. † Coined by black journalists, this term described the new attitude of post-war blacks and their will to fight against the white oppression. Unfortunately, the American public treated them the same as before the war. African American soldiers were in shock from the striking contrast of black social conditions between America and Europe. While the whites were praised for their sacrifices, the blacks were not. In one case, however, on February 7, 1919, a few thousand black soldiers marched through Manhattan, and were praised by both blacks and whites alike; however, most white Americans didn’t feel the same as those in New York. With blacks having a strong hope for equality, and whites having a strong fear of this equality, America was set up for some of the best and worst events of the 1920s. The â€Å"Red Summer†, coined by James Weldon Johnson, was a summer of hate crimes, violence, and even murder. On several occasions, both blacks and whites ended up injuring and killing one another. African Americans began to assert their new hope of equality. The first instance of this new attitude occurred in Charleston, South Carolina, when sailors killed a black civilian. A large fight broke out and several people, both blacks and whites, were killed. Riots began to appear throughout America. The worst riot broke out in Chicago and lasted five days. It all began when an African American swimmer drifted into waters between segregated beaches. A white man threw a rock at him and the black man ended up drowning. White police officers did nothing to arrest the white man. As the news spread, gang related violence quickly began to spread throughout neighborhoods. As tensions grew stronger, the violent crimes Flowers 2 became worse. Eventually, a mass riot broke out. Policemen fired upon several black men, and several thousand men became involved. In the end, 23 blacks and 15 whites were killed, and many more were injured. Unfortunately, the majority of the media downplayed these riots to try and keep everyone else under control, but The Crisis, the primary newspaper for the NAACP, published nearly every event, both good and bad. Over the summer, many other instances of violence occurred, leading to the Great Migration (p. 7-15) The lives of African Americans significantly changed during the 1920s. A large contributor to these changes was the mass migration of African Americans to the North and West known as the Great Migration. African Americans despised the Jim Crow laws, and tried everything in their power to either change or escape them. Many blacks living in the South gained much economic success after migrating to the North. Not only did the blacks want to migrate to the North for economic and civil gains, but they also wanted to escape the worsening conditions in the South caused by the Boll Weevil plague that ruined the cotton industry (p. 23-24). Upon arriving in the North, blacks began to build up their community. They built their own churches, which were significantly different from white churches. Their churches became a part of their lives, and became their community. The YMCA and the YWCA also began during this time period, promoting community as well. Western black immigrants came primarily from places like Jamaica, and were fairly new to the oppression of the whites in America. Because of this, they were not as afraid to start up new things. Flowers 3 On the political side of events, the NAACP was on the rise. By 1919, the NAACP had become the leading organization for black civil rights. Led by W. E. B. Du Bois, the NAACP constantly challenged â€Å"segregation and political equality. † (p. 57) A major success of this organization was the push for the Dyer Antilynching Bill. Even though the bill was never successfully passed, it brought lynching to the attention of the public, and eventually reduced the number of lynchings significantly (p. 60-63). While African Americans fought to make conditions better for themselves, some conditions remained poor. Some blacks began purchasing homes in â€Å"white† neighborhoods, but were faced with violence, especially from the rising Ku Klux Klan; therefore, ending the housing segregation quickly gained importance (p. 66-68). The white schools were far superior, due to the much higher wages and funding provided. In Southern states, studies showed that white teachers were paid nearly four times as much as black teachers, and the black school sizes and facilities were vastly inferior (p. 68). A third problem was the constant fight against the judicial system. On several occasions, blacks were wrongly accused of crimes, even when there was little to no evidence to prove anything at all. For example, two black men in Kentucky ended up in court for raping a white woman on â€Å"the flimsiest of evidence. † Even though no one identified the men, the all white jury spent just fifteen minutes to find them guilty, and the men were sentenced to death (p. 68). Aside from the political issues, African Americans in the North began a mass movement of cultural expansion, including literature, music, and art. This Flowers 4 movement became known as the Harlem Renaissance. The precursor to this movement was the Marcus Garvey movement. Garvey pushed for blacks to â€Å"reject the white society and build a separate life. † (p. 77) He believed that blacks should never conform to white society. He also led the somewhat unsuccessful â€Å"Back to Africa† movement, which was an attempt to have all blacks leave the country and live in Liberia instead. Following the Marcus Garvey movement was the well-known Harlem Renaissance. Even though renaissance is in the name, this movement was more of a birth than a rebirth. It all began during the Great Migration. As thousands of African Americans migrated to the North, many ended up settling in Harlem. This three square mile area became the largest concentration of black people in the world. Following the war, many writers celebrated this new life in the North, and praised the better conditions of the North in their writing. Many hoped that this mass outpouring of literature would â€Å"break down the walls of prejudice. † (p. 80) The most popular of these writers was the African American poet, Langston Hughes. Today, much of his work is considered classic literature. In addition to the mass influx of African American literature, jazz music was on the rise (p. 83-86) Jazz became a symbol of African Americans and the Harlem Renaissance. This product of music pulled concepts from â€Å"African rhythms, blues chord progressions, church spirituals, European melodies, and American marching band instrumentation. † (p. 86) Probably the most well known musician from this era was the trumpeter, Louis Armstrong. Even though jazz originated in New Orleans, it quickly spread to the East coast and eventually to Harlem. The Flowers 5 literature produced in Harlem was by far more successful than jazz, but there was certainly no shortage of jazz in Harlem. Both the jazz and literary greats became idols to many African Americans. They created a wave of inspiration in the black community that quickly spread throughout certain areas of America. The African American community fought through violence, held their pride, and created an entire cultural movement. Through the idea of the â€Å"New Negro† to the eventual Harlem Renaissance, African Americans became stronger and bolder in fighting against whites. Through the NAACP, African Americans gained a stronger stance in politics than ever before. Through riots, beatings, and even deaths, African Americans fought to be treated equally to whites, and paved the way for their eventual freedom and equality.

Errors Made By Polish Students In English English Language Essay

Errors Made By Polish Students In English English Language Essay Introduction Language is an instrument of communication among people. It is a well structured and special characteristic of human interaction. According to Sapir (1921,p.8) Language is a purely human and non-instinctive method of communicating ideas, emotions, and desires by means of a system of voluntarily produced symbols. Learning a new language involves such components as grammar, vocabulary and phonology. It is necessary to make a distinction between two processes: acquiring and learning a language. The former can be defined as a subconscious process that is identical to the process children utilize in acquiring their first language. Krashen (1985, p.1) states that learning refers to the conscious process that results in knowing about language. Ellis (1994) adds that learning is not as successful and long lasting as language acquisition. In order to be able to communicate, people should master the four skills: reading, listening, speaking and writing. The last skill which the researcher focussed on is a very complex process. As Allen and Corder (1974, p.177) say, it is the most difficult of the language abilities to acquire. When learners want to produce a piece of writing in second language (L2), they try to translate some First language (L1) words or phrases by applying rules from their L1. It is presumed that most of the problems facing L2 learners are caused by their mother tongue. If the contrast between L1 and L2 appears, the learners native language knowledge interferes with the target language and problems are difficult to avoid. However, a similarity of two languages in some situations may help L2 learning. The process that is responsible for this is called language transfer which is also known as cross-linguistic influence (Arabski, 1997). Many linguists have been interested in the nature of the learners la nguage and the major mistakes which arise in it. One of those was Corder (1981) who recognised the significance of interference and fossilisation in the process of second language learning, claiming that each L2 learner uses a special kind of a legitimate dialect governed by its own set of rules, some of them being peculiar to the learner and his native language(1981,p.25). Selinker (1974, p.35) also believed in the existence of a separate linguistic system based on the observable output which results from a learners attempted production of a TL norm. Such a system, which he referred to as interlanguage, is always different from the target language until the native speakers competence has been achieved by the learner. The concept of such an interim language added a new dimension to the learner language study. Before that, with contrastive analysis, linguists made only a one direction comparison between the first and the target language. With reference to Selinkers theory, language structure comprises the fundamental processes such as: (1) First language transfer; (2) Errors occurring as a result of this process are attributed to the learners native language influence; (3) Transfer of training; (4) Strategies of second language learning; (5) Overgeneralization of the target language linguistic material (Selinker 1974, p.37) Polish language belongs to the West Slavonic branch of the Indo-European languages; it is closely related to Czech, Slovak and Russian. In some parts of Europe such as : Russia, Lithuania, Belarus and Ukraine Polish is also used as a second language. In terms of the grammar, Polish is a very inflected language. There are numerous features, which distinguish the language from the other languages. A noun for example constitutes gender: masculine, feminine, neuter. Nouns, pronouns and adjectives have seven case forms, which have different endings. Another difficulty for Polish learners refers to phrasal verbs and articles that dont exist in their native language. Moreover Polish language also has indefinite fractional and collective numerals, which depend on the thing that is counted. All these contrasts lead to errors. In Poland people learn English as a foreign language. Polish learners are in a different situation than inhabitants of, for instance, India or Republic of South Africa as English is not their official language. Therefore, they have no need to develop assimilative or integrative motivation for learning English as they do not feel the drive to write and speak like native speakers and sustain high level of foreign language. In this way, Poles are far more interested in studying English for more instrumental purposes, such as: going abroad and finding a well-paid job, or getting a promotion in their native country. It also happens that they friendships acquired by means of the Internet has led to a desire to communicate with them, thus English seems to be most suitable as it is spoken all over the world. One of the benefits of knowing a foreign language skills is intercultural communication. English is becoming the most popular second language in the world. It is used as lingua franca, f or politics, and business and education. After changing the political system in Poland, English has become more popular and is considered an important part of a good education. It became a compulsory subject in primary and secondary schools in Poland (Swan and Smith, 2001). Errors Every foreign language learner commits errors. As Brown (1980,p.164) claims second language learning in contrary to the first language learning is a process in trial-and-error nature. Teachers and researchers realized that L2 learners errors created a new system of language which had to be analyzed carefully. It is very important to make a distinction between various types of language behavior by giving the definition of error and mistake which are frequently misused. According to Ellis (1997,p.17) errors reflect gaps in a learners knowledge; they occur because the learner does not know what is correct As for the mistake Brown (1980,p.165) states that it refers to a performance error that is either random guess or a slip, in that it is a failure to utilize a known system . From the researchers experience as a Polish native it is necessary to state that Poles commit many errors, such as: syntactic, or semantic ones, and they are the ones in which either L1 and L2 (or both) play the mo st important role. This is partially caused by the fact that learners often experiment with prepositions and articles they know they cannot rely on the interference/transfer from Polish. Hence, they build their own hypotheses and try to insert the correct functional word. Moreover, some syntax errors are difficult to classify. Most of the deviances result from applying Polish syntactic rules to English phrases. The main difficulty is that the wrong choice of word results in the emergence of a semantic error, and if a larger phrase is written on the basis of L1 rules, it renders the whole phrase or sentence incomprehensible for a non- Polish speaker. Then, malformed sentences make English difficult to decode even for a proficient speaker. It has also been one of the main concerns of the branch of linguistics, which is, researching similarities and dissimilarities between first and foreign language acquisition, as well as determining the strategies which learners employ in the course of these processes. Teaching adolescent foreign language learners is a challenge for second language teachers and there are many reasons behind it. Firstly it is essential to emphasize the fact that in the case of children, acquiring L2 comes together with general cognitive and affective development of a child, which means that even though children have no meta-awareness, they are capable of automatic acquisition that is not hindered by personality, motivation, attitude or other factors (Brown, 2000). Older learners, such as adolescents or adults undergo the process of language acquisition in a different way. It looks more like a formal sort of learning (which is the result deliberate teaching) in the course of which explicit rules and language content are presented since the cognitive development is already completed in this age group. In other words, adolescents are able to think in abstract terms, they can learn far complex grammatical issues as the already developed meta-cognition and inductive lear ning ability allow them for that (Ellis,1995).There are various factors which influence second language learning. They include individual learner differences such as age, cognitive style, intelligence, motivation/needs, learners grammatical system and learners native language. According to Komorowska (2002) adults and adolescent learning is unnatural; it is much easier if they learn a second language or particular goals or reasons which results in a greater motivation. Littlewood (1984,p.53) confirms the importance of motivation for learning a second language: In second language learning as in every other field of human learning, motivation is the crucial force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he perseveres. According to Hopp (2004), two kinds of motivation can be distinguished: intrinsic and extrinsic. The former one is more prevalent among adults. The learners see language as an instrument to raise their self-esteem and achieve special goals such as getting a better job. The second kind of motivation is characteristic of a childs way of learning. Both these types of motivation are useful in the language learning process. Reason for choosing the topic Writing is a very important skill, however it causes much more problems than speaking or reading especially for L2 learners who think in their own language. In Poland the majority of secondary school pupils have not mastered this skill due to the lack of emphasis on teaching writing. During studies in Poland and working as a teacher of English, the researcher observed a number of errors made by Polish learners. A considerable number of these errors were similar to the ones she used to make as a beginner or even intermediate learner of English. Most of them reflected her lack of competence, knowledge of rules, whereas other errors were very much related to the writers mother tongue. Linguistically speaking, there were transfer errors, or, in other words, errors which involved interference e.g. Polish grammatical rules were applied to English. There are various reasons why the researcher has chosen this topic. One of these is differences between the two languages and also difficulties facing the learners from Poland. Although Polish students learn English language in primary and secondary schools, they are not able to produce correct sentences. They still try to translate sentences from their native language into English. All of the rules that need to be applied in L2 are different in L1. Thus, Polish learners and other non-native speakers (NNS) are prone to make more errors. 1.2. Aim and Objectives of the study The research has been conducted with reference to secondary school pupils from Poland. The overall aim of the study is to examine what type of errors are most common in the written discourse of the students. The associated research objectives are: What sorts of errors are most common in the written discourse of Polish learners of English as a foreign language? What is the percentage of various errors in learners written discourse? What are then the possible sources of those errors? How might the frequency of these errors be reduced? Why these errors occur? What could be done to improve written discourse? 1.3.Outline of the study The dissertation is divided into five chapters. It begins with the introduction describing the general background of the study. The second chapter provides a literature overview of theories related to errors and their sources. This part also shows classification and explanation of language behaviors. The definition of Contrastive Analysis and Error Analysis can also be found it this chapter. A description of methodology can be found in the third chapter. The author discusses the instrument for collecting and analyzing the data. Chapter four deals with results from analysis of students errors in written compositions. Students samples and questionnaires are examined and interpreted in detail. The last chapter draws some conclusions on the research and considers recommendations for students and teachers. It also discusses implications for future teaching and research Chapter II Theoretical background 2.1 Nature of error It is obvious that every language learner is bound to make errors which are typically human characteristic. Errors have been of interest to many researchers as they are seen as a very important element in language acquisition. According to Norrish (1983) they can occur for many reasons; they may arise from the choice of the material, from the learners processing of the material or even from learners lack of attention. However the most serious kind of language deviances is caused by lack of learners knowledge. It is very important to introduce the distinction between errors, mistakes, lapses and slips. These terms are frequently misused by teachers. Although they have a similar meaning, the differences are significant. As for an error, numerous definitions have been given by different linguists with various attitudes towards errors. In most cases errors are regarded as negative language behavior. Norrish (1983,p.7) believed they are undesirable a sign of failure and systematic deviation, when a learner has not learnt something and consistently gets it wrong. Corder (1967) and Richards (1974) also consider errors as deviations from a standard linguistic system. To support this assumption Corder (1967,p.166) says: Errors are systematic, consistent deviances characteristic of the learners linguistic system at a given stage of learning. The key point is that the learner is using a definite system of language at every point in his developmentà ¢Ã¢â€š ¬Ã‚ ¦The learner errors are evidence of this system and are themselves systematic A similar attitude was presented by Dulay and Burt (1982,p.138) who considered errors as the flawed side of learners speech or writing. On the other hand errors can also be seen as an important and positive part of learning a language. :As Norrish (1983,p.6) states: the error itself may be a necessary part of learning a language. People are not able to detect errors because they have not learned the particular part of the material. Another linguist who was interested in this area was Ellis (1986,p.9), who also believed in the good side of error, stating: Errors are an important source of information about SLA, because they demonstrate conclusively that learners do not simply memorize target language rules and then reproduce them in their own utterances. They indicate that learners construct their own rules on the basis of input data, and that in some instances at least these rules differ from those of the target language. Lightbown and Spada (1999) agreed with the positive sides of errors, claiming that they can be the result of seeking the correct structure of the language. A different, less serious type of language behavior is called a mistake. According to Corder (1967) mistakes are deviances due to performance factors which include limitation of memory or emotional strain. Ellis (1997,p.17) claims that mistakes are simply the result of slips of the tongue and should not be seen as the result of a wrong interpretation of some rules of the target language. Moreover, the learner who has made this kind of random inaccuracies can correct them when his attention is drawn to them. Norrish (1983) identifies two more terms related to errors such as: lapse and slips. The former one is defined as a type of wrong usage, which may occur due to lack of concentration or shortness of memory. He adds that this kind of wrong usage is not very serious and can be also made by native speakers at any time. The last type of language deviation described by Norrish (1983,p.8) is a careless slip, that is caused by the learners inattentiveness in class. 2.1.1. Significance of errors An essential theory referring importance of errors was introduced by Corder (1967) in his article The significance of learners errors. The author made a distinction between systematic and non systematic error (mistake). He noted that incorrect utterances were a sign of the language development. Moreover he provided evidence that errors are significant in three ways. Firstly to the teachers, errors can tell how far the learner progressed and what knowledge he has to learn to reach the aim. Furthermore they are helpful to the researcher as they demonstrate evidence of the way the language is learned and also methods that are used by a learner to discover the language. Thirdly, making of errors are regarded as a device used by a learner in order to learn. Corder (1967) also claims that making of errors is a strategy employed both by children acquiring their mother tongue and by those learning a second languge. 2.2.Contrastive analysis In 1960 some new theoretical concepts were brought in to foreign language teaching that is: Contrastive Analysis and Error Analysis. As Connor (1996) stated the theory of second language learning assumed that before that time most errors were attributed to interference. Contrastive analysis (CA), a major branch of applied linguistics was a very valuable tool in language teaching methodology for both teachers and learners. It provided comparative and contrastive description of the learners native language and the target language. It was assumed that if teachers knew the structure of the learners MT, they would be able to prepare better teaching materials. Lado (1957 cited in James 1980) explained that the contrastive study was established to transfer some features of the L1 to the L2 .Practitioners of CA aimed at explaining particular aspects of L2 learning. They looked at correspondence between the two languages. Lightbown and Spada (1999,p.23) gave an explanation to that situation, stating: Contrastive analysis hypothesis predicts that where there are similarities between the first and the second language, the learner will acquire second language structures with ease; where there are differences, the learner will have difficulty. As James (1980) observed, there are three things that can be predicted by CA. They include areas which will cause problems, learners difficulties and learners errors. The aims of the method are pedagogical. As Lado (1957) cited in Ellis. The main aim of CA is pedagogical. As Lado (1957 cited in Edmondson 1999,p.92) states: The teacher who has made a comparison of the foreign language with the native language of the students will know better what the real problems are and can provide for teaching them. According to Gass and Selinker (2001) CA was based on several of the following assumptions: theory defining language as habit language learning involves a new set of habits the main cause of errors in the production of L2 is learners mother tongue. CA considers differences between L1 and L2 learners should learn only dissimilarities between the two languages whereas similarities should be ignored difficulties are established by differences and similarities between L1 and L2 Contrastive Analysis Hypothesis developed two positions that refers strong and weak version. In the strong version it was assumed that prediction could be made about learning and the success of teaching material after comparing the two languages. The weak version begins with an analysis of learners errors attempting to account for these errors on the basis of L1 and L2 differences. Besides the positive aspects of CA, researchers saw many problems deriving from comparison L1 and L2. According to Gass and Selinker (2001) CA could not predict all of the areas in learners difficulties. Moreover they claimed that it is inadequate to clarify the sources of certain types of errors. All of the disadvantages of CA led to development of another linguistic notion called Error Analysis. 2.3 Error Analysis Error analysis (EA) is a type of linguistic investigation which deals with the differences between learning a language and using the language by native speakers. According to Crystal (1980: 135) error analysis is described as: As a technique for identifying, classifying and systematically interpreting the mistakes made by someone learning a foreign language, using any of principles and procedures provided by linguistics. A similar definition of Error Analysis (EA) is given by Brown (1980). He described it as a process of observation, classification of errors and after that revealing the systems used by learners. It was expanded when validity of CA was questioned. According Gass and Selinker (2001) EA offered more possible explanations than CA .It uses possibility of accounting for learners errors while CA attributed errors to mother tongue only. Corder (1967) stresses that EA has two aims: diagnostic, which shows the state of learners interlanguage and prognostic which predicts future learners problems. It focuses on the errors learners make in SLA, assuming that these errors can be easy to avoid if the learners mother tongue and the target language were compared (Richards, 1974). The analysis of the errors was carried out in order to detect difficulties in learning and to discover how a student learns a language. Moreover, EA is dealing with the exploring of the language of second language learners. 2.4. Procedures of Error Analysis There were three steps introduced by Corder (1967) in EA reseach: Data collection: recognition of idiosyncrasy Decription: Accounting for idiosyncratic dialect Explanation (the ultimate object of error analysis) Furthermore, Gass and Selinker (2001,p.79) recognized six steps in conducting error analysis. They include: Data collection, Identifying errors, classifying errors, quantifying errors, analysis of sources and remediation. Beside the advantages of EA, researchers found that it fell short in the analysis of SLA data. According to Gass and Selinker (2001,p.83) one of the problematic area was the attempt to ascribe causes to errors. EA assumed that errors belonged to one source or another. Dulay and Burt (1974b,p.115) identified the fact that EA cannot categorize errors. As a result they originate a category called ambiguous goofs which are defined as those that cant be categorized as either Interference-like goofs or L1 developmental goofs 2.4.1. Identifying errors In this step Corder (1974) prepared a model for recognizing erroneous or idiosyncratic utterances in L2. According to this pattern any sentences produced by learners can be investigated for idiosyncrasies. Based on that model, Corder made a distinction between overt and covert errors. As Ellis (1994) claims the first group of errors is very easy to identify due to the fact that a deviation in forms is very clear. Covertly erroneous sentences are superficially well formed but it can not be interpretable. This mean that the learner may create utterances that are produced on the basis of internalized rules. Overt errors involve utterances which are ungrammatical. As Allen and Corder (1974,p.126) added that recognition of error is thus crucially dependent upon correct interpretation of the learners intentions. 2.4.2. Description of errors The next step after recognizing the errors is describing them. There were a few attempts to describe errors using various taxonomies. Ellis (1997,p.18) among other linguists divided errors into categories. He presented a type of classification related to general ways in which the learners utterances differ from the reconstructed target-language utterances. A similar error taxonomy was produced by Dulay, Burt and Krashen (1982), who classified errors into four categories. They include omission, addition, misformation and misordering. The first kind occurs when some items are left out in well formed utterances. For example She writing. Addition involves producing structure that is not required for an utterance to be considered grammatical. As Ellis (1997) claims the most common group of errors is misformation, which considers using sentences with the wrong form of the structure. As an example Dulay, Burt and Krashen (1982 cited in Ellis 1994,p.56) offer some samples of wrong forms such as: He did not went there (Dulay, Burt and Krashen cited in Ellis (1994)). Evidence of misordering is found when some morphemes are in the wrong order. For instance What he is reading?. It is noteworthy that this kind of error taxonomy only shows which errors are the most frequent. However , it was not possible to explain how L2 is learned. Therefore a better framework was introduced by Corder (1973) who presented three steps in learning according to error nature and degree of systematicity: Presystematic stage Systematic stage Postsystematic stage In the first stage according to Brown (1980) learners do not know the language structure well, they experiment what results in making many errors. Moreover, students are not aware of particular systems or rules in L2 and they produce random errors. The presystematic stage is seen as the time when students know some rules which they attempt to apply but unsuccessfully. The learner can explain his errors by providing linguistic messages in different structures. However, self correctness is still not possible in this phase. The next stage assumes that learners appear to have acquired a rule. Brown (1980) mentions a term backsliding to errors which can occur in this stage. Brown (1980,p.170) defines it as a form of linguistic regression arising out of the natural spiraling characteristic of human learning Appearance of postsystematic stage is found when learners make errors which can be corrected. As Brown (1980) claims at this stage errors seem to be infrequent. Moreover, learners are p rone to produce correct utterances but it happens inconsistently. The rules were learned but the learners was unsuccessful due to a lapse or lack of attention. 2.4.3. Explanation of errors After identifying and describing the errors in SLA the researchers tried to find the explanation why these language behaviours occurred. There are numerous interpretations underlying error appearance. According to Taylor (1986) the sources of errors can be psycholinguistic, sociolinguistic and epistemic. The first group of sources regards the nature of L2 system and the problems learners have in using it. Sociolinguistic sources concern learners abilities to adjust his language in terms of the social context. The last category involves the learners lack of world knowledge. Psycho-linguistic sources of errors, were created by Richards (1974) who proposed a special figure accounting for them and enumerating certain mental phenomenon being in charge or certain accuracy failures, that is Performance errors including transfer, interlingual (overgeneralization, transitional competence, induced errors Performance related to processing problems and communication strategies. Apart from the psycho-linguist sources Richard aimed at giving more origins which resulted in a list of three more sources that include Interference related errors 2.Intralingual errors are divided into four following subcategories: Over -generalization involves creating deviant structures in place of two target language structures (Ellis,1994,p.59). It can also be related to redundancy reduction. It may occur with forms which do not carry important contrasts for the learner. This means that ending -ed- in Past Simple can be omitted. As a result learners produce sentences like: I go to University yesterday. ignorance of rule restrictions involves application of rules which should not appear in contexts. This is a type of transfer when the learner uses structures that have been previously acquired. It can occur even when the target language is close to the mother tongue. Some rule restriction errors may derive from analogy which is a major factor in the wrong use of prepositions. Learners may attempt to use the same prepositions by analogy what leads to producing sentences: He explained me the book from the sentence He showed me the book. Another example of the analogy can be seen in article usage. incomplete rule application, that reflects errors related to analogy. The structures in learners production is not fully developed. This may result in producing declarative word order in questions like: You like to swim? instead of Do you like to swim? false concepts hypothesized can originate from faulty comprehension in the target language. This type of error appears when learners use structures was or were as a marker of Past Simple Tense in example: One day it was happened. Developmental errors, which reflect learners competence and show general features of language acquisition. These errors are caused due to learners limited experience. In contrary Richards (1974, p.174) claims that they illustrate the learner attempting to build up hypotheses about the language. Another linguist who attempted to outline origins of errors was Brown (1980,p.173).whose classification was similar to Richards view. However he added a few more sources of errors that are significant in a teachers understanding of learners interlanguage systems The author recognised such sources as: communication strategies, prefabricated patterns and language switch. George (1972) presented a few arguments related to error derivation. He assumed that some sources of errors are universal. Furthermore, Richard and Sampson (1974) distinguished causes of errors which fall into seven categories: Transfer Intralingual interference Sociolinguistic situation Modality of exposure to TL Age Successions of approximative systems Universal hierarchy of difficulty Apart from interlingual and intralingual sources James (1998) attempted to distinguished another type of sources such as induced errors. Another term described this kind of error was introduced by Brown, who called it context of learning. As Stenson (1974) explains these errors derive from the classroom situation. They occur when learners receive faulty explanation of grammatical rules. Such errors can show teachers the level of the students language competence. 2.4.3.1. Transfer The problem of language transfer has been explained by many researchers. It is believed that it plays a very important role in second language acquisition. According to Ellis (1997) transfer refers to an attempt to use the knowledge of languages that have been learned previously. Learners use their mother tongue experience in order to organize the second language data. They try to create their own rules, construct their grammars. Dulay, Burt and Krashen ( 1982: 101) describe it as the automatic, uncontrolled and subconscious use of past learned behaviors in the attempt to produce new responses According to Arabski (1997) there are numerous factors playing role in transfer occurring. They include learners age, type of language structure and interlanguage development. Littlewood (1984) and many other linguists distinguish two types o