Popular Indian Religion Essay Example | Topics and Well Written Essays - 750 words

Mainstream Indian Religion - Essay Example Interpretation of a fragment remembered for this Vedic writing â€Å"ã‚pastamba's Yagã ±a-Paribhã ¢shã ¢-Sã »tras† was led by F. Max Muller which was connected with the ‘General Rules of the Sacrifice’. ‘Yagà ±a’ or penance in Sutra I of this writing is expressed as a demonstration to offer or rather to give up, for example ‘pruputti’ of a living or a non-living item to the God (Muller, 2004). ‘Yagà ±a’ is made to the God or Goddess with the desire to accomplish a prize as far as favors. These prizes have frequently been named to be connected with the ‘path to heaven’, thriving or ‘samridhi’ and supreme edification or ‘samyak-sambodhi’. The Sutras in â€Å"ã‚pastamba's Yagã ±a-Paribhã ¢shã ¢-Sã »tras† uncover an assortment of customs to perform penance so as to fulfill the loved God or Goddess. Ceremonies and items for the ‘Yagà ±a’ contrast as per the God or Goddess and likewise the procedure additionally differs for each situation. In the conventional specialty of Hinduism, the ceremonies of penance additionally contrasted based on the station framework, for example Brã ¢hmana, Kshatriya, Vaishya and Sudra (Oldenberg, 1892). ... The significance of penance and the raison d'etre of the ceremonial has additionally been unequivocally characterized in all the four fundamental Vedas of Hindu Shastra, for example Apparatus, Yajur, Sama, and Atharva Vedas (Oldenberg, 1892). It is in this setting the Sutras referenced in the writing had a noteworthy impact on the general public during the customary period where Brahmanas and Kshatriyas were named to be the higher positions having the rights to play out each sort of penance and in this way were alluded to be better associated with the profound world in contrast with Vaisyas and Sudras. Comparable to the impacts of the ceremonies referenced in the sutras on the Hindu society and from a moral perspective it is very clear that â€Å"Apastamba's Yagna-Paribhasha-Sutras† assumed a pivotal job in presenting various leveled position frameworks in the then Hindu society. On the comparable setting, in the â€Å"Grihya Sutras† of Gabhila in Kandika 5, it has been expressed that an admirer ought to try and penance a ‘black-cow’ or a ‘white-cow’ so as to satisfy God and in this manner blockade the damages caused due to Asvattha, Palaksha, Nyagrodha, and Udumbara to the house. Remarkably, these are named to be the most loved trees of Surya, Yama, Varuna, and Pragapati (Muller, 2004). The inquiry that emerges in this setting identifies with the issue where on one hand the religion will in general term cow as a holy creature and comparably instructs to show kindness toward each living animal on earth regarding them as the favors and manifestations of God himself, the ceremonies of the equivalent requests to forfeit a creature. Concerning these issues, devotees of different religions, for example, Budhists, Jains and Ajivikas have commented the custom of penance to be an image of ‘ascetic practices’.

Rush Limbaugh - Hillsdale Colleges Churchill Dinner Address free essay sample

Envision a saffron-hued robed Buddhist priest scoring to uproarious music being played by lean, wavy haired young men in a dull storm cellar in Brooklyn. This picture is one of the numerous that portrays the different boundaries throughout my life. My name is Nimesha and I’m a Sri Lankan-American who cherishes free examples and watches old SNL productions. The best thing my folks have accomplished for me directly in the wake of giving me life was bringing me up in New York City. This city has given me the opportunity to communicate my actual character while as yet letting my legacy course through my regular day to day existence. Somewhere down in the enclaves of the Lower East Side, I’m encompassed by raggedy high schooler fashionable people, who after chain smoking a cigarette for 15 minutes, influence and bounce and shake to music that can be depicted as a thousand Gameboys playing immediately. Goodness, how one can smell the high schooler anxiety noticeable all around. We will compose a custom exposition test on im a mosaic, my mosaic or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page It’s during conditions such as this when I don't mull over my parent’s emphasis on me returning home early or reading for math class. The commotion keeps on playing and I’m in the group. Hopping. Shouting. Imploring. I am presently sitting leg over leg on a saffron hued pad on the highest floor of the Buddhist Vihara in Queens that I have been going to for as long as 17 years of my life. The priests are arranged against the divider and everybody is looking towards the humongous Buddha sculpture before the room. With my eyes shut, I start to recite. My religion draws out another side of me, a progressively solemn, careful being, who most likely would be increasingly lucid in different circumstances, if consistently as loose. Things that worry me incorporate math, young men and my stunning guardians. No truly, they are very dazzling! Despite the fact that we do get into our quarrels, I am beginning to comprehend what they are used to. I used to stigmatize their emphasis on my contemplating harder and remaining at home. Be that as it may, presently I’ve acknowledged the amount they relinquished for me to get superb training and a magnificent American life, all because of an ongoing migration legal dispute. My folks missed their mothers’ burial service only so there was no danger of returning the US so I could remain at HSMSE and I just got a 70 in my math class that term. They have not seen their kin in more than 30 years yet I here and there miss schoolwork and warm the soccer seat. This reality happened to me after my mother’s migration meet. From that point forward, my viewpoint of my life is unique. I’ve have had stunning encounters throughout my life that could never have occurred if my folks had not had any desire to remain in America to severely. I reserve the privilege to free discourse and the option to take an interest in my legislature. I have the chance to go from living in a two room, one story condo to living in the White House. I can even group surf one night, and offer blossoms in a Buddhist sanctuary the following! My New York is even extraordinary at this point. I don’t simply observe calfskin tights and Nike Dunks as a portrayal of my youthfulness. Rather than concentrating on the nightlife, I presently welcome that I am developed in a magnificent network of social dispersion. My New York has gotten a mosaic. As the truism goes, â€Å"my food merchant is Korean, my store man is Israeli, my clothing fellow is Chinese, my preferred coffee shop proprietor is Greek and my preferred falafel fellow is Egyptian.† This assorted variety is the thing that I’ve grown up with and gained from. I see the magnificence in this liberality and I grasp it. Truth be told I consider it to be a significant apparatu s to my greatest advantage for my future. In spite of the fact that I have not generally settled on the best options, as not making a decent attempt as I could in school, presently I am completely prepared to take advantage of the lucky breaks my folks have made conceivable to me. My energy for International Relations makes me need to locate the best school program and work my hardest at it. My ongoing acknowledgment is an immense inspiration to assist me with prevailing in a difficult scholarly condition. I need to have the option to include the resilience, care and good faith I have gained from my encounters to the networks I will participate later on, regardless of whether it is my school network or the universal network as a future compassionate or legislator. For the time being, I am carrying on with my life vivaciously with the information that I myself am a mosaic. I am a result of worldwide, present day, customary, scholarly and sympathetic impacts. I am anticipating bringing the best of the various parts of me to any place I go throughout everyday life.

How Long Does Alcohol Stay in Your System

How Long Does Alcohol Stay in Your System Addiction Alcohol Use Print How Long Does Alcohol Stay in Your System? Alcohol in Your Blood, Urine, Hair, Saliva By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on October 26, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on November 25, 2019 More in Addiction Alcohol Use Binge Drinking Withdrawal and Relapse Children of Alcoholics Drunk Driving Addictive Behaviors Drug Use Nicotine Use Coping and Recovery In This Article Table of Contents Expand Effects Duration Detection Times Elimination Symptoms of Overdose Getting Help View All Back To Top Knowing how long alcohol (ethanol) remains in your system is important for avoiding dangerous interactions with medications as well as impairments in your physical and mental performance. While alcohol is not considered a controlled substance under the Controlled Substances Act (CSA), it is illegal to sell or serve to anyone under the age of 21 in the United States. The metabolism of alcohol has been studied in detail, but there are many individual factors that determine how long it can be detected in your body and how long it will take to be eliminated. Depending on the type of test used as well as your age, body mass, genetics, sex, and overall health, alcohol can remain detectable in your system from 10 hours to 90 days. When misused, alcohol can do as much (or even more) overall harm as many illegal drugs. People who misuse alcohol also risk developing physical and psychological dependence and alcohol use disorder. Verywell / Joshua Seong Facts You Need to Know About Alcohol How Long Does It Take to Feel Effects? You can start to feel the effects of alcohol in a matter of minutes. When ingested, alcohol is rapidly absorbed from the stomach and small intestine into your bloodstream before it travels to the nervous system (brain and spinal cord). As a central nervous system depressant, alcohol impairs the communication of messages in your brain, altering your perceptions, emotions, movement, and senses. In small amounts, you might feel more relaxed and open or less anxious, but the more you drink, the more intoxicated you’ll begin to feel. For some, this can mean being more talkative or very friendly and others may begin to behave with anger or aggression. Other signs of alcohol intoxication include: EuphoriaLoss of inhibitionsImpaired walking (ataxia)Losing coordinationSlurred speechSlowed reaction timePoor judgment (such as driving under the influence or engaging in unprotected sex) Description of Alcohol Intoxication in the DSM-5 How Long Does Alcohol Last? The half-life of ethanol is about 4 to 5 hours, which means it takes that long to eliminate half of the alcohol ingested from the bloodstream.  For most people, alcohol is absorbed into the system more rapidly than it is metabolized. For a person weighing 150 pounds, for example, one standard drink will increase their blood-alcohol concentration by about 0.02%,?? but the body can only remove about 0.016% per hour on average.?? Therefore, even if you consume only one drink per hour, your blood alcohol concentration (BAC) will continue to increase. If you drink more than one per hour, it rises much more rapidly. The body metabolizes alcohol by oxidizing the ethanol to acetaldehyde. The acetaldehyde is broken down into acetic acid and then to carbon dioxide and water. Most of the alcohol you consume is metabolized in the liver, but about 5% of the alcohol you drink is excreted by the body through sweat, breath, urine, feces, and saliva.?? Determining exactly how long alcohol is detectable in the body depends on many variables, including which kind of drug test is being used. Alcohol can be detected for a shorter time with some tests  but can be visible for up to three  months in others. The following is an estimated range of times, or detection windows, during which alcohol can be detected by various testing methods. Breath Alcohol can be detected in your breath  via a breathalyzer test for up to 24 hours. Urine Alcohol can be detected in urine for three to five days via ethyl glucuronide (EtG) metabolite or 10 to 12 hours via the traditional method.?? Blood Alcohol can show up in a blood test for up to 12 hours.?? Saliva A saliva test can be positive for alcohol from 24 to 48 hours.?? Hair Like many other drugs, alcohol can be detected with a hair follicle drug test for up to 90 days.?? False Positives The EtG test can produce a positive test from the mere exposure to alcohol thats present in many daily household products such as cooking extract, mouth wash, cleaning products, cosmetics, and hair dye. As such, its a less reliable test for alcohol consumption. If you take a breath or saliva test shortly after using alcohol-containing mouthwash or cough medicine, it may detect the residue of the alcohol in your mouth and create a false positive as well. Factors That Affect Detection Time The timetable for detecting alcohol in the body is also dependent upon variables such as metabolism, body mass, age, hydration level, physical activity, health conditions, and other factors, making it almost impossible to determine an exact time alcohol will show up on a drug test. Some of those factors include the following. Genetics Just as family history plays a role in the development of an alcohol use disorder, how quickly the body processes and excretes alcohol also has a genetic link. Sex Since women tend to have proportionally more body fat and less body water than men, alcohol tends to linger in their systems longer than men. Body Fat Again, the more fat you have, the longer the alcohol will stay in your body. Ethnicity Studies have found that people of East Asian descent are more likely to have trouble metabolizing alcohol since they don’t produce enough of a key enzyme that helps metabolize alcohol in the liver. Instead, a toxic byproduct of alcohol builds up in the blood and liver, dilates blood vessels, and causes flushing (redness and heat) in the face and neck as well as headaches, dizziness, palpitations, and nausea. This reaction is known colloquially as “Asian flush” or “Asian glow.”   Age As you get older, your liver works more slowly, so it takes longer to excrete alcohol. Many aging adults also take medication that can affect liver function, slowing the process further. Food Consumption Roughly 20% of the ethanol in liquor is absorbed into the blood from the stomach and the rest from the small intestine. The longer alcohol stays in the stomach, the longer it takes to be absorbed and the slower the rate of intoxication. Eating before drinking, and continuing to snack while you consume alcohol, will slow the absorption and reduce its impact, but prolong the detection period. Medications Certain medications can interfere with how alcohol is absorbed in the body and some may even enhance the effects and increase intoxication. Always be honest with your healthcare provider about how much alcohol you consume. Medications known to interact with alcohol include: Anti-anxiety medicationsAntidepressantsAntibioticsAllergy medicationsDiabetes medications Use How frequently and how fast you drink, as well as the alcohol content in your beverage, can all influence how long ethanol stays in your system. For example, if you engage in binge drinkingâ€"five or more drinks for men or four for women during a single drinking sessionâ€"it can take many hours for the alcohol to completely clear from your system.?? It is possible for your  system to still have enough alcohol in it the next morning that you could fail a urine or blood test for driving under the influence. You would definitely have a problem trying to pass a test that is designed to detect the presence of any alcohol. How to Get Alcohol Out of Your System Regardless of how fast your body absorbs alcohol, it eliminates it at the average rate of 0.016 BAC per hour. Nothing you do will speed up the elimination process, including drinking coffee, drinking water, taking a shower, or even vomiting. If you know that you are going to have to take a breath, blood, or urine test for the presence of alcohol in your system, the only way you can lower your blood alcohol content results is to delay taking the test as long as possible after your last drink, because only time will reduce your BAC. The following table shows the length of time it takes for your body to eliminate alcohol at varying BAC levels. Average Time Needed for Alcohol to Clear Your System BAC Level Hours Until 0 BAC 0.016 1 0.05 3.75 0.08 5 0.10 6.25 0.16 10 0.20 12.5 0.24 15 The above times reflect the metabolism rate of a healthy, functioning liver. If you are a heavy or long-time drinker, your liver may require more time to eliminate alcohol from your body. Symptoms of Overdose Consuming large amounts of alcohol in a short period of time can result in alcohol poisoning, which is a medical emergency. According to the Centers for Disease Control and Prevention, an average of six people per day die of acute alcohol poisoning. Drinking too much alcohol, or combining alcohol with other drugs or medication, can cause the areas of your brain that support your breathing, heart rate, and other basic life-supporting functions to begin to shut down. ConfusionExtreme sleepiness or loss of consciousnessSeizuresSlow heart rateNo gag reflex, which prevents choking when vomitingClammy pale, or blue-tinged skinLow body temperature (hypothermia)Breathing slowly or irregularly (less than eight times a minute or 10 seconds or more between any two breaths)Vomiting while unconscious (doesnt wake up during or after vomiting) If someone you care about is experiencing any of the symptoms of alcohol poisoning, call 911 and keep your friend safe until help arrives. An Overview of Alcohol Poisoning Getting Help If youve been drinking heavily and/or regularly, suddenly stopping or cutting back on alcohol can cause physical and psychological symptoms of withdrawal. The severity will depend on how long youve been using alcohol and how much you normally drink. In severe cases, you can experience a possibly life-threating type of alcohol withdrawal known as delirium tremens (or DTs), which can occur from two days to up to a week after your last drink. When youre ready to quit or reduce the harm alcohol is causing to your health and life, there are many resources to help. Start by talking to your primary care physician. Many people also turn to support groups, like Alcoholics Anonymous (AA). These groups, whether in-person or online, can help you feel supported and less alone as you navigate recovery. You can also contact the Substance Abuse and Mental Health Services Administration (SAMHSA)  National Helpline at 1-800-662-HELP (4357) for free, confidential resources and referrals to support groups and trusted treatment facilities What to Expect From Alcohol Withdrawal

Analysis Of The Poem The Birthmark By Nathaniel Hawthorne

Humans possess the desire to be perfect, which simply does not exist on earth and can only be achieved in dreams or in death and is explained in â€Å"The Birthmark† by Nathaniel Hawthorne. Despite wanting to be perfect, humans also desire the need to love and to be loved in return, which often leads to unhappy, bad, forceful relationships as expressed in â€Å"Living In Sin† by Adrienne Rich. Within our human lives we often desire to be labeled by who and what we are so we can know our place in this world; which is pointless because in the end death does not care who you were and â€Å"Color—Caste—Denomination—â€Å" by Emily Dickinson is an example of this. However, Super Sad True Love Story portrays humans who possess multiple harmful, pointless desires. Whether it is to live forever and look younger, to love someone because it is better than being alone, or ranking to know their purpose in the world, Super Sad True Love Story shows how these t hings end in a result not perfectly lovable at all. Through science, â€Å"The Birthmark† by Nathaniel Hawthorne pursues the human desire of perfection that ends in a tragedy due to the desire itself because there is no such thing as perfection in the world. Aylmer, a scientist, becomes obsessed with the birthmark his wife, Georgina, has on her cheek that ends up being all that he sees when he looks at her. He believes that if Georgina didn’t have â€Å"this slightest possible defect†, she’d be perfect (139). Georgina believes it’s a natural beauty and herShow MoreRelatedNathaniel Hawthorne s The Scarlet Letter1230 Words   |  5 Pages Nathaniel Hawthorne is an American novelist, who writes and focuses on sin, punishment, and atonement. However, he mainly focuses on the Puritan legacy. Hawthorne was born on July 4, 1804 in Salem, Massachusetts. From 1825-1837, Hawthorne perfected his writing and spent this time to help generate ideas for his novels and poems. One of the most well known novels by Nathaniel Hawthorne is â€Å"The Scarlet Letter.† The Scarlet Letter helped Hawthorne’s career to become one of the most successful of hisRead MoreSimilar Gothic Elements in the Work of Edgar Allan Poe and Nathaniel Hawthorne2436 Words   |  10 PagesWork of Edgar Allan Poe and Nathaniel Hawthorne Nathaniel Hawthorne and Edgar Allan Poe are considered masters of American gothic fiction. They used similar gothic elements in their writing and used it to build up a sense of impending doom. Even today numerous readers enjoy, study, and discuss the gothic elements both utilized in their work. Gothic writing is a style that is concerned with the dark side of society, an evil that lies within the self. Poe and Hawthorne contributed stories which

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The Veldt Free Essays

Paragraph- â€Å"The Veldt† Theme In the short story, â€Å"The Veldt†, written by Ray Bradbury reveals the odds by creating a machine that only allows children to detach emotionally from their parents and their loss of innocence. Lydia and George Hedley live in a Happy life home a technological marvel that automatically tends to their every need which dresses them, cooks the food, brushes their teeth, and even rocks them to sleep. The house also contains a high-tech nursery. We will write a custom essay sample on The Veldt or any similar topic only for you Order Now The nursery turns into any scenery the children imagine about in that room. Children are usually naive and silly. But in this story children lose their innocence gradually because they feel abandoned and alienation. The children feel abandoned by their parents when they were left in the care of a technological baby sitter which led them to lose their innocence. When  George and Lydia realized that there is something wrong with their way of life. George and Lydia are also perplexed that the nursery is stuck on an African setting, with lions in the distance, eating the dead carcass of what they assume to be an animal. There they also find recreations of their personal belongings, wondering why their children are so concerned with this scene of death. Therefore, they decide to call a psychologist. The psychiatrist evaluated that the children and he said to the parents that the children need treatment. Both of the children feel abandoned by their parents so they activated the room into a veldt where they imagine that they are looking for their missing parents because of the insufficient time their parents give them. In one point the psychiatrist says: â€Å"You’ve let this room and this house replaces you and your wife in your children’s affections. This room is their mother and father, far more important in their lives than their real parents. † In this story man is destroyed by their machines in two ways: not only are George and Lydia were murdered by the nursery’s technology, but the children’s humanity is also destroyed. By identifying so closely with the nursery, the children have become less than human. They feel no guilt, remorse or regret when their parents died, and it was clear that they have become as cold and emotionless as the machinery that controls the nursery. Children often feel powerless against adults and create elaborate sceneries in their heads in which they have the power to conquer any adult who refuses to give them what they want. George triggers these fantasies in Peter and Wendy when he threatens them to turn off the nursery. The children are used to getting their own way, and they become very angry when they cannot have what they want and the cycle of revenge starts in which they end up murdering their own parents. When David McClean the psychiatrist asked the children where their parents are when they were on their way to New York it says in the story â€Å"The children looked up and smiled. ‘Oh, they’ll be here directly. ’† Even though they were the ones who killed their parents, they feel no emotions at all. In conclusion people would say that children are usually harmless and full of life but in the story â€Å"The veldt† because they felt abandoned by their parents and because of alienation Peter and Wendy gradually lost their innocence. How to cite The Veldt, Papers

Developing Sustainable Business Organizations Process

Question: Discuss about the Developing Sustainable Business Organizations Process. Answer: Introduction: Project Ulysses emerged as a challenging voyage for the multination consultant company PricewaterhouseCoopers (PwC). Ulysses was the major concept to bring out developmental leadership linking to various communities where the Organization operates. After major mergers in late 90s, the Company started its quest for a new model of leadership training that would create a worldwide network of executives (Noe and Winkler 2012, p. 78). These executives shall be able to capitalize profit on the very nature of diversity and transnational nature of the organizations operation. On the Ulysses project at Namibia, the leaders at PwC took an out of the box approach towards corporate social responsibilities (Ehnert et al. 2009, p. 52). The initiative taken to dig water for the underprivileged would directly help the Company to meet its strategic goals. The strategic goal was to dig a wider scoop in the leadership skill of the various executives who would not only fit the situation but would be effective enough to deal with any kind of challenges occurred around the globe (Noe and Winkler 2012, p. 78). Thus, the developmental approach of leadership leads the Company to link the organizational activities with various communities (Boreck 2014, p. 178). This program was initiated in 2001 with the aim that the major leaders would be sent to major developing countries of operations that they would be able to understand the community situation and help the organization to carry out their business activities (Robbins et al. 2015, p. 24). It has to be understood that in the early 2000, PwC had to face major challenges in terms of its leadership because there was a continuous change in the trend (Noe and Winkler 2012, p. 78). The Company was at a verge of being left behind as the top performers because other big MNCs were major leaders in the Ulysses programs. By 2004, it was found that the firm partnered with 18 other leaders and 17 different PwC territories was found to participate in various community programs (Velazquez et al. 2011, p. 38). For example, landmine mitigation in Eritrea, reintegration of ex combatants in East Timor, several other developmental operations in Ecuador was some of the community approach undertaken by PwC. In Uganda, the Company made partnership with the Alliance of Mayors and Municipal Leaders on HIV/AIDS in Africa. This journey acted as a learning program for the leaders and helped them to gain better knowledge of the community where PwC operates. The sustainability approach can be stated by following the 3Ps: Profit (economic): The sustainable management can be easily regarded as a pseudo of management where the main intension still remains in owning better leadership quality. In fact, the Ulysses programs of PwC can also aimed at better talent management (Noe and Winkler 2012, p. 78). These factors automatically helped the Company to compete with other firms and increase their profit margin. The aim was to identify the most eligible leader of the Organization who shall be able to foresee the approaches of global leaders in the light of complex business environment. The idea was to blend the training and development with the real life situation and understand the capability of the leader to work in different conditions and environmental situations. Thus, there was an increase in the economy of the Company. Planet (ecological): In the view point of Ehnert et al. (2009, p. 12), the two major perspectives of the human resource management is to carry out CSR activity and at the same time create a sustainable approach towards the society. If the approach of sustainability is considered, the initial focus of the program was to create awareness and understand the issues related to sustainability of the particular region of operation. However, the major concept behind all these approaches was to build a better image of the Company and is a part of the Corporate Social Responsibility (Leaders 2014, p. 86). The various approaches undertaken by the Company helped to improve the ecological condition and the overall infrastructure of the region where the programs were held. For instance, in Namibia water was made available to the people of the region. People (social): Sustainable approach is the fair and proper treatment of the employees in terms of their duties, ethical issues as well as the ecological sustainability. The initiative undertaken by PwC was to understand the learning objectives of the leaders. The learning outcome was aimed at three broad categories; namely, sustainability, diversity and leadership (Rendell et al. 2007, p. 11). Various approaches were undertaken by PwC in creating sustainability throughout the world. Apart from the programs related to AIDS/HIV in Uganda, a leader from Romania partnered with the Elias Mutale Young Training Centre in Kasama, the funding partner, United Nation Development Program for economic diversification of the region (Ehnert et al. 2009, p. 13). In fact, the leaders were also found to team up with NGOs from different regions like Malaysia, Sweden, South Brazil and Germany. These approaches automatically built up a cultural diversity in the organization and a sense of experience in terms of both personally and professionally (Pless and Maak 2009, p. 60). This sustainable approach of learning automatically created a co-learning environment that was indeed important for the personal development plan for the leaders at PwC partnering with the NGO partners. This has helped the leader to understand the economic condition of those places. The strengths and weaknesses of the Ulysses program can be measured by the end of the program. It has been evident that the main intension of the Ulysses program was to improve the leadership capability and talent management (Noe and Winkler 2012, p. 78). The programs helped the Company in carrying out the CSR activities rather than building any kind of sustainable improvement in the particular regions of operation. The overall strengths and weaknesses of the Ulysses program can be stated below: The program had helped to recognize and build up future leaders of PwC who shall be eligible to take on the responsibility of senior leadership. The program helped in building a global network of PwC and helped in creating a positive image of the company. Most importantly, the program helped to capitalize the capacity of the leader in terms of its diversity and transnational nature of its operation (Noe and Winkler 2012, p. 78). It has helped the leaders to guide on the ambiguity of diverse culture. This has automatically made the leaders more responsible and drives them towards success. The program also helped in making partnership with major international business firms from throughout the world (Mirvis et al. 2014, p. 236). The communication skills of the leaders were also improved because they had to communicate face to face with the leaders of other nations The program does not identify any weakness, but the complete program resulted in expenditure of the Company. In addition to this, with the approach of teaching new leadership technique, the actual leadership quality of the individuals was lost (Ehnert et al. 2009, p. 13). With the intension of learning and approaching for better understanding, the challenges for the training and development among the leaders were seen. The project forced them to such aspects that were not included in their proficiency. They found themselves under great pressure and could not acknowledge the same to the other senior leaders of the firms keeping their personal responsibility into consideration (Pless and Maak 2009, p. 70). Another drawback of the program was that the focus of the consultancy firm was rather changed to other forms of activities and was not limited to accounting. The effectiveness of the Ulysses program could be easily determined by making proper approach towards the final outcome of the project. The program has resulted in many effective measures. The aim of the program was also to focus on understanding the cultural aspects of other countries where PwC operates (Noe and Winkler 2012, p. 79). This aim was effectively achieved by the end of the program. The program has successfully acted as a catalyst to overcome the challenges that the firm has been facing in its business. The four approaches can be mentioned as below: Employee satisfaction rate: By conducting personality tests on the employees. It has been evident that one of major goals of the Ulysses program is to improve the leadership carry out talent management. Thus, the means of analyzing each individual leader who have been appointed for the posts, the effectiveness and consequences of the program can be known (Pless and Maak 2009, p. 62). Reduced customer complaint rates: Since, PwC also approach at building better image of the firm by performing corporate social responsibility. Thus, it is recommended to keep a check of the ratings that the firm gets in terms of conducting CSR activity the effectiveness of the Ulysses program can be easily understood. Performance improvement: By measuring the development of the leaders. The leaders were appointed with different jobs and activities as a measure of training and development (Maak et al. 2014, p. 115). Thus, to measure the effectiveness of the program, several performance indicators can be used to get acknowledged on the outcome of the program. Measuring market share and sales volume: The program was intended towards increasing the market share of the firm that would consequently increase the profit margin of the firm. Thus, by measuring the market share and profit margin of the firm and comparing it with previous years data, the success and the effectiveness of the program can be easily measured. The Ulysses program was effective enough for the firm and has helped the organization to achieve its goals and adjectives even in the competitive business condition. References: Boreck, M., 2014. Closing Chapter: Overview of the Findings and Areas for Future Research.Developing the Next Generation of Responsible Leaders: Empirical Insights and Recommendations for Organizations, p.178. Ehnert, I., Harry, W., and Zink, K. J. (Eds.). 2013.Sustainability and human resource management: eveloping sustainable business organizations. Springer Science Business Media. Leaders, D.R.G., 2014. 3. Developing Responsible Global Leaders.Developing the Next Generation of Responsible Leaders: Empirical Insights and Recommendations for Organizations, p.86. Maak, T., Boreck, M. and Pless, N.M., 2014. Developing Global Leaders Who Make a Difference.Developing the Next Generation of Responsible Leaders: Empirical Insights and Recommendations for Organizations, p.115. Mirvis, P.H., Hurley, S.T. and MacArthur, A., 2014. Transforming executives into corporate diplomats: The power of global pro bono service.Organizational Dynamics,43(3), pp.235-245. Noe, RA and Winkler, C 2012, Training and Development: Learning for sustainable management, 2edn, Mcgraw-Hill, Australia. Pless, N., and Maak, T. 2009. Responsible leaders as agents of world Benefit: Learnings from project ulysses.Journal of Business Ethics,85, 59-71. Rendell, M., Pepper, S., Vander Linde, K., Yildirim, L., and Wilkinson, A. 2007. Managing tomorrows people: The future of work to 20. Robbins, S, DeCenzo, D, Coulter, M and Woods, M 2015, Chapter 7 Managing for change and Innovation in Management: The Essentials, 3rd edition, Pearsons Australia. Velazquez, L. E., Esquer, J., Mungua, N. E., and Moure-Eraso, R. 2011. Sustainable learning organizations.The Learning Organization,18(1), 36-44.

Robinson Crusoe Essays (2027 words) - Fiction,

Robinson Crusoe Daniel Defoe is credited with writing the first long fiction novel in literary history. Drawing from established literary genres such as the guide and providence traditions and the spiritual biography, Defoe endeavored to illustrate the life of a man who tempted Providence to his ruine (Defoe 13) and the consequences of such actions. While stranded alone on an island the character of Robinson Crusoe seems to have a religious epiphany about the role of Providence in his life and resolves to live in accordance with God's will. However, Crusoe's internal reflections throughout his narrative and his actions do not correlate, causing the reader to question the validity of this conversion. By examining the plot and the process of psychological change Crusoe undergoes, it becomes apparent that he experiences and accepts divine control but that control can only be realized in the free context he has himself created (359). When push comes to shove, Crusoe reverts to human instinct and his own impulses rather than what he perceives to be the will of Providence. Crusoe uses his newfound religion only when convenient and as a means to justify his actions and an acceptable reason for everything unfortunate that happens. When he finally does leave the island and returns to society, Crusoe's faith is tested and fails miserably, with practically no mention of Providence towards the end of the story. At the beginning of the novel, Crusoe introduces himself and establishes that his narrative is a memoir of sorts, and is told while looking through more experienced, wise eyes than when he originally experienced his story. This is important to note, because his discourse is shaded with hindsight and interpreted through a mind that has come to accept Providence's hand in his life. For example, when the Turks capture Crusoe and he is enslaved, he reflects by saying, now the Hand of Heaven had overtaken me, and I was undone without Redemption. But alas! This was but a Taste of the Misery I was to go thro' (15). Because Crusoe is recalling the events from memory, as well as the lack of input from any other characters, his reliability can be questioned as a narrator. An unreliable narrator is one who may be in error in his or her understanding or report of things and who thus leaves readers without the guides needed for making judgements. For this reason, the reality of Crusoe's religious conversion later in the novel can be questioned as well as his interpretation of events. Crusoe begins by telling about his defiance of his father's wishes and advice. Crusoe's father advises him not to go to sea and suffer the same fate as his brother, now dead, and pursue a life in the Middle of two Extremes, between the Mean and the Great?to have neither poverty or riches (5). This ideal is reminiscent of Puritanism and its doctrine that discouraged the pursuit of wealth and power. Crusoe was sincerely affected with this Discourse, which was truly Prophetick (6), but its effects wore all off of him and he goes to sea anyway, seeking fortune and adventure. This action proves later to be very consistent with Crusoe's character, as he repeatedly is affected by the great, life-changing events in a spiritual sense, but with time these effects seem to wear off. This event is also colored as Crusoe's original sin, as none of the terrible events that happen later would have occurred if he had followed his father's advice. After an interesting chain of events, Crusoe finds himself shipwrecked upon an island while making a voyage to buy slaves. While trying to make sense of his condition, he falls very ill and cries out to God, Lord look upon me, Lord pity on me, Lord have Mercy upon me (64). Crusoe makes this first attempt at a relationship with God while in a very dire situation, not during his everyday life, making his religion that of convenience. Crusoe has a dream while ill and after experiencing an earthquake, seeing a terrible man descend from the heavens, declaring, Seeing all these Things have not brought thee to Repentance, now thou shalt die (65). This passage sounds quite like a Puritan sermon, with its

Treasure Island1 essays

Treasure Island1 essays The title of this book is Treasure Island. It is written by Robert Lewis Stevenson and takes place mainly on Treasure Island. There were many characters in this story but the most substantial were; Jim Hawkins the cabin boy/narrator; Long John Silver the captain; David Livesey the ships doctor; Pew the blind-beggar; and John Trelawney the owner of the ship. After the Captain had died from an overdose of Rum, Dr. Livesey looked through the Captains coat and there he found a book. Later Dr. Livesey, Jim, and the squire looked through the book the doctor had found, the doctor opened the seals with great care, and there fell out the map of an island. It had the latitude and longitude, soundings, names of hills, bays, and inlets, and every detail that would be needed to bring a ship to a safe anchorage upon the island. In three weeks time Hawkins shall come as cabin boy. You, Livesey, are ship's doctor; I am admiral. The ship was already bought and fitted. It lied at anchor, ready for sea. The two hundred-ton ship was named Hispaniola. They were ready to go treasure hunting. Well since they didnt have a Captain they had to find someone they knew was an experienced sailor-man, and above all, they could trust. So they told Jim where he could find a man of that caliber by the name of Long John Silver. When Jim reached his destination he looked around and found some one that he thought met the description of a sailor. He went up to the man and said, Long John? The man replied. It happened to be the person Jim was looking for. So Jim told him the plan about the treasure hunt. Long John wasnt too thrilled about the idea of treasure hunting (since he had had bad experiences treasure hunting), but he agreed to it any ways. The voyage was long but the crew proved them selfs worthy. As they steadily approached the island Jim was feeling sick, he said to himself ...

Personal Development Plan Portfolio Report Essay

Personal Development Plan Portfolio Report - Essay Example The assessment includes reading, writing, and oral communication, alongside with team work, problem solving, personal effectiveness, numeracy, and information technology. The section in which I scored the lowest marks was oral communication. The section in which I scored the highest was personal effectiveness. The second diagnostic which is used was ‘Rough & Ready Reckoner’. This diagnostic was particularly interesting as it measured preference for one’s learning style. The diagnostic concluded that I am an activist who wants public appreciation and who is always looking for new and fresh experiences. This particular diagnostic also revealed a number of shortcomings of my personality which were scarily accurate. It showed that I am a risk taker however, these risks are often unwarranted. Other weaknesses like impulsiveness and lack of concentration were revealed from the diagnostic. The third diagnostic that helped me understand my learning needs was VAK self asse ssment. The diagnostic concluded that I prefer an auditory learning style. According to the diagnostic, I am more inclined to learn from listening to other people and using my auditory senses. I prefer learning from concentrating on what is being said rather than other learning through physical experience and visual learning. In accordance with the diagnostic, the first goal I have set for myself is to improve my oral communication skills. I have always encountered problems in expressing my point of view, and therefore the first goal I have set is to work on my verbal communication skills. This goal is also in line with the information I received from diagnostic test. Effective communication will help increase my chances of getting desirable employment opportunities in future because it is the most basic skill all employers are looking for in prospective employees (Bridgstock, 2009). This is why setting the goal of improving oral communication is justified. The second development go al that I have set is to negotiate and persuade other group members in the team. The diagnostics told me that I am an activist that is looking for appreciation. This sometimes leads me to give in to the opinions of other people even when I do not wholly agree with them. This is something which, I believe, is hindering development and, therefore, I have decided to set this development goal to improve my team working and group working skills. The third development goat that I have set is to improve my research skills while completing my academic assignments and reports. This goal will help me improve my academic performance to a great degree, and is expected to lead me to long term academic success (Kramer, 2002). The diagnostic informed me that I have difficulty in concentrating on one thing. This is why I have set this particular academic development goal. Progress Review The use of the three diagnostic methods mentioned above helped me a lot in understanding my strengths and weakne ss both at personal and academic level. These diagnostic tests revealed important information for me that helped me develop my development goals. The tests revealed that I lack good oral communication skills, which is why I am not able to express myself. The reality was bitter however, it helped me identify areas of improvement. With regards to team working skills, I thought I always had an edge because I really like working in teams. Diagnostic methods helped me understand that I like appreciation of people and this was the reason why I was a

English Term Paper Example | Topics and Well Written Essays - 1000 words

English - Term Paper Example Colgate toothpaste has over 50 year’s longstanding history, sold by the company in 1963 after the death of its founder, William Colgate. It was the first to develop fluoride in preventing tooth decay and cavities. Colgate serves as a breakthrough scientifically and it has been a trusted product ever since. It is the leader, globally, in personal care products including toothpastes and toothbrushes. It has made dental hygiene advancements, strengthened its leadership in manual toothbrushes with its global market share reaching 31.6% year to date. I have decided to evaluate the product in the following ways (Tim, 2013). To begin with, in developing a marketing plan several things ought to be done in order to get Colgate to the right consumers. They include eyeing the target audience, identifying the competition, deciding where to make the product available, the means of promoting the product and the selling price of the product. The target market is very broad in offering the or al care of a product. Colgate offers a complete product line, including items for children and these expands their target market. Therefore, the audience that Colgate needs to reach would be all people regardless of the age, their income level, gender, the ethnicity, education level, the occupation or even geographic location, as long as they have the need of oral care and of course have teeth. The next step is the decision on where to sell the product line. The obvious one is making it available in grocery stores, the neighborhood stores, and large superstores around the world. It should be able to reach everyone. A comprehensive and complete analysis of Colgate, one of the leading products company in the world includes overview of products industry of the consumer, analyzing the company itself and a PEST analysis. The company analysis includes the history of the product, a business analysis operates at looking at the organizations structure, a geographical analysis, an analysis of the major competitors like the Gillette company, the Crest, , and the church and Dwight company. With any product, there comes competition possibility. Colgate should closely keep an eye on its competitors, so that the product is able to counteract the activities that the competitors might do. Competitors for Colgate include Crest, Aim, aqua fresh, close-up, and several others, although the largest competition is Crest. The price of the product also sets a customer’s mind in the perspective of the quality and effectiveness of the product. The classification of the product is depends on the needs of the consumer and the consumer’s perceptions. The consumers may consider it as a homogenous or heterogeneous. In the homogeneous perspective, all toothbrushes perform the same work and therefore, they go with the lowest price. In the heterogeneous perspective, products are effective and have quality. I have had my own experience with Colgate. I had gum problems, gingivitis t o be precise and Colgate has helped me considerably. I had changed toothpaste brands because of an acute shortage of Colgate in my town and my gums ached so badly. Luckily, I got a pack of three and as soon as I brushed, my bad breath and gum pain were gone. Moreover, up to date, I have not had issues with my gums so I believe its effects are long lasting. From reviews of mouth net.com, Mayas from India says that Colgate is the best for him; it gives strong teeth, healthy gums, and very good breath. He says that lack of attention

The Importance Of Age In Sla

The Importance Of Age In Sla There are many theories if age affects second language acquisition. Some authors saying that, to learn a second language when you are child is easier than to learn a second language when you are older. We can define children ages from 3 to 18 that are in school and adults or older learners from the ages of 18 and above. However the critical period hypothesis it can also play a role in the learning and also the implicit and the explicit shift hypothesis. Below will examine what authors point out. What is the difference of learning a second language in early stage or later, the benefits and the negatives. And when is easier to start learning a second language. To start with, in critical period hypothesis suggests that there is a period when language acquisition takes place naturally and effortlessly. Penfield and Roberts (1959 in Ellis, 1985:107) argued that the optimum age for language acquisition it starts the first ten years of life. Because in this time of period the brain retains plasticity but with the onset of puberty this plasticity begins to disappear. They suggest that this is a result of the lateralization of the language function in the left hemispheres of the brain, and slowly concentrated in the left hemisphere for most people. Thus, increased difficulty which learners supposedly experience as a direct result of a neurological change. According to Lenneberg (1967 in Ellis, 1985:107) to support the critical period hypothesis found that injuries to the right hemisphere caused more language problems in children than in adults. He also found that in cases of children who underwent surgery of the left hemisphere, no speech disorders resulted, whereas with adults almost total language occurred. Furthermore, Lenneberg provided evidence to show that whereas children rapidly recovered total language control after such operations, adults did not do so, but instead continued to display permanent linguistic impairment. This suggested that the neurological basis of language in children and adults was different. However, Lennebergs evidence does not demonstrate that is easier to acquire language before puberty but he assumed that language acquisition was easier to children. According to Lightbown and Spada (1999:61) most studies of the relationship between age of acquisition and second language development have focused on learn ers phonological (pronunciation) achievement. In general, these studies have concluded that older learners almost inevitably have a noticeable foreign accent. However, another interesting cognitive theory is the implicit and the explicit shift. This suggests that the age affects the decreasing in language learning capacity in SLA and it happens because of the declining role of implicit learning and memory in the language acquisition process, and at the same time increase the role of explicit learning and memory. This statement is supported by a wide agreement that learners process their late-learnt language differently than their native language, but the results of the performance are rarely the same. Paradis (2004 in Dornyei 2009:256-257) point out that a particular strength of the implicit and the explicit shift hypothesis is that they can account of the age effects in naturalistic SLA and in formal school learning: first, the dominating learning mechanism is the implicit thus the younger we are, the better we can capitalize. Second the limited amount of L2 exposure and cognitive structure input is typically favours explicit learning and learning we can benefit from this language environment more in older age when the implicit and the explicit shift is on the way and thus prepared us for utilizing explicit learning mechanisms. Although it is often assumed that the loss of the implicit learning that is forces the second language learners to rely in the explicit learning, which uses a cognitive system different from that the native language is support. Dekeyser (2000 in Dornyei, 2009:241) point out that if the Critical Period Hypothesis (CPH) is constrained, however in the implicit learning mechanisms appears that there is more than just a sizable correlation. Also early age confers an absolute that there may well be no exceptions to the age effect. Between the ages of 6-7 and 16-17 , everybody loses the mental equipment that requires for the implicit induction of the abstract patterns that underlying the human language, thus the critical period deserves its name as DeKeyser mention. DeKeyser and Larson Hall (2005 in Dornyei 2009:241) point out, that this approach is also accepted by Lenneberg (1967 in Dornyei 2009:241) who had the original observation of the CPH that automatic acquisition from mere exposure to a given language seems to disappear after this age. Also many scholars agree with DeKeyser (2000 in Dornyei, 2009:242) that the qualitative disparity between adult (post Critical period) and child language acquisition shows that somewhere along the line there is bound to be break that it caused from maturational constraints. Studies have repeatedly found that age causes a gradual decline in acquiring language with an attainment curve with a sharp discontinuity at the terminus of the period. Although there is a theory the younger the better whereas Dornyei points out that language learning is easier when one is young. For example a family of immigrates to a new country for a 5 year old child will be far easier to learn a L2 proficiency than the 30 year old father, but he would be better than 60 year old grandma. I can agree with Dornyei view, as for a child it can be easier to learn the second language because of the school context, but for the father it depends from the working or the environment he will be surrounded, thus it can be more difficult for older learners. As Dorney (2009:249) explains, a young immigrant child who will start primary school in the new country at the age of 5-6, will be able to learn as often optimal conditions are provided by the school experiences. However, for an adult immigrant whose social network involve people from the same ethno linguistic group and has few native speaking colleagues at work the learning conditions are far from the ideal. It is also the same for a student that contact a L2 onetime per week in a school context. Some other authors that agree with Dornyei, is Kuhl (2008 in Dornyei, 2009:249) who states, There is no doubt that children learn languages more naturally and efficiently than adults and N.Ellis (2005 in Dornyei, 2009:249) also concludes, It is an incontrovertible fact that ultimate second language attainment is less successful in older than younger learners According to Gass and Selinker (2001:342) children are more successful second language learners than adults and there various explanations: First, there social psychological reasons why adults learn languages less easy than children. There many different versions of this hypothesis. Some suggest that adults dont want to give up the sense of identity that the accent provides them. And other suggests that adults dont want to surrender their ego in the extent that required adopting a new language, which combines with a new life-world. Second the cognitive factors are also responsible for the weakness of the adults to succeed in learning. Adults have greater cognitive abilities than children. Adopting the cognitive abilities in language learning task has less successful learning in children, which according to the hypothesis where supposed to rely a greater extent in a specific language acquisition device. Third, there are neurological changes that prevent adults to use their brain with the same way that children learn language learning tasks. This usually presented as a loss of plasticity or the flexibility in the brain. Fourth, the children are exposed to a better input for language learning thus children are provided with better data about the language. On the other hand, some other authors disagree with that point of view and point out that the older the better by state that a 5 year old student probably will occur to less progress in learning language in school context than an older learner age of 15 or 30, even 60 years old. According to Dornyei (2009:235) Anglophone children in French immersion who entered the immersion programme relatively late, around 9 to 11 years old, very quickly manage to caught up with the early immersion of students, who start he immersion programme in kindergarten or when entering the primary school. Also Dornyei (2009:250) point out that in school settings older students make better progress than their younger peers, particularly in acquiring morphosyntactic and lexical aspects of the second language and sometimes also in acquiring phonological aspects. Also Dornyei (2009:250) states that younger the better principle suggests that younger children learn better in educational settings in the sense of going further but not faster. Singleton and Ryan (2004 in Dornyei, 2009:250): Extrapolating from the naturalistic studies, one way plausibly argue that early formal instruction in an L2 is likely to yield advantages after rather longer periods of time than have so far been studied. Over the last few years two investigations took place in Spain, to examine the older the better issue. They examine three groups of Basque learners of English who attended the fifth year in primary school, the second year in secondary school and the fifth year in secondary school who had 600 hours of instruction, Cenoz (2003 in Dornyei, 2009:251) reported that the oldest group had the highest proficiency in English, followed by the intermediate group and the youngest group. The youngest learners where only better in attitudinal and motivational disposition from their older peers. The second study investigated Catalan learners of English in the Barcelona Age Factor (BAF) project and they found very similar findings. Several groups of learners (total N= 1928) with different AoA were examined three times, after 200 hours, 416 hours, and 726 hours of instruction. In the results older learners where progress faster in learning a foreign language than younger learners. Munoz (2006 in Dorny ei, 2009:251) concluded that after linger periods of time, younger starters did not outperform later starters, and the extensive span and size of this investigation makes this finding particularly robust. However, many authors point out that in formal language contexts younger learners are not better but worse. Thus, in recent initiatives they attempt to push forward the starting age of learning a foreign language as a school productive. Lightbown and Spada (2006 in Dornyei, 2009:251), conclude that older learners are possible to achieve a better use in L2 learning in limited time. When the goal is the basic communicative ability for all students in an educational system, and when the childs native language will remain the primary language, it may be more efficient to start learning a second or a foreign language teaching later. When the learners receive few hours of teaching per week, the learners who start later between 10 to 12 years old often are likely to caught up with the learners who start earlier. Some second or foreign languages programmes that start with very young learners and provide minimum of contact, usually they do not lead to much progress. On the other hand Ellis gives some facts of younger and older learners. According to Ellis (1994:491-492) adult learners have an initial advantage of learning, where rate of learning in concerned, particularly in grammar. Eventually adult learners can overtake the child learners that are exposed to L2. This is less likely to happen in instructional than in naturalistic settings because the critical amount of exposure is usually not available in the former. First, only child learners are able to acquire informal learning contexts. Long (1990 in Ellis, 1994:491-492) point out that the critical period is age 6, but Scovel point out that there is no evidence to support it and argues for a pre-puberty start. Also Singletton (1989 in Ellis, 1994:491-492) point out that children are able to acquire a native accent only if they are exposed to massive L2 learning. However, some children still do not manage to acquire a native like accent possible because they try to maintain active use of the ir L1. Adult learners may be able to acquire a native accent if they have an assistance of instruction, but more researchers have to take place to substantiate this claim. Second, children are more likely to acquire a native grammatical competence, as the critical period of grammar may be able to be later than for pronunciation, around 15 years old. But some adult learners, might achieve to acquire native levels of grammatical accuracy in speech and writing and linguistic competence. Third, children are more likely to reach higher levels of attainment in pronunciation and grammar than adults. Fourth, the process of acquiring a L2 does not really affected by the age, but the acquiring of pronunciation can be. Beside if younger learners or older learners are better, age can affect the mastery of native like learning as we saw above. Also Mark Patkowski (in Lightbown, 1999:61-62) studied the effect of age in acquisition of features of a second language, despite the accent. He pointed that even if the accent was ignored only the learners who start learning a second language before the age of 15 they could achieve full, native-like mastery of that language. Patkowski also examined the spoken English of 67 highly educated immigrants to the United States. The learners started to learn English in different ages, but all of them lived in the United States more than 5 years. Also 15 native-born Americans English speakers of spoken English from similarly high level of education take place to the research to show the validity of the research. In the research, a lengthy interview with each of the subjects in the study was tape recorded. Because Patkowski wanted to remove the possibility that the resu lts would be affected, he did not ask rates to judge the tape-recorded interviews themselves. Instead, he transcribed five-minute samples from the interviews. These samples were rated by trained native-speakers judges. The judges were asked to place each speaker on a rating scale from 0, representing no knowledge of the language, to 5, representing a level of English expected form an educated native speaker. The main question in Patkowskis research was: Will there be a difference between learners who began to learn English before puberty and those who began learning later? However, in the light of some of the issues discussed above, he also compared learners on the basis of other characteristics and experiences which some people have suggested might be as good as age in predicting or explaining a learners eventual success in mastering a second language. For example, he looked at the relationship between eventual mastery and the total amount of time a speaker had been in the United States as well as the amount of formal ESL instruction each speaker had had. The findings were remarkable, because thirty-two from the thirty-three learners who start learning English before the age of 15 years old scored 4+ or the 5 level. The homogeneity of the post-puberty learners seemed that the success of learning a second language was almost inevitable. On the other hand, was a variety in the levels that the post-puberty achieved. The majority of the post-puberty learners achieved +3 level, but a wide if distribution of levels achieved. The variety of the performance of this group were look more like the performance range were expected if someone were measuring success in learning, almost in any kind of skill or knowledge Patkowskis (in Lightbown, 1999:62-63) first question, Will there be a difference between learners who began to learn English before puberty and those who began learning English later?, was answered with a very resounding yes. Thus Patkowski found that the age of acquisition is very important factor for the development of native-like m astery of a second language and that does not only affect the accent. The experience and the research showed that native-like mastery of spoken language is difficult to achieve by older learners. Also, the ability to distinguish grammatical and ungrammatical sentences in a second language seems that is also affected by the age factor. However, according to Dornyei (2009:242) learners who are young enough in the critical period are still failing to master the L2 to a native like level. And, on the other hand are adult learners whose AoA is late, for example learners in their twenties, that has to be after the offset of the Critical Period and they succeed in acquiring native like proficiency. Also, there are evidences against the Critical Period hypothesis, an example that provided by Flege (2006 in Dornyei, 2009:242) are young learners of L2 whose L1 influence the pronunciation and it could still be detected after a long period in the host environment. And in another investigation that took place in 2007 by Jia and Fuse is that none of the ten immigrant children whose development followed by five year period in the USA manage to master the regular past tense -ed suffix at a minimum of 80% accuracy level, even thought the youngest children were 5 to 6 years old in the arrival and when the participated in mainstream schooling with additional English teaching. Birdsong (2006 in Dornyei, 2009:243) point out that few studies that have identified in early starter L2 learners that they should achieved native like proficiency but they do not as the Critical period defeating, native like adult L2 learners has received more attention in the literature. Common figures of post pubertal learners who reach a native like level range between 5 to 10% of learners in naturalistic environments. However there are two important points that adults can also do it. First, Birdsong (2007 in Dornyei, 2009:244) observed in his study that the late learners can success in phonetic training and also are having highly motivated to improve L2 pronunciation. Second, it appears that if you dig deep enough you can find chinks in the L2 armour, or even the most successful L2 adult learner. There various ways of accessing the native-like speaker judgment of L2 pronunciation, oral and written production tasks, even grammaticality judgements in more sophisticated probes such as examining subtle phonetic differences in voice onset time or intonation contour. It seems that even if standard measures identify someone to belong within the native-speaking range obtained of performance-usually within two standard deviations of the mean rating obtained for a native-speaking norm group- more elaborate techniques can still detect subtle deviations from the native norm. To conclude, there are many beliefs if age affects second language acquisition, if younger learners or older learners are better, if younger learners or older learners can achieve a native like language and if there is a critical period. In my opinion, learning a second language in younger age is more effective because is easier to save or remember new things, however if you are older learner there is a benefit to be able to practise the second language. And for my personal experience practising your second language and use the second language is how you learn it, instead of just learning a second language only in school context, through books, exercises, etc. In the second part of the native like proficiency I do not believe that the age matters but it matters from the person. Some people are more motivated to achieve a native like proficiency and they will try more, but other they just want to speak a second language and be able to understand them, nothing else. And for the third p art, if there is a critical period, I will agree as they say the children are like sponge, I will also agree with the part that says there is a time you stop learning as I believe in some point in your life you cannot handle new things, new words or new grammar but it happen in different stages for every person.

Can Classical and Operant Conditioning Account for the Development of Phobias?

Can classical and operant conditioning account for the development of phobias? Classical conditioning involves pairing an unconditioned stimulus with a conditioned stimulus. The conditioned stimulus then produces a conditioned response. Operant conditioning then refers to associations between the response and the outcome. The following essay will examine evidence supporting classical and operant conditioning as a cause of phobias.Other theories, such as biological and evolutionary, will also be taken into account, as conditioning theory is criticised for a number of reasons. Psychologists have suggested phobias develop as a consequence of conditioning, and many phobics can remember a specific episode which caused the onset of their phobia (Freud, 1909; Ost and Hugdahl, 1981). However, research suggests it is not necessary for a specific episode to occur to change behaviour. Kirsch et al (2004) studied rats in a maze.They were left to explore before food was introduced, at which point errors in the rats' route through the maze were reduced significantly. This suggests the rats learned to navigate when they were not reinforced for learning, and they formed cognitive maps without reinforcement. This evidence of latent learning suggests learning can occur without classical conditioning. Davey (1992) also found many phobics do not remember a particular aversive conditioning episode, claiming they have had their phobia since they could remember.This suggests their phobia may have developed without conditioning. Instead there may be, for example, a biological aspect of developing phobias. There are certain phobias, such as for snakes and spiders, which are more common than others. Mineka and Ohman (2002) suggested primates and humans can quickly associate these objects with frightening events because they have evolved to do so; these objects posed a threat to their ancestors.To support this evoluntionary theory, Cook and Mineka (1989) exposed monkeys to various object s, and found they easily acquired new fears of toy snakes and crocodiles, but did not develop fears of flowers. They suggested this is because they had no prior exposure to flowers in a frightening episode. While this research may still suggest conditioning theory is a factor in the development of phobias, as the primates still learnt to fear the object, evolution may also be a factor of phobia development.

Greasy Lake

The Difference Between, Story and Song In the story and the song, what is too be learned? The story and the song are different in so many ways. The story has a dark side to it and it is not all fun and games anymore. The boys in the story get hurt and scared. The song on the other hand has a lighter touch to it. The boys are having a great time and living it up. They do not focus on the next day just what is going on at the time. They both show how teenagers can be irresponsible and not have a care in the world. They also have their unique qualities to the story they tell.The setting in the story had a dark side to it. It was all fun and games as they rode around town, got drunk and smoked weed. Then they decided to go to Greasy Lake. They thought they saw their friend and started honking to give him a hard time, but they were wrong. Everything thing went downhill from there. The guy that owned the car was mad and it started a huge fight. This shows darkness by it being late so every one is out that should not be and there fighting someone could have got killed. The main character had lost his keys and could not find them so that they could get away.Jeff and Digby, friends of the main character, were fighting the guy that owned the car; the main character went for the tire iron under the seat of his own car. He thought, â€Å"I kept it there because bad characters always keep tire irons under the driver’s seat, just for an occasion like this† (127). He got the tire iron and hit the guy over the head with it and he hit the ground. Everyone just froze and stared for a minute. This is one example of how the story is dark and what could happen; no one got knocked out in the song. Then a girl came around the car yelling, â€Å"animals† (128).The boys just stared and lusted of her. Then they started tearing her clothes off and were trying to pin her to the hood of the car. This is a dark point in the story because they were going to rape the girl. Before they could do it head lights peered into the lot. The boys took off running. They were friends of the guy they had knocked out. The girl was screaming, â€Å"it is them they tried to rap me† (129). They guys chased they boys through the woods. They boys all separated in different directions. The main character had plunged into the lake and just as he started to swim he hit something.He said it was, â€Å"unspeakable, obscene, something soft, wet, moss-grown† (129). He figured out it was a dead body floating in the water. The boys where hanging out where bad characters go, that body in the water could be them one day. He had to stay there and hide for a while though. They boys finally met back up after the other guys left and the car was ruined. The windshield smashed in, dented all over and trash thrown into the car. He found the keys and two girls pulled up looking for the dead guy. They got out of that and got out of there, they were scared they were going to jail and just wanted to go home.The song has a lighter setting to it. The boys are cruising around town having the time of their lives. They go around and pick up all of their friends and head to Greasy Lake. The song lyrics say, â€Å"I got a bottle of rose so let's try it and I'll take you all out to where the gypsy angels go, They're build like light And they dance like spirits in the night† (Spirit in the Night). They just want to have a good time and go out with their friends to the lake. There was some fighting in the song but not as graphic as in the story. The boys were just dancing under the stares all night.The song lyrics said, â€Å"And we danced all night to a soul fairy band† (Spirit in the Night). The boys did not try to rape anyone like they did in the story, but they were making love under the stares. The song lyrics say, â€Å"Me and Crazy Janey was makin' love in the dirt, Singin' our birthday songs† (Spirit in the Night). They did not have a care in the world. Also they were not running from anyone and finding dead bodies in the lake. They were all drunk or high and going out for a good time. Both the song and the story talk about rout 88. That’s the way to greasy lake.I think the song is meant for just going out and having a good time. It leaves out all the bad things that could happen. The song is like a dream the story is more of a reality. In that kind of situation: getting drunk and smoking weed, normally always something goes wrong. In the song it is all fun and games and a little fighting. It is mostly just dancing under the stares, drinking, smoking, and making love. The song lyrics say, â€Å"Now, the night was bright and the stars threw light, On Billy and Davy dancin' in the moonlight† (Spirit in the Night).This is a sugar coated version of the story. The story has a darker side to it. People are fighting and getting knocked out. There was an attempted rape and dead bodies floating in the water . The song and the story are completely different. The boys in the story were scared that they might go to jail for all the stuff they have done. In the song they did not have a care in the world. Also in the story the boys tried to act like they were bad characters and were mean and did all this stuff. When really they were just young teenagers who really did not understand it.They were foolish and just wanted to act like they were cool. They really had no idea what it meant to be that way until that night a greasy lake. The main character thought, â€Å"I wanted to go home to my parent’s house and crawl into bed† (131). What I learned from the story and the song are opposite. The boys in the story think they are these cool bad characters. In reality they just wanted to act that way. They had no idea what it was like to really be that way until they got in the fight with that guy and his friends showed up.The song has a more upbeat tone to it. It shows them having a g reat time and getting along for the most part. I like the fact that they portray different stories though. It makes it more interesting and gets you thinking. Works Cited Boyle, Coraghessan. â€Å"Greasy Lake. † Literature: An Introduction to Fiction Poetry, Drama, and Writing, 11thedition. Ed. X. J. Kennedy and Dana Gioia. New York: Longman, 2010. 125-132. Print. Springsteen’s, Bruce. â€Å"Spirit in the Night. † Greetings from Asbury Park. Clive Davis, 1973. CD.

Comparative Analysis Classification Algorithms - 3166 Words

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