To Kill A Mocking Bird By Lee Essays (1089 words) -

To Kill A Mocking Bird By Lee The book To Kill a Mockingbird was written by Harper Lee. It was published in 1960 then it went on to win the Pulitzer prize in 1961 and was later made into an Academy Award winning film. Harper Lee always considered her book to be a simple love story. Today it is regarded as a masterpiece of American Literature. There are so many characters in this book that I can't name all of them. Here are most of the characters. The Finch family contains of Atticus (The head of the household), Aunt Alexandra (Atticus's sister), (Jem) Jeremy (The oldest of Atticus's two children), (Scout) Jean Louise (The youngest of the two . She also trys to be a boy by doing boy things). And you can't forget their black maid. Her name is Calpurnia. Miss Rachael is Dill's aunt that lives in Maycomb. Dill is a friends with Jem and Scout. According to Scout they are married. (Boo) Arthur Radley is the person that takes Jem back to his house after Jem gets hurt by Bob Ewell. Tom Robinson is a black man that was accused of raping Mayella Ewell. Bob Ewell is Mayella's father. He is out for revenge on Atticus for what he did to him and his daughter. Mayella is Bob's daughter who supposedly got raped by Tom Robinson. Judge Taylor is the Judge of Maycomb County. Heck Tate is the county law official. I think the protagonist in the story is Atticus Finch because he has the main part and he has the biggest decision to make. The decision being whether to defend or not to defend Tom Robinson. To Kill a Mockingbird is set in Maycomb County, an imaginary district in Southern Alabama. The time is the early 1930s, the years of the Great Depression when poverty and unemployment were widespread in the United States. The story begins during the summer when Scout and Jem meet a new playmate named Dill who has come from Mississippi to spend the summer with his Aunt Rachael. Dill is fascinated by the neighborhood gossip about "Boo" Radley. Egged on by Dill, Jem and Scout try to think up ways to lure him out of his house. Soon it is Summer again , and Dill returns for another visit. The children's plans for making contact with Boo Radley grew bolder this year, and on Dill's last night they decide to sneak up onto the Radley porch and spy on Boo. Jem goes first, but just as he reaches the window, Nathan Radley catches site of them and scares them off with a blast from a shot gun. Jem realizes that Boo is not a monster after all, but has been playing along with them. Scout does not figure this out until the winter, on the night that the house of their neighbor burns to the ground. While Scout is standing outside in the cold, someone sneaks up behind her and places a blanket around her. Later, Scout and Jem realize that there was only one person in town who has not already at work fighting the fire and that was Boo. Now that Jem and Scout realize that Boo is basically a kind person, their interest in the Radley family begins to fade. In the meantime, they learn that their father has become the defense lawyer for Tom Robinson, who is charged with raping Mayella Ewell. As the trial of Tom Robinson grows nearer, the children become more aware of the strong feeling it has aroused in everyone in Maycomb. One day their housekeeper takes Jem and Scout to visit her church, and the children realize for the first time that the black parishioners are supporting Tom Robinson's wife. Two nights before the trial is to start, a group of men come to the Finch house to tell Atticus about threats against Tom Robinson's life. Atticus spends the next night camped out at the jail to defend Tom from the mob. Jem, Scout and Dill go downtown to check on Atticus and arrive at the same time as a group of men, who have come to kill Tom. Scout recognizes one of the men in the group as Walter Cunningham. Her friendliness embarrasses the man so much that he and the mob leave. The next day, at the trial, Atticus" questions make it clear that Mayella and her father are lying about the rape. Neverless the jury convict him because their prejudices prevent them from

Habits and Traits of the Asian Longhorned Beetle, Anoplophora glabripennis

Habits and Traits of the Asian Longhorned Beetle, Anoplophora glabripennis A recent immigrant to the United States, the Asian longhorned beetle (ALB) made its presence known quickly. Accidental introductions, probably in wooden packing crates from China, led to infestations in New York and Chicago in the 1990s. Thousands of trees were chipped and burned to prevent its spread. More recently, Anoplophora glabripennis appeared in New Jersey and Toronto, Canada. What makes this beetle so dangerous to our trees? All four stages of the life cycle damage the host trees. Description: The Asian Longhorned Beetle belongs to the family of wood boring beetles, Cerambycidae. Adult beetles measure 1-1 ½ inches in length. Their shiny black bodies have white spots or markings, and the long antennae have alternating black and white stripes. The Asian longhorned beetle may be mistaken for two species native to the U.S., the cottonwood borer and the whitespotted sawyer. All other stages of the life cycle occur within the host tree, so its not likely you will see them. The female chews away a small amount of bark and lays white, oval eggs singly within the tree. Larvae, which are also white and resemble small grubs, chew their way through the vascular tissue of the tree and move into the wood. Pupation happens within the tunnels the larvae create in the wood. The newly emerged adult chews its way out of the tree. Usually, identification of this pest is made by observing damage to the host trees, and then finding an adult beetle to confirm the suspected infestation. When the female oviposits, it causes the sap to weep. When a tree has multiple wounds with dripping sap, wood borers may be suspected. As the adults chew their way out of the tree, they push large amounts of sawdust from their exit holes. This accumulated sawdust, usually around the base of the tree or piled in the crotch of branches, is another sign of the Asian longhorned beetle. The adult beetle emerges from an oval exit hole about the size of a pencil eraser. Classification: Kingdom - AnimaliaPhylum - ArthropodaClass - InsectaOrder - ColeopteraFamily - CerambycidaeGenus - AnoplophoraSpecies - A. glabripennis Diet: Asian longhorned beetles feed on wood of many common hardwood species: birches, common horsechestnuts, elms, hackberries, London planes, maples, mountain ashes, poplars, aspens, and willows. They show a particular preference for maples. Larvae feed on the phloem tissue and wood; adults feed on bark during their mating and egg-laying period. Life Cycle: Asian longhorned beetles undergo complete metamorphosis with four stages: egg, larva, pupa, and adult. Egg - Eggs are laid singly within the host trees bark, and hatch in 1-2 weeks.Larva  - Newly hatched larvae tunnel into the vascular tissue of the tree. As they mature, larvae migrate into the wood, causing extensive damage. Larvae may reach 5 cm in length when fully grown, feeding for at least 3 months.Pupa - At maturity, the larvae move near the surface of the tree (under the bark) to pupate. Adults emerge in about 18 days.Adult - The adult beetles actively mate and lay eggs throughout the summer and fall. Special Adaptations and Defenses: Asian longhorned beetle larvae and adults chew wood with large mandibles. Adults, especially males, display long antennae used to sense the sex pheromones of potential mates. Habitat: Areas where host trees are available, particularly where maples, elms, and ash are in abundance. In the U.S. and Canada, known Asian longhorned beetle infestations have occurred in urban areas. Range: The Asian longhorned beetles native range includes China and Korea. Accidental introductions expanded the range to include the United States, Canada, and Austria, hopefully temporarily. The introduced populations are believed to be under control. Other Common Names: Starry sky beetle, Asian cerambycid beetle Sources: Asian Longhorned Beetle, Canadian Forest ServiceAsian Longhorned Beetle, University of Vermont Entomology Researh Laboratory

How To Make Copper Acetate from Copper

How To Make Copper Acetate from Copper You can make copper acetate   [Cu(CH3COO)2] from common household materials to use in science projects and to grow natural blue-green crystals. Heres what you do: Materials copper (e.g., copper wire or pennies minted before 1982)hydrogen peroxidewhite vinegar Procedure Mix equal parts vinegar and hydrogen peroxide.Heat the mixture. You can bring it to a boil so that youre certain its hot enough, but once you reach that temperature, you can turn down the heat.Add copper. For a small amount of liquid, try about 5 pennies or a strip of copper wire. If you are using wire, make sure it is uncoated.Initially, the mixture will bubble and become cloudy. The solution will turn blue as copper acetate is produced.Wait for this reaction to proceed. Once the liquid clears up, heat the mixture until all the liquid is gone. Collect the solid, which is copper acetate. Alternatively, you can remove the mixture from heat, place the container in a place where it wont be disturbed, and wait for copper acetate monohydrate [Cu(CH3COO)2.H2O]  crystals to deposit on the copper. Copper Acetate Uses Copper acetate is used as a fungicide, catalyst, oxidizer, and as a blue-green pigment for making paint and other art supplies. The blue-green crystals are easy enough to grow as a beginner crystal-growing project. More Chemicals To Make Make Copper SulfateMake Sodium Acetate (Hot Ice)Make Ammonium Nitrate

Environmental Impact Assessment (EIA) for a Wind Power Production Research Paper

Environmental Impact Assessment (EIA) for a Wind Power Production Project in Turkana Area of Kenya; East Africa - Research Paper Example The project under consideration will constitute a wind farm situated at the South Eastern end of Lake Turkana. This area is mostly uninhabited, rocky and arid desert area. The geographical conditions are unique with daily temperature fluctuations generating strong, predictable wind streams between Lake Turkana and the desert hinterland. Although there is no significant source of water, power or coal, the area can be termed as an enormous natural heat engine. This is due to the wind circulation system coming as a result of the difference in temperatures of the sun-baked land region and the cooler waters of the lake. The heating of the land air causes rising of hot air, which is promptly replaced by the cool air from the Lake blowing as wind throughout the area until it cools down. Contrary to what happens in the oilfield where depletion occurs, the blowing goes on as long as the as the sun shines. The projected area effectively acts as a funnel whereby the wind streams are accelerated to speed up to 15m/s. This ascertains the positivity of the resource to driving turbines for power production. The power deficit in Kenya is a serious problem and the production of electric energy using wind, will boost the production to high. The modelling done estimates that wind power installation with capacities of close to 300 megawatts would be required to increase the power production by 20%. The wind farm will include 365 V53 turbines with hub heights of 44 meters to produce clean electricity into the national grid system. 1.2. Project Timelines The project under consideration is scheduled to take five years to completion though in three phases. The first phase of two years will incorporate ground work and research findings on the viability of this project in the Turkwel region, followed by installation phase of two years, which also see the pre trial use being done. The last one year phase will be the commissioning stage. Timescale of change Environmental Parameter Geologi cal aspect Will not change and will remain stable. Can be more than 50 years Favorable air replenishment and cut down on GHGs. Varies seasonally The population of migratory bird from Lake Turkana will be affected to the south Eastern side. 1.3. Project Location The Lake Turkana project will constitute a wind farm situated 8 Km South East of Lake Turkana in Marsabit County Loyiangalani district of Kenya. The exact position of the proposed plant is between two mount ranges; Southwest of Mt Kulal and Northeast of Mt. Nyiru. The Map Showing the location of the project is exhibited in Annex 1. 1.3.1. Soil Capacity The area has basically a clay based soil meaning the area is more alkaline with the surrounding rocks being predominantly volcanic. The area has undergone tremendous natural degradation in form soil erosion. The soil in the area has been affected by the overgrazing of the pastoralists communities. Lack of vegetation and cutting down of the few trees and shrubs make the area pro ne to soil destruction processes. The construction of the project will result into increased soil erosion during installation of turbines and road construction. This combined with strong winds and occasional rains may lead to acute and chronic erosions. 1.3.2. Ground Water The area consists of efficient aquifers of ground waters that can be utilised for the construction purposes. This is through the drilling of boreholes and provides sufficient project water and avoids competition with the locals. After construction, the extra boreholes will be made available to the local communities. 1.3.3. Surface Water The water quantity and quality is a critical issue and its availability in the project area, is generally low and constitutes one of the major challenges in the region. The

Responsibility Accounting and Transfer Pricing Math Problem

Responsibility Accounting and Transfer Pricing - Math Problem Example Required: a. Calculate depreciation expense and book value of the metal press under both historical cost and price-level-adjusted historical cost. For the historical cost, the metal fabrication press would depreciate $43,500 per year ($522,000/12). In terms of the book value of the metal fabrication press under historical cost, the net book value would be $217,500 ($522,000-($43,500*7)). In comparison, the price-level-adjusted historical cost would give a new cost of $621,180 (Increase of 19% on the original cost. If this is so, the new book value would amount to $316,680 ($621,180-$304,500). Because this value would depreciate over the remaining five years of its life, the depreciation expense would be$63,336 ($316,680/5). b. In general, what is the effect on ROA of changing valuation bases from historical cost to current values? Because assets are generally higher, the return on assets would be lower because a fraction always becomes less when the denominator is increased. This wou ld result in the managers having more motivation to change the equipment because the return on the equipment would not be as great. c. The manager of the investment center with the metal press is considering replacing it because it is becoming obsolete. Will the manager's incentives to replace the metal press change if the firm shifts from historical cost valuation to the proposed price-level-adjusted historical cost valuation? It would not be advisable to do this because the company would need to alter the value of its asset each year. This change would result in giving the actual return at that point of time. However, it would mean that an extra cost would be incurred to fulfil with the accounting standards of the government. This would be too complicated to carry out so it is best to not replace the metal press. Problem 5-15 "U.S Pump Systems" US Pumps is a multidivisional firm that manufactures and installs chemical piping and pump systems. Its valve division makes a single stan dardized valve. The valve division and installation division currently are involved in a transfer-pricing dispute. Last year, half of the valve division's output was sold to the installation division for $40 and the remaining half was sold to outsiders for $60. The existing transfer price of $40 per pump has been set through a negotiation process between the two divisions and with the involvement of senior management. The installation division has received a bid from an outside value manufacturer to supply it with an equivalent valve for $35 each. The manager of the valve division manager has argued that if it is forced to meet the external price of $35 it will lose money on internal sales. The operating data for the last year for the valve division follow: Valve Division Operating Statement-Last year To Installation Division To Outside Sales 20,000 @ $40 $800,000 20,000 @ $60 $1,200,000 Variable cost 20,000 @ $30 (600,000) (600,000) Allocated fixed cost (135,000) (135,000) Gross ma rgin $ 65,000 $465,000 Analyze the situation and recommend a course of action. What should the installation division managers do? What should the valve division managers do? What should the US Pumps senior manager do? From this situation, we can see that the installation division managers are able to achieve the necessary valve division output at a lower price. Also, the valve divisio

Mobilization for War Essay Example for Free

Mobilization for War Essay Herman Goering thought that no Air force or military in the world could stand up to that of the Nazi Luftwaffe. His boastful statement was made with well acclaim in that the Luftwaffe was a very powerful aerial force, but he was being narrow-minded when he made this statement against the production potential of the United States, which has time and time again has proved to be the most powerful nation in the world. Without the military production of the United States, the Allies would not have had a chance against the Germans and their powerful forces. Through many changes, the labor and production force of the U.S. changed from producing civilian goods, to producing military goods. These goods were supplied to all nations of the Allied Powers, and the United States quickly became the most important factor in World War II. Starting in 1940, President Franklin D. Roosevelt promised to help the United Kingdom fight Nazi Germany by providing them with military supplies, but while staying out of actual combat. Roosevelt gave a radio broadcast on December 29, 1940, to address Americans to support the Allies in Europe and China, in their war against Germany and Japan. He called the nation an â€Å"Arsenal of Democracy† to  reference the powerful industrial machine it is, and how it can be the supplier of military goods to the Allied war effort. The United States military forces and most allied forces relied on the United States production of food and military goods. This meant that Americans on the home-front had to be rationed for what they can have, which meant they can only purchase so much of certain items. Many consumer goods had to be severely rationed or taken out of the market totally, because they were needed for the war effort. This is why Americans were encouraged to grow â€Å"Victory Gardens† so that they produced their own food, and what food they normally consumed from markets could help contribute to our troops as well as those of the Allied forces. Food production was then focused on providing for the troops instead of the everyday consumer, because they were expected to contribute for themselves and thus help contribute to the soldiers. The United States also made many technological innovations that helped revolutionize certain aspects of war, one of these being the pressurized air cabin in air planes. This helped prevent pilots from getting hypoxia (low oxygen levels in the blood), while also letting planes fly higher, and with more comfort for its passengers. This meant allied bombers like the b-29 could fly higher and escape low anti air missiles and fire from the ground. The Manhattan Project that the U.S. held with the United Kingdom and Canada also helped produce many technological innovations. The main product of this research program was the atomic bomb that would eventually be ordered into use on Japan, and would usher in their surrender and the end of the Second World War. We all know now that Goering’s statement was terribly misinformed, otherwise Germany and the Axis Powers would not have been defeated by the Allies. The United States was the team Captain in this effort and without them the chances of winning would have been slim to none. In the case of this war, and in the case of any war, production plays a key role, and in World War Two, the United States â€Å"Arsenal of Democracy† provided the Allies with the goods and resources necessary for victory.

Gangs and Violence :: Gangs Violence Psychology Essays

Gangs and Violence Gangs are a violent reality that people have to deal with in today's cities. What has made these groups come about? Why do kids feel that being in a gang is both an acceptable and prestigious way to live? The long range answer to these questions can only be speculated upon, but in the short term the answers are much easier to find. On the surface, gangs are a direct result of human beings' personal wants and peer pressure. To determine how to effectively end gang violence we must find the way that these morals are given to the individual. Unfortunately, these can only be hypothesized. However, by looking at the way humans are influenced in society, I believe there is good evidence to point the blame at several institutions. These include the forces of the media, the government, theatre, drugs and our economic system.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  On the surface, gangs are caused by peer pressure and greed. Many teens in gangs will pressure peers into becoming part of a gang by making it all sound glamorous. Money is also an crucial factor. A kid (a 6-10 year old, who is not yet a member) is shown that s/he could make $200 to $400 for small part time gang jobs. Although these are important factors they are not strong enough to make kids do things that are strongly against their morals.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  One of the ways that kids morals are bent so that gang violence becomes more acceptable is the influence of television and movies. The average child spends more time at a TV than she/he spends in a classroom. Since nobody can completely turn off their minds, kids must be learning something while watching the TV. Very few hours of television watched by children are educational, so other ideas are being absorbed during this period of time. Many shows on television today are extremely violent and are often shown this from a gang's perspective. A normal adult can see that this is showing how foully that gangs are living. However, to a child this portrays a violent gang existance as acceptable. 'The Ends Justifies the Means' mentality is also taught through many shows where the "goody guy" captures the "bad guy" through violence and is then being commended. A young child sees this a perfectly acceptable because he knows that the "bad guy" was wrong but has no idea of what acceptable apprehension techniques are.

English Proficiency and Academic Achievement Essay

Introduction For many years now, linguists and researchers have examined the impact of English language proficiency on various fields like academic success and employability. While early researches suggested that English proficiency does not dictate high academic rating and employment aptitude, evidences are now showing that proficiency of the English language is a cutting-edge asset in areas of academic success and employment in a highly-competitive and demanding industries in Medicine and Fitness, Information Technology, and the Business Process Outsourcing. In the Philippines, for example, where there is an increasing demand of call center workers year after year, fluency of the English language should be a topmost priority among schools. It is on this ground that the issue of how English language proficiency relates to academic achievement and employability is clearly relevant to the educational development of bilingual and trilingual students. This issue has been a widely debated topics not only in the Philippines, but also around some parts of the United States and Europe. Underlying these issues, the question of what English proficiency means and how it relates to academic achievement and employability should be addressed. Central to the understanding of English language proficiency is J. Cummins’s Theory of Language Proficiency. To be proficient in a second language (English, for Filipinos), both basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) need to be developed. The latter is the basis for students’ academic success but may take from 5-7 years or longer to master. The former, in contrast, is usually attained within the first two years of exposure to the second language and is characterized by superficial oral language skills. Language proficiency, furthermore, develops along these two continuums: from context-embedded to context-reduced communication, and from cognitively less-demanding to cognitively-demanding tasks. Then how do we measure English language proficiency? Canale provided a set of criteria he termed communicative competence to assess proficiency in the language as follows: grammatical  competence which encompasses knowledge in lexical items and rules of morphology, syntax, sentence, grammar, semantics, and phonology; discourse competence which is the ability to connect sentences in stretches of discourse and form a meaningful whole out of a series of utterances; sociolinguistic competence which involves knowledge of socio-cultural rules of language; and strategic competence which is the verbal and nonverbal communication strategies that may be called into action to compensate for breakdowns in communication due to performance variables or due to insufficient competence. Summing it up, English language proficiency is competence in basic mechanics, manipulation and ability to use words, phrases, and sentences, distinction of appropriate function of the language, and compensation or remediation for a lack in some language areas. These have been the basis for myriad of researches on the relationship of English language proficiency to academic achievement and employability. At present, researches have turned their attention to the broad cognitive development of language among students. These researches have found an increasing evidence for positive relation between English language proficiency and reasoning abilities including â€Å"nonverbal problem-solving skills, divergent thinking skills, and field dependence†. Research has also indicated that additive-bilingual students who have high proficiency in English outperform their monolingual counterparts who have low proficiency in English on tasks requiring high levels of cognitive control. The positive relation between proficiency in English among students and exceptional nonverbal ability in with-in group analyses has also been observed. Results of these studies revealed that students who are proficient in English are superior to their counterparts in the area of â€Å"general cognition development†, â€Å"academic achievement†, â€Å"and â€Å"linguistic competence†. The series of studies by J. Cummins in 1979, 1981, 1989, and 1992, respectively, have shown that proficiency in the acquired language must be obtained in order for the students’ cognitive abilities to be properly incited. In short, academic achievement is only attained through literacy and proficiency of English. Additionally, the more proficient one is in English, the quicker one is to amass knowledge. For a student to be academically competent in areas like Mathematics, Science, Humanities, Arts, and even Character Education, focus on â€Å"linguistic structures, functions ,  and mechanics†14, should be considered first. Thus, culturally diverse students must make the transition from using only concrete language style to a more contextualized language. Systematically selecting language activities along the oral-proficiency continuum and facilitating the development of the students’ narrative abilities prove to be effective in promoting academic achievement as well. Furthermore, Wallach and Miller noted that â€Å"the shift from utterance-based communication to text-based communication means that students engage in the manipulation of language topics, forms, and functions†, which is very crucial in attaining academic success. According to the researches of Wallach and Butler, and of Simon, there is an existing relationship between English language proficiency and academic achievement, and becoming academically good involves proficiency in English. Thomas and Collier suggested that sustained instruction in English enhances students’ academic success in later years, as shown in thei r research study on high school students. And with the booming call center industry in the Philippines, the need for English fluency and academic mastery should be addressed through effective academic instructions in schools. Every quarter, the industry opens more than 1000 seats to college and high school graduates alike, provided that they have the acceptable and standard language competence to deliver their highly demanding functions in a highly competitive environment. The quality of our graduates in terms of academic and English competence is determined by the passing rate of call center applicants. For the record, the IT and Business Process Association of the Philippines admitted that only 9 out of the 100 entry-level applicants are deemed-fit for the call center job, while 20 to 40 applicants would need to undergo skills-based training in language and technology, and the rest failed to get the cut. The Call Center Association of the Philippines pointed out several reasons for the low passing rate. Aside from the lack of call center experience, the applicants do not have the entry-level skills to be considered for the job. Such entry-level skills include verbal conversations, technology know-how, and decision-making, which can be addressed through effective academic preparation in schools. While most vocational schools offer short-term call  center courses, nothing beats a well-grounded academic training in schools. As the call center business continue to offer an attractive working climate, some sectors express concerns about the overall English and academic competence level of the potential new hires. Due to the high-level language proficiency and socio-linguistic skills requirement of the job, certain call center companies may have not filled in the expected seats from the foreign clients, especially for high-end accounts like banking and finance and telecommunications which demand a higher-order thinking and analytical skills. In a study conducted by the John F. Kennedy Center Foundation – Philippines in 2006, it was revealed that the declining supply of qualified call center workers could arrest the projected growth of the industry. The JFKCF-P mentioned that one solution is to â€Å"adequately prepare graduates by providing them quality training in English proficiency.† The general perception of a â€Å"declining English competence† of our students and graduates has been constantly talked about by industry insiders, media practitioners, and educators. Has there been a decline of English competence that we have a relatively low passing rate in the call center job? If there is, what measures are currently in place to ensure academic and language success in schools? Does proficiency in the English language ensure good academic standing? What other factors contribute to language proficiency and academic performance in relation to employability? Background of the Study The academic achievement of bilingual and/or trilingual students has long been a major educational concern. It has been said that before these students are confronted with academically challenging tasks in any discipline, they should be masters of the English language first. But the question here is: how do these learners acquire the standard of English proficiency? There are several factors that affect or inhibit learners in attaining mastery of English; thus, attaining academic success is near to impossible. Such factors include age and/or level of maturity, first language proficiency, and attitude and individual differences. Age and/or level of maturity here refer to the preparedness or readiness of the learners to acquire competence in the language. Collier said that â€Å"for  academic achievement, it does not matter when second language begins, as long as cognitive development continues at least through age 12.† First language proficiency is also a major factor, as what was noted by researchers that it may inhibit the development of the second language. Attitude and individual differences refer to language learning styles and behavior of the learners towards the language. It is on this premise that this research study is geared to prove or disprove the validity of the said effects of English language proficiency on academic achievement and employability. Sufficient data are then gathered to supplement the research study and to aid the researcher with the proper procedures in conducting the study. These data are grouped according to relevance and importance and on the degree of reference. The interest of the research study started as a practical observation in the call center setting. It has been observed that those who have the ability, in whatever level of proficiency, in the English language have the competitive advantage over those who are less or no ability to use English in terms of aca demic performance, employability, and even job promotion. The interest was then broadened into a real research work. Theoretical Framework | Conceptual Framework This study is anchored on Jim Cummins’s Theory on Second Language Acquisition, where five stages of acquisition are discussed in relation to students’ capacity or readiness to achieve academic proficiency. The five stages are as follows: Stage 1: The Silent/Receptive or Preproduction Stage, which can last from ten hours to six months. Here, the students often have up to 500 hundred words that they can understand, but they may not be comfortable using; Stage 2: The Early Production Stage, which can last additional six months after the initial stage. At this stage, students have usually developed close to 1,000 receptive or active words; Stage 3: The Speech Emergence Stage, which can last up to another year. Students in this stage have usually developed approximately 3,000 words and can use short phrases and simple sentences to communicate; Stage 4: The Intermediate Language Proficiency Stage, which may take up to another year after speech emergence. Students have typically developed close to 6,000 words and are beginning to make complex statements, state opinions, ask for clarification, share their thoughts, and speak at greater length; Stage 5: The Advanced  Language Proficiency Stage, which typically takes from five to seven years. By this stage, students have already developed some specialized content-area vocabulary and can participate fully in conversations that require great fluency similar to that of native speakers. In relation to these stages, the achievement level of the students in their academics depends on what stage their proficiency of English is into. Another theory of Jim Cummins is that of Basic Interpersonal Communication Skills (BICS) and that of Cognitive Academic Language Proficiency (CALP). This theory states that the â€Å"average student can develop conversational fluency within two to five years, but that developing fluency is more technical, academic language can take from four to seven years depending on many variables such as language proficiency level, and the degree of support for achieving academic proficiency.† The paradigm shown on the next page features the concept of this study. The continuous cycle begins with English language proficiency first, and after achieving proficiency in the language, students will be able to correctly manipulate language forms and patterns for easy understanding of academic lessons presented in English. This results to high academic performance, which will also augment students’ proficiency in the language. The more proficient one is in English, the more academically go od one becomes and the more one achieves academically, the more one becomes proficient in English. Paradigm: The continuous flow of English language proficiency to manipulation of language forms and patterns to academic achievement and then back to English language proficiency. Statement of the Problem This study determines and proves the significant correlation of English language proficiency to academic achievement of Grade 9 students of Calumpang High School for the school year 2014 – 2015. Specifically, it seeks to answer the following questions: 1. What is the profile of the respondents according to: 1.1. Age; 1.2. Sex; 1.3. Birth Order; 1.4. Parents’ Educational Background; and 1.5. Socio-Economic Status? 2. What is the respondents’ level of English proficiency as a result of the English Proficiency Test? 3. What is the academic achievement of the respondents as reflected by their average grade in all subjects from their previous year? 4. What is the degree of the variability of the respondents’ grades and scores on the English Language Proficiency Test? 5. What is the correlation of English language proficiency to academic achievement? 6. Does a positive correlation between English language proficiency and academic performance dictate high level of passing rate in the call center industry? Hypothesis of the Study For statistical testing and data interpretation, this hypothesis is considered: English language proficiency has no significant effect on academic achievement of the students; thus, no correlation can be made between the level of proficiency in English language and academic achievement. Scope and Delimitation of the Study While there is a strong presence of the issue of bilingualism and trilingualism and second language acquisition, this study covers only the inherent and potential relationship of English language proficiency and academic achievement. The above two issues are excluded here although some aspects have been tackled because of some relevance and association with the main focus of this study. This study also adheres to its main objective, which is to determine whether or not the ability to correctly use the English language has an effect on the students’ academic achievement, and in turn get a very high employability rate in the Business Outsource Processing industry. Although results vary due to factors like age, gender, birth order, socio-economic status, and the like, any conclusions made in this study are solely based on one variable, English language proficiency. The term English language proficiency covers not only mastery of grammar and mechanics or sentence patterns, but mor e so on the mastery of the four macro skills: reading, writing, speaking, and listening. Proficiency in this study refers to the ability of the students to read, write, speak, and listen in English. Any of these macro skills does not determine proficiency  because proficiency means more that just the ability to read, write, speak, and listen. Rather, proficiency means the ability to correctly use these four macro skills in a given situation. In this study, the proficiency of the students in the English language is measured under these conditions. Academic achievement covers the school performance of the students through their grades from the previous academic year only. It includes academic subjects like Mathematics, Sciences, Language, Social Studies, Arts, and Livelihood Education. Academic achievement is measured here through the students’ grade from their previous year. The respondents of this study are enrolled Grade 9 students Calumpang High School of school year 2014–2015. Those who indicates in the survey questionnaire that they are foreigners and /or native speakers of English are excluded in the study. It is on these conditions where the results of this study can be concluded valid and reliable. Significance of the Study The study on the relationship of English language proficiency and academic achievement has been the subject of many researches for decades now. Educators and school administrators promote the idea that language proficiency affects academic performance and language proficiency and academic performance affect employability. Although there are some who contradicted such idea, the impact of the results of these researches and studies proved to be interest-provoking and had alarmed those in the authority. That is why considerable number of similar researches is still conducted. The study on the significant effects of English language proficiency on academic achievement is the key factor in understanding learners’ diverse ways on acquiring mastery of the subject matters specially those that use English as medium of instruction. The study alone may eliminate subjectivity on the part of the teachers in terms of assessing the academic performance of the students. In such ways, the teachers are given prior knowledge about the capacity of their students to use the English language and eventually make the necessary adjustments so that all students, in whatever level of English proficiency they have, shall learn effectively whatever the academic subject is. Additionally, understanding that the students are going through a predictable and sequential series of developmental stages in English language proficiency helps teachers predict  and accept students’ current stage, while modifying their instruction to encourage progression to the next stage. This study can also help teachers develop appropriate instructional strategies and assessments that guide students along a continuum of language development. This study will also benefit the students themselves. Having this background, they can already adjust to different academic tasks in the classroom. Also, this shall provide them with the necessary information on assessing their own competence in English and suit it to appropriate level of academic struggle. They will be given substantial help for them to understand their level of competencies in the language. In the case of those who are in the authority, they will be given enough background on the level of English proficiency and its effect to academic achievement of the students. With this, they shall have basis in future program implementation in relation to educational development. Furthermore, this research study is an important area in English language education, perhaps an area that can be significantly studied more. This study will generate new ideas that can be used for future researches related to the topic. As a mere research study, this may not be the be-all and end-all in describing students’ academic learning styles, but this will be a starting point in analyzing the important role of English not only as an international language, but also as a language of academics. Finally, understanding the concept of English language instruction and its impact to the overall academic performance of the students is a good bird’s eye view to course developers and educators of Call Center Programs in the K-12 curriculum. Identifying the areas of English our students are challenged with versus the English proficiency requirements of the call center job enables our school administrators to create skills-related teaching methodology to equip our students in their job application in the future. Moreover, it is imperative for the whole academe to understand the demands of the global market and the relevance of language proficiency and academic performance to marketability and self-worth. This research ultimately seeks answers to the unidentified reasons of the â€Å"declining English proficiency† and what effective programs and solutions can we implement to address such issues. Definition of Terms Throughout the study, there are words and terms that are contextually and operationally used. This section includes clearly and concisely defined coined words and technical terms as follows: Academic Achievement. This refers to the school performance of the students through grades. Bilingualism. This term refers to the use of two languages, the first language and English, as a medium in communication. Call Center Industry. Also known as Business Process Outsourcing, this term refers to the large operations of foreign companies in the Philippines. Communicative Competence. This refers to the ability to communicate effectively in whatever forms of speaking and writing as well as the ability to get messages through listening and reading. English Language Proficiency. This term refers to the competence in using English in forms of written discourse and oral communication.

Assess Nietzsche’s idea of the “Will to Power” Essay

Throughout his works, Friedrich Nietzsche develops a fundamental foundation which forms part of all his other concepts – this is his â€Å"Will to Power.† Being very much the centre of his philosophy, it is an extremely complex concept that has connections to all areas of his ideas, be it ethics, metaphysics or aesthetics. However, it does have several flaws. First of all, it goes against Nietzsche’s perspectivism and outright rejection of metaphysics. Suggesting that an objective metaphysical concept such as the Will to Power exists is tantamount to admitting failure at the first hurdle. Nietzsche never addresses this issue. In addition, the Will to Power as the sole part of life itself seems entirely counter-intuitive. Is it not clear that other things affect our judgment than the desire to overcome all others? He never really explains how the Will to Power is meant to be the ultimate moral goal, either. His philosophy here falls victim to the fact-value gap. Just because life is the Will to Power, it does not necessarily follow that we ought to follow it as our only ambition. The Will to Power is complicated further by Nietzsche’s automatic division of people into â€Å"masters† and â€Å"slaves.† Clearly, the Will to Power can not apply to the slaves, as that would be a contradiction in terms. This makes it extremely difficult to justify that the Will to Power in fact is life itself for everyone. The Will to Power is notoriously hard to define on itself, as it is inherently defined by both its causal principles and the effect of the doctrine itself. Nietzsche describes, in Beyond Good and Evil, a hierarchy of â€Å"drives† which are the core of human existence. Each of these drives is attempting to gain dominance over the other. This relationally constituted structure is the Will to Power. Likewise, every living being is imposing their Will to Power onto others. From this, it would follow that all actions are, in themselves, products of the Will to Power, be it procreation, alimentation or any action at all. No other variables affect our judgment. This, I disagree with. How can Nietzsche explain actions performed against your natural instinct? Yes, I can admit that (in Nietzsche’s view) it is morally wrong, but there is no categorical barrier which stops me from breaking those morals. Clearly, then, all actions cannot be derived from the Will to Power. Nietzsche introduces the Will to Power primarily in opposition to the old Christian values of compassion and piety, which he believes must be â€Å"reversed.† According to Nietzsche, Christians reject the Will to Power and suppress it completely, which in itself seems to contradict his definition of it. Nevertheless, he posits the Will to Power as the ultimate end of any moral system, not just Christianity. All systems of morals are â€Å"a sign-language for the Will to Power.† From these, we can assume that Nietzsche believes that because the Will to Power is life itself, then obviously all morals must also be the Will to Power. This is erroneous. Hume famously illustrated the fact-value gap many hundreds of years before Nietzsche’s time, yet he still seems unable to escape it. It does not follow that because life is the Will to Power, we ought to follow it blindly. Nietzsche never addresses how this is meant to work as an ultimate moral goal – he assumes that life would lead us there. Realistically, I don’t think this is reasonable. Quite clearly, our instincts do not always tell us to follow the Will to Power religiously, even in the animal kingdom (where perhaps we observe a more pure form of the instinct) where creatures have shown to be compassionate and willing to submit. Drawing from the Will to Power, Nietzsche posits his philosophical ideas. These are positive expressions of the Will to Power: the rejection of objectivity; the â€Å"New Philosopher† who is the embodiment of the Will to Power; the doctrine of Eternal Return (which is the ultimate embrace of the Will to Power); and his ultimate master/slave society where the WtP governs all and keeps the strong strong (whilst weakening the weak). I accept that these can generally be inferred from the Will to Power if it is valid, but it is this conditional that causes problems. Maudemarie Clark argued that Nietzsche’s whole philosophy was based on this If, but she also points out that this implies causality – something which Nietzsche radically objects to several times. This picks him out as the dogmatic philosopher he spends the first part of Beyond Good and Evil criticising – merely projecting his own view onto others. The Will to Power, again, seems absurd. Leading on from this is Nietzsche conception of metaphysics and epistemology. Nietzsche detests the metaphysicists (Plato and the Christians in particular) and argues that they are denying the Will to Power, and, therefore, life itself, by looking for answers in another realm. They are, he states, blinded by a â€Å"Will to Truth.† However, isn’t the Will to Power a metaphysical concept? I believe that Nietzsche’s description of it as all-encompassing makes this a distinct possibility. Not only does this undermine the Will to Power, but also, once again, Nietzsche’s entire philosophical doctrine. Another of Nietzsche’s problems with past philosophers, which is connected to the above point, is their obsession with an objective truth. He says that all we have which we can call â€Å"truths† are our interpretation of our own perspectives. So how can the Will to Power be anything but an interpretation from Nietzsche’s perspective? It cannot possibly be objective – this is against his epistemological principles! It is impossible to accept this. However, another interesting point by Clark is her theory of â€Å"omniperspectivism,† where there can be a theoretical objective truth if one was to see a situation from all possible perspectives. This would give the Will to Power a theoretical grounding, but still fails to establish it as the practical device which Nietzsche advocates it as. One final point to make is about Nietzsche’s morality – master and slave morality. He suggests that in a perfect society, the strong would live for their own existence only, exploiting the weak not only for their benefit, but also as an exertion of power. This solves the problem of the relative term â€Å"power† (as power only exists in relation to something less or more powerful). But, if life itself was the Will to Power, shouldn’t the weak have it as well? Wouldn’t they be living according to the same rules? This illustrates clearly the practical problem of the Will to Power, even in Nietzsche’s own morality. These points I believe show that the Will to Power, although inspiring theoretically, is absurd and impossible in practice. Nietzsche does not offer enough explanation for us to accept it as a serious philosophical concept, and it eventually displays the weaknesses of Nietzsche’s entire philosophy.

Free Essays on Israelis And Arabs

Both sides claim land in Israel, the West Bank and Gaza Strip. Moderates suggest splitting of the territory, while extremists want it all. There have been three major Arab-Israeli wars since 1947 when the UN divided the former British mandate of Palestine between its Jewish and Arab populations with Jerusalem as an "international" city. The Arab population rejected that plan. After each was Israel, had extended its boundaries. After the second war - in 1967 - Israel took the West Bank from Jordan and the Gaza Strip from Egypt (who had held them since the 1948 war) and began an illegal program of settlement building in the now occupied territories. Significantly, these were areas that Palestinian refugees had fled to in 1948. The 1967 war had defended Israel against combined Arab armies massed on its borders when its existence appeared to be under threat, but also put a significant Arab population under Israeli rule (in addition to its own Arab citizens). Its rage was demonstrated in the 1980s intifadah against Israeli occupation and continues to feed into the violence. Much of the economic life of the West Bank and Gaza has been suspended since September 2000, exacerbating unemployment and poverty. The conflict has developed its own logic of hate and anger that is responsible for the killing. On the Israeli side, many fear the Palestinians want to drive them into the sea. Palestinians feel besieged by Israel and fear the Jewish state will, if not annex the West Bank and Gaza, deny the right of an economically and politically viable Palestinian state to exist. The United States must radically revise its approach to the Israeli-Palestinian conflict or risk the Middle East sliding further into chaos. Previous approaches to the current violence and to the peace process itself have all been useless: start with a ceasefire, build trust, then come to the hard political issues last. These policies haven’t worked in the war -torn Middle ... Free Essays on Israelis And Arabs Free Essays on Israelis And Arabs Both sides claim land in Israel, the West Bank and Gaza Strip. Moderates suggest splitting of the territory, while extremists want it all. There have been three major Arab-Israeli wars since 1947 when the UN divided the former British mandate of Palestine between its Jewish and Arab populations with Jerusalem as an "international" city. The Arab population rejected that plan. After each was Israel, had extended its boundaries. After the second war - in 1967 - Israel took the West Bank from Jordan and the Gaza Strip from Egypt (who had held them since the 1948 war) and began an illegal program of settlement building in the now occupied territories. Significantly, these were areas that Palestinian refugees had fled to in 1948. The 1967 war had defended Israel against combined Arab armies massed on its borders when its existence appeared to be under threat, but also put a significant Arab population under Israeli rule (in addition to its own Arab citizens). Its rage was demonstrated in the 1980s intifadah against Israeli occupation and continues to feed into the violence. Much of the economic life of the West Bank and Gaza has been suspended since September 2000, exacerbating unemployment and poverty. The conflict has developed its own logic of hate and anger that is responsible for the killing. On the Israeli side, many fear the Palestinians want to drive them into the sea. Palestinians feel besieged by Israel and fear the Jewish state will, if not annex the West Bank and Gaza, deny the right of an economically and politically viable Palestinian state to exist. The United States must radically revise its approach to the Israeli-Palestinian conflict or risk the Middle East sliding further into chaos. Previous approaches to the current violence and to the peace process itself have all been useless: start with a ceasefire, build trust, then come to the hard political issues last. These policies haven’t worked in the war -torn Middle ... Free Essays on Israelis And Arabs The ideology of the Israelis is different from the Arabs in many ways. They have different views on religion, politics, and the way society should be ran in general. The Arabs and Israelis had several chances to call a truce, but Arabs turned down every chance. In 1948, the UN was going to divide Palestine into two separate states, one Arab and one Jewish, but as soon as the British left the control to them the Arabs proclaimed war against Israel. Even though Israel was proclaimed a state, Arabs refused to accept this. The Arabs believed in communism, but the Israelis chose to set up a democracy, taking ideas from the Western styles of government. Both groups proceeded to attack each other, having a constant fear of one another. This difference in ideology caused some major problems in the Middle East. Israel’s defeat over the Arabs caused self-doubt in many of the other Arab nations. In Egypt, it led to a revolution which over through the monarch. It also saw the rise of many independent groups that looked to the Soviet Union for help. This in turn caused the U.S.A. and Britain to withdraw financial aid for fear about Nasser’s relations with the Soviet Union. All of these accusations led to the Suez Crisis. The Six-Day War soon followed, in which Israeli forces overran the Sinai Peninsula, the Golan Heights on the Syrian border, and East Jerusalem. The Israelis also ignored the decision of the UN that Jerusalem should be an international city by making it their eternal capital. The prospect of there being any kind of lasting peace is not real good. Every time a leader comes forth to negotiate peace, he or she is assonated. Some countries held secret peace talks. In Morocco the Egyptian president Sadat and the Israeli president Begin, surprised the world when they held a conference to negotiate a peace treaty (before they only had secret meetings). This agreement became known as the Camp David Accords. But soon after, the Egypt...

Understanding the French Expression Nimporte

Understanding the French Expression N'importe The French indefinite expression nimporte, which literally means no matter, can be followed by an interrogative adjective, adverb, or pronoun in order to designate an unspecified person, thing, or characteristic. If you dont know what interrogative adjectives, adverbs, and/or pronouns are, be sure to study those lessons before continuing with this one (just click the link in each heading). Use With Interrogative Pronouns Interrogative pronouns can function as subjects, direct objects, or indirect objects. nimporte quianyoneNimporte qui peut le faire.Anyone can do it.Tu peux inviter nimporte qui.You can invite anyone.Ne viens pas avec nimporte qui.Dont come with just anyone.nimporte quoianythingNimporte quoi maiderait.Anything would help me.Il lira nimporte quoi.Hell read anything.Jà ©cris sur nimporte quoi.I write on anything.nimporte lequelany (one)- Quel livre veux-tu  ? - Nimporte lequel.- Which book do you want? - Any one / Any of them.- Aimes-tu les films  ? - Oui, jaime nimporte lesquels.- Do you like movies? - Yes, I like any at all. Use With Interrogative Adjectives Use nimporte  with interrogative adjectives in front of a noun to indicate a non-specific choice. nimporte quelanyJaimerais nimporte quel livre.Id like any book.Nimporte quelle dà ©cision sera...Any decision will be... Use With Interrogative Adverbs When used with interrogative adverbs, these indicate that the how, when, or where of something is unspecified. nimporte comment(in) any wayFais-le nimporte comment.Do it any way. (Just do it!)nimporte quandanytimeEcrivez-nous nimporte quand.Write to us anytime.nimporte oà ¹anywhereNous irons nimporte oà ¹.Well go wherever / anywhere.

Death and Hamlet Essay Example | Topics and Well Written Essays - 750 words

Death and Hamlet - Essay Example The leading hero of the play Prince Hamlet is equally famous for his influential dialogues and impressive performance. He is undeniably one of the most interesting dramatic characters ever created by Shakespeare or any other dramatist. His character is very deep and has a lot of intensity which explains why many dimensions of his personality have been frenetically analyzed by critics to date. An in-depth analysis of Hamlet’s character speaks of the fact that he is a tough man who is not really afraid of the horrors of death. Hamlet in association with the theme of death forms a very interesting subject to be analyzed because it has a lot of intensity to it. Scrutinizing this character in reference to death can unravel many important aspects of the story also. The purpose of this essay is also to explore Hamlet’s relationship with and attitudes towards death throughout the play. Death is a highly pronounced theme of this Shakespearean tragedy and it is quite interesting how it influences Hamlet from the very start of the play. Hamlet’s relationship with death is described as very extraordinary by Bloom (400) who suggests that as soon as the news of his father’s death reaches Hamlet, he becomes literally obsessed with the idea of death. This obsession is evident in the firm belief he develops in his father’s ghost right from the start which is revealed to him by his friend Horatio. Before killing Claudius, he is passionate about finding about the reality of ghosts to know if they really live in the world after death of a person or not. He analyzes the idea of death from many perspectives which shows how weirdly fascinated he becomes with it after his father’s murder. The news of his father’s tragic demise totally transforms Hamlet as a person and instead of focusing on other things, he develops a fascination for death. When he considers the idea of ghosts and explores it, he analyzes death from a spiritual perspect ive. He is determined to find answers to his questions and death seems to be the absolute answer. He also sees death as a solution to his emotional and psychological problems. It is not just death of other characters like Claudius but his own death also which compels Hamlet to think long and hard. Several times he contemplates the idea of suicide to get free from the pressures of the real world which weigh down on him in a very tragic manner. He gives suicide a serious through for the first time when he says, â€Å"O that this too too solid flesh would melt, / Thaw, and resolve itself into a dew!† (I.ii.129-30). This is a very important dialogue because here Hamlet expresses his desire for death. He wishes his flesh would just melt and transform into dew after thawing itself because he does not want to live and is intrigued what will happen after death like if he will transform into a ghost and reunite with his father’s ghost. Then when he says, â€Å"Or that the Ever lasting had not fix’d / His canon ’gainst self-slaughter! O God! O God!† (I.ii.131-32), he desperately wishes God had not called self-slaughter (suicide) a sin. Actually, the notion of suicide also does not sit well with Hamlet’s religious views. Despite his vengeance and longing for death, Hamlet is a good Christian and fears that suicide will subject him to eternal suffering in hell. He admits that suicide is not morally right, but still longs for it. This leads him to a catch-22 situation and extreme dissonance envelops him consequently. In a state of acute distress, he concludes that no one will wish to continue living if one is not afraid of what awaits after death. But, he fears the promise of eternal punishment in hell for people who commit suicide and it is this fear, not of death but of what comes after, which interferes