When it Rains, We need it to Pour! Professor Ramos Blog

At the point when it Rains, We need it to Pour! Water is one of the most significant characteristic assets we have here on Earth. In any case, this regular asset is turning out to be less and less inexhaustible. There are individuals around the globe who don't approach this fundamental source. What's more, it tends to be disappointing to perceive how much water we here in the United States are squandering. We need more projects and instructive data being out on the planet about how much water is being utilized and how we can utilize water admirably. With more data we would have the option to spare our adored planet, and help improve a future for the following generation.â In southern California, it isn't remarkable to hear a report about the present climate. SoCal is known for being hot and its a running joke that when it rains in Los Angeles everything closes down, on the grounds that local people are not used to the fluid substance that infrequent tumbles from the sky. And keeping in mind that this is all extremely interesting, the way that we don't have water in southern California isn't a joke. California is one of the most discussed places with regards to drafts and water shortage. California has been in a draft for around 376 weeks, and it has negatively affected the economy, and lifestyle for such a large number of Californians. Numerous Californians have been punished for watering their yards, or having excessively high of water bills. While then again, there are colleges around this state who have yards greener than the normal St. Patrick’s Day party in Boston. California is so partitioned with regards to its water utilization and that is the reason we need Californians to see how significant our water is. In the year 2017 I had a chance to live in the town of Muizenberg, South Africa for a couple of months. While I was there, I heard on the news, and from numerous local people, that Cape Town and the encompassing zones were truly coming up short on water. This was a gigantic issue for me and the entire South African people group on the grounds that not exclusively was I fundamentally living in the sea for the months I was there, however this implied drinking water from the spigot was 100 percent impossible. Drinking water out of a plastic jug has its own ecological issues, yet when its the main water youve got, you take it with no inquiry. Today South Africa is has rolled out numerous new improvements, that have helped it ration more water. While their water gracefully is as yet lessing, however they are chipping away at preserving. Here in California we could utilize a portion of similar strategies that have helped the South African communities.â South Africa has begun to diminish their farming water utilization by 60% (Flynn). Numerous eateries have built up a â€Å"dry† menu, implying that they have begun to utilize paper plates with an end goal to diminish the expense of doing dishes (Cotterill). There are such a significant number of various and interesting ways that local people have had the option to help shield the water deficiency from hitting â€Å"day zero†. Here in California we would take a few notes on what the South Africans are doing to support their circumstance, yet to help the world’s water deficiency. On the off chance that more individuals thought about the way that the normal American family utilizes around 300 gallons of water a day (EPA), they may be progressively disposed to enable the circumstance to out. There are such a large number of ways we as just Californians can help our water circumstance, and the majority of it basic. So what would we be able to do help? The fundamental fix, and presumably the best, is getting the entirety of your channels and spigots checked for dribbles. Breaks represent about 12% of the water a family utilizes in a day (EPA). We can likewise take a shot at watering our yards for shorter hours durning the day, or make sense of a more water cognizant finishing elective. There are such a significant number of ways we can help get the water lack leveled out, that don't mean we need to surrender regular agreeable way of life. I am not saying that we have to eliminate you day by day shower schedule, since trust me I accept that everybody should shower day by day. I am trying to say that, that chopping down the length you simply letting water run down your body, or the period of time you are trusting that your shower will warm up, could be cut down.â On the off chance that we had increasingly instructive data about how to chop down our water use, we may have the option to spare our planet. Water is the setting for the vast majority of our preferred recollections, and I couldn't imagine anything better than to prop up to my uncle’s pool, and prop up to the sea shore to surf, yet on the off chance that we can't keep our great water perfect and charming, we may before long observe a world with void pools simply like Los Angeles in 1990s. We need water to be around for the people in the future, and for today’s lifestyle. On the off chance that more individuals thought about how severely we need water, they may be bound to help illuminate this worldwide and California problem.â Work Cited https://www.ft.com/content/b9bac89a-4a49-11e8-8ee8-cae73aab7ccb https://pulitzercenter.org/revealing/how-cape-town-vanquished day-zero-at this point https://www.epa.gov/watersense/how-we-use-water

FIFA World Cup 2014 In Brazil Essay

In 2014 Brazil will have one of the most significant rivalries for the games. It is the FIFA world cup. It will be the twentieth authority FIFA world cup and it will occur between June 12 and July 14 of 2014. This is the twentieth version of this opposition and will be challenged by the men’s national groups from the 208 part relationship of the FIFA. Brazil will be have the opposition for the subsequent time. The first run through was in 1950 just after the World War 2. The two world cups before the one of every 1950 got dropped due to the war. Seventeen urban areas demonstrated enthusiasm for being picked as world cup have urban areas, yet normally FIFA just affirms 8 to 10 urban communities so they wound up picking 12 urban areas in 12 unique states. The last game will occur in Rio de Janeiro at the Macarana arena. The initial service should occur at Sao Paulo’s football club arena however specialized issues wouldn’t permit it so a pristine arena will be manufactured only for the world cup. Rio de Janeiro is one of the most well known urban communities and is the second biggest urban communities of Brazil, containing 6.3 million individuals and it is celebrated for the samba, fair and the Christ of Redeemer. Maracana is their head and greatest arena. It was worked for the world cup in 1050. It was redesigned in 2006 and fits 82 000 individuals however in the days it used to fit very nearly 200 000 individuals. Sao Paulo is likewise a mainstream city. Sao Paulo is the biggest city in South and Central America . The populace utilize a great deal of open transportation since vehicles are over the top expensive and there is a ton of traffic. Sao Paulo is known as the â€Å"motor of the economy† in light of the fact that a great deal of large organizations has their bases in Sao Paulo.

How to Write a Good College Essay

How to Write a Good College Essay Most of the institutions of higher learning will request you to write an admission essay before joining such colleges. Have you been told to write a college essay and wondering what that entails? In most of the cases, learners find it challenging to write the best college essays due to the fact that it is a reflection of oneself and are hence, not in a position to express what they feel about themselves. In this article, we will show you various tips about writing good college essay to ensure that you do not stuck next time when you will be required to write one. Definition of college (admission essay) A college essay is also known as an admission essay is a personal statement that most selective colleges ask for whenever seeking to enroll. The rationale behind writing such essays is that it is possible for an individual to express himself or herself through writing than they would verbally. As such, take your time whenever writing a college essay. Are you wondering where to start as far as writing your admission essay is concerned? You do not have to worry anymore since in this article, we will show you how to start a college essay and develop it in such a manner that it stands out when placed at par with others. It is important to ensure that you provide honest information about yourself in relation to the application that you are making and the requirements of the given college. While thinking of college essay ideas, it is important to understand that college admissions are competitive and only the essays that are best are given the necessary consideration. For this reason, you need to make sure that your essay has what it takes to capture the interest of the college admission officers. Brainstorm Coming up with the best college essay can be a daunting task. It most of the cases, the preparation phases will require much of your time and resources. It is advisable to give it the attention that it requires since a small mistake might imply that you will not be joining the given college. For this reason, you need to take some time to brainstorm for ideas; what are the specific requirements from the college and what resources do you need? What is available at your disposal to make the entire process much simpler? In addition, what are some of the appropriate college ideas to consider during the process of writing your essay? When brainstorming for ideas, you need to focus on identifying your personal traits. Do you know your outstanding qualities that can be of importance when writing a college essay? Next, define any strengths that you might have in relation to educational matters. Think about at least three adjectives that you can use to describe yourself. However, before working on the selected adjectives, it is important to ensure that the adjectives of choice are positive ones. Remember that your college essay is an official document and hence, you do not wish to sound unofficial by using terms such as “I am cool” or “I am a joker”. Your selected adjectives and other idea should align with the need to pass an intelligent message. When anybody reads your admission essay, he or she should be in a position to envision an intelligent and serious personality. Write first draft After you have gathered the necessary ideas and information for your essay, take your time to write a first draft. Often, a college essay is not a document to be satisfied with the first copy. You need to write a couple of drafts, go through them making any necessary changes until you are satisfied that it meets the necessary requirements. In addition, writing the first draft of your college essay gets you into the mood and opens you mind to various ideas. As you continue with your draft, you will come up with more ideas to include in the final copy that were not available during the brainstorming phase. In addition, make a few college essay prompts to help you during the entire process of writing both your draft and the final copies. After writing your first draft, set it aside for some days before you read it. While reading the draft, assume the position of the admissions officer, and evaluate the suitability of the essay as far as offering a personal reflection is concerned. Here are a few questions to help you revise and edit your college essay to have the required appeal: Does your essay sound interesting? Remember if it does not interest you, it will not interest the admissions officers, either. How is the flow of ideas in the essay; logical or illogical? What does the essay reveal about the applicant’s personality? What voice does the essay adopt; does it feature the applicant’s own voice? Is the essay presentable in terms of structure and format? Answering the above questions gives you the platform to create a more appealing draft that takes into consideration the response from the review that you make on your essay in the position of an admissions officer. College essay structure and format The structure of your essay needs to be presentable and easy to read such that your readers do not have to spend a lot of time finding the main ideas. As such college essay format should include and introduction, a body, and the conclusion part. Use the introduction part to hook your readers; who wants to read a boring essay from the start? This is the reason your introduction should be catchy such that it captures the attention of your target audience. Ensure that the introduction of your admission essay is not too long; make it as brief as possible but factor in the main ideas needed to make your readers wish to continue reading the essay even after they are through. Next, work on the body of your essay. This is where you explain your main ideas and concepts. Remember, that you are writing an essay in the form of a personal statement and hence, you need to convince the readers about any claims that you make. Revisit the questions that you had asked yourself when reading the draft. Make sure that anybody who does not know you can form a clear and appealing picture just by reading your essay. Make use of positive adjectives when describing anything in your essay. Divide the body of your essay into several paragraphs to explain all your ideas and for conviction purposes, use examples. Such an approach will go a long way into helping your readers to relate with the arguments that you make in your essay. Conclusion The conclusion part in your college essay is very important. The conclusion is part that drums in the weight of your arguments and is used by your readers to make the final decision regarding your claims. For this reason, you need to be very careful when writing the conclusion. In most of the cases, many learners tend to ignore this part citing that it is not important since the main ideas are already available in the body of the essay. However, use your conclusion to restate the purpose of the essay and write a few sentences to summarize the main ideas that you have presented in the body of the essay. Such an approach will not only make your essay complete but it will also give your readers a chance to align your purpose statement with your arguments. Lastly, provide a call to action whereby you express your interest to have a one-on-one interview to explain any unclear points. Find creative angle You need to be as creative as possible when writing your college essay. The rationale behind this is that your essay has to stand out among all other essays presented. For this reason, establish a creative angle that you will use; you can decide to look for information regarding the given college and try to relate it with one of your strengths. Such an approach will appeal the admissions officers as it not only shows your ability to expresses yourself, but also it proves the fact that you have interests in the college, for you have learnt more about it. Be honest A college essay gives you the chance to express yourself for a chance to be admitted for a given course. While it is tempting to lie about one’s personality, being honest is more likely to earn you more points. What is the need of lying of your ability to speak in seven languages when in actual sense you can only converse in two languages? Such mistakes might come to haunt you in the future where maybe, you are asked to use your other languages. When found in such a circumstance after being admitted chances are high that you might be discontinued since it shows that you cheated your way to the college. Be honest about your strengths and weakness too. Ensure that you are highly specific when addressing issues in your essay. This calls for a deeper understanding of what such an essay entails as well as identifying your personal qualities and how they relate to the question at hand. You can get help from others students who might have written an essay before for the same college that you are applying. Get feedback and proofread After you have written your draft college essay, it is advisable to seek for criticism and feedback from various people. In most cases, such approach is aimed at establishing any areas that you need to correct to ensure that your paper qualifies among the list of college best essays. Your teachers, family members, and friends are some of the people that you can seek feedback from regarding your college essay. Ensure that you act on any feedback that you receive and try to ensure that your essay is sensible and provides your readers with a true picture of you. In addition, your essay should have the right flow of ideas and be grammatically correct.

Major General Charles Griffin in the Civil War

Biography of Paul Cezanne, French Post-Impressionist

French artist Paul Cezanne (1839-1906) was one of the most important post-impressionist painters. His work created bridges between nineteenth century impressionism and the development of key movements in twentieth-century art. He was particularly important as a precursor to cubism. Fast Facts: Paul Cezanne Occupation: PainterStyle: Post-impressionismBorn: January 19, 1839 in Aix-en-Provence, FranceDied: October 22, 1906 in Aix-en-Provence, FranceParents: Louis Auguste Cezanne and Anne Elisabeth Honorine AubertSpouse: Marie-Hortense FiquetChild: Paul CezanneSelected Works: The Bay of Marseille, Seen from LEstaque (1885), The Card Players (1892), Mont Sainte-Victoire (1902)Notable Quote: I owe you the truth in painting, and I will tell it to you. Early Life and Training Born and raised in the town of Aix-en-Provence in southern France, Paul Cezanne was the son of a wealthy banker. His father strongly encouraged him to follow the banking profession, but he rejected the suggestion. The decision was a source of conflict between the two, but the young artist received financial support from his father and eventually a sizable inheritance upon the elder Cezannes death in 1886. Self-Portrait (1881). Heritage Images / Getty Images While attending school in Aix, Paul Cezanne met and became close friends with the writer Emile Zola. They were part of a small group that referred to themselves as, The Inseparables. Against the wishes of his father, Paul Cezanne moved to Paris in 1861 and lived with Zola. Although he took evening drawing classes in 1859 in Aix, Cezanne was mostly a self-taught artist. He applied to enter the Ecole des Beaux-Arts twice but was turned down by the admissions jury. Instead of formal art education, Cezanne visited the Louvre Museum and copied works by masters like Michelangelo and Titian. He also attended the Academie Suisse, a studio that allowed young art students to draw from live models for a small membership fee. There, Cezanne met fellow struggling artists Camille Pissarro, Claude Monet, and Auguste Renoir who would soon become key figures in the development of impressionism. Impressionism In 1870, Paul Cezannes early style of painting changed dramatically. Two key influences were his move to LEstaque in southern France and his friendship with Camille Pissaro. Cezannes work became mostly landscapes featuring lighter brushstrokes and the vibrant colors of the sun-washed landscape. His style was closely allied to the impressionists. During the years in LEstaque, Cezanne understood that he should paint directly from nature. The Bay of Marseilles (1885). Corbis Historical / Getty Images Paul Cezanne exhibited in the first and third impressionist shows of the 1870s. However, the criticism of academic reviewers deeply disturbed him. He avoided the Parisian art scene for most of the following decade. Mature Period In the 1880s, Paul Cezanne took up a stable home in southern France with his mistress Hortense Fiquet. They married in 1886. Cezannes work began to separate from the principles of the impressionists. He was not interested in depicting a fleeting moment by focusing on changing light. Instead, he was more interested in the permanent architectural qualities of the landscapes he saw. He chose to make color and form the dominant elements of his paintings. Cezanne painted many views of the Bay of Marseilles from the village of LEstaque. It was one of his favorite views in all of France. The colors are vibrant, and the buildings are broken down into rigidly architectural shapes and forms. Cezannes break from the impressionists caused art critics to consider him one of the most prominent of post-impressionist painters. Always interested in a sense of permanence in the natural world, Cezanne created a series of paintings titled The Card Players around 1890. He believed the image of men playing cards had a timeless element. They would gather again and again to do the same thing oblivious to events in the surrounding world. The Card Players (1892). Corbis Historical / Getty Images Paul Cezanne studied the still life paintings of the Dutch and French Old Masters at the Louvre. Eventually, he developed his own style of painting still life using the sculptural, architectural approach he used in painting buildings in landscapes. Later Work Cezannes pleasing life in southern France came to an end in 1890 with a diabetes diagnosis. The disease would color the rest of his life, turning his personality darker and more reclusive. In his last years, he spent long periods of time alone, focusing on his painting and ignoring personal relationships. In 1895, Paul Cezanne visited the Bibemus Quarries near Mont Sainte-Victoire. The shapes he painted in landscapes featuring the mountain and the quarries inspired the later cubism movement. Cezannes last years included a strained relationship with his wife, Marie-Hortense. The death of the artists mother in 1895 increased the tension between husband and wife. Cezanne spent much of the time in his last years alone and disinherited his wife. He left all of his wealth to their son, Paul. In 1895 he also had his first one-man exhibition in Paris. Famed art dealer Ambroise Vollard set up the show, and it included more than one hundred paintings. Unfortunately, the general public largely ignored the show. The primary subject matter of Paul Cezannes work in his last years was Mont Sainte-Victoire and a series of paintings of bathers dancing and celebrating in a landscape. The last works featuring the bathers became more abstract and focused on form and color, like Cezannes landscape and still life paintings. Paul CÃ ©zanne (French, 1839-1906). The Large Bathers, 1906. Oil on canvas. 82 7/8 x 98 3/4 in. (210.5 x 250.8 cm). Purchased with the W. P. Wilstach Fund, 1937. Â © Philadelphia Museum of Art Paul Cezanne died on October 22, 1906, in his family home in Aix of complications from pneumonia. Transition to the 20th Century Cezanne was a critical transitional figure between the art world of the late 1800s and the new century. He deliberately broke from the impressionist focus on the nature of light to explore color and form of the objects he saw. He understood painting as something like an analytical science exploring the structure of his subjects. Following Cezannes innovations, fauvism, cubism, and expressionism, the movements that dominated the early twentieth-century avant-garde Parisian art scene, were concerned primarily with material subject matter instead of the transient impact of light. Still Life with Drape and Jug Decorated with Flowers (1895). Sergio Anelli / Getty Images Legacy As Paul Cezanne became more reclusive in his last years, his reputation as an innovative artist rose among young artists. Pablo Picasso was one of the new generation who considered Cezanne a masterful leading light in the art world. Cubism, in particular, owes a significant debt to Cezannes interest in the architectural forms in his landscapes. A 1907 retrospective of Cezannes work, a year after his death, finally focused acclaim on his importance to the development of twentieth-century art. The same year Pablo Picasso painted his landmark Demoiselles dAvignon clearly influenced by Cezannes paintings of bathers. Sources Danchev, Alex. Cezanne: A Life. Pantheon, 2012.Rewald, John. Cezanne: A Biography. Harry N. Abrams, 1986.

Controversy Behind Qatar 2022 Bid Free Essays

Qatar 2022 On 2 December 2010 it was announced that Qatar would host the 2022 FIFA World Cup, after the FIFA Executive Committee voted in a secret ballot in Zurich. The government of Qatar’s successful proposal bid defeated four other candidates to stage the 2022 edition of the world’s greatest sporting event: Australia, Korea Republic, Japan and the United States of America. Qatar, with a population of 1. We will write a custom essay sample on Controversy Behind Qatar 2022 Bid or any similar topic only for you Order Now 69 million people will be the first Arab state to host the World Cup. Consequently, Qatar is the smallest nation, both by relative population and by area, ever to have been awarded the tournament hosting privilege. The Qatar bid was emphasized as the only one representing the Arab World (which has never hosted a World Cup prior) and positioned their bid as an opportunity to bridge the gap between the Arab World and the West. Their hosting of the 2006 Asian Games as well as the 2011 Asian Cup proved to legitimize their capabilities of hosting the tournament. Further, its superior financial capabilities were evident in their proposals for new stadia and infrastructure. While the decision on 2 December 2010 brought delight to Qatar, it inversely brought concern and controversy in the West. A number of rival candidates, western groups and media outlets have expressed concern over the suitability of Qatar to host the event, with regard to climatic conditions, interpretations of human rights, press freedom and allegations of corruption. Climate: Winter World Cup? The World Cup is traditionally held in the northern hemisphere’s summer. During this season in Qatar, the temperature can get to 50  °C  (122  Ã‚ °F). The Qatar bid’s chief executive, Hassan al-Thawadi has attempted to quell fears of an unbearable environment by stating â€Å"heat is not and will not be an issue† and that the 2022 World Cup would benefit from â€Å"state-of-the-art air cooling technologies. † The Qatar 2022 Bid’s official site explains this: â€Å"Each of the five stadiums will harness the power of the sun’s rays to provide a cool environment for players and fans by converting solar energy into electricity that will then be used to cool both fans and players at the stadiums. When games are not taking place, the solar installations at the stadia will export energy onto the power grid. During matches, the stadia will draw energy from the grid. This is the basis for the stadiums’ carbon-neutrality. Along with the stadiums, we plan to make the cooling technologies we’ve developed available to other countries in hot climates, so that they too can host major sporting events. † This method of cooling techniques is theoretically able to reduce temperatures from 50 to 27 degrees Celsius. The bidding committee also proposes to use such cooling technologies in fan-zones, training pitches and walkways between metro stations and stadiums. However, the architect in charge of one of the venues has abandoned their project claiming that a more old-fashioned solution would be cheaper and better. Leading firm Populous, which is designing the Sports City stadium in Doha, is trying to persuade Qatari organizers to scrap plans to have air conditioning at the venue. Populous director John Barrow said the system is too expensive and â€Å"notoriously unsustainable† for the environment when used on a large scale. Given the debate on the subject, a proposal of hosting a â€Å"Winter World Cup† has arisen. Backed by the likes of Blatter and Platini, the proposal suggests for the tournament to be held in January of 2022, rather than the summer. Blatter has told reporters â€Å"Personally, now that the decision has been taken [to have the tournament in Qatar], we must play at the most adequate period to have a successful World Cup and to have a successful World Cup we have to do it when it is best for the actors which means winter. † However, Mr. Blatter has failed to provide a solution on the effect it would have on European domestic leagues which operate in this period. There is nothing in FIFA’s rules to prevent a host changing the time of year when a World Cup is played. It is only tradition that dictates this. And the FIFA executive committee has the authority to change any aspect of the World Cup after the decision is made. Worker’s Conditions Given its lack of sporting infrastructure, the Gulf state must build nine football stadiums in the next ten years- and they’ll be using primarily migrant labor (over 90% of Qatar’s workforce is made up of foreign migrant workers). Trade union activists are now lobbying FIFA to highlight what they say are poor working conditions in Qatar. International trade unionists say FIFA has the power to impose decent working standards on Qatar and will campaign for the tournament to be moved unless FIFA presses for better conditions. If Qatar is unable to support the tournament on its own, Secretary-General Jerome Valcke has suggested the tournament be shared with neighboring states, such as Bahrain and the United Arab Emirates. Alcohol and Homosexuality Qatar is not a dry country. Alcohol can currently be consumed legally in a few clubs, bars, certain hotel restaurants, and the Pearl Island by showing your passport for reporting. Hassan Abdulla al Thawadi, chief executive of the Qatar 2022 World Cup bid, said the Muslim state would also permit alcohol consumption during the event. Specific fan-zones will be established where alcohol can be bought. Though legal with a permit, drinking in public is not permitted as Qatar’s legal system is based on  Sharia  law. The selection of Qatar as hosts attracted controversy, as  homosexuality  is illegal in Qatar. FIFA President  Sepp Blatter  stated that â€Å"we (FIFA) don’t want any discrimination. What we want to do is open this game to everybody, and to open it to all cultures, and this is what we are doing in 2022. Corruption: Bribery Scandal Six members of Fifa’s executive committee — a quarter of the membership – were accused by Lord Treisman (Chairman of England’s bid) of â€Å"improper and unethical behaviour† with two members, Issa Hayatou, of Cameroon, and Jacques Anouma, of Ivory Coast, alleged to received $1. 5 million each in bribes from the Qatar 2022 bid in exchange for their votes. The bribery allegations against Qatar were made in evidence from  The Sunday Times  and published by the committee. As a result, in November 2010, two ExCo members,  Reynald Temarii  and  Amos Adamu, were banned for one and three years respectively. Temarii was also fined 5,000 Swiss Francs, while Adamu was fined 10,000 Swiss Francs. More corruption allegations emerged in the summer of 2011. In May, ExCo member Chuck Blazer claimed fellow members Mohammed Bin Hammam and Jack Warner offered bribes for votes in the upcoming presidential election. As a result of this scandal, Bin Hammam stood down from the June 2011 presidential election and FIFA later suspended both he and Jack Warner. Sepp Blatter stood unopposed and won the election with 186 out of 203 votes. Bin Hammam’s suspension had been met with widespread anger in the Middle East- He was subsequently banned for life in July. Warner responded to his suspension by exposing an email by Valcke in which the Secretary-General suggested Qatar had â€Å"bought† the right to host 2022 tournament. Valcke defended his statement, insisting he was referring to Qatar using financial muscle to lobby legitimately for votes. â€Å"They were a candidate with a very important budget and used it to heavily promote their bid all around the world in a very efficient manner,† he said. â€Å"I have made no reference to any purchase of votes or similar unethical behaviour. Qatar 2022’s bid team said they â€Å"categorically deny† any wrongdoing, and asked for clarification from FIFA on the meaning of the Valcke e-mail. Nevertheless, the scandal has raised concerns over $10 billion of investment and development contracts related to stadiums and hotels for the World Cup in Qatar. Possibility of a Re-Vote Given the developments in corruption and bribery scandals, as well as questions concerning the Qatar’s capabilities of hosting the tournament effectively, there is a ground swell of popular support to re-hold the 2022 vote won by Qatar. Blatter has said that a FIFA inquiry into persistent and increasingly detailed claims of corruption could lead to the Executive Committee (ExCo) making the unprecedented move of rerunning the vote. Blatter also conceded that support for re-running the vote was â€Å"circulating around the world†. Such a move would be a monumental embarrassment to FIFA but that has to now be balanced with the equivalent embarrassment of more allegations leaking out. How to cite Controversy Behind Qatar 2022 Bid, Papers

Thomas Green Case Study Essay Example

Thomas Green Case Study Paper Thomas green Case Study:- 1)Thomas Green was a high performing individual and could have been a very good leader, if he would have exhibited all the qualities of a true leader. Here is an analysis of Thomas’s leadership style based on Ancona leadership model. a. Inventing:- Thomas was very good on this quality of leadership. Soon after his promotion, when he met Davis, his boss, he was able to come with many new ideas and client responded very positively to these ideas. i. Another example of Thomas being inventive:-one of the market specialists who accompanied Thomas to several meeting during the special software project said that Thomas is very creative and can quickly think of new ideas on his feet. b. Visioning:- One of the very important example of Thomas being a visionary was that he know what he wants in his career. He was able to see the position where he wants to be in his organization. And using his inventing capability he was able to make a way to that promotion i. Another example of Thomas’s visioning skill:- In-spite of positive indicators of the market stats (as per Davis) Thomas was able to see that market is actually not going in that direction. Thomas was more close to the consumers. After he stepped into this new role he met many clients, their account executives and market specialist. Based on his meetings he was able to predict that 10% growth, which Davis forecasted was not achievable. c. Sense making:- Thomas was good in this skill also. His ideas made sense to clients (clients responded well to his ideas). We will write a custom essay sample on Thomas Green Case Study specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Thomas Green Case Study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Thomas Green Case Study specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Also he was able to convince McDonald that he is a better fit for the new senior marketing specialist position. While in meeting he was able to invent new ideas for his clients which totally got the clients interested in his ideas. d. Relating: This was something Thomas fell behind on. McDonald informed him that he is walking into a tricky situation; still he was not able to relate this warning to Davis’s behavior. During Budgeting and forecasting meeting he openly challenged Davis’ forecasted growth of 10 %. He was not able to relate that Davis was doing this forecasting for past several years and Thomas is the young new guy, challenging Davis Openly will make Davis very upset. In addition he was not able to relate to McDonald either. After the promotion he did not follow up with McDonald to keep him posted of the dynamics going on between him and Davis. Further he was not able to relate to his clients. He was able to walk them through the benefits they will get based on his idea, however, he was not able to provide data supporting his ideas. Green was a high potential worker, if he has been more successful in relating to the people around him then he could have been very strong and influential leader. 2) When this new position of senior marketing specialist opened up, Davis expected to choose the new person. However, McDonald made decision to hire Green. Davis started to act from power as Green was directly reporting to Davis. In first meeting Davis although appreciated Thomas’s new and creative ideas, he also said that these would have been more effective if he had been able to provide supporting data. From the position of power he was able to set targets for Thomas, which was not very realistic. He used his power as boss to decide Thomas’s perception of reality as this lack of enthusiasm. Soon Davis and Thomas both landed in the â€Å"Right† zone of negotiation. Davis acted his right to know Thomas’s schedule and his plans for growth. Additionally he also acted his right to get follow-up on requested information. Thomas at the same time was acting on his rights to be able to voice his perception that 10% of growth for his region is not a possible target. In response to Davis’s complain about his schedule he defended by using the argument of his right to make decision on his trip to maximize the output. Although they were started acting from rights and power, they landed into the interest zone very soon. They based their conflict on the performance of their individual goals. Davis wanted to show a better growth in regions under him, whereas Thomas did not wanted to set a target which he could not achieve and be a failure. In my view, if they could have tried harder to relate to each other or invent a way to relate to each other, then they could have settled for a common interest. Green should make extra effort to be in good terms with Davis. Especially after knowing that Davis’s first instinct would have been not to like him. Thomas should provide all the answers and follow-up to Davis on time by taking help from one of this marketing specialist. Also this marketing specialist can update Thomas’s calendar. Thomas should have other marketing specialist develop data to support his ideas and present them in a nice presentable format to be presented to Davis and also the clients. On the other hand Davis can also ake a step towards relating to the new situation where Davis is the new senior Marketing Specialist and try to take maximum advantage of his positive qualities. He should trust Thomas in growth forecasting as Thomas is closer to the consumer and has more exposure to the real picture. Historical data is not always the correct way to forecast. I they both make and attempt to relate to each other using these ways, they can definitely resolve th e dispute. 3)Thomas Green is not very experienced in his current role. Based on my experience from Eric Peterson case, going forward, Thomas can do following things to be a better fit in his organization. a. He should send a weekly update:- i. Thomas has been working very hard to meet clients and the market specialists to generate new business. Still Davis thinks that is a total waste of time. If Thomas sends weekly update to Davis and request a weekly feed-back from him, this will make Davis feel more valued, and the correct/useful work will be on Davis. Your progress in weekly updates will also make sure that Davis does not think that Thomas is not enthusiastic about work. i. The bad side of this strategy is that this may give Davis more opportunity to beat on Thomas. This can make Thomas very frustrated and can result in poor performance. b. Clarify your rights and power: i. Thomas was the new senior marketing specialist for this region and Davis was forecasting for this region. Thomas should clarify on this rights and responsibilities with Davis as well as McDonald. It will make more sense for a person, who is responsible for generating the growth to make the forecast of growth. ii. There is a possibility that this will add to Davis’s anger and he may come as if Thomas is taking away Davis’s Job. Davis can use this power to add to Thomas’s problems. c. Take the opportunity when it presents itself:- During the first appraisal meeting with Davis, Thomas could have explained his work in details and clarified Davis’s doubts on his work rather than accepting all the charges. Or after receiving the forwarded email he should have really worked hard to change Davis’s perspective in 30 days. This could have been highest on his list. Or after receiving the forwarded email, he could have McDonald and convinced her of the work he was working on. Or take one of Davis’s questions and relate the answer to what he is working on along with the success plan to resolve the issue. i. Davis will have no or less complains about him, also it will show that you are giving importance and respect to Davis. ii. A possible bad side to this approach is that he may totally freeze Thomas’s initiatives to expand and grow reasoning that this does not relate to the question at hand.

Sour Grape Ice Cream Essays

Sour Grape Ice Cream Essays Sour Grape Ice Cream Essay Sour Grape Ice Cream Essay Sour Grape Ice Cream 1 WRITTEN ASSIGNMENT: SOUR GRAPE ICE CREAM Ice cream is just ice, fat and air; the way these three main ingredients interact determines the ice cream quality. Color, texture and taste are the main quality factors for ice cream. To optimize these it is particularly important to control process parameters including the temperature and time of heating and cooling the mixture. Over-heating and slow cooling causes changes to the flavor and color of the milk, whereas under-heating may lead to survival of undesirable micro-organisms, risking food poisoning from the product. The rate at which ice cream freezes can greatly affect final product texture by determining the size of the ice crystals in the product. It is desirable to have much smaller ice crystals and lower sized fat globules and air cells in its structure. To achieve this rapid heat transfer rates are needed. The major storage requirement for the ice cream is to minimize the number of times and the duration the ice cream is melted and frozen again that causes the development of grittiness in the product. Frozen dessert manufacturers face the challenge of delivering everybodys favorite frozen treats with consistent taste, texture and quality. The additives, which act as emulsifiers and stabilizers, are used to prevent heat shock and the formation of ice crystals during the production process. The most common additives are guar gum, extracted from the guar bush, and carrageenan, derived from sea kelp or Irish moss. Ice cream flavors have come a long way from the standard vanilla, strawberry, and chocolate. In an ever-expanding array of combinations, fruit purees and extracts, cocoa powder, nuts, cookie pieces, and cookie dough are blended into the ice cream mixture. Air is added to ice cream to improve its ability to absorb flavorings and to facilitate serving. Without air, ice cream becomes heavy and soggy. On the other hand, too much air results in ice cream that is snowy and dry. The federal government allows ice cream to contain as much as 100% of its volume in air, known in the industry as overrun. Makers of high-quality ice cream such as sour grape use fresh whole dairy products, about 20% of air, between 16-20% butterfat, and as few additives as possible. The ice cream making process is a very detailed process which requires a great deal of attention to detail. Blending the mixture The milk arrives at the ice cream plant in refrigerated tanker trucks from local dairy farms. The milk is then pumped into 5,000 gal storage silos that are kept at 36Â °F. Pipes bring the milk in pre-measured amounts to 1,000 gal stainless steel blenders. Premeasured amounts of eggs, sugar, and additives are blended with the milk for six to eight minutes. Pasteurizing to kill bacteria The blended mixture is piped to the pasteurization machine, which is composed of a series of thin stainless steel plates. Hot water, approximately 182Â °F, flows on one side of the plates. The cold milk mixture is piped through on the other side. The water warms the mixture to a temperature of 180Â °F, effectively killing any existing bacteria. Homogenizing to produce a uniform texture By the application of intensive air pressure, sometimes as much as 2,000 pounds per square inch, the hot mixture is forced through a small opening into the homogenizer. This breaks down the fat particles and prevents them from separating from the rest of the mixture. In the homogenizer, which is essentially a high-pressure piston pump, the mixture is further blended as it is drawn into the pump cylinder on the down stroke and then forced back out on the upstroke. Cooling and resting to blend flavors The mixture is piped back to the pasteurizer where cold water, approximately 34Â °F, flows on one side of the plates as the mixture passes on the opposite side. In this manner, the mixture is cooled to 36Â °F. Then the mixture is pumped to 5,000 gal tanks in a room set at 36Â °F, where it sits for four to eight hours to allow the ingredients to blend. Flavoring the ice cream The ice cream is pumped to stainless steel vats, each holding up to 300 gal of mixture. Sour grape flavoring is then piped into the vats and blended thoroughly. Freezing to soft-serve consistency Now the mixture must be frozen. It is pumped into continuous freezers that can freeze up to 700 gal per hour. The temperature inside the freezers is kept at -40Â °F, using liquid ammonia as a freezing agent. While the ice cream is in the freezer, air is injected into it. When the mixture leaves the freezer, it has the consistency of soft-serve ice cream. Packaging and bundling the finished product Automatic filling machines drop preprinted pint or half-gallon-sized cardboard cartons into holders. The cartons are then filled with premeasured amounts of ice cream at the rate of 70-90 cartons per hour. The machine then places a lid on each cartons and pushes it onto a conveyer belt. The cartons move along the conveyer belt where they pass under a ink jet that spray-paints an expiration date and production code onto each carton. After the imprinting, the cartons move through the bundler, a heat tunnel that covers each cup with plastic shrink wrapping. Hardening Before storage and shipping, the ice cream must be hardened to a temperature of -10Â °F. The conveyer system moves the ice cream cartons to a tunnel set at -30Â °F. Constantly turning ceiling fans create a wind chill of -60Â °F. The cartons move slowly back and forth through the tunnel for two to three hours until the contents are rock solid. The cartons are then stored in refrigerated warehouses until they are shipped to retail outlets. Quality Control Every step of this product should be randomly tested during the production process to ensure a high quality product is being served. Reference: foodsci. uoguelph. ca/dairyedu/icmanu. html

How to Make Yellow or Golden Fire

How to Make Yellow or Golden Fire Most flames from candles or wood burning fire are yellow, but you can color a blue flame so that it will become yellow. Heres what you do. Chemicals That Produce Yellow Fire Yellow can be caused by the temperature of a flame, but it can also come from the emission spectrum of a chemical as it is heated. Typically, this is caused by the presence of sodium in a fuel. You can produce a yellow fire by adding any of these common sodium compounds to a fire: Sodium chloride (table salt)Sodium bicarbonate (baking soda)Sodium carbonate (washing soda) Making Yellow Fire The yellow emission spectrum from sodium is so intense, you really dont need to add sodium to most materials to produce a yellow flame. However, if you want to intensify the yellow color, you can add salt to your fuel. Most of the chemicals that produce yellow fire are soluble in water. Dissolve any of the salts in a very small amount of water or in rubbing alcohol, which is a mixture of alcohol and water. Mix the sodium solution with your fuel (e.g., naphtha, alcohol) to add yellow color to a blue or colorless flame.

Wealth of nations by Adam Smith Term Paper Example | Topics and Well Written Essays - 1000 words

Wealth of nations by Adam Smith - Term Paper Example Written by Adam Smith in 1776,readers of today find the book â€Å"Wealth of Nations† almost impenetrable since the language used is flowery and the terminologies are outmoding yet wander into digressions.In spite of that, this book is one of the world’s most important books because it did for economics what Newton and Darwin did for physic and biology. Adam took what seemed outdated in trade and commerce then used public policy and his wisdom to re-state all these facts into complete, fresh, and new principles that people use fruitfully centuries later (Smith, 2010). In his work, Adam outlined gross domestic product concept for measuring wealth of a nation through identification of huge gains of productivity facilitated by specialization. He recognized benefits of trade, automatic market mechanism as well as the collaborated wide and fertile resources that provided great efficiency. Consequently, it is these ideas that make the basic fabric economic science that we adh ere to up to date. This book inquires about the nature and causes of a nation’s wealth. In book one, chapter five, Adam expounds on real and nominal price of products and their prices of labor and money. In simple terms, Adam believes that every man is wealthy or poor. This status depends on the degree in which a man can afford to enjoy the conveniences, necessities, and the amusements of life. Nevertheless, after taking thorough division of labor, this degree value these fruits as a very small part with which a man’s own labor can afford to supply him. ... The real worth of a product that a man acquired and wants to tender or simply exchange it for another product is the burden that he can spare himself and impose it on others. Labor purchases whatever a man can buy with money or with products as much as what a man can possess through the sweating and troubling of his own body. Nonetheless, the availability of goods or money that a man can use to purchase a product indeed saves him toil and trouble as these goods contain quantity of certain value of labor that one can exchange for what is of the same amount at that time to obtain a value of an equal measure. At first, labor was the original purchase money paid for all things. Therefore, what originally purchased the world’s wealth is not gold or silver, but labor. Surprisingly, wealth is power. However, whoever acquires wealth or succeeds to great fortune, does not entitle him to any political power may it be military or civil. The power may perhaps afford the person both milita ry and civic power but his or her mere power possession does not necessarily convey to him or herself. In this case, this person only possess the power of immediate or direct purchasing a certain command over all the available labor or over labor produce that is in the market by then. This person’s fortune is greater or lesser according to the proportion to the extent of power that enables this person to purchase or command the quantity of other people’s produce of labor. Thus, everything’s exchangeable value must be precisely same to the extent of power, which it conveys to its owner at all times. Even though labor is the real measure of value of exchange of all commodities, it is not labor which commonly estimates the value of commodities since it is not easy to

Peter Singer's All Animals are Equal Essay Example | Topics and Well Written Essays - 1250 words

Peter Singer's All Animals are Equal - Essay Example I am urging that we extend to other species the basic principle of equality that most of us recognize should be extended to all members of our own species.† (Singer, 1989) In my opinion, Singer would better communicate his point if he preached on the necessity of compassion for animals, but in this instance, he suggests a quality of rights with humans. To show how quickly Singer’s logic contradicts itself or quickly spirals to the absurd, we can begin with the innumerable treaties that exist in international law that define the extent of Human Rights as decided among humans themselves at the United Nations and other locations. First, we must ask ourselves – can even one animal read the â€Å"Universal Declaration of Human Rights†? We can accept that any human being, in any human culture on the planet, generally save instances of abnormal injury, can learn to read and understand the document. In comparison, of what may be anywhere from 30 to 230 million different species of animals on the planet, depending on the number of insects, and the number of individual animal beings literally exponential and uncountable to human mind or science – not one of these animals can read. In recognizing that some higher mammals can be taught, should one extend the right of education and free speech to insects? It is not in my interest to encourage in any way cruelty to animals, nor to belittle animal intelligence, and dismiss animal culture. I understand the ways in which speciesism may unfold, as defined by Skinner, and support vegetarianism. However, I would suggest that Singer spend years in a jungle or forest location and teach vegetarianism to animals. It may be possible, and I have seen cats for example raised as vegetarians by their owners but not renounce killing by their own choice.

Demand for communication in english in vietnam

Demand for communication in english in vietnam Introduction 1. Reasons for the research The demand for communication in English has become very urgent in Vietnam since the governments open door policy in late 1980. More and more people, especially working people and students have to learn English to use it at work, in their studies or future jobs. In fact, many adult learners of English who start learning English even from grade one speak English like â€Å"bulls in a China shop†. Therefore, the Communicative Approach, using group work activities, has been predominant and widely applied to improve Vietnamese learners communicative skills of English in Vietnam. Using this learning-centered approach in pedagogy is actually a concern for many English teachers in Vietnam in general and especially for the English teachers at the English Department of my university. Group work has brought innovation in speaking more in terms of theory than in terms of Vietnamese teachers real classroom practices. I am twenty two years old and have been teaching English at my university for two years. I am teaching one section of speaking skill per week in a very diverse class of students with different levels of speaking proficiency. Many of my students are sometimes eager to talk in their groups while others just look bored and keep quiet in these groups. Moreover, my students sometimes use Vietnamese a lot in their speaking English class and one member of the group dominates others. According to Harmer (2007), uncooperative and unmotivated students present a serious problem and can easily disrupt the instructional process while productive activities involving speaking in groups are more demanding and time consuming. Although cooperative learning was originally developed for general education, several researchers have documented its application to second language learning (High, 1993; Holt, 1993; Kessler, 1992; McCafferty, Jacobs DasilvaIddings, 2006). In terms of speaking English, I wante d to investigate the implementation of group activities to understand their effects on the English oral fluency of my first year English major students at a Vietnamese University. I would like to explore how my students speak English with their partners and think of activities. I would like to find whether or not interpreting group work activities in different ways of group work develops the first year English major students oral fluency in my English speaking class. Hopefully, the research findings will be helpful for me to give great perceptions and understandings about implementing group work activities to develop English oral fluency with first year English major students at my university. Therefore, the result will be reflected on my decisions about the organization of effective group work activities in my English speaking classes to develop the quality of teaching. 2. Research questions: How can group work activities be used with first year English major students at a Vietnamese University to develop their English oral fluency? Why do modifying group work activities impact on the English oral fluency of first year English major students at a Vietnamse University? Organization of the research The research is divided into seven main parts under these headings: Introduction, literature review, context, methods and methodology, analysis and findings, reflections, and conclusion. Part one, Introduction includes rationale, the research questions and the overview of the research. Part two, Literature review gives and discusses related theoretical background to the research. Part three, Context describes the context in which the research has taken place. Part four, Methods and methodology includes reasons for the methods chosen, the ethical procedure of my research and the difficulties I faced. Part five, Analysis and findings, tells my story of the research. Part six, Reflections, includes strong and weak points of my research and my experience about doing research. Part seven, Conclusion, finally reviews the outcomes and summarizes the whole research project and provides implication for further research. Literature review 1. Definition of group work Johnson, Johnson and Smith (1991, p 15) defines that: Group work, in language class, is a co-operative activity, during which students share aims and responsibilities to complete a task assigned by the teacher in groups or in pairs. It can be said that in group work, all the members have chances for greater independence in making their own learning decisions without the teacher controlling any more. They learn to negotiate more equally with their friends and in most cases they feel free to express themselves and use the language. In group work, the focus is not on accuracy but on fluency. In speaking class, group work is often conducted in small groups and lasts for about ten minutes to a class period depending on specific tasks. The following part discusses the pros and cons of using group work activities in language classes. 2. Benefits and difficulties of using group work activities in language class Many different kinds of speaking activities such as dialogue, discussion, interview, etc can be performed in groups. In certain types of those activities, group work no doubt offers many advantages. There have been a number of studies reporting the potential benefits of pair and group work activities in language teaching and learning. According to experts in second language acquisition, negotiation of meaning facilitates both learning and acquisition and is defined as: The modification and restructuring of interaction that occurs when learners and their interlocutors anticipate, perceive, or experience difficulties in massage comprehensibility. (Pica, 1994, p. 494) Following is the summary of the most common benefits of using group work in language class. Group work promotes learners responsibility and autonomy. Group work increases students participation, talking time and oral fluency. According to Harmer (1997), group work provides more opportunities for students initiation, practice in negotiation of meaning, extended conversational exchanges, face-to-face give and take and adoption of roles. Vygotsky (1978) also believes that learning is not directed one way between teacher and students but in different ways between students and students and between teacher and students. Ur (1996, p232) also shares the same idea: In group work, learners perform a learning task through small group interaction. It is a form of learner activation that is of particular value in the practice of oral fluency; learners in a class that is divided into five groups get 5 times as many opportunities to talk as in full class organization. Working in groups enables students to produce better decisions to solve a specific task. Group work promotes individuals motivation. Group work enables students to use the language and also motivates them to be more involved and concentrate on the tasks assigned. Richards and Lockhart (1994) believes that through working in groups, students feel relaxed and comfortable to share ideas and play active roles in the learning process without the correcting feedback of teachers. Therefore, they have the benefit of sharing ideas with other group members, learning from other friends mistakes or success and helping others to learn. Because the comprehension of the subject under discussion is often increased in group work, students certainly became more motivated. According to Doff (1988), working in pairs or in groups encourages students to be more involved and to concentrate on the tasks. In the non-threatening performance environment of the collaborative classroom, motivation is often improved as students feel less inhibited and more able to explore possibilities for self expression. The next part will discuss several difficulties which are often believed to affect the successful implementation of the group work activities in language class. Organizational difficulties According to Sheils (1993), in some teaching contexts, the use of group work activities is inappropriate due to the unsuitable physical setting. For instance, my classroom is too big with unmovable desks or there are a large number of students in a class. This also leads to another difficulty relating to the class management. I am afraid of organizing group work because of noise and indiscipline which affect other classes. It is hard for me to provide proper management. If I go and pay attention to one group, the rest of class may forget the task and play about. Students will convert into the mother tongue when they are required to work in groups or they will use class time to chat with each other or become lazier. As such, their speaking skill cannot be improved and their time is wasted. Learner-related difficulties The lack of linguistic knowledge to contribute to group work is the typical difficulty faced by many students. Speaking is one of the most complex linguistic skills because it involves thinking of what is to be said and responding spontaneously to what has been thought. In order to be able to do this, patterns, structures, and words must be chosen to fit the right situation or situation or attitude intended. Byrne (1986) has pointed out that thoughts are controlled to a great extent by vocabulary. We can not talk about something if we have no words for it. The inability to verbalize thought or feeling may distort ones perceptions of objective reality, increase tendency to overact and hinder the likelihood of easy collaboration. Once students do not know enough of the language to express themselves with ease, they often become reluctant to participate in group work. There are also other situations in which the students personality (e.g., shy, passive, reserved, etc) or personality conflict(e.g., incompatible personalities) influence students participation in group work activities. Vygotsky (1986) supposed that relationship of peers has also an influence on interaction in groups. Peers can be proficient learners, learners who are different from teachers (Swain Lapskin, 1998), more or less proficient learners (Ohta, 1995), more or less informed junior students (McDonald, Kidman, Clarke, 1991), and peers as native and non-native speakers in the classroom (Barnard, 2002). Sheils (1993) said that though many students are happy to speak in chorus or under the teachers guidance when doing some kinds of drill, they are inhibited when being asked to express themselves freely in the presence of the whole class. Furthermore, the fear of being corrected in front of the other students may also cause the uneasy collaboration and lead to unproductive groups. In those cases, students may never have been encouraged sufficiently to â€Å"have a go† without worrying about mistakes or they may be accustomed to the traditional teacher- centered class. Learning style preference certainly affects the students performance in group work. In her study, Nguyen (2004) illustrates the influences of students learning style preference on the students performance in group work activities. She mentions that the learning style preference in Eastern countries like China or Vietnam is greatly influenced by the Confucian culture. The students were often familiar with being transmitted knowledge from the teachers rather than from their peers. Therefore, it might be difficult for the teachers to implement group work activities in language classes due to the students negative responses to communicative language teaching and learning. Beside the factors discussed above, there are other situations in which some students, though they do not have problems with the lack of appropriate linguistic competence or personality, have no ideas to contribute or to react to the topic given by the teachers. This may happen when the topic needs too much specialized knowledge to discuss or even when there is nothing interesting to say about it or even when the tasks do not need multiple contributions from all students but can be completed by only one or two individuals. However, there have been a number of researchers who have reported positive effects of group work activities on the development of speaking ability in the language classroom. They are, therefore, worth considering putting into the classroom more regularly. Also, more investigations should be conducted to find out the most appropriate techniques or procedures to implement successful group work activities in speaking class, both teachers and students need to play effective roles. The following part discusses the roles the teachers and the students need to perform in order to implement group work successfully. Concerning the allocation of members into groups, Hurd (2000) says there is no â€Å"one right way† to allocate students into groups. Rather, there are members of practices teachers can use. He also states that most selection methods fall into four categories. These are random appointment, self-selection, selective appointment, task appointment. 3. Group work and speaking fluency Brown (2003) raises a question â€Å"Can we really develop our students fluency?† According to him, in teaching fluency, teachers must be willing to let go of some control in our classroom, let my students have some of the control and let them to do some of the work and set up situations in which fluency can develop, and encourage my students to actually communicate. In fact, I do not need to teach fluency all of the time, but some of the time students need a little guided communication time during which their knowledge of many aspects of the language can develop into fluency. Brown (2003, p.15) also states Teachers set up activities and then get out of the way that many students can be talking at the same time [†¦] However, setting up such activities is exactly what the students need to develop. There is many other research by Ur (1996) and Maurice (1983) noting that the use of group work activities can create many opportunities for students to practice speaking fluency. Context Twenty four of my first year English major students in my class who took part in my study were from eighteen to twenty- two with four males and twenty females. I have taught them spoken English for one term with Communicative Method which does not pay much attention to a fixed curriculum but focus instead on authentic materials. My students had one speaking lesson every week and each lesson lasts for 90 minutes. Therefore, I had time to understand about their English competence very well along with their characteristics, and backgrounds. Before entering the University, one third of them finished 7 years of English at high school. The rest studied English for 3 years only. When entering the University, they already have some basic knowledge of English grammar, but most of them are still weak at speaking, reading, listening, especially, those who come from rural or remote areas where the conditions of learning English are very poor. About 30 % of the students who lived in areas with go od conditions of learning English in secondary schools and high schools are at better level. Nevertheless, in high school, most of them could not use English communicatively, because they had been taught with the Grammar- Translation method with much focus on grammar rules, memorization of vocabulary, translation of texts and doing exercises to enter a university. Another reason was that they had few opportunities to communicate with foreigners or native speakers. I wrote inform consent letters (see appendix 1) and delivered them to all the students of the class to ask them for their permission to participate in my research. I did the research with two female informants. Firstly I chose A because she has studied English for 7 years in the city high school with high level of communicative skills. Secondly I chose B because she has studied English for 3 years in a local school with low level of communicative English skills but she is good at writing and reading English. I saw many times A and B went and chatted with each other inside and outside the class and heard other students say that A and B were close friends. Methods and methodology At the beginning of my project, I explained my intentions to the students and asked them for their permission to conduct the research. I told two informants that I would record their spoken language as part of my research on how to develop their English oral fluency. Luckily, they agreed because A and B had good attitudes to me, to University, especially to learning English to find good jobs. I also gave each student a consent form letter which might be useful in setting out clearly for learners what their participation would involve and how the results of the process would be used. The head of my department was aware of how and why I was conducting my research. Learners interviewed their friends and wrote up friends characteristics, attitudes towards group work and useful strategies of speaking English. The results might help them develop motivation in speaking English. After collecting data I gave back my final draft of report to my students to check whether or not my interpretation of what they said corresponded with their own understanding. I formally thanked everyone who had helped me and sent copies of my findings to anyone who has been of substantial help to me. I combined observational and field note techniques to organize data about behaviors, contexts, group organization and records of interactions between informants. Therefore, using notes to collect research data became more effective than other data collection techniques took over. Besides, I used a small hand-held recorder as a time saving option during group work activities and students interviews. This allowed me to note important data while they were still fresh in my mind. I could also talk into the recorder, listen to the recordings again and start thinking. I organized A to interview B in Vietnamese on their feelings and opinions about group work and learning experience during their break time of 20 minutes. I provided a set of preplanned questions (see appendix 7) in no fixed order and asked the group to audio-record their responses. I did this to in order to increase my own and my learners understanding of students feelings about group work. I used semi structured interviews between learner and learner because they ensured greater consistency, reliability and balance in the research relationship. Two students engaged in their free flowing conversational process in a friendly way to share with each other about their learning experience in speaking English and their perception of group work. I chose this approach to understand deeply about the factors affecting group work to develop English oral fluency. I felt a lack of experience in writing up the final research findings. It worried me whether I was adopting the right approach, and that my data collecting methods became a bit slapdash and less thorough than they should have been. I felt pressured for time during the process and in writing the report because I also taught and did the research at the same time. Chapter five: Analysis and Findings I conducted the research with my students when they had started studying in the second term for two weeks. The first time, I observed speaking in the English class at the first period in the morning. The class had not had any examination of speaking in the second term of the first year. In the first term, A got mark 8 and B got 5 for speaking examination. We had two speaking periods in the same day per week. The second time, I observed the speaking fluency of A and B after one week of the first observation, at the first period in the morning. A sat next to B in the same front table of the classroom. Before conducting the research for a week, I informed them that I would do the research in the class. And I delivered twenty four consent letters to all my students, asked them to tick the box if they agreed to participate, collected all letters after 5 minutes and read at home. During observing, I used highlighter, sticky notes and collected data on set target in the observation sheet. I used themes and codes (see appendix 2) to organize and collect data in field notes when I was observing. I put the recorders in each group of the class. Because desks and chairs were fixed and unmovable I asked my students to work in groups of three with their neighbors at the same desk and imagine a story about the picture (see appendix 3) on the blackboard. A and B were in the same group with C who could speak English very well. At first, they were eager to talk in the group because they thought they had many things to speak about and the picture was very interesting. I just sat at my desk with books, looked and made notes in the observation sheets. When I observed I realized that A and Bs oral English fluency was not interfered by with the noise of other groups. I just required my students to create their own stories about the picture in their groups in 15 minutes and present their stories in front of the class. I saw almost all students looked very excited and smiled when I showed the picture and said: â€Å"The most interesting story would get good marks†. I fixed the picture on the blackboard and explained about characters in the picture. A and B kept quiet for a while in their group and later A asked: â€Å"B, what is your story? And why will we have to do this task?† B was too shy and said nothing while A started speaking English. She had a huge amount of ideas about the picture to share with other members while B just listened to A and nodded her head. Often, B said â€Å"right†, â€Å"ok† and looked at me. After speaking English for 3 minutes, A asked B to take note what she had said. Sometimes, A stopped speaking and asked others to express their ideas. B also spoke some short utterances to support the st ory. A commented on B and Cs opinions. B almost always agreed with A and she just kept silent and looked very nervous to speak English. A and C dominated B while B had no more chance to practice. For example, B almost always asked questions and read sentences which were written and said very short utterances like: â€Å"you should change this word into that word†. Sometimes B suggested new ideas for the story but she was too shy to persuade others to agree therefore B looked unhappy in her group. After they finished the story, A began to chat in Vietnamese with another girl friend at the table behind about a film on TV that night while B turned around and exchanged her stories with other groups in Vietnamese. B wanted to talk but she had no chances in her group so she found another whom she could speak with. When the time was up, I asked each group to tell their story. When other groups were presenting, A did not pay much attention to that. A asked B to present the story in f ront of the class when I called them. B was too shy to speak and did not speak fluently and always looked at her note taking paper. C and A said â€Å"no† and they stood up and continued to present their own ideas. B sat down and felt more comfortable when she did not have to speak. The task was finished on time and almost all A and Bs utterances were in English. After the first class of observation, I asked students to be free for 20 minutes in the next period to interview in pairs. I paired A and B and recorded their conversation to understand about their feelings, difficulties and struggles of working in groups. I concluded that B felt intimidated when working with someone of much better ability although the more fluent students sometimes tried to help their partners. Moreover, B could not talk because she made a lot of mistakes and did not know how to say things in English. Although B wanted to talk she thought her friends would laugh at her when she spoke. My lesson was not interesting enough to encourage all students to engage in speaking although the picture was very good. Because I did not give enough requirements and explanation of the task A and B did not understand what they should do in group work. I did not pay much attention to the group organization, task requirement and students understanding. A and B got good marks but they did not like my lesson. A and B did not feel satisfied with the lesson. A said that the lesson was not interesting enough and should be made clear for all students. Nevertheless, B liked to be in groups with A, and other more fluent students because she had chances to learn from them to broaden her knowledge and vocabulary. After the first observation, I changed my mind about my teaching. I though about reasons why my students did not engage in their groups and decided that I should require them to produce a story with five or six simple tense and future tense sentences. And I should deliver this picture for all groups as a handout while the blackboard was used to present students results. I should go around and listen to my students and encourage them to speak English. In the next period, I rearranged the desks of the class in a U shaped arrangement of groups to allow an easy transition to plenary mode. Students grouped by themselves with friends who had the same interesting topics after they were provided some background knowledge of each topic. After collecting information of observing, I compared the results of two sessions to find out differences between A and B in oral English fluency in their groups. I would not give each group the same mark because this was unfair and created competitive groups rather than co-operative groups and totally defeats the purpose of grouping at the first time. I wrote the topic â€Å"favorite places† and asked my students for related vocabulary. I made students involved in the task. A and B said aloud their vocabulary about this topic. Lan also mentioned some of her favorite places in Vietnam while Hoa asked me and her friends a lot of clarifying questions like â€Å"how do we say this word mean in English ?† or â€Å"Can you explain again?† After that I let my student read one short passage about a famous place in Vietnam (see appendix 4) without name and asked my students to guess. A and B were very eager to talk because they had been this place. Later, I asked them to choose one picture of famous places (see appendix 5) to create a conversation to introduce this place in groups and used as many comparative adjectives as possible. I delivered chosen pictures for each group and said: â€Å"It is no problem if you make errors because you can learn something through getting it wrong.† I asked all students to stand up and find other two partners to talk with. A and C decided to choose the same picture to discuss and called another Cs friend. B joined in a group of two other friends who also lived in the rural area and had the same level of speaking English as her. Then they discussed to choosing a favorite place to talk about for 15 minutes. A had a lot of ideas to s hare with her partners. A talked loudly and continuously then C and his friend took a turn. A and B felt comfortable to talk with peers whom they wanted to talk with. B felt more confident to share ideas with others who had the same ability level. When other friends commented on B opinions she also looked happy and tried her best to negotiate. She listened to others and took notes on their ideas. When B met with difficulties she asked me for help. And I explained and encouraged her work like: â€Å"that is good†, â€Å"say it again†, â€Å"thank you†, â€Å"well done†, etc. She encouraged others to talk and commented on their ideas. She said: â€Å"good†, â€Å"not suitable†, â€Å"you just think more about this†. She helped others to have chances to talk. When they had time left As group continued to think more about how they might make their stories more interesting. When other groups were presenting, A and B listened carefully to t hem. A and B were almost eager to present their groups conversation. Based on all the data, I found that students changed their feeling and behavior when they worked with different partners. It meant that group organization played an important role in developing students English oral fluency. A and B spoke more fluently when they were in groups of the same ability level. In the second lesson, a safe environment had been achieved where everybody liked to work with each other. In the mixed group, A almost did nothing while B was reluctant to speak English. In the second session, when they were in groups with the partners on the same level they felt more relaxed to talk. I found that B spoke three times more English when working with students of the same ability than when she had more fluent partners. I concluded that the students were motivated to speak English but perhaps felts intimidated when working with someone of much better ability. While listening to the taped conversation of the second observation I observed that members of Bs group generally took turns to speak, that no individual was dominant, and that they helped each other with vocabulary. The conversations were quite fluent and accurate. B leaned on the table to speak with other partners. It was unavoidable for my students to use Vietnamese but it was not much. However, the taped conversation of the first time indicated that, although A was very cooperative and tried to help her partner, she tended to dominate the conversation and overcorrect her partner without giving B much chance to talk. From interviews, I found that my less able students liked to use English with more fluent partners when they had to be self-reliant, when I was not present, when they were not corrected all the time, and when they were not being tested or monitored. Besides, based on the observation and interviews, it could be concluded that the students English oral fluency was also be influenced by the teachers preparation. In the first lesson, I did not provide enough explanations, knowledge and encouragement to help them understand and engage in speaking English. In the second lesson, my students felt very excited in speaking English when they had enough vocabulary and interest in the task. Reflections During this investigation, I learned a lot about my students attitudes towards and abilities in using English. Gathering information from the students about how they use English was important to me. I discovered a way to deal with a class of mixed abilities and found a way to motivate my less able students. This project confirms my beliefs about the value of using group work and has reduced my anxiety about grouping less able students together. I can create different groups for different activities. Depending on the task, I will want to have students of different skill levels working together or students with the same level working together. For example, a harder task might lead me to mix skill levels, however a task where outcome is not an important goal, the instructions are not difficult, and the process easy to follow, could lead to homogeneous grouping. During doing this research, I ha

The Thomas Theorem

The Thomas Theorem states that in a social world, the interpretation of the situation influences the actions of the members of society. This would mean that when a number of people believe that some social issue, phenomenon or event is true, those same people would be driven to act on those issues or phenomenon which will then lead to the said issue to occur in reality (Macionis, 2007). A personal example of the Thomas Theorem is how my family has a tradition on a curing soup. The soup’s recipe has been learned by the women in the family and is said to be effective in making people better if they have the flu, colds, cough and other maladies.Thus, whenever a family member show symptoms of illnesses, my mother and sister will make the soup and then oblige the sick family member to eat that soup as much as they can. The healing component of the soup is attributed to its nutritional value and in some way; it is really nutritious since it has tons of vegetables in it. However, the soup is cooked for a long time which may have caused the break down of the nutrients that was in the vegetables and it contains a lot of salt. This would indicate that whatever nutritional value the soup has, it is not enough to heal the person’s sickness.On the other hand, since most of my family members believe that the soup is indeed effective, we consume the soup heartily. Consequently, after eating bowls of the soup, we do get better. The flu, colds and coughs may be caused by viral infections that are self-limiting, thus, after some time, the virus weakens and we get better. Eating bowls of soup may just coincide with the weakening of the virus, hence we attribute getting better with the soup even if they are not related at all.

The Progressive Er An Age Of Ambition And Brutal Competition

Name: Danielle Benjamin Progressive Essay English 8-, Mr. Del Ferraro Social Studies 8-, Mrs. Crisafulli Date 12/18/14 The Progressive Era was an age of ambition and brutal competition between the people who are to this day credited with building the backbone of the American economic society. Although, even in the early years of industry, getting to the top comes with manipulation especially for the business titans of the time, Andrew Carnegie and John D. Rockefeller. Contrary to popular belief in those days, these men were not honourable business men. Yet, this wasn’t uncovered until reformers finally started exposing the lies buried behind the corporations in 1890 through 1920. The reason most people in Manhattan (the most common place†¦show more content†¦The monopolizing system ran almost every single oil company out of business putting more and more people and their families through poverty. Finally, in 1904 Ida M. Tarbell daughter of Franklin Tarbell (owner of a targeted oil company that Rockefeller eventually ran out of business) wrote â€Å"The History of Standa rd Oil†, this book exploited all of Standard Oil s ruthless business practices. In 1911, the corporation was found to be in violation of the Sherman Act and ordered out of business. Yet this wasn’t the only company in violation of the Anti-Trust Act. Another incredibly powerful monopoly was founded by Carnegie Steel. Originally Carnegie made his way to the top in the Pennsylvania railroad business using keynote iron to make the rails, but then when steel was discovered he immediately invested. In the beginning he invested 11% and within a year owned 50% of the company. What was astonishing about Carnegie was that he grew up with an extremely poor family. In his later years Carnegie says,In my childhood I finally began to learn what poverty meant, it was burnt into my heart then that my father had to beg for work. And then and there came the resolve that I would cure that when I got to be a man. These are touching words coming from a man who without hesitation lowered each salary of hardworking employees, men and children who already had low income as it was. In 1900 Carnegie started buying cheaper steel to be an added competitorShow MoreRelatedStrategic Marketing Management337596 Words   |  1351 PagesAmongst some of the most significant of these changes has been the emergence of what within this book we refer to as ‘the new consumer’ and ‘the new competition’. This new consumer is typically far more demanding, far more discriminating, much less loyal and more willing to complain than in the past, whilst xii P R E FA C E the new competition is frequently far less predictable and often more desperate than previously. At the same time, the marketing environment has also been affected byRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesother words, and despite the technological resources we have available to us, the same basic human skills still lie at the heart of effective human interaction. In fact, human relationships are becoming more important, not less, as the information age unfolds and technologies encroach even more upon our daily lives. Most of us are exposed to more information each day than we can possibly pay attention to. More than 6,000 business books are published each month. Moreover, no mechanism exists to organize

The Influence of Media on Body Image, Thematic Analysis

Social Psychology: The influence of media on body image, thematic analysis Word count: 2,100 The influence of Media on body image A Thematical analysis Abstract: Media is a powerful communicative tool, which can be said, is very easy to influence in many different ways. Although some aspects of media are important to bring to our attention, some other aspects, however, create an incredible amount of negative impact one of these which is body image. In order to identify this issue a qualitative research by using five different magazine articles, which included the Heat, Now, Star Reveal; major and minor themes relating to the media and body image were identified. Thematic analysis was used to analyses the data.†¦show more content†¦The media primes individual by giving a preconception of being ‘fat’ as associated with a range of negative attributes; self indulgence, lethargy and slovenliness (Glassner, 1988; Ogden, 1992). 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