The Native American Culture In The Red Convertible Essays

The Native American Culture In The Red Convertible Essays The Native American Culture In The Red Convertible The Native American Culture in The Red Convertible In the short story The Red Convertible, by Louise Erdrich, the creator, differentiates the old lifestyle versus the new. Erdrich does this through figurative images: the shading red, convertible, summer trip, and the extravagant move Henry performs before his passing (Erdrich p. 468). In the story, the shading red represents numerous things. The convertible is red. Lyman likewise said his sibling, had a nose enormous and sharp as an ax, similar to the nose on Red Tomahawk (Erdrich p. 467). Likewise when the siblings took their last excursion Lyman says, We began east, toward Pembina and the Red River (Erdrich p. 467). The shading red, in this story, speaks to Henry's will to be free. The convertible shows up in a brilliant red on the grounds that, while driving the vehicle, Henry feels caught by the white man's war (Erdrich p. 467). By coming back to the Red River Henry recovers his profound opportunity. As indicated by The American Heritage book of Indians, the Red Sticks were and against American group that battled to keep the white man out, and their legacy solid (p. 221). With this data, the Red Sticks, and the shading red, spoke to in the story can be connected in their emotions with against Americanism (The American Heritage book of Indians p. 221). Lyman says, He said he needed to give the vehicle to me for good now, it was no utilization (Erdrich p. 468). By Henry giving Lyman the red convertible, he is anticipating his demise. In the Chippawa culture blessings are given to the group of the expired (The Chippawas of Lake Superior p. 16). A leftover of the perished was kept, enveloped by birch bark, this soul pack was then saved for a year and later given to the family (The Chippawas of Lake Superior p. 16). Lyman realizes that Henry is setting him up for Henry's demise by giving him the vehicle. Lyman states, No way. I don't need it, alluding to the vehicle (Erdrich p. 468). Lyman denies this blessing since he doesn't need Henry to bite the dust. The red convertible additionally speaks to a therapeudic enchant (The Chippawas of Lake Superior p. 19). In the Chippawa culture, an appeal was given to the harmed or ailing. This appeal was utilized from numerous points of view to: animate love, pull in riches, guarantee a fruitful e xcursion, and to check abhorrent (The Chippawas of Lake Superior p. 19). The appeal comprised of an ancient rarity that spoke to the individual or a doll (The Chippawas of Lake Superior p. 19). The vehicle was Henry's appeal structure Lyman. Lyman states, I figured the vehicle may bring the old Henry back by one way or another (Erdrich p. 466). Lyman could see Henry was wiped out, so by reconnection Henry with the vehicle, he figured the Henry would show signs of improvement. To comprehend why the siblings took tow trips, one to Alaska, and the other toward the finish of the story, the Nomadic way of life of the Chippawas must be analyzed. The Chippawas drove a seminomadic life, subordinate upon the seasons (The Chippawas of Lake Superior p. 10). Toward the start of the story, Henry and Lyman adventure off for the mid year. The siblings end up in Alaska, which represents their quest for new chasing ground (The Chippawas of Lake Superior p. 11). The last excursion, that the young men set out on, speaks to Henry's arrival to nature. Lyman distinguishes Henry's inclination by expressing, When everything begins changing, evaporating, cleaning up, you have an inclination that your entire life is beginning. Henry felt it as well (Erdrich p. 467). At the point when Henry and Lyman arrive at their last goal, something comes over Henry. Lyman recognizes this change when he states, I believe it's the old Henry (Erdrich p. 468). Be that as it may, Lyman doesn't comprehend Henry's best course of action when he says, He loses his coat and starts springing his advantages structure the knees like an extravagant dancer...He's wild (Erdrich p. 468). To comprehend Henry's extravagant moving, the peruser must know about the social ties the Chippawa need to moving. The root of the Chippawa moving drum is told through an old legend (The Ojibwa Dance Drum p. 44). The legend starts with an old Indian lady, who lost her four children

Leadership Development Management

Question: Talk about the Leadership Development Management. Answer: Presentation Least favored associate (LPC) can be of two kinds that is low LPC and high LPC. The low LPC shows an assignment situated pioneers and the high LPC demonstrates a relationship arranged pioneers (Dessler, 2013). Therefore this idea helps in compelling administration dependent on the circumstance. Investigation of LPC In this gave contextual analysis, there are 16 inquiries and each have a lot of numbers from 1 8 and dependent on the inclination one need to reply. As an individual financier and a pioneer of my group of brokers, I addressed all the inquiries by featuring the favored alternative by remembering a person with whom I had the most trouble in completing an occupation. I checked 4 for undesirable, 4 for well disposed, 3 for dismissing, 5 for supportive, 5 for apathetic, 6 for loose, 3 for close, 1 for cool, 6 for uncooperative, 3 for unfriendly, 1 for exhausting. For the remainder of the appropriate responses, I addressed 5 for pugnacious, 4 for reluctant, 7 for proficient, 2 for melancholy and 2 for watched. By including these outcomes, it gives a sum of 61. This absolute shows that I am a pioneer who has a place with the moderate scope of both relationship situated and task arranged pioneer. End Along these lines, it tends to be said that this LPC investigation encourages me to comprehend myself as a pioneer. This will assist me with measuring the viability of the exhibition of my group of brokers so as to succeed. This examination will likewise help in understanding prescriptive, mastery and research, distinguishing proof of ideal pioneer for an occupation and furthermore in looking after adaptability (Burns, 2012). References Consumes, J. (2012).Leadership. New York, NY: Open Road Integrated Media. Dessler, G. (2013).Human asset the executives. Boston: Prentice Hall.

The Color Psychology of White

The Color Psychology of White Theories Cognitive Psychology Print The Color Psychology of White By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on January 17, 2020 More in Theories Cognitive Psychology Behavioral Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology Look at the image that accompanies this article and  consider  how the color makes you feel. Do you feel inspired or refreshed, or does it leave you feeling cold and lonely? Many people find white serene and pure, while others feel that its stark and cold. Illustration by Cindy Chung, Verywell Color Associations Are Not Universal One thing to remember is that such color associations are not necessarily universal. Colors can have different meanings, symbolism, and associations in other cultures. In Western cultures, the color white is often associated with weddings, hospitals, and angels and is often used to convey a sense of purity, cleanliness, and peacefulness. In many Eastern cultures, however, white is symbolically linked to death and sadness. Its often a color used in funerals and other mourning rituals. The Color Psychology Characteristics of White According to color psychology, these are the characteristics of white: White represents purity or innocence. While a bride wearing white was often thought to convey the brides virginity, blue was once a traditional color worn by brides to symbolize purity.White is bright and can create a sense of space or add highlights. Designers often use the color white to make rooms seem larger and more spacious.White is also described as cold, bland, and sterile. Rooms painted completely white can seem spacious, but empty and unfriendly. Hospitals and hospital workers use white to create a sense of sterility.Some of the positive meanings that white can convey include cleanliness, freshness, and simplicity. The color white often seems like a blank slate, symbolizing a new beginning or a fresh start.On the negative side, white can seem stark, cold, and isolated. Consider how a large, white, empty room might seem boring, bland, and stark. In Feng Shui White is considered a powerful color in feng  shui, a system of arranging your environment to create harmony. Colors are linked to certain feng  shui elements and in the case of white, the element it expresses is metal.?? Wood and glass accents go extraordinarily well with white, as do bits of black to balance it out. White is also great for kitchens, living rooms, bathrooms, and bedrooms and white flowers in white pots are an economical way to incorporate white into your environment. In Marketing In marketing and branding, white is used to convey a feeling of safety, purity, freshness, and cleanliness, as well as to create contrast. Some famous brands that use a great deal of white in their logos and marketing are Michelin, Gap, Hewlett-Packard (HP), Lego, Volkswagen, Starbucks, Fisher-Price, Levis, and Ford.?? A Preference for White One recent study on adults color preferences showed that out of 18 total colors, including no preference, white only ranked fifteenth as the overall favorite color. It fared a little better when the same adults were asked to rank their favorite color in clothing, coming in at tenth.?? When asked to choose their favorite colors for the physical environment, white was overwhelmingly the number one favorite for all the listed rooms: living rooms, bedrooms, offices, and meeting rooms. White was also ranked number one for evoking moods of quietness and concentration.

The Effects Of Violent Media On Children - 901 Words

In discussions of violent media, one controversial issue is whether violet media, like videogames, or comic books have a negative or positive effect on kids. On the one hand, some people argue that they enjoy expressing built up anger and emotions through reading comic books. On the other hand, violent media can effect young children and have them think it’s okay to be violent in real life. My own view is violent media does cause kids to have a mindset that killing or violent actions are okay to do. Violent media is everywhere in this generation of technology. The violent med wouldn’t effect children if some regulations were made but still need children would exposed. Craig A. Anderson professor of psychology at Iowa University examined children behaviors with different media. Anderson stated, â€Å"About 90 percent of U.S. youth aged eight to eighteen play videogames, with boys averaging about nineteen hours a week.† (Anderson). This high percentage of children videogames cause them to see a variety of different games including ones that are not even meant for this to play with. Videogames similar to movies are rated. The rating of an â€Å"E† means it’s intend for every one of all ages. Anderson stated, â€Å" ‘E’ videogames have more than 30 percent of violence descriptor in them, and more than 90 percent of ‘E10+’ games contain violence descriptor† (Anderson). Of course the more graphic violence it is rated higher, to prevent young children from playing it but the games meant forShow MoreRelatedThe Effects Of Violent Media On Children952 Words   |  4 PagesWhen it comes to the topic of violent media being beneficial for kids, most of us will readily agree that there is an ongoing debate on whether or not children should be exposed to violence. Where this agreement usually ends, however, is on the question of whether violent media can help children express their rage and other feelings t hat they are taught to deny. Whereas some are convinced that exposure to juvenile violence in the media is harmful to children, others maintain that it can help themRead MoreThe Effects Of Violent Media On Children975 Words   |  4 PagesIn discussions of violet media on children, one controversial issue has been that violent media effects children in a negative way. On the one hand violet media causes children to build up aggression and are at risk to be more criminally active as adults. My own view, is some people blame violent media for children’s aggression but media provides knowledge of what the content contains, to caution viewers from violent action. Violet media can also be beneficial to children, it causes them to expressRead MoreThe Effects Of Violent Media On Children971 Words   |  4 PagesIn discussions of violent media on children, one controversial issue has been that violent media effects children in a negative way. On the one hand violent media causes ch ildren to build up aggression, and are at risk to be more criminally active as adults. My own view, is some people blame violent media for children’s aggression, but media provides knowledge of what the content contains, to caution viewers from violent action. Violet media can also be beneficial to children, it causes them to expressRead MoreThe Effects Of Violent Media On Children1813 Words   |  8 PagesEffects of Violent Media on Children With the growth in popularity in films, media has been a major influence in people’s lives. In recent years we see movies and tv shows impacting the way we talk, move, and even think. In recent events, theories on violent behavior have emerged with the belief that media is causing it. The issue becomes even more serious whenâ€Å"...watching violence in the media becomes enjoyable and does not result in the anxious arousal that would be expected from seeing such imageryRead MoreThe Effects Of Violent Media On Children2635 Words   |  11 Pages4: The Effects of Violent Media Introduction As the internet becomes an essential part of daily life for most of the population, the youth have quickly adopted its usage. The increased availability of television, film, music, and video games has made these forms of entertainment popular choices for young consumers. Along with the increase in media options, media’s depiction of violence has increased as well. Concern over the increased violence in the media has prompted research on its effect of childRead MoreThe Effects Of Violent Media On Children And Youth990 Words   |  4 PagesEssentially since media is more violent than ever, and children and youth are getting more attracted to violent media. Studies on violent media shows a clear evidence that violence on media rises the possibility of aggressive behaviors in both short-term and long-term situations (Rowell Huesmann, Moise, Podolski, Eron, 2003). Most researchers agree that aggressive behaviors are more disposed to the harmful impact of violence on media. The ne gative effect is much larger for younger children because theyRead MoreThe Effects of Violent Media on Children, Adolescence, and Adults2656 Words   |  11 PagesThe Effects of Violent Media on Children, Adolescence, and Adults Cheri Burns COM/220 August 17, 2011 Mary McWilliams The Effects of Violent Media on Children, Adolescence, and Adults Violence in every form of media is a part of daily life. Children of all ages all over the world are being affected by violence in one form or another. This paper is focusing on television and gaming that children are engaged in. There have been many studies looking at this problem and ways to prevent childrenRead MoreViolent Media Does Not Have an Effect on Children Essay1974 Words   |  8 Pages Violent media is a prominent part of Americas culture. America is the home to dozens of multimillion dollar industries that specialize in making violent media. This media usually has a rating label on it, categorizing it as being made for young children, teens, or adults. The purpose of this is to protect children from the disturbing and/or violent scenes depicted in the media. Yet, millions of children under the age of 17 still have free access to violent media. However, even though childrenRead MoreViolent Media Is Good For Kids1324 Words   |  6 PagesWhen it comes to the topi c of violent media, some of us would readily agree it’s a controversial subject as to whether kids should or shouldn’t be exposed to it. This is because many children who view violent media react negatively rather than not being affected at all. Where this agreement usually ends, however, is on the question of what effects does it have on children. Whereas some are convinced that it is a healthy alternative for kids to express themselves, others maintain that it causes kidsRead MoreThe Effects Of Violent Media On Aggressive Behavior1590 Words   |  7 Pagescorrlation between violent media and aggressive behaviors in individuals. This paper represents an effort to provide a source for individuals who are interested to gain information on the effect of violent media on aggressive behaviors. Most of the peer-reviewed and scholary articles used in this paper provided conclusions that violent media have multiply harmful affects on individuals especially children. Krahà © and Mà ¶ller (2011) discussed the relationship between usage of violent media and aggressive

The Number One Article on Area of Focus Essay Samples

The Number One Article on Area of Focus Essay Samples Area of Focus Essay Samples When you work with us, you're guaranteed that each one of the samples and topics will be customized to fit your purposes. You might also see research statements. Getting the Best Area of Focus Essay Samples There's been a good deal of controversy in school districts around the world on whether school uniforms should be created mandatory. Letting children in school dress the way that they want gives them a sense of empowerment like the schools are sending a message that they're maturing and are getting more self-determined. Many people think that college students ought to be permitted to choose subjects they like to study. In the sixties, students used clothing as a way of expression to indicate an overall attitude to the world or maybe to show they are a part of a clique or following. Companies require a controller in service delivery, which will assess the potency of outsourcing services to t he general small business strategy. Advantages and pitfalls of outsourcing Outsourcing has many benefits, it supplies an opportunity to save on various resources. It leads to an increase in quality due to the professionals in the business, their experience in similar projects. It is a major time savings (you can buy ready-made solutions, infrastructure). There are several concepts and applications that you ought to be absorbing and appreciating with the assistance of your entrepreneurs. It would aim to have a balanced view of the 2 kinds of IT architectures in order to set up recommendations concerning the values of each technology to the modern firm. As a consequence of the release of a number of the financial and managerial resources, it will become possible to concentrate on core business processes. It is very important to be certain that having an efficient small business foundation enables my skill and knowledge to develop into successful small business entrepreneurs later on. The Basic Principles of Area of Focus Essay Samples You Can Learn From Starting Immediately One very important part of motivation is the willingness to stop and to examine things that nobody else has bothered to check at. For instance, a lot of innovations are happening. Then you will have a great focus. Do not focus on the distractions. A Secret Weapon for Area of Focus Essay Samples We hope this short article will help you comprehend the notion of a focus statement and the way to write it. Share what you consider the topic. In reality, besides asking for help with the subject, you may also request for a customized paper, written based on the instructions as set out in your prompt. You're able to just add extra details to allow it to be clearer and simpler to comprehend. All the reference items begin with the title of the information resource. The issue with papers obtained through an on-line keywords search is that there isn't any way to guarantee the standard of the writing. Every city has more than 1 college within it. Finally, we'd reap the most benefits if we took initiatives to be certain that we embrace the absolute most ethically appealing parking habits. You have to first assess the access to information in the region. The range of motor vehicles going to the institution was less, and motorists were ready to follow in addition to support the law and order. The Most Popular Area of Focus Essay Samples If you're to really gain from model essays, you will need to understand how to read th e techniques of the writer'. Create the one principal point you would like to make in your paper. Whether you are in need of a sample, an outline, elongated essay topics, or a full custom made paper, our experts are qualified to provide competent assistance. These connections is going to be the skeleton of your essay. The Principles of Area of Focus Essay Samples You Will be Able to Learn From Beginning Immediately Actually, along with getting a sample or help with only the subject, you can order an original custom made paper from our qualified experts. Well everyone demands some type of assistance from time to time. You may use the samples as a foundation for working out how to write in the suitable style. Should you need samples fast, then you'll almost certainly enjoy our simple three-step approach.

Oscar Wilds Personality In Different Characters English Literature Essay Free Essays

The Reflections of Oscar Wild ‘s Personality in Different Fictional characters: Oscar Wild as a individual drew a great trade of attending with his decisive assessments of the society and aestheticism. As an writer, Wild has written assorted dramas, such as Salome, An Ideal Husband, and The Sphinx among others. However, in his full calling as an writer, Wilde published merely a individual novel The Picture of Dorain Gray and used it to exemplify his ain personality. We will write a custom essay sample on Oscar Wilds Personality In Different Characters English Literature Essay or any similar topic only for you Order Now The novel has been labeled a book of love, pleasance, orgy, corruptness of artlessness and above all insanity. The novel is based on Dorain Gray as the chief character ; it revolves around his psyche, the reverberations of his picks, and his ultimate and ill-timed decease. Wilde was a talented aesthete, overpoweringly affected by beauty and inconspicuously subscribed to flamboyant dressing and criterions of life ( Ellman, 136 ) . The subjects in the novel incited intense indignation from several modern-day referees. Wilde ‘s response to the unfavorable judgment was that all work forces saw their ain wickednesss in Dorain Gray. Alongside the chief Dorain Gray, there are other chief characters Basil Hallward and Lord Henry who are used in portraying the writer ‘s character. The two characters are utile in exposing the writer ‘s love for beauty and juvenility ( Mantoine, 101 ) . Based on the brilliant creative person ‘s picture of a handsome and vernal Dorain Gray by Basil Hallward ; Gray finds peace of bosom from the vernal artlessness in the picture. However, Gray ‘s peace is shattered when he realizes that the beauty and juvenility in the picture is merely an semblance. The picture will merely go a jeer of his vernal old ages one time his face is adorned with old-age furrows. Dorain wish is that the picture could acquire older instead than him acquiring older. Though Dorain has the visual aspect of an angel, his psyche is every bit corrupted as the Satan. This portrays Dorain ‘s corrupt character ; the seeable character of his aging self tortures him infinitely. In his way to happen peace, Dorain is determined to seek anything that will do him keep his juvenility maintained by the picture. Wilde ‘s inspirations in composing the novel are derived from assorted facets of his ain life and the corrupted infatuations of the society at the clip. The brassy Lord Henry Wotton strongly believes that human energies should be straight channeled towards prosecuting beauty and fulfilment of the senses. This is a position that is similar to a position held by Wilde on the esteem of aesthetics. In a command to keep onto his juvenility, Dorain trades his psyche, and his life style is characterized by corrupt actions. In his full life, immoral actions are portrayed through defects on the portrayal. Dorain losingss control of his psyche and engage in wickedness freely yet on the sly. He is guided by the deficiency of sense of what is right or incorrect. He commits a sequence of wickednesss that lead to the blotching of the portrayal. Without any compunction, Dorain drives his bride to perpetrate self-destruction. The corruptness of the psyche is besides impelled by the assorted wickednesss that are undertaken with opium and courtesans. At this point, Dorain is overwhelmed by choler and hatred for Basil and resorts to put to deathing him by assailing to decease. The cadaver is disposed off by runing it with chemicals that had been borrowed from Calan Campbell. Campbell is overcome by compunction and ends up perpetrating self-destruction ( Mantoine 200 ) . Dorain embarks on a reformation procedure ; he aims at altering his psyche for the better and bettering the portrayal ‘s image. He inputs legion attempts, but when they bear no fruit, he is overwhelmed by fury and ends up knifing the portrayal and seemingly killing himself. In his reappraisal of the novel, Lawler observes that it is filled with homoerotic cases ( Lawler 105 ) . This is declarative of Wilde ‘s helter-skelter and exuberant life style ; it reflects Wilde ‘s personality. The esteem of the aesthetic signifiers and attachment to beliefs and executing of the same beliefs portrays the grade of resemblance between Wilde and the fictional characters in the novel. Basil achieves his artistic art through Dorain ‘s portrayal. Unfortunately, the picture consequences in Dorain ‘s decease after he figuratively stabs the portrayal. The caput the produced the artistic portrayal is stabbed merely as Wilde ‘s aspiration for beauty that consequence in his ruin. Wilde ‘s personality is besides replicated by Lord Henry Wotton who is portrayed as a baronial adult male and a friend to Basil. Interestingly, nevertheless, Lord Dorain is attracted to Dorain ; this could connote the relationship between Wilde and Lord Alfred Doug las. Lord Henry conveys his universe position to Dorain, explicating the importance of beauty and satisfying one ‘s senses. This ends up perverting Dorain and is comparable to the actions that resulted to Wilde ‘s promiscuousness every bit good as his homosexual activities. Wilde ‘s longing for sexual satisfaction is portrayed by his relationship with Lord Douglas, this consequence in Wilde ‘s calumny and eventual down autumn. In decision, Oscar Wilde like an expert foretold his ain life through the novel. In the good constructed characters, the writer highlights his beliefs and foretells his tragic terminal. However, it is in Dorain where Wilde ‘s poetic expertness is portrayed. His ill fame was and can ne’er be compared to any other so as his humor and manner. His imaginativeness and creativeness in composing lives on ; he was so gifted and passionate about his work and he impacted on other theoretical creative persons more so after his decease. How to cite Oscar Wilds Personality In Different Characters English Literature Essay, Essay examples

Ptolemy Essays (164 words) - Ancient Greek Mathematicians, Ptolemy

Ptolemy Ptolemy established his own latitude and longitude places in the Roman Empire. Since he was wrong by about 30 % he estimated the earth to be one third smaller than it actually is. Even though a fellow by the name of Eratosthenes had much better arithmetic than Ptolemy, 13 centuries later, Columbus sailed out and took into consideration that the world was much smaller than it actually is, thus taking into considration of Ptolemy rather than Eratosthenes. 1000 years after the Roman Emopire, development of geographic findings was quite slow. Still, they still had undiscovered lands and oceans and that sustained the attention of some scholars. The ancient Greeks had said that the Earth's equalatorial zone was so hot that human life was impossible there and the sun had scorched black the skins of people living near. But the Arabs sailed acroos the equater and proved that equatorial regions were habitable. Arab geographers made interpretations of the evolution of mountain ranges and the depositon of sediments and analized the atmospheric processes that produce particular weather patterns.

Free sample - Mending Wall Analysis. translation missing

Mending Wall Analysis. Mending Wall AnalysisI find myself struggling to decide if the author of the â€Å"Mending Wall† is unreliable or somewhere in the middle between reliable.   I feel a tugging in the direction of unreliable as the author seems not to know all the relevant information to consistently interpret the events accurately. The author conflicts with what he says and what he lacks to do or doesn’t do in that he is constantly questioning the purpose of the wall in his particular case and the necessity of it, but he does nothing to remove the wall or to discuss the need of the wall to his neighbor. This leaves me to interpret that the speaker is trying to express his ideas about barriers between people and the feeling or sense of security that walls can give, and that the wall in the poem is symbolic of the barriers people erect in relationships. An odd observation in this poem I noticed is that the author is speaking to the stones â€Å"stay where you are until our backs are turned!† it seems that the man may be so bored not having anyone to speak with that he would talk to anything. The only thing in the poem the neighbors says is â€Å"Good fences make good neighbors† so maybe the neighbor isn’t much of a conversationalist and maybe the author has only the wall to converse with which would make the wall really a better neighbor than the actual neighbor. It is amusing that the author referrers to his neighbor as an â€Å"old stone savage,† but, I believe the author means his neighbor is single mindedly focused on the wall and the idea of maintaining its existence will somehow make good relations with his neighbors. The one sided fixation approach to the maintenance of the wall by his neighbor is what prompted the author to call him an â€Å"old stone savage,† that won’t go against his father’s advice.

Latin vs English Differences in Word Order

Latin vs English Differences in Word Order A typical English sentence puts the subject first, followed by the predicate, but its not true that every English sentence starts with a subject, places the verb between the subject and the object, and has the object, if there is one, at the end. Below, you can read  two sentences where the verb comes first. Still, the examples conform to English grammar, which doesnt allow random placement of subject, verb, and object. In English, Use SVO Speakers of English are used to putting the subject of the sentence at the beginning of the sentence, the verb in the middle, and the direct and indirect object at the end (SVO Subject Verb Object), as in Man bites dog, which means something entirely different from Dog bites man. In Latin, Use SOV or OVS or... When learning Latin, one of the obstacles to overcome is the word order, since it is rarely SVO. In Latin, it is often Subject Object Verb (SOV) or Object Verb Subject (OVS) or Object Verb (OV), with the verb at the end and the subject included in it.* At any rate, it wouldnt matter whether the dog or mailman came first, because who did the biting would always be clear. canem________ vir_____________ mordetdog-acc_sg.(object) man-nom._sg.(subject) bites-3d_sg.man bites dog vir_____________ canem________ mordetman-nom._sg.(subject) dog-acc_sg.(object) bites-3d_sg.man bites dogbut:canis___________ virum___________ mordetdog-nom_sg.(subject) man-acc._sg.(object) bites-3d_sg.dog bites man Exceptions to the English SVO Rule Although English has a fixed word order, it is not entirely foreign to us to find the words in an order other than SVO. When we utter a sentence in the imperative, like an order, we put the verb first: Beware of dog! Incidentally, the Latin imperative can have the same order: Cave canem!Beware dog! This word order is VO (Verb-Object) with no stated subject. An English question has the verb first, too (even if it is an auxiliary), and the object last, as in Will the dog bite the man? The point of these examples is that we are able to understand sentences that are not SVO. Inflection Accomplishes the Same Thing As Word Order The reason Latin is a more flexible language in terms of word order is that what English speakers encode by position in the sentence, Latin handles with case endings at the ends of nouns, adjectives, and verbs. English word order tells us that what is the subject is the (set of) word(s) that comes first in a declarative sentence, what is the object is the set of words at the sentence end, and what is the verb separates subject from object. We rarely confuse a verb with a noun, except in ambiguous cases like Bart Simpsons: What has 4 legs and ticks? There is ambiguity in Latin, as well, but most of the time, an ending will show, just as efficiently, what is the subject, what is the object, and what is the verb. omnia______________ vincit______________ amoreverything-acc._pl._neut. conquers-3d_pers._sg. love-nom._sg._masc.Love conquers all. (attributed to Vergil.) An important point: A Latin verb can tell you the subject of the clause/sentence or it can tell you much of what you need to know about the subject of the sentence. The verb vincit can mean he conquers, she conquers or it conquers. If the noun amor werent in the sentence omnia vincit amor, if all that were there were vincit omnia or omnia vincit, you would translate the sentence as he conquers everything or she conquers everything.

In What Ways Might the Ownership and Control of the Media be said to Research Paper

In What Ways Might the Ownership and Control of the Media be said to Influence its Political Stance - Research Paper Example Political parties seek media support for creating a positive image for themselves. Corporate house and business groups look forward to this medium to create a positive brand image among their stakeholders. Mass media also depends on various sources for information needs, revenue and profit generation and operational ease. The first section of the paper discusses the role of media in general. This section is followed by ownership and control issues in the media. The next section discusses the influence of media in the political stance which is followed by a conclusion. The role of media is very important for any society. Media is one of the modes of information exchange. In the last few years, the overall industry has rapidly developed in many senses in the level of reach, frequency, mode of presentation and approach. The UK has the second largest publishing industry in Europe with a turnover of at least  £18.4 billion. More than 8000 plus companies have employed around 164,000 people. Media is an important source of various kind of information for all of us. It has been developed with the development in technologies and availability of new medium of information flows. Traditionally the source of information has been newspapers. Newspapers are still one of the most important types of media available in our society. Various kinds of media available in the present society are as follows: The print media is the traditional form of media. It includes leading newspapers, magazines. These can be categorized on the basis of target readers like their age group, gender, and other demographic profiles, on the basis of its content and subject matters and on the basis of the way it is being published like daily, weekly, fortnightly or monthly. Daily newspapers provide daily news in details and try to cover almost all topics.

Operations Management At BMW Mini Essay Example | Topics and Well Written Essays - 2000 words

Operations Management At BMW Mini - Essay Example Multistage and single-stage production systems that have a supply chain flexibility are based on multiple production sites with dependency on how the firm’s allocation of products and resources to various sites. Formalization of BMW’s strategic planning process, as well as interfaces across strategic load planning, defines the firm’s partial strategies. BMW has rigid location strategies, allocation strategies, flexibility and capacity strategies, and make-or-buy strategies. The characteristics of such strategies are critical to impacting premium car manufacturing, unlike mass product manufacturers (Riesenbeck & Perrey, 2009, p 156). For example, the determination of location strategy means that BMW should consider the availability of qualified personnel in foreign countries and positive impact on the production image of Germany. Determination of the allocation strategy is based on BMW’s goal to make highly customized cars based on orders and requires more flexible assembly lines to be used for any product within the plant. The direction of BMW’s sustainability strategy is based in the global focus on international markets. Involvement of all management board members schedules planning processes for sustainability and convenes diverse interest and assessments of the company’s progress. Responsibility for the operative implementation includes evaluation of measures among individual company divisions and the focus of the sustainability circle. The implication is that there are representations on sustainable business operations and environment responsiveness. The responsibilities of the institution include evaluation and identification of opportunities and risks relating to sustainability. The concept also oversees continued product enhancement in terms of sustainability strategies (Lussier, 2011, p 78). The firm’s performance refers to sustainability

Reading And Reading Processes

Reading And Reading Processes 1.2 Definition of Reading and Reading Processes It is hardly possible to carry out, or even read, a research on reading without an understanding of the word reading and the processes involved in it, and the present study is no exception. Reading plays such an essential role in educational settings that it has been defined as the most important academic language skill (Grabe Stoller, 2002). It is a psycholinguistic receptive process of written communication in that it starts with a linguistic surface representation encoded by a writer and ends with meaning that the reader constructs (Goodman, 1995). It is a process that involves the reader and the text in a dynamic and complex interaction in which a mental representation is constructed based on the meaning signaled by the writer and the readers goals and interests (Rumelhart, 1985; Stanovich, 1980). What is meant by the process is reading proper, i.e. the interaction between a text and a reader (Alderson, 2000, p. 3). In this process, what the readers do is look at print, decode the written words on the page, and determine their meanings and their relationships. The readers also think about what they are reading, what it means to them, how it relates to other things they have read before and to things they already know. Different readers will develop different understandings of what a text means. This is partly because a text does not contain meaning which has to be detected by a proficient reader as the product of reading. The product of the reading process is comprehension (Barry Lazarte, 1995). There may be as many different reading products as there are different readers. This is because readers may differ in their experiences and knowledge. In order for the reading product to be attained, readers employ two different approaches while engaged in the reading process (Nuttall, 2005), namely the bottom-up and the top-down approaches. Bottom-up, or data-driven, approaches are serial models (Alderson, 2000, p.16), where the reader begins with printed words, recognizes graphic stimuli, decodes them to sound, recognizes words and decodes meanings. According to Grabe and Stoller (2002), the bottom-up model suggests that reading follows a mechanical pattern in which the reader creates a piece-by-piece mental translation of the information in the text, with little reference from the readers own background knowledge. Top-down, or conceptually driven, processing is a complementary method of processing written text in which readers draw on their intelligence and experience to understand a text (Nuttall, 2005). According to the top-down model of the reading process, what the reader already knows is thought to determine in large part what s/he will be able to comprehend (Alvermann Phelps, 1998). The top-down model assumes that comprehending begins when a reader has access to appropriate background experiences and knowledge to make sense of the print. In other words, unlike the bottom-up model, the top-down model proposes that the reader makes educated guesses to predict the meaning of the print. As a matter of fact, what is emphasized in top-down processing, according to Alderson (2000), is the knowledge that a reader brings to text. This model is based on schema theory, which accounts for the acquisition of knowledge and the interpretation of text through the activation of schemata: networks of information stored in the brain which act as filters for incoming information (Ausubel, 1968; Bartlett, 1932; Carrell, 1983a; Carrell, Devine Eskey, 1988; Hudson, 1982). In this view, readers activate what they consider to be relevant existing schemata and map incoming information onto them. To the extent that these schemata are relevant, reading is successful. Nevertheless, neither the bottom-up nor the top-down approach, per se, is an adequate characterization of the reading process (Alderson, 2000). What readers need to employ while attending to texts is a combination of the two approaches, which, in Nuttalls words (2005), are used to complement each other. This inadequacy led to the introduction of a third approach, the interactive model. The interactive model of the reading process incorporates features of both the bottom-up and top-down models. In practice, a reader continually shifts from one focus to another, now adopting a top-down approach to predict the probable meaning, then moving to the bottom-up approach to check whether that is really what the writer says (Nuttall, 2005, p. 17). In this context, Alvermann and Phelps (1998) believe that the interactive model of reading process is a good descriptor of how students typically read their content area texts. They connect what they know about language, decoding, and vocabulary, or bottom-up skills, to their background experiences, prior knowledge, and familiarity with the topic being read, or top-down skills. Interestingly, these skills are compensatory to Stanovich (1980). He argues that when readers lack enough bottom-up skills, they may use top-down knowledge to compensate. Likewise, when they do not have enough background knowledge on the topic they are reading, they resort to their language skills to comprehend the text. Most of the current models of L2 reading comprehension, according to Nassaji (2007) are interactive in that L2 comprehension is considered to be a process consisting of both bottom-up and top-down processes. However, familiarity with reading models, alone, is not sufficient for the understanding of the factors involved in the reading process. Alongside the significance of the knowledge of the reading process, the importance of reading for ESL learners necessitates the understanding of the variables affecting a learners comprehension of texts. Research on reading variables has divided them into two major sections: factors within the reader, and aspects of the text to be read (Alderson, 2000). What is of focus in the present study is the former section, the reader variables. 1.4 Reader Variables Research has looked at the way readers themselves affect the reading process and product, and has investigated a number of different variables. Among them, two very important reader variables are topic familiarity (i.e. prior knowledge on topic), or background knowledge, (Bransford Johnson, 1972; Carrell, 1983a; Carrell Wise, 1998; Kintsch, 1992; Leeser, 2007; Moravcsik Kintsch, 1993; Nassaji, 2007; Young, 1991), and vocabulary knowledge (Alderson Urquhart, 1985; Anderson Freebody, 1983; Carrell, 1984; Koda, 1988, 2005; Qian, 1999). A definition of these variables seems indispensible to this research introduction. 1.4.1 Topic Familiarity Prior topic knowledge, and its influence on readers text comprehension is one of the variables being investigated in this study with regards to teachers intervention in the classroom. Therefore, an understanding of the concept seems essential for the reader. There is a substantial body of research in cognitive psychology supporting the idea that topic familiarity has a facilitative role in reading comprehension (e.g. Bransford Johnson, 1972; Kintsch, 1992; Moravacsik Kintsch, 1993). This role has been motivated through schema-based models of comprehension (e.g. Rumelhart. 1977, 1980) which posit that pre-existing schemata control comprehension. In other words, readers background knowledge contributes to their understanding of texts. When the term background knowledge is used, what is usually meant is a readers prior knowledge of the subject matter of the text. In this regard, Alvermann Phelps (1998) claim that What a person already knows about a topic is probably the single most i nfluential factor in what he or she will learn ( p. 168). The nature of the knowledge that readers have will influence not only what they remember of text, but also the product, i.e. their understanding of the text, and the way they process it (Bartlett, 1932; Carrell, 1984; Rumelhart, 1980; Alderson, 2000). The development of schema theory has attempted to account for the consistent finding that what readers know affects what they understand. Schemata are seen as interlocking mental structures representing readers knowledge (Alderson, 2000, p. 33). When readers process text, they integrate the new information from the text into their pre-existing knowledge or schemata. In addition, their schemata influence how they recognize information as well as how they store it (Carrell, 1983a). Researchers have distinguished different types of schemata, which will be discussed in detail in Chapter 2. Problems arise when a reader has no relevant schemata or an insufficient schema, if relevant schemata are not recalled, or if an existing schema is inconsistent with information in the text. Readers will often ignore ideas in a text that conflict with conventional real world knowledge (Alvermann, Smith, Readence, 1985). Students with reading difficulties appear to have particular trouble using their prior knowledge to modify misconceptions or to learn new information from reading (Holmes, 1983). Often, a reader who is struggling to understand a difficult text will follow isolated details in the text and as a result employ an inappropriate schema to fill in the gaps. A factor that has strong potential to affect readers comprehension, and can cause their misinterpretations is culture (Steffensen, Joag-Dev, and Anderson, 1979). Effects of cultural differences on reading recall, test scores and reading miscues have been consistently found in different studies (e.g., Carrell, 1984b; Dima ssi, 2006; Rice, 1980). This will be elaborated on in the next chapter. 1.4.2 Vocabulary Knowledge The second parameter that is probed in the study, the understanding of which is inevitable to the reader, is vocabulary knowledge. Successful comprehension is heavily dependent on knowledge of individual word meanings (Koda, 2005, p. 48). Research confirms a strong connection between readers vocabulary knowledge and their ability to understand what they read (Anderson Freebody, 1983; Davis, 1968; Koda, 2005; Qian, 1999). For example, Koda (2005) argues that there is a reciprocal relationship between word knowledge and comprehension. On the one hand vocabulary knowledge plays a crucial role in text understanding among both L1 and L2 readers, and on the other, vocabulary learning and processing are equally dependent on comprehension. She adds that the precise meaning of a particular word is determined in large part by the context in which it appears, and that this meaning is closely linked with readers real-life experience. However, in spite of overwhelming data available on their str ong connection there is little consensus as to the exact mutuality between the two (ibid.). While, traditionally, vocabulary has been viewed as the dominant factor in reading comprehension (Davis, 1968; Whipple, 1925, cited in Hiebert Kamil, 2005), a more recent view suggests a two-way link where the two are interdependent during their development process (Anderson Freebody, 1983). Anderson and Freebody evaluated two contrasting hypotheses: instrumental and knowledge. The instrumental hypothesis postulates a direct mutual tie between vocabulary and comprehension, maintaining that word knowledge facilitates comprehension. On the contrary, the knowledge hypothesis assumes an indirect link between the two, positing that their relationship is linked through a third phenomenon, background knowledge. In this view, vocabulary size reflects conceptual knowledge. Once readers have real-world experience, their text understanding is considerably improved. There will be more elaboration on this in Chapter 2. As was said earlier in this chapter, vocabulary knowledge and background knowledge, or topic familiarity, are two most important variables affecting students comprehension. Research has also shown that the most important problems teachers face in a reading class is unknown vocabulary and unfamiliar topic (Cabaroglu Yurdaisik, 2008). In order to have a better understanding of teachers contribution to the reading class with regard to these two parameters, an awareness of the teachers role in the reading class, which is another variable in the present research, seems inevitable. 1.5 Teachers Role It is believed that the role the teacher plays in reading instruction is significant in the degree of the effectiveness of a reading program (Blair, Rupley Nichols, 2007). In this regard, Duffy-Hester (1999) is convinced that the teacher is more important and has a greater impact than any single, fixed reading program, method, or approach (p. 492). However, it should be noted that it is not enough for a teacher to be a good person who loves working with students. They must be aware of the reading process and the teaching and learning of reading if they want their instruction to yield good results (Blair, Rupley Nichols, 2007). Good teachers understand that students need to be prepared to read before they are asked to (Alvermann Phelps, 1998). One way to prepare students for reading new topics is presenting basic background knowledge through brainstorming, question and answer, discussion on the topic, or pictures. Another way is providing students with topic related vocabulary and instructing them prior to reading (ibid.). These preparatory activities are usually practiced in the pre-reading phase, which, according to Chastain (1988), is meant to motivate students to want to read the assignment and to prepare them to be able to read it. Pre-reading activities provide a reader with necessary background to organize activity and to comprehend the material (Ringler and Weber, 1984). These experiences involve understanding the purpose(s) for reading and building a knowledge base necessary for dealing with the content, vocabulary, and the structure of the material (ibid.) Ringler and Weber argue that pre-reading activities elicit prior knowledge, build background and focus attention. In fact, it is in the pre-reading stage that teachers attempt to facilitate and enhance students comprehension of reading texts by topic familiarization and vocabulary introduction. Chapter 2 will discuss the pre-reading stage in detail. 1.6 Background to the Problem There is a considerable bulk of research on the comparison of the effectiveness and enhancing roles of topic familiarity and vocabulary knowledge in ESL reading (e.g. Afflerbach, 1986; Brantmeier, 2003; Carrell, 1987; Hammadou, 1991; Hudson, 1982; Johnson, 1982; Park, 2004a, 2004b; Swaffer, 1988). Studies on these two reader variables reveal that there is little consensus among the researchers as for their functions in ESL contexts. Some findings have shown a significant, positive effect for topic familiarity as either a main effect or as part of a complex interaction. For example, Johnson (1982) gave ESL readers a passage on Halloween and demonstrated that topic familiarity had a greater impact on comprehension than the pre-teaching of vocabulary. Also, Swaffer (1988) concludes, in her paper, that background knowledge can be more influential in reading comprehension than word knowledge. She further claims that topic familiarity facilitates language recognition, and recall of concepts. However, some other research in the literature indicates that vocabulary knowledge may be a more significant variable than prior knowledge on topic in ESL readers success. For example, Phillips (1990), reported by Hammadou (1991), finds that prior knowledge is insignificant when readers lack vocabulary knowledge and language proficiency. To Phillips, it is only when readers are proficient that high or low background knowledge comes into play and differentiates between readers levels of comprehension. But, perhaps the most comprehensive study on the effects of vocabulary pre-teaching and providing background knowledge on L2 reading comprehension was done by Park (2004b). He divided his 180 participants into three groups à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ the vocabulary group, the background knowledge group, and the control group, with different treatments. The results he attained were a) the scores of the vocabulary and background knowledge groups were significantly higher than those of the control group, b) the vocabulary group scored higher than the background knowledge group, although the difference between the mean scores of the two groups was not significant, and c) the effects of pre-reading activities on L2 reading comprehension differed by achievement level and text type. Nevertheless, to Tuero (1996), unknown vocabulary and prior knowledge play equally decisive roles in reading comprehension. She concludes, in her study, that background knowledge and vocabulary difficulty function independently and affect reading in different ways. Even though prior knowledge facilitates comprehension, vocabulary development is equally crucial to foreign language reading. As said earlier, unknown vocabulary and unfamiliar topic have been found to be the most important problems that teachers encounter in a reading class (Cabaroglu Yurdaisik, 2008). Therefore, to ensure students comprehension, teachers should concentrate on these two variables, because without comprehension reading would be meaningless. Different learners seem to approach reading tasks in different ways, and some of these ways appear to lead to better comprehension (Tercanlioglu, 2004). Research has shown that learners can be instructed to use appropriate reading strategies to help them improve comprehension and recall (Carrell, Pharis, Liberto, 1989), and that this instruction should include more pre-reading strategies than post-reading strategies (Cabaroglu Yurdaisik, 2008). However, what is of concern to the researcher is the degree of effectiveness of teachers instruction of these reading strategies. It is true that unknown vocabulary and unfamiliar topic are the most significant problems in a reading class. But, who should, or can, attend to these problems? Is it the teacher, the student, the author, or other variables that have this responsibility? Although there has been quite a lot of research on topic familiarity and vocabulary knowledge in reading comprehension, unfortunately, to date, there is no data available reflecting on the degree of effectiveness of the teachers presence at, or absence from an ESL reading class. In fact, the role of the teacher in enhancing students familiarity with texts topics and contents, and his/her role in vocabulary introduction have not been investigated yet. It is not clear to what extent teachers intervention facilitates students performance on reading comprehension and vocabulary tests. What if the teacher is not available for a pre-reading instruction? Does this mean that students have to postpone their reading activities, waiting for the unfamiliar topic and unknown vocabulary to be introduced by the teacher? In other words, should topic familiarization and vocabulary introduction be necessarily carried out by the teacher? The researcher believes this is a gap in the literature, which the present study seeks to fill. 1.7 Purpose and Design of the Study This study is an attempt to investigate in depth, in an explanatory mixed methods design, the degree of the effectiveness of teachers construction of background knowledge and his/her instruction of vocabulary at pre-reading stage in adult ESL reading comprehension. The influence of the teacher on the reading class, his/her contribution to students comprehension, and the facilitative role that s/he might play are the important aspects that this study aims to shed light on. The reason for conducting a mixed methods study is that the researcher attempts to combine both quantitative and qualitative data for more precise results. The explanatory mixed methods design, which is also called the two-phase model (Creswell, 2008), puts emphasis on quantitative data collection and analysis. In this method, the major aspect of data collection is quantitative, and a small qualitative component follows in the second phase of the research (ibid.). The quantitative phase of the study aims to test the following hypotheses: Teacher-directed topic familiarization enhances students performance on ESL reading comprehension tasks more than written introductions do. Dictionary use and teachers instruction of vocabulary yield the same results in students performance on vocabulary tests. To test the research hypotheses, this study seeks to answer three questions, and for the qualitative part of the research, RQ4 is supposed to serve the purpose. The research questions are as follows: RQ 1 To what extent does teacher-directed topic familiarization enhance students performance on multiple-choice reading comprehension tests? RQ 2 To what extent does teachers intervention help students recall of a reading passage? RQ 3 What are the differences between teachers instruction of vocabulary and dictionary use in students performance on vocabulary tests? RQ 4 What are students perceptions as to the teachers role in an ESL reading classroom? To answer RQs 1, 2, and 3, quantitative data suffices and serves the purpose, and that is why the researcher applies multiple choice questions and written recall tests. But, for RQ 4, it is deemed necessary to mix quantitative and qualitative data to obtain more detailed , specific information than could be gained from the results of statistical tests. Therefore, a 5-point Likert scale questionnaire is combined with semi-structured interviews to answer RQ 4. Details will be found in Chapter 3. 1.8 Significance of the Study Through his experience as an EFL teacher, the researcher has noticed that many EFL students face challenges whenever the reading comprehension process is altered by any unfamiliar reading task or assignment. He has also noticed that pre-reading instruction activities, including prior knowledge construction of unfamiliar topics, and teaching new vocabulary, play an important role in preparing students for the task and can help them become more aware of the characteristics of reading that are important to the task. This study will help teachers and educators find out the effectiveness and significance of teachers presence at, or absence from, the reading class. It is an attempt to explore teachers contribution to students reading comprehension, and tries to answer the question of whether or not, or to what extent, adult ESL students could be independent readers. This research will investigate, for the first time, the effectiveness of dictionary use as compared with the teachers vocabul ary instruction in enhancing students vocabulary knowledge in the reading class. Another significant viewpoint of the study is that, again for the first time, the teachers skill in familiarizing students with unfamiliar topics at pre-reading stage will be compared with the efficacy of written introductory data doing the same job of providing students with background knowledge on unfamiliar topics, hence the applicability of written pre-reading information in helping students text comprehension. All this will have implications for educators, teachers, practitioners, and researchers in the field of L2 reading comprehension, and will also help them design reading skill courses accordingly. It is hoped that the present research will make a positive contribution to the field of teaching second language reading. 1.9 Methodology The study was conducted with newly registered postgraduate students at the University of Malaya, Malaysia. The Institute of Graduate Studies (IGS) at UM administers regular English Placement Tests for those new students who do not possess any scores on either the TOEFL or the IELTS as the prerequisite for the registration for the university programs. Based on the students scores on the university Placement Test, the participants were assigned to two treatment groups, Group A and Group B, comprising 35 students each. To find the answers to RQs 1, 2, and 3, the participants were provided with three reading passages of unfamiliar topics and contents, which they read and were tested on, with a weeks interval between the tests. The difficulty levels of these passages were measured through the Flesch Readability Test (Flesch, 1948). A typical session ran as this: The participants in Group A received no teachers intervention. They were provided with some brainstorming questions, to which they received no answers, a list of the text concepts, and a written introduction, which were meant to help them construct background knowledge on the text they were going to read. The text this group read had a title, which is believed to have a role in helping students to construct prior knowledge (Hammadou, 1991). They were also given a list of the key vocabulary, and were encouraged to use their dictionaries to check words meanings. In short, Group A received any information which was thought to be necessary in rea ding the text, but in the form of written input. Group B, however, underwent teachers intervention. That is, it was the teacher who, in some pre-reading activities, familiarized them with the topic and content, and taught them the key vocabulary. Moreover, their text did not include a title, and no dictionary use was permitted in this group. This procedure was repeated for all the three passages. The participants were then assessed on comprehension and vocabulary after finishing each text. Each reading passage was followed by a free written recall test and a set of 20 multiple choice questions, 10 on comprehension and 10 on vocabulary. In fact, in the three treatment weeks, the students took three written recall tests, 30 comprehension and 30 vocabulary MCQs. Also, to find the answer to RQ4, on the students perceptions of the teachers role in a reading class, a 5- point Likert scale questionnaire was administered, and then through purposeful sampling, 20 of the participants, 10 from each group, were selected for an interview. Applied as one of the data collection tools, the free recall test is a measure in which readers write down as much as they can remember from what they have just read, without looking at the passage. According to Johnston (1983) and Bernhardt (1983), the recall measurement is a valid means of evaluating foreign language reading comprehension. This technique has been widely used in second language reading research (e.g., Carrell, 1987; Dimassi, 2006; Leeser, 2007; Young, 1999) Multiple choice tests, as another research tool, are common instruments for assessing reading comprehension (Alderson, 2000). To Koda (2005), they are the most popular format used in standardized reading comprehension tests. MCQs have been employed extensively in L2 reading assessment (e.g., Bugel Buunk, 1996; Carrell, 1987; Carrell Wise, 1998; Oded Walters, 2001; Park, 2004; Yazdanpanah, 2007), and, therefore, have been coupled with the free recall test to measure the participants reading ability. In addition, Likert scale questionnaires and interviews are two common techniques in measuring perceptions, attitudes, and beliefs in second language teaching and learning (DeVellis, 1991; Turner, 1993), and have been used widely in the literature (See Brown, 2006 2009; Richardson, 1996; Williams Burden, 1997; Yamashita, 2004, for Likert scale questionnaires, and Barkhuizen, 1998; Cabaroglu Yurdaisik, 2008; Conteh Toyoshima, 2005; Li Wilhelm, 2008, for interviews). Thus, the study has applied these tools to find the answer to RQ4. Details on the research instruments will be revealed in Chapter 3.

Custom Power Devices and the Benefits of their Application

CUSTOM POWER DEVICES Initially for the betterment of power quality FACTS devices such as STATCOM ( inactive synchronal compensator ) , SSSC ( inactive synchronal series compensator ) , IPFC ( interline power flow accountant ) , and UPFC ( incorporate power flow accountant ) etc are introduced. These FACTS devices are planned for the transmittal system. However today more concentration is on the distribution system for the betterment of power quality, these devices are customized and known as usage power devices. In 1995 N.G. Hingorani introduced the thought of custom power as an enlargement of FACTS impression to distribution system. The chief aim is to better power quality and enhance dependability of power supply. The construct of FACTS was besides proposed by Hingorani in 1988. The word `custom power ‘ illustrates the value added power that electric public-service corporations will offer their clients. The value add-on will supply the benefits of high power electronic accountants to distribution systems, on the supply terminal of industrial, commercial clients and industrial Parkss. The footings of usage power devices ( CPD ) are complementary to the entity terminal usage equipment at low electromotive forces ( such as UPS ( Uninterruptible Power Supply or standby generators ) . Need OF CUSTOM POWER DEVICES At present power quality is considered as one of the major concern. Distribution system is placed at the terminal of the power system and it is straight connected to the client, so dependability the power system chiefly depends on the distribution system. It has become important, chiefly with the debut of complicated devices, whose concert is highly sensitive to the quality of power supply. Power quality job is an incident manifested as an irregular electromotive force, current or frequence that effect in the failure of terminal usage setup. Any failure in the electrical distribution system will impact about 90 % of the mean client break. Since the customer’s demand for the dependability of power supply is lifting twenty-four hours by twenty-four hours, hence dependability of the distribution system has to be increased. Ideally, power distribution system should supply their client with a uninterrupted flow of energy at even sinusoidal electromotive force at the contracted magn itude degree and frequence. But, in pattern, peculiarly in the distribution system, incorporate several nonlinear tonss, which well affect the quality of power supplies. Due to the consequence of nonlinear tonss, the pureness of the supply wave form is lost. This may take to several power quality jobs. Although power perturbations will originate on all electrical system, the sensitiveness of today’s complicated electronic devices will do them more inclined to the quality of power supplies. To work out this job, Custom power devices are used. One of those devices is Distribution Static Synchronous compensator ( DSTATCOM ) , which is the most efficient and effectual modern usage power device used in power distribution webs. Categorization OF CUSTOM POWER DEVICES Custom power devices are classified based on their power electronic accountants, which can be either of the web reconfiguration type or of the compensating type. The web reconfiguration devices besides called switchgear include the solid province and or inactive versions or current modification, current breakage and current transferring constituents. The counterbalancing type usage power devices either counterbalance a burden ( e.g. rectify its power factor, instability ) or better the quality of the supply electromotive force ( e.g. extinguish its harmonics ) . Custom power devices are classified as fallows Network reconfiguration type of usage power devices includeSSTS ( Solid province transportation switch )SSCL ( Solid province current clipper ) and,SSB ( Solid province ledgeman )Compensation type of usage power devices includeDVR ( Dynamic Voltage Restorer )DSTATCOM ( Distribution Static Synchronous compensator )UPQC ( Unified Power Quality Conditioner ) .Distribution STATCOM ( DSTATCOM ) The distribution STATCOM is indistinguishable to a transmittal STATCOM which uses a VSC of the needed evaluation inside it. Though, the VSC employed in a DSTATCOM is a Type 1 convertor with PWM control above the magnitude of the injected AC electromotive force to prolong a changeless DC electromotive force across the capacitance. Rapid power semiconducting material devices like IGBT or IGCT are employed alternatively of GTO. The fast shift capableness given by IGBT ( or IGCT ) switches allow the usage of more complicated control methods to supply maps of active filtering ( by shooting harmonic currents ) , equilibrating ( by shooting negative sequence current ) and flicker relief. A DSTATCOM can be considered as a variable current beginning resolute by the control maps. To heighten the dynamic evaluation within the capacitive scope, a fixed capacitor/filter is connected in analogue with DSTATCOM. By affecting an energy storage device like SMES ( Superconducting Magnetic Energy Storag e ) on the DC side during a DC/DC power conditioner, it is possible to interchange existent power with the system for a limited clip ( during fleeting breaks or big electromotive force droop ) . Dynamic electromotive force refinisher / regulator ( DVR ) The Dynamic Voltage Restorer ( DVR ) is a series connected device indistinguishable to a SSSC. The chief purpose of a DVR is to take electromotive force droops perceived by sensitive tonss such as semiconducting material fabrication works or IT industry. Therefore the DVR that are installed till now have modular with evaluations of 2 MVA for each faculty. It has been designed to equilibrate the three stage electromotive force sags about 35 % if the continuance clip is less than half a 2nd. Typically the storage of energy in capacitance will lie between 0.2 to 0.4 MJ per MW of burden supplied. A DVR is connected in series along with the feeder by agencies of a transformer. The low electromotive force twist is associated to the convertor. The chief intent of a DVR is to command the electromotive force at the burden coach ; it will be in standby manner for the bulk of the clip through which the convertor is bypassed. The DVR injects a series electromotive force of the necessary magnitud e merely when droop is identified. It is indispensable to protect a DVR from the mistake currents ( as in the instance of a SSSC ) . A DVR with IGBT/IGCT devices will be able to pull off to move as a series active filter so as to divide the burden from electromotive force harmonics on the beginning side. It is besides executable to command the electromotive force on the load side with the injection of negative and/or zero sequence electromotive forces in add-on to harmonic electromotive forces. UNIFIED POWER QUALITY CONDITIONER ( UPQC ) Unified power quality conditioners are feasible compensation devices and are used to verify that the power delivered will fulfill all necessary criterions and specifications at the installing point. The ideal UPQC can be identified as the combination of a electromotive force beginning convertor ( shooting shunt current ) and a common DC nexus ( connected to a DC capacitance ) .UPQC consist of combined series active power filter that regulate electromotive force harmonics of the power supply, and shunt active power filter that regulate harmonic currents of a nonlinear burden. Due to double functionality, UPQC is considered as one of the most appropriate devices that can work out the jobs of both consumers every bit good as of public-service corporation. Hence UPQC will assist to heighten electromotive force profile of power distribution system. Benefits WITH THE APPLICATION OF CUSTOM POWER DEVICES The usage power devices like DVR, DSTATCOM and UPQC etc, are employed to heighten the dependability of the distribution system by giving electromotive force support at the critical coachs in the system ( with series connected accountants ) and to command the power flow in the critical lines ( with shunt connected accountants ) . Both power flow and electromotive force are regulated by the combined series and shunt accountants known as UPQC. As the power electronic control is comparatively fast, this allows ordinance under both steady province and dynamic conditions as compared to other accountants when the system is caused to perturbations. The benefits due to custom power devices are listed below.They assist to outdo possible system operation by diminishing power losingss and heightening electromotive force profile.The power flow in critical lines can be improved as the operating borders can be decreased due to fast controllability.The power transporting ability of lines can be raised to values up to the thermic bounds ( imposed by current transporting ability of the music directors ) .The transeunt stableness bound is improved hence bettering dynamic security of the system and diminishing the incidence of blackouts affected by cascading outages.The steady province or little signal stableness country can be improved by supplying subsidiary stabilising accountants to muffle low frequence oscillations.FACTS accountants s uch as TCSC can react to the job of Sub synchronal Resonance ( SSR ) experienced by agencies of fixed series capacitances connected in lines to take power from thermic power Stationss ( with turbo generators ) .The job of electromotive force fluctuation and moral force over electromotive forces can be overcome by these accountants.

Thailand Is A Country Of Southeast Asia Essay - 1720 Words

Thailand is a country in Southeast Asia, where it is a homeland of over 65 million Thai people in 2015 (Boonrach, 2015). Considering the languages are using in Thailand, currently, there is not only a Thai language standing on the stage of all communities but also other languages other than Thai are standing beside it in local settings. Unexpectedly, there are over 80 languages are spoken in Thailand, but there is only one official spoken and written language due to the domination of Thai (Smalley, 1994; Rappa Wee, 2006; Darasawang Todd 2012). That is, Central Thai is the only one accepted language to stand at a national level, and the majority of Thai people are using Central Thai as an official language in various activities. In general, Thai people are using Central Thai to communicate across the nation in many situations such as socialising, marketing, broadcasting, teaching and learning and etc. This of course entails the idea that the Central Thai plays a role in language com munication and education in Thai contexts, but it is nevertheless not a monolingual language plays such a role in an educational setting. Therefore, there is a room for English language in the education system in Thailand. A part from a national language of Thailand, understanding about the first foreign language of the nation is also crucial to rise the point on order to be fully acquainted with a language education in the context of the study. It is certainly understandable that English isShow MoreRelatedThe Spread and Localization of Buddhism and Islam into Southeast Asia1659 Words   |  7 Pagesof religion first began through contact with neighbouring countries which gradually expand throughout the years. 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Panic Disorder And Anxiety Disorder - 1674 Words

Introduction According to Torpy (2011), Panic Disorder refers to an overwhelming fear, terror, or fright that is usually referred to as panic, one that happens to an individual several times in his or her life. She goes on to describe panic as a situation that is short-lived and frequently related to a terrifying event that happens in an individual’s life. The purpose of this paper, therefore, is to provide a detailed discussion that shows a definitive picture of panic disorder. In order to enhance one’s understanding on what a panic disorder is, it will be necessary to examine some things like the symptoms and prevalence rate of panic disorder, how different cultures views panic disorder, the age at which the onset of panic disorder comes, some of the gender features in relation to panic disorder with emphasis on whether it manifests differently in boys as it does in girls. It is also necessary to discuss the etiology of panic disorder, the course and prognosis of the condition, as well as, a differential diagnosis that appears similar to panic disorder. Finally, there will be a need to describe the social effects of panic disorder in order to show how an individual with panic disorder gets affected socially. Panic Disorder Statistics from the American Psychological Association (2015) indicate that one person out of every 75 people might be suffering from panic disorder. Referring to it as a serious condition, they go on to explain that panic disorder is a commonShow MoreRelatedAnxiety Disorder : Symptoms And Symptoms1063 Words   |  5 PagesAnxiety is a feeling we can all relate too, some worse than others. Believe it or not, anxiety can be a normal feeling. The emotion you get before an exam, new job interview, or going on the first date, that is anxiety. There are differences in normal anxiety and pathological (abnormal) anxiety. 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