Consilience: The Unity of Knowledge Essay

â€Å"To What End? † is the last chapter of Edward O. Wilson’s book, Consilience: The Unity of Knowledge, one of the most skillful, and gifted scientists of which he wanted a joining together of the different sciences such as the natural sciences, the social sciences and the humanities. This chapter focused mainly on social and environmental problems. The picture of the global environment as well as the discussions on global warming, environmental ethics and overpopulation are being emphasized. The limitations of land suitable for cultivation, the deforestation and the clean water as well as the mass extinctions of plants and animals present an enormous problem in the whole world today. Something must have been done of which the world preservation is the focus for further human development and cultural consciousness. There is a great diversity in the living world. In order to live successfully, an organism must fit into its surroundings. There are still some countries or islands, such as Galapagos Island, that are rich as far as biodiversity is concerned. Biodiversity is an important characteristic of ecosystems that is associated to the number of different species they contain. It is the wealth of all life-forms on Earth today that is the product of billions of years of evolutionary history. Biodiversity is often associated with tropical rain forests. Though tropical rain forests account for only 7 percent of the total land area of the world, it harbors more than half of the 1. 7 million species of living things documented worldwide. What happened to them? Many of them make their home in the forests. However, virgin tropical rain forests are almost vanished, transformed into agricultural lands, and sooner or later abandoned as wasteland or used as residential areas. However, current levels of biodiversity are threatened by what scientists describe as a modern, anthropogenic mass extinction-a†human meteor†Ã¢â‚¬ ¦ (Picard 22). As a result, some of our wildlife species are endangered and as susceptible to extermination and sometimes classified as severely endangered. Deforestation is, therefore, the single greatest cause of species loss. The direct causes of extinction of species aside from habitat destruction, but as well as overexploitation, introduction of exotic species, pollution and global climate change. Man’s activities have ruined his own environment. His intervention with the ecological balance has opened the eyes of the world. Man must face environmental issues and bring his activities back in balance with the natural world. The role of humans in their environment is clear, they are not merely a biological species but also a social species which by their resourcefulness and skillfulness, make and remake their environment. The kind of environment they have therefore replace the values, attitude, skills and knowledge or ignorance behind the decision they make. The future generations should be genetically conservative (Wilson 3). We go a step further when we practice the fields of biotechnology. Biotechnology is the general term used to describe the modification of biological processes through human intervention. This may be done through genetic engineering aimed at modifying or improving the hereditary traits of certain organisms. The main purpose of genetic engineering is to improve agricultural productivity. Hence, Genetically Modified Organisms are perceived to be beneficial to humans since it creates new varieties of organisms. However humans should be careful in their use of what we called the genetic modification, the direct manipulation of an organism’s genes. Some people now a day became worried of potential problems or harmful side effects of Genetically Modified Organisms. For instance, an engineered lawn grass that remains short and therefore does not need trimming and a grass runners that spread out fast may outgrow the native grass species that support local insect pollinators. Humans use genetic methods to improve life here on Earth. But the main issue about Genetically Modified Organisms, whether or not to adopt them is still unresolved. The actuality remains that genetic engineering accelerate speciation. In nature, it is anticipated that it takes between 2 000 and 100 000 generations for new species to evolve. Scientists continue to search for better ways to improve human lives and the world we live in. It takes alterations of our physical world and the development of â€Å"superior† living organisms to realize such objectives. Humans have been working on plant and animal breeding for centuries. Once a sought-after trait, or organism, has been produced, it must be maintained and passed on to future generations. The desire to make domestic plants and animals more suitable for human needs has been the motive for the intensive study of genetics, and this has resulted in wonderful improvements. With the rise of genetics and the growing knowledge about the environmental needs of both plants and animals, the possibilities of further improvements have become greater. Many people would like to see genetic principles applied to the biological improvements of humankind. Plans for the improvement of humans have been formulated and to some extend put into effect. However, most of these plans are not founded on reliable scientific data. Hence, the means to be used in bringing about these improvements are so questionable that reputable geneticists refuse to support them. On the other hand, the author also emphasize that such conservatism should not be confused with the pietistic and selfish libertarianism into which much of the American conservative movement has lately descended (Wilson 3), of which what he meant is the ethical side of the argument. As you go around some places, you see loads of uncollected trash. You see swarms of flies and cockroaches crowded over the garbage. How do you feel about it knowing that microorganisms are causes of diseases and those unhygienic conditions that can speed up the growth of bacteria? Values of good health and sanitation must be developed. Cleanliness in the environment must be observed. Personal hygiene such as washing one’s hands before eating must be practiced. You developed the values of neighborliness and collaboration by keeping the surroundings, the school building, the grounds, and other facilities sanitary. You must report cases of communicable diseases to proper authorities so that corrective measures can be undertaken. In this case, the value of concern for the well being of others is manifested. As you examine your environment, you must realize that the diversified forms of existence are possible only because of the works of God. Somehow, the value of spirituality that involves faith and love of God will inspire you as you marvel at the complexity of life. It warns the present and future generations to be cautious in the rapidly dependent on machine-aided ratiocination, such as the use of computers and other devices. We invent a variety of machines to help us do our work more easily and faster. Moving from one place to another is now possible. We can even circle the world in just a matter of days. With all the machines invented, we are forced to build power plants to provide us with the energy we need to run these machines. It resulted to treating everything delicate in such a way that we tend to forget the importance of live, the very nature of our existence, our ancient heritage and the feeling of being nothing at all because of over dependence on machines. What can we do to prevent the selfish and total destruction of the environment and conserve natural resources? What is our role in preserving ecological balance? Do we have the responsibility to preserve (Picard 22)? Morally yes! Man is responsible of God’s creatures and the need to preserve them. Are we morally obligated to do so (Picard 23)? The aim of any human being is to protect and improve the environment and to put together the environment together with the policies of the government and in the world as well. Nature provide us and other living organisms with the essential elements needed for continued existence. The environment is the source of life-sustaining substance. Balance in nature exists when the various ecosystems are stable, and humans play an active role in maintaining the balance in nature. No organism is completely independent. Each organism is dependent upon other organism as well as the environment for continued existence. For example the attractiveness of a fragile coral is very much enhanced by the green alga living on it. Humans are instrument in upsetting and restoring the balance in nature. We can either preserve it or cause its destruction. We are dependent for our needs on the environment; as a result, the balance in nature is upset. As we satisfy our needs and ensure our comfort, we accidentally change our natural environment. We depend on our environment for all our necessities. We apply technology to all aspects of food production. When a forest is cleared or a field is cultivated, the natural, balanced environment is altered. Not all plants and animals can become accustomed to their new environment. Those that cannot either perish or move around to other places. Often, the balance in nature is seriously disturbed, and plants and animals that are more adaptable become pests. And with the up to date advancements in the fields of genetics, we are now pursuing plant and animal cloning. The changes we have made in the environment have considerably affected the equilibrium in nature. It has been a common observation that some of these changes have not achieved the objective of improving the quality of life. Some of them actually have caused an imbalance in nature. Even though humans have eliminated potential predators, controlled diseases, and make the most of the energy flow of ecosystem into the production of food, they have also exploited the natural ecosystem and contaminated air and water with human and technological wastes. In the long run, nature continues to be ill with as it is consumed, exhausted, and corrupted. We humans play an on the go role in maintaining the balance in nature and safeguarding biodiversity. The Earth’s resources are limited that is why they should be appropriately managed and used wisely. We should also consider the impact on the environment as we get hold of and use these resources.

Internet Addiction Can Cause Physical Damage to the Brain, Just Like Drugs, Say Researchers

Internet addiction can cause physical damage to the brain, just like drugs, say researchers By  ROB WAUGH UPDATED:  07:42 GMT, 12 January 2012 Internet addiction disrupts nerve wiring in the brains of teenagers, a study has found – causing a level of brain damage normally seen in heavy substance abusers. Similar effects have been seen in the brains of people exposed to alcohol, cocaine and cannabis. The discovery shows that being hooked on a behaviour can be just as physically damaging as addiction to drugs, scientists believe.Brain scans showed significant damage to white matter in the brain, proving, the researchers claim, that ‘behavioural' addictions can cause physical brain damage in the same way as drug addictions. Internet addiction disorder (IAD) is a recently recognised condition characterised by out-of-control internet use. Sufferers spend unhealthy amounts of time â€Å"online† to the extent that it impairs their quality of life. Denied access to th eir computers, they may experience distress and withdrawal symptoms including tremors, obsessive thoughts, and involuntary typing movements of the fingers.Until now research on IAD has focused on psychological assessments. The new study, from China, used a Magnetic Resonance Imaging (MRI) technique to look at its effects on brain structure. Scans were carried out on 17 internet-addicted adolescents and 16 non-addicted individuals, and the results compared. In the IAD-diagnosed teenagers, the scientists found evidence of disruption to ‘white matter' nerve fibres connecting vital parts of the brain involved in emotions, decision making, and self-control.A measurement of water diffusion called ‘fractional anisotropy' (FA) was used which provides a picture of the state of nerve fibres. Low FA was an indicator of poor nerve fibre structure. The researchers, led by Dr Hao Lei from the Chinese Academy of Sciences in Wuhan, wrote in the online journal Public Library of Science O NE: ‘Our findings suggest that IAD demonstrated widespread reductions of FA in major white matter pathways and such abnormal white matter structure may be linked to some behavioural impairments. ‘In addition, white matter integrity may serve as a potential new treatment target.. ‘ Previous studies had shown abnormal white matter structure in the orbito-frontal regions of the brains of people exposed to alcohol, cocaine, cannabis, methamphetamine and ketamine, said the researchers. They added: ‘Our finding that IAD is associated with impaired white matter integrity in the orbito-frontal regions is consistent with these previous results. The scientists suspect the damage is caused by disrupted myelin, the fatty insulating sheath that coats nerve fibres and helps them to function. Commenting on the findings, Dr Henrietta Bowden-Jones, consultant psychiatrist at Imperial College London, said: ‘This type of research exploring the differences between normal b rains and brains of people who suffer from internet addictions is groundbreaking as it makes clear neuroimaging links between internet addiction and other addictions such as alcohol, cocaine and cannabis amongst others. ‘We are finally been told what clinicians suspected for some time now, that white matter abnormalities in the orbito-frontal cortex and other truly significant brain areas are present not only in addictions where substances are involved but also in behavioural ones such as internet addiction. ‘ Currently, internet addiction is officially classified as an ‘mpulse control disorder' rather than a ‘genuine' addiction.Further studies with larger numbers of subjects would be needed before consideration could be given to reclassifying it, said Dr Bowden-Jones. She added: ‘It is.. possible to consider this study as one of the seminal papers in determining how future generations of clinicians will view internet addiction. ‘ Read more:  ht tp://www. dailymail. co. uk/sciencetech/article-2085369/Internet-addiction-cause-physical-damage-brain-just-like-drugs-say-researchers. html#ixzz2QdsZxeo0   Follow us:  @MailOnline on Twitter  |  DailyMail on Facebook

Business Law Practice Questions

Business Law Practice Questions MULTIPLE CHOICE (answers at bottom of page) 1. Paul filed a lawsuit for false imprisonment against Dan’s Bookstore. During a visit to Dan’s Bookstore, Dan stopped Paul as he left the store. Dan accused Paul of stealing a book from the store. After briefly looking into Paul’s shopping bag, Dan determined that Paul did not shoplift. He apologized to Paul and released him. On these facts, Dan will likely: a. b. c. win the case, because the shopkeepers’ privilege statute gives store merchants unconditional immunity (protection) from such lawsuits. lose the case, because Paul did not shoplift. in the case, but only if a court or trier of fact concludes that Dan had reasonable cause to believe Paul may have shoplifted, detained him for a reasonable time, and in a reasonable manner. lose the case, because Dan did not have a warrant. d.2. Bonds wrote McGuire, â€Å"I will sell you my house and lot at 419 West Lombard Street, San Fr ancisco, California for $950,000 payable upon merchantable deed, deal to be completed within 60 days of the date of your acceptance. † Assuming that Bonds’ letter contains terms which are deemed sufficiently certain and definite, which of the following statements is correct? . Bonds’ letter is not an offer unless Bonds intended it to be an offer. b. Bonds’ letter is not an offer unless McGuire thought Bonds intended to make an offer. c. Bonds’ letter is an offer if a reasonable person with full knowledge of the circumstances would be justified in thinking it was intended as an offer.. d. Bonds’ letter is not a offer unless both Bonds and McGuire considered it as an offer. 3. Iverson Jewelers wrote a letter to Miller, â€Å"We have received an exceptionally fine self winding Rolox watch which we will sell to you at a very favorable price. † a. b. c. d.The letter is an offer to sell. A valid offer cannot be made by letter. The letter con tains a valid offer which will terminate within a reasonable time. The letter lacks one of the essential elements of an offer. 4. Don was negligently driving south on Merdock Avenue when his car rear-ended a car driven by Patty. The force of the impact forced Patty to rear-end Terry’s car. In turn, the force of the second impact caused Terry’s car to hit a lamppost, which then fell on a house owned by Paul. The force of the impact scared Paul, causing him to immediately have a heart attack.Paul sues Don for negligence. If Paul recovers, the most likely reason is: a. b. c. d. Paul was able to prove that Don proximately caused Paul’s injuries. Paul was able to prove that the damages he suffered were actually caused by Don. Paul was able to prove that Don breached a duty of due care owed by Don to Paul. Paul was able to prove all of the above (a, b & c). 5. Sammy agreed to sell and Larry agreed to buy Sammy’s car for $400, payable upon delivery. Sammy delive red and left the car with Larry. However, Larry failed to pay Sammy the $400.After eight years had passed following the delivery and acceptance of the car by Larry, Sammy sued Larry in state court for failure to pay him the $400. Based only on the above stated facts, which of the following statement is most accurate? Assume the UCC applies and the statute of limitations for oral contracts is two years and for written contracts is four years. a. No contract was ever created between Sammy and Larry. b. A contract was created but likely not enforceable because the statute of limitations has expired. c. A contract was created, but it is only enforceable if it is in writing. d.A contract was created and is enforceable. 6. Bill purchased a can of Sipep from the Ajax Minimart. After he finished drinking the Sipep, Bill noticed that the can contained dead insects stuck on the inside bottom of the can. In a strict product liability tort action against Ajax, Bill must prove, among other thing s, that: a. b. c. d. Ajax is a merchant selling Sipep. Ajax knew or should have known of the defective condition. Ajax had prior notice of other similar problems with Sipep products. Ajax actually placed the dead insects into the can.7. Under which of the following situations does strict product liability apply? . b. c. d. Sale of a defective and unreasonably dangerous product. Manufacture of a defective and unreasonably dangerous product. Both (a) and (b) are correct. Neither (a) nor (b) are correct. 8. On May 1, Back-Talk Computer Store offerd to sell five (5) computer servers to Gatekeeper Company for $5,000. 00 each, delivery to be on May 30. Later that day (May 1), Gatekeeper responded that it would buy the computers only if they were delivered within three business days. Back-Talk notified Gatekeeper the next day, May 2, that it would not be able to deliver the goods within the time requested by Gatekeeper.Which of the following is true regarding Back-Talk's offer? a. There is no contract between Back-Talk and Gatekeeper. b. Gatekeeper's additional term became part of the contract, so Back-Talk is obligated to deliver the goods within three business days. c. Back-Talk's offer was accepted by Gatekeeper d. Gatekeeper may later accept Back-Talk’s May 1 offer if it is then willing to accept delivery in four weeks. 9. The body of law which establishes rights between persons and provides for redress for violation of those rights is known as: a. b. c. d. Criminal Law. Civil Law.The Uniform Commercial Code. Stare decisis. 10. Donny threw a knife at Sally, intending to injure her severely. However, Donny missed Sally. Sally saw the knife just as it whizzed by her head, missing it by about one inch. As a result, Sally was very scared. Sally sued Donny for assault and battery. Which of the following is most correct? a. b. c. d. Donny will be liable for battery, but not assault. Donny will be liable for assault, but not battery. Donny will be liable for assa ult and for battery. Donny will not be liable for either assault or battery because this is only a criminal matter. 1. In most states the following types of contracts are within the statute of frauds. a. b. c. d. Contracts for the sale of an interest in personal property. Contracts that can be performed within a year from the date of their formation. Contracts for the sale of goods. Contract sfor the sale of goods for a price of $500 or more. 12. On May 1, 2005, Eckerly Realty Inc. mailed a written offer to Masse for the sale of an office building. The offer included an express term that it would expire on June 30, 2005 if the acceptance was not delivered into the hands of the offeror by the expiration date.On June 30, 2005 at 8:00 a. m. , Masse sent a written acceptance to Eckerly via Masse’s personal messenger. However, the messenger was not able to deliver the acceptance until July 1, 2005. On July 2, 2005, Eckerly contacted Masse, informing him that the acceptance had bee n delivered one day late. As a result, Eckerly refused to honor the acceptance. Which of the following is the most correct statement? a. There is no contract between Eckerly and Masse. However, if Masse would have mailed the acceptance on June 30, 2005, a contract would have been created. b. There is a contract between Eckerly and Masse.The moment that Masse gave the acceptance to the messenger, a contract was formed because acceptances are valid immediately upon dispatch. c. There is a contract between Eckerly and Masse. The fact that the acceptance arrived only one day late is of no significance. d. There is no contract between Eckerly and Masse. 13. Which of the following statements is correct concerning the â€Å"reasonable person† standard in tort law? a. The reasonable person standard varies from person to person. b. The reasonable person standard focuses on the defendant’s subjective mental state rather than on the defendant’s behavior. c.A person with a physical disability must act as would a reasonable person with the same disability. d. A person with a mental disability must act as would a person with the same mental disability. 14. Robert makes the following statement while negotiating the sale of his car, â€Å"This is the sharpest car on the market. † His statement may support a claim for: a. b. c. d. misrepresentation. fraud. fraud and misrepresentation. none of the above. 15. Paula rented an apartment to Dave for $500 per month. Paula and Dave signed a one-year lease, to be effective beginning January 1st. After three months, Dave decided that he did not like the apartment.He gave Paula a 30-day written notice, stating that he would vacate the rental unit at the end of the thirty days, which was April 30th. Upon receipt of Dave’s notice, Paula made reasonable efforts to find a new tenant. Nevertheless, the apartment remained vacant from May 1 st. through June 30 th. Paula re-rented the apartment beginning July 1 st. for one year. Paula sues Dave in small claims court. What is the likely outcome? a. Paula is entitled to the balance of the lease, or $4,000, because Dave did not have a valid reason to breach the contract. b. Paula is entitled to nothing, because Dave gave Paula thirty-days written notice. c.Paula is entitled to $1,000, because she tried to find another tenant immediately upon learning of Dave’s intent to breach the contract, but was unable to re-lease the apartment until July 1 st. d. Paula is entitled to $500, which represents one-month’s rent. 16. Tom and Jerry entered into a contract whereby Tom agreed to sell Jerry $1,000 worth of heroin, an illegal substance. This is an example of a: a. b. c. d. quasi contract. void contract. voidable contract. secondary party beneficiary contract. Revised: 01/06 Answers to Business Law Practice Questions 1. c 2. c 3. d 4. d 5. b 6. a 7. c 8. a 9. b 10. b 11. d 12. d 13. c 14. d 15. c 16. b

A Commodity Chain Analysis of a pair of shoes Essay

A Commodity Chain Analysis of a pair of shoes - Essay Example It is worth bringing such a product into perspective in order to unearth the whole processes that lead to the final products that the whole want have now made an essential part of their lifestyle. This analysis is mainly focused on the leather shoes. It is an unparalleled fact that leather shoes is the most consumed of all the brands of shoes that exist. It is mainly used as part of the attire for clerical and office works. Many companies across the world have made leather shoes part of their attire and a mandatory requirement for any staff. However, leather shoes are not only used as attire for office work but it also forms a very core part of casual wears. It is therefore imperative to the needs of the society that a little focus is given to this special kind of shoes. A pair of leather shoes is very popular in modern society as many people now use it. The most consumers of leather shoes currently are the world’s growing economies (Roberts, 32). This includes nations in the some parts of the Americas, Europe, Africa, Middle East and Far East. In the Americas, the use of leather shoes has been part of the existing population for hundreds of years. With the production of leather shoes having been in existence for such a long time, it is worth noting that the major source of raw materials for these products have mainly been Africa and Asia. These materials are gotten through numerous import agencies who gather the materials from their resources inlets. These inlets are always set up in rural areas where animals are kept in their large numbers. The materials are then used in the manufacturing of the leather shoes that are the sold to different parts of the world through exports thus earning the respective countries involved in the trade foreign exchange. This helps in enhancing the economic growth of the respective nations. The production of leather shoes has spread into many parts

It has been said that the UK supermarket sector is an oligopoly Essay

It has been said that the UK supermarket sector is an oligopoly - Essay Example ...................................... Conclusion............................................................................................................ References It has been said that the UK supermarket sector is an oligopoly Introduction The UK supermarket sector is most definitely properly defined as an oligopoly based on the market structure that guides its business principles, the relevance of the consumer in building business strategy, the level of interdependence between competing supermarket companies, and the sector’s influence in pricing and supply within its market. An oligopoly is defined as â€Å"a market dominated by a small number of participants who are able to collectively exert control over supply and market prices† (investorwords.com, 2011, p.1). It is the interdependency between the few firms, such as Morrison’s and Aldi, that makes this market sector an oligopoly in relation to marketing efforts and pricing structures that drive strateg ic intentions. This paper describes the market characteristics of the supermarket sector in the UK that label these businesses as part of an oligopoly. The market structure All of the major supermarket competitors in the UK maintain a high degree of market share in the foods industry and are affected little by smaller competitors in terms of profitability. An oligopoly is able to affect the market by maintaining this high market share and control by being able to influence pricing negotiations with suppliers who rely on their continued successes in order to, themselves, remain profitable. This is what characterizes an oligopoly when a market is dominated by only a handful of large-scale competitors. In this structure, firms can have either differentiated or non-differentiated products offered to consumers where advertising and marketing objectives characterize one of the most important features related to business strategy and competitive behaviours (Boyes & Melvin, 2005). Why is th is? Supermarkets rely on consumer attitudes and behaviours to ensure they remain profitable which are always subject to fluctuating demand schedules and eating habits. Also based on price, consumers will choose one competitor over another in this market structure which drives the necessity for more innovation in marketing and the routine environmental and competitive analyses required to remain successful and profitable. Under macroeconomic theory, an oligopoly is considered to be the most realistic market structure since there are a diverse range of externalities and internal business behaviours that impact whether the firms gain higher volumes of market share in a local or international region (Boyes & Melvin). These supermarkets in their oligopoly maintain a downward-sloping demand curve where the shape of the curve is directly related to consumer behaviour patterns and the behaviours of competition in relation to strategy, marketing and advertising. This is why the supermarket s ector in the UK is considered the most realistic of market structures as the importance of competitive behaviours and marketing are in-line with contemporary business practices with most non-supermarket organisations. Because of their dominance in this market sector, suppliers are made weak when considering consumer-based commodity products (quickmba.com, 2011) as they rely directly on the purchasing power of the supermarkets to maintain their production levels, adequate staffing and overall operational strategies related to the intent of building higher profitability. This gives

Sleepwalking Research Paper Example | Topics and Well Written Essays - 1000 words

Sleepwalking - Research Paper Example Sometimes it may also lead to nonsensical talking while a person is sleepwalking. The sleepwalker’s eyes are also known to be open but have no recognition to be really seeing, as they have a glassy unfocused look in them. This kind of activity is most commonly observed during either middle childhood or young adolescence. Fifteen percent of the children from the ages of 4-12 experience sleepwalking. It is noted that most of these children resolve this behavior during late adolescence. Moreover, 10% of these sleepwalkers start their sleepwalking behavior as teenagers. It is also noted that some sleepwalkers may inherit this behavior genetically (Moorcroft 228). Every person experiences non-rapid eye movement (NREM) sleep, and rapid eye movement (REM) sleep. NREM has four stages and begins when a person starts to sleep. After the fourth stage, it goes to the REM sleep, which is when a person’s eyes are rapidly moving inside their closed eyes and so is experiencing dreams. The REM cycle is an important cycle as it is associated with producing hormones which aid in proper metabolism and growth of a person. Each of these cycles, that is the NREM’s four stages and REM, last for 90-100 minutes and then repeats all over till a person is awake (Coon, Mitterer, Talbot, and Vanchella 190). Sleepwalking however, occurs at some point in the third or fourth stage in either cycle. As this is a time when a person is deeply asleep, sleepwalking is barely witnessed in naps or when a person sleeps for a short amount of time. No memory of having experienced any particular behavior is remembered by the sleepwalker (Butkov and Teofilo 141). There are several causes of sleepwalking some of which can be associated with genetics. Sleepwalking is observed to be more frequent within identical twins. It also has a ten times increased probability to occur in someone whose first-degree relative has experienced sleepwalking. Then, there are psychological factors as well. It is more common in children as they experience greater amount of slow deep sleep and so makes them increasingly likely to suffer sleepwalking as compared to adults or teens. Different environmental factors can be associated with sleepwalking such as sleep deprivation, stress, fever, disorganized sleep schedules, magnesium deficiency, alcohol intoxication, or the usage of different drugs such as specific sedatives (medicines that trigger sleep), minor tranquilizers, stimulants, neuroleptics, antihistamines etc. Also, sleepwalking frequency is increased during menstruation or pregnancy. Certain medical conditions are associated with sleepwalking sometimes such as fever, Arrhythmias, Gastroesophageal reflux, night time seizures, night time asthma, obstructive sleep apneas, etc. Different psychiatric disorders, such as posttraumatic stress disorder, multiple personality disorder, panic attacks are also connected to sleepwalking (Porth 596). There are some major symptoms of sleepwalkin g. Patients appear to be dazed and clumsy during their episodes and may appear to either be running around agitatedly or walking quietly around the room. Most often the sleepwalker’s eyes are noted to be open, with an unfocused glassy look as the person roams about the area. Prior to contrary belief, they do not extend their arms while sleepwalking. If questioned during the state, the responses are either slow ones with thoughts which are

Consumer Brand Relationships Literature review Example | Topics and Well Written Essays - 2000 words

Consumer Brand Relationships - Literature review Example In this framework the definitional association is also pertinent. Linking human personality with brand image is not, though, an easy undertaking. The difficulty that psychologists face in determining and assessing personality equally becomes an issue for people who study the art of brand imaging (Bradley, 2010). It is not unusual, therefore, that those who identify brand image by alluding to human personality do not try to identify the latter concept in any more comprehensive way. They just suggest that goods possess behavioural images, or they centre in on some markedly human factor like age, gender or social caste (Batra, Ahuvia and Bagozzi, 2008). Fig. 2 - The determinants of customer-brand relationships (Martensen and Gronholdt, 2010) Brand Relationships Brand relationship, an alleged interpersonal connection in a branding framework,  assumes that brands and customers are able to have a special connection through a shared communication system. Still, some critics have stated th at a brand relationship cannot really be said to reflect an interpersonal association because of the fact that the key components in interpersonal relationships like interdependence and intimacy are lacking. Even though research has in the past revealed that consciousness actually decides how people perform their daily duties, evidence shows that behaviour can actually be in accordance with the pursuit of individual objectives where cognisance is induced (Carroll and Ahuvia, 2006). However, the function of human consciousness is not always obvious a consumer and brand relationship situation. This suggests that the lack of consciousness can actually stop people from value their  relations in a suitable manner. For example, the related members of a... In the present extremely competitive business field, singular images or one-way messages are no longer relevant in capturing and holding consumer interest. A brand’s value is connected to the relationships it creates and the social connections it inspires among consumers who purchase the service or product. The task of managing such extensive relationships that seem to cover every aspect from the production of a product to its consumption is what most marketers are occupied with. If its creators and marketers have taken care to ensure the existence of such relationships, a brand can actually stop being seen as a mere product to become a platform for the shared experiences of its consumers, thus generating more revenue. Defining a brand’s social nature means considering what consumer’s expectations about a certain brand are and how to encourage the consumers to have even loftier expectations in future. Marketers such as eBay and IKEA, for example, are some of thos e that are at the forefront in intentionally inducing a desire for less acquirement of phenomenal experiences with goods or even the products themselves, for more lasting and consequential varieties of fulfilment.

Hofstede Analysis ( Mexico) Essay Example | Topics and Well Written Essays - 750 words

Hofstede Analysis ( Mexico) - Essay Example It is, therefore important to make a comparison between one culture and another. This paper describes the culture of Mexico by using Hofstede’s five primary dimensions that include power distance, individualism, uncertainty avoidance, career success/quality of life, and long term/short term dimensions. Power distance refers to the extent to which the less powerful members of organizations or institutions within a given nation anticipate and accept that power is unequally distributed (Harorimana 28). This dimension focuses on the fact that all people in all societies are not equal. It, therefore, analyses the attitude of culture with reference to these inequalities amongst us. Using this dimension, Mexico score is 81 while US score is 40, and this means that it is a hierarchical society (Hofstede & Hofstede 142). With hierarchical structure, it means that Mexicans accept hierarchical order where everyone has a place, which also requires no further justification. Hierarchy within an organization or an institution is perceived to reflect that centralization is popular, inherent qualities exist, and the subordinates are expected to receive orders from their employers, which they should not defy at all costs (Lee Y et. al. 106). Any foreign investor planning to venture into Mexican mar kets should expect that various interferences will characterize daily running of their businesses from the Mexican authorities. This dimension majorly focuses on addressing the extent to which interdependence a society maintains among its people (Harorimana 28). It deals with issues such as whether individual’s self-image is defined in terms of â€Å"We† or â€Å"I†. People living in individualist societies are expected to look after themselves and their families only (Harorimana 28). On the contrary, people living in collectivist societies are supposed to depend on groups, which take care of them in exchange for commitment

Learning Theories Essay Example | Topics and Well Written Essays - 2000 words

Learning Theories - Essay Example Behaviorists like Ivan Pavlov (1936) and Skinner (1990) states that behavior is explained by environmental causes, rather than by internal forces. It also emphasizes that the environment influences human behavior. Whereas, the Social Learning theory, states that people learn through the observation of other people. According to Bandura, (1977, p22) 'Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasion s this coded information serves as a guide for action.' (1977, p22). On the other hand, Cognitive Learning theorist 'were concerned with cognition - the act or process of knowing.' (Smith, 1999). Researchers like Jean Piaget, while recognizing the contribution of environment, explored changes in internal cognitive structure. It explained that every human being is bound to these stages. This also tells us that learning depends on the level or stage that we are in. La stly, Humanistic approach to learning have explained that human beings as self-actualizing. The theory explains that people are bound to growth. In humanism, 'learning is student centered and personalized, and the educator's role is that of a facilitator. Affective and cognitive needs are key, and the goal is to develop self-actualized people in a cooperative, supportive environment.' (Huit, 2001) The famous theory of Abraham Maslow's Hierarchy of needs (1954) identifies the needs of individual that needs to be considered in a learning environment. The hierarchy of needs is illustrated by a triangle in most references. The hierarchy are as follow: 1) Physiological: hunger, thirst, bodily comforts, etc.; 2) Safety/security: out of danger; 3) Belonginess and Love: affiliate with others, be accepted; and 4) Esteem: to achieve, be competent, gain approval and recognition. 5) Self-actualization: to find self-fulfillment and realize one's potential. According to Maslow, if an individual successfully fulfilled the needs, they will achieve self-actualization. Applied to a learning environment, a student should be able to satisfy his/her physiological needs in order for him/her to focus on learning a lesson. We can consider the physiological needs as food, clothing, shelter and the like. Imagine a student who has not eaten breakfast and came to school for his/her first class, the student may not be able to understand or comprehend his/her teacher if his/her stomach aching out of hunger. Once the physiological needs are in place and all right, Safety and security is next to be addressed, a student may consider his/her physical safety going to school. If the student feels that he/she is not secured in the school,

The Role of Grammar in Language Teaching & Learning Essay Example for Free

The Role of Grammar in Language Teaching Learning Essay Introduction In this ever changing world, the barriers to communication and understanding must be lowered. The acquisition of linguistic skills requires that one must be able to master it and use it to communicate effectively to people who are using that same language, like English for instance. For learners of this particular language to communicate effectively, teachers in the language arts have a very important role to play in teaching every aspect of English, particularly its grammar and use. This is because, to understand and be understood, grammar is an important part of language and communication. The English Language The English language, a language belonging to the Germanic languages branch of the Indo-European language family, is widely spoken in six continents. It is the primary language of the United States, Britain, Canada, Australia, Ireland, New Zealand, and various Caribbean and Pacific island nations; it is also the official language of about 45 nations including India, the Philippines, and many sub-Saharan African countries. Other than this, it is the second most widely spoken native language in the world, the mother tongue of more than 350 million people, and the most widely taught foreign language (Britannica Concise Encyclopedia, 2006). The United Nations uses English not only as one of its official languages but also as one of its two working languages. The language is also the dominant international language in communications, science, business, aviation, entertainment, diplomacy and the Internet (The Columbia Electronic Encyclopedia, 2003). Usage English relies mainly on word order: usually subject-verb-object, to indicate relationships between words. But many, including native speakers of the language, are still finding it hard to use the language correctly. In the past, there have been those willing to provide guidance to the public on correct usage of the language. Americas most famous lexicographer, Noah Webster, for instance, published a dictionary and speller which taught not only spelling but also pronunciation, common sense, morals, and good citizenship. Other lexicographers have also attempted to produce material that would serve as guide for the public regarding correct use of the English language (Encyclopedia of American History, 2006). Like other languages, English has changed greatly. English easily borrows words from other languages and has coined many new words to reflect advances in technology. Changes of every sort have taken place concomitantly in the sounds (phonetics), in their distribution (phonemics), and in the grammar (morphology and syntax) (The Columbia Electronic Encyclopedia, 2003). English is the most widely learned and used language even in non-native English speaking nations. It is widely learned and used for communication purposes especially in the academe and in businesses. Because of this wide use of the language, it has often been referred to as the global language or the lingua franca of the modern era.   It is currently the language most often sought and taught as a second language around the world (Wikipedia, 2007). Grammar Today, use of formal Standard English is required in the workplace and in the academe. It is the language of most educational, legal, governmental, and professional documents. It is used in newspapers, magazines, and books. It is the English we hear from radio and television announcers and persons making formal speeches. It is the language spoken in international commerce. Hence, many schools are focused on teaching students proper English speaking and writing skills. English grammar is a body of rules specifying how meanings are created in English. Basically, English is a subject verb object (SVO) language, meaning, it prefers a sequence of subject–verb–object in its simplest, unmarked declarative statements. But word order is a complicated matter in English (Wikipedia, 2007). Standard English can vary in different situations, but certain conventions or rules within it are fairly constant, and well-educated people deem them worthy of being observed. That is why the name â€Å"standard† is applied to this variety of English. If a person wants to succeed in the academic and business worlds, as well as in many other pursuits, he or she must master the conventions of Standard English. Formal and Informal English Standard English is used in so many different situations. Its use may range from casual telephone conversations to formal speeches, that it would be impossible to name a particular kind of English appropriate for each situation. Two domains of Standard English may be distinguished, however, and that is formal English and informal English. Formal English, like formal dress and formal manners, is a language for special occasions. It is sometimes referred to as literary English. It is also the language used in serious writing. It is used in formal essays, essay answers to examination questions, formal reports, research papers, literary criticism, scholarly writings, and addresses on serious or solemn occasions. Formal English is likely to include words that are rarely used in ordinary conversations. The sentences are likely to be more elaborately constructed and longer than those of ordinary writing. Contractions are rarely used. Formal English pays close attention to refinements in usage and avoids slang. Informal English, on the other hand, is the language most individuals use most of the time. It is the language of most magazines, newspapers, books, and talks intended for general audiences. The conventions of informal English are less rigid than those of formal English. Sentences may be long or short, and they are likely to sound more like conversation than the stately rhythms of formal English. Contractions often appear in informal English, and sometimes a slang expression is used. Excellent Language Skills While individuals can generally speak about three kinds of English: formal standard, informal standard, and non-standard, the lines between them are not always easy to draw. One kind of usage shades into another. An expression that one may think of as being informal may turn up in a formal address. A slang word or colloquial that originates in non-standard English may become an acceptable part of the informal vocabulary. Many words and constructions which one may think of as belonging to standard speech may come into use among speakers of non-standard English. This essentially means that the great majority of words and one’s ways of putting them together are common to all three kinds of English. If the language conforms to the conventions of Standard English, one’s main concern will be to vary his or her specific word choices to meet a particular need. The need will be determined by the nature of the audience, whether one is speaking or writing. There will be times when one cannot be sure whether a particular word or expression is suitable for the occasion. One can get help with his or her decision by turning to a textbook on grammar and usage, by turning to a dictionary, or by consulting a special book on English usage. Most of all, one can pay closer attention to the preferences of people who speak the language with obvious care. With careful observation, one may also notice that the rules of grammar are useful but not an invariably reliable guide to usage. Grammar describes the system of a language. Usage, however, is concerned with appropriate forms of expression. The two – grammar and usage – are not always the same, for language is a living and growing thing, and life and growth are not always logical. The people who use a language are constantly changing it. Since the rules of grammar describe the way the language works, when the system changes, the rules also change. Importance of English Grammar Effective speaking and writing goes beyond mere acceptance of the most appropriate grammatical rules. It embraces such qualities as clarity, forcefulness of expression, honesty, originality, freshness, and often, brevity. Yet the conventions of Standard English should never be underestimated as the essential foundation of good speaking and writing. If one deviates from the conventions of Standard English, people will think more about how one is expressing himself or herself about what he or she is saying. Any language that calls attention to itself or strikes listeners as unsuitable to the situation gets in the way of communication. For instance, if an applicant speaks casually with a prospective employer, as he or she does with close friends, that applicant may ruin his or her chances of getting the job. Moreover, if a person jokingly uses non-standard language around strangers, then these people who hear the speaker may get the impression that he or she does not know Standard English. It is thus important to know the different forms of English to make wise choices from them. Language Teaching English is basically the medium of instruction in most schools all over the world. In teaching the English language, most teachers begin with the parts of speech, their identification and their function. For some students, the study of English may point to certain aspects that are already familiar, like grammar for example, but for others, especially for those who will learn the language formally for the first time, grammar will not be very familiar. Grammar is important. It gives learners the ability to talk about language by providing a terminology and a system of classification. Also by making a learner aware of the basic patterns of English sentences, grammar can help the learner develop a varied and interesting style in their speaking and writing. This is one of the main goals of the study of English. Teacher and Learner Roles One can hardly imagine a language learning situation in the absence of interaction between and among students, fellow students, the teacher and the textbook. Every time a student interacts with any of these sources, he or she makes various hypotheses about what is being learned, and accepts or rejects them, trying out new ones. In an attempt to learn a foreign language, the student-learner is dependent on other people with whom he or she can interact with, as he or she develops a wide range of strategies which will be tested only in a communicative context. According to Thanasoulas (1999), these strategies can be distinguished in three categories: production strategies, comprehension strategies and interactive strategies. These strategies will not be explored in this paper. However, what is being pointed at here is the importance of human interaction in the classroom or learning setting as a condition for successful language learning and intellectual, emotional and social development (Thanasoulas, 1999). The Teacher’s Role It has been suggested that language teaching is a complex issue, encompassing linguistic, psycholinguistic, socio-cultural, pragmatic, as well as instructional and curricular dimensions. There are numbers of factors contributing to the dynamics of the educational process, such as internationalism and the pragmatic status of the foreign language (e.g., English), teaching and learning styles, and program characteristics. For example, the general expectation by students, parents and teachers that learners should achieve a high level of proficiency in English when they leave school influences both language policies and how foreign language learning will evolve. Furthermore, the teaching-learning process reflects different cultural traits and traditions. In some cultures, students tend to feel more at ease in the classroom, expressing their viewpoints and agreement or disagreement; in others, a passive attitude towards the teacher and the target language is more common. For instance, Greek society and its educational system favour rote memorisation, while western countries, in general, do not value it. Instead, they practice and take tons of drills to perfect their study of grammar and the English language. Moreover, such issues as the degree of preparation of teachers and the validity of testing and evaluation procedures can have a tremendous impact on language learning (Thanasoulas, 1999). As is patently obvious, the task or act, one may say, of teaching encapsulates a lot more than merely providing instruction and guidelines for students. It presupposes a psychological and philosophical knowledge on the teachers part, so as to combine techniques in class, as well as sufficient command of the basic structure of human existence, with a view to assessing any situation accurately and appropriately (Thanasoulas, 1999). Clearly linked to the roles defined for the learner are the roles the teacher is expected to play in the instructional process. Teacher roles, too, must ultimately be related both to assumptions about content and, at the level of approach, to particular views of language and language learning. Some instructional systems are totally dependent on the teacher as the source of knowledge and direction; others see the teachers role as catalyst, consultant, diagnostician, guide, and model for learning; still others try to teacher-proof the instructional system by limiting teacher initiative and building instructional content and direction into texts or lesson plans. Teacher and learner roles define the type of interaction characteristic of classrooms in which a particular method is being used. Teacher roles in methods are related to the following issues: the types of functions teachers are expected to fulfil (e.g., practice director, counsellor, model), the degree of control the teacher influences over learning, the degree to which the teacher is responsible for determining linguistic content, and the interactional patterns assumed between teachers and learners (Richards, 1994: 23). Undoubtedly, the teacher is called upon to perform several functions in foreign language learning. These are the following: teacher as director and manager; teacher as counsellor and a language resource; and teacher as a model and independent language user (Thanasoulas, 1999). The Teacher as a Director and Manager. One of the main concerns of the teacher as a director and manager is to create a warm, stimulating atmosphere in which the students will feel secure and confident. It is very important for learners to feel very much at home with both their teachers and fellow-learners, if they are to be expected to venture out into the deep waters of foreign language learning, to experiment with new and strange sounds, and to role-play in a language which they have barely begun to learn (Papaefthymiou-Lytra, 1993: 95). Apart from assisting in creating the right atmosphere, the teacher should also make decisions on the materials to be used, as well as the activities and games which will best accord with the learners needs and abilities. Inasmuch as learners do not necessarily share the same cognitive and linguistic abilities, or interests and motivation, it is incumbent on the teacher to choose a wide variety of materials and teaching techniques and strategies in order to respond to the students interests and capacities. To this end, the teacher is supposed to organize the class, deciding whether a specific role-play or game will be simulated in pairs or in groups. Bearing all this in mind, the teacher may help develop a learner-centred approach to foreign language learning, as he / she takes into account the learners preferences, tailoring the materials and strategies to their needs (Thanasoulas, 1999). The Teacher as Counsellor and a Language Resource. The second function that the foreign language teacher is expected to fulfil is that of counsellor and a language resource. In other words, the responsibility is on the teacher to provide the learners with the necessary input in order to foster understanding of the relation between grammar, language, and communication. In short, the teacher must modify and simplify the language used according to the needs arising in each communicative situation, and to the grammatical competence and language proficiency of the students. In addition to simplifying teacher talk, it is also the teacher’s prerogative to resort to miming and facial expressions (Thanasoulas, 1999). Learning and teaching is multi-sensory and everything in the classroom and method must imply that learning is relaxing, fun and possible to be attained (Papaconstantinou, 1991: 35). Moreover, the teacher as a language resource should help learners to acquaint themselves with, and acquire a taste for, the target language and culture. It is the teacher’s duty to make explicit that language is not to be held in a vacuum but should always be learnt in connection to its users and the uses to which it is put. In light of this, grammar, though it is very important, should not be the sole reference point in foreign language learning; the teacher has to draw his students attention to the socio-cultural and pragmatic aspects of the foreign language, in order to help them assess the accuracy and appropriacy of the language they produce, both at the sentence level and the discourse level. As J. C. Richards (1994: 157) notes, a focus on grammar in itself is not a valid approach to the development of language proficiency. The teacher as a counsellor and a language resource should see it as her goal to provide enough remedial work, in order to eradicate students errors, and encourage learners to develop their own learning strategies and techniques, so as to discover the answers to their own questions (Thanasoulas, 1999). The Teacher as a Model and Independent Language User. In order to become a successful communicator and model for learners, the teacher should promote a wide range of behaviours and psychological and social relationships such as solidarity and politeness. Often learners have difficulties in adopting these behaviours because of the psychological and social distance that there exists between learners and materials. As a result, learners have a tendency to adopt the teachers language behaviours to indicate attitude and role relationships, rather than those presented in materials. This is understandable, of course, since the teacher is a live model, a real human being to whom they can more easily relate (Papaefthymiou-Lytra, 1993: 101). In short, the teacher should help learners to negotiate meaning in the target language through his or her own active participation in it, and act as a mediator between the linguistic and extra-linguistic context of foreign language learning, as these are reflected in the textbooks and audio-visual aids, etc., or literature, respectively (Thanasoulas, 1999). Teachers play an essential role in the foreign language classroom. Not only are they directors and managers of the classroom environment but they also function as counsellors and language resources facilitating the teaching-learning process. In addition, teachers can become models and independent language users in order to overcome the inherent shortcomings of the foreign language classroom environment (Papaefthymiou-Lytra, 1993:104). The Learners What roles do learners play in the design of educational programs and systems, and how much leeway are they left with in contributing to the learning process? In the last two decades or so, there has been a shift from Cognitive and Transformational-Generative Grammar Approaches to a Communicative view of learning. Learners, who were formerly viewed as stimulus-response mechanisms whose learning was the product of practice reminding one of the well-known dictum, Repetitio est mater studiorum are nowadays regarded as individuals who should have a say in the educational process. The role of the learner as negotiator between the self, the learning process, and the object of learning emerges from and interacts with the role of joint negotiator within the group and within the classroom procedures and activities which the group undertakes. The implication for the learner is that he should contribute as much as he gains, and thereby learn in an interdependent way (Breen and Candlin, 1980: 110, cited in Richards, 1994: 22-23). Three Factors Responsible for Student Learning Age, cognitive and learning factors. Age variation in foreign language learning and learning differences between children and adults are significant factors that must be taken into account in choosing the right approaches, design and procedures. Experiments have shown that there are a lot of biological factors at work in language learning. In young learners, both hemispheres of the brain are responsible for the language function, while at puberty it is only the left hemisphere that takes over, which makes language acquisition and learning more difficult. This process is called lateralisation and it may be responsible for learning differences between children and adults. Cognitive and learning styles, already acquired through mother tongue, may influence foreign language learning. According to Papaefthymiou-Lytra, â€Å"Of all personality characteristics attributed to individuals, certain cognitive and learning variables have been researched to determine the degree of their influence on successful foreign or second language learning. These are: field-dependence and field-independence, formal operations, the monitor and foreign language aptitude† (Papaefthymiou-Lytra, 1993: 84-85). Field-independent individuals are more analytical by inclination and tend to learn through reasoning faculties, whereas field-dependent individuals view learning in toto, acquiring knowledge subconsciously. Piagets formal operations theory relates to adults more mature cognitive capacities as opposed to the unconscious automatic kind of learning (Genessee, 1977, 148, cited in Papaefthymiou-Lytra, 1993: 85) that characterizes young learners less mature cognitive system. According to this theory, adults are thought to deal with the abstract nature of language more easily than young learners; it is very often the case, though, that young people may prove better learners in the long run. Another factor that influences language learning is the monitor use employed by learners. Three types of monitor users have been identified: over users, under users and optimal users. Over users are associated with analytical conscious learning†¦On the other hand, under users are associated with subconscious learning and extrovert personalities†¦Finally, the third category is that of optimal users who seem to be the most efficient (Papaefthymiou-Lytra, 1993: 85-86). Social and affective factors. Successful foreign language learning calls for an examination of the social and affective factors at work. First of all, the teacher should take into consideration the social proficiency which learners have attained. By social proficiency we mean the degree to which the learner employs, or taps into, the foreign language in order to communicate and negotiate meaning or achieve certain social goals. Some learners, for example, may complain when their classmate uses their pens or pencils because they have not learnt to use language in a socially accepted way. For instance, they cannot cope with making requests, asking permission, giving condolences, etc. It is worth noting that different cultures favour different attitudes on the part of the learner and, as a result, it is very probable that most of these situations do not necessarily reflect lack of social proficiency. Apart from social factors, affective factors also play an important role as they may facilitate or preclude learning. It is a commonplace that an atmosphere that fosters and promotes confidence and emotional stability will produce better students. Harmony in the classroom helps relieve tension and keeps the door to language processing open. A teachers task is like that of an orchestra conductor, who tends to fly into higher spheres, and has a tendency to fly and pull himself and the others above everydays problems towards a more creative reality (Papaconstantinou, 1991: 65). In this reality the learner may easily identify with the teacher and venture out into new aspects of the target language, dealing with it in her own, individual way. Unless she feels at ease with her teacher and her fellow-students, she will not learn. If she feels rejected and is afraid of being told off or scoffed at whenever she makes a mistake, she will withdraw from the educational process and lag behind, both cognitively and emotionally. Consequently, the content of materials for classroom use as well as classroom practices should be compatible with the affective variables influencing learners (Papaefthymiou-Lytra, 1993: 90). Learner’s needs and interests. Indubitably, a successful course should consider learner needs. For this reason, the concept of needs analysis has assumed an important role in language learning. Needs analysis has to do with the aims of a course, as these are determined by the uses to which the target language will be put on completion of the programme. For example, is our aim to achieve a high level of language proficiency or are we called upon to respond to the needs of, say, adult learners who need to master specific skills, such as academic writing or note-taking? All these parameters will have to inform the methods and techniques we use in class, as well as the materials design we are supposed to implement in order to achieve the best results. With regard to learners interests, it is worth noting that we, as teachers, should be cognizant of the differences between children and adolescents. For instance, the former are interested in body movement and play, whereas the latter want to learn about human relationships in general and achieve a deeper understanding of their abilities, with the aim of developing a sound personality and character. It has become evident that foreign language learning is far from a simple, straightforward process where teachers are the purveyors of knowledge and students the passive subjects who receive that knowledge. For successful foreign language learning, students must have both the ability and desire to learn. Otherwise, the objectives we set are doomed to failure. Foreign language teachers, therefore, must be flexible enough and sensitive enough to respond well to the individual learning preferences, interests and needs of their learners in terms of materials, techniques, classroom methodology and teacher talk. After all, language learning is not a monolithic process since not all personality and environmental factors can be kept under control in a foreign language situation (Papaefthymiou-Lytra, 1993: 94). Grammar in Communicative Language Teaching Linguists define grammar as a set of components: phonetics or the production and perception of sounds; phonology or how sounds are combined; morphology, which refers to the study of forms, or how elements are combined to create words; syntax referring to how words are strung together into sentences; and semantics or meaning. Because all languages are characterized by these components, by definition, language does not exist without grammar (Musumeci, 1997). Musumeci (1997) asserts however, that grammar has not always been defined in these terms. Originally, the term grammar, grammatica, referred to the art of writing, as compared to rhetoric, rettorica, the art of speaking. As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern language, primarily its morphology and syntax. But morphology and syntax are only two components of grammar. Communicative language teaching has brought a renewed emphasis on the role that semantics plays in the definition of language. Communicative language teaching is fundamentally concerned with making meaning in the language, whether by interpreting someone elses message, expressing ones own, or negotiating when meaning is unclear. Viewing grammar with all of its components helps learners as language teachers understand the complexity of what it means to know the grammar of a language. Clearly, the goal of language learning in the communicative classroom is for learners to acquire the grammar of the second language in its broadest sense, to enable them to understand and make meaning; that is, to become proficient users of the second language. Research and experience have shown that explicit teaching of grammatical rules, even if linguists were able to formulate them all, does not produce such competence (Musumeci, 1997). Adnan (n.d.), however, disagrees with this contention of Musumeci and asserts that there are many aspects of SLA such as the strategy of learning, the role of communicative language teaching, the role of formal grammar teaching etc. Adnan (n.d.) attempts to study the role of formal grammar teaching for two reasons: First, this has generated a great debate in second language teaching and a lot of research has been done on it. Second, there is an indication that grammar teaching has been neglected in English teaching in favour of developing communicative competence in language which results in students having poor knowledge of grammar. Now, some people have called for the return of grammar teaching into the English class to solve the problem. It was noted that similar problems occurred in the immersion program in Canada. Although Krashen (1982) praises the program for producing learners with very high levels of second language proficiency, many researchers have for some time recognised that immersion learners fail to recognise some grammatical distinctions (Ellis, 1994). According to Adnan (n.d.), the Indonesian language teaching circle are beginning to use the communicative approach and he is concerned that if this circle gets affected by the strong view that only communicative activities are important in developing second language proficiency, and therefore, grammar teaching is of little importance, this may lead to the same problems. He stresses in his study that he is not advocating a grammar dominated classroom or a return to grammar translation method. Nor is he trying to advocate that communicative activities are not important either. It is stressed that they are also very important. What is being done is discuss the research findings on the role of grammar teaching so as to have a good understanding of what it can offer and what problems it has (Adnan, n.d.). It was determined that there were some problems that occurred in grammar teaching. And these were: it can have deleterious effects, e.g. avoidance of certain grammar points which once traumatised the learner (Pienemann, 1987), it can de‑motivate if the teaching is not interesting, it can lead to wrong generalisation (Lightbown, 1983; Felix, 1981), and it can be ineffective if the learners are not ready. (Pienemann, 1987). Nevertheless, the advantages are the following: formal grammar teaching can improve accuracy Ellis (1989); Pica (1985); Lightbown and Spada (1990), it can accelerate acquisition when learners are ready (Pienemann, 1987) it can help eliminate inappropriate use of expressions (Adnan, 1994), and it can result in new knowledge (Pienemann, 1984). In light of this, it is clear that to improve learner acquisition of a second language, there is a need to consider teaching grammar at an appropriate time. Spada (1987) suggests that formal instruction may work best when it is combined with opportunities to engage in natural communication. Ellis (1990) explains how formal instruction works. According to him, the main mechanism by which instruction works is by developing explicit knowledge of a grammatical feature which subsequently helps learners to acquire implicit knowledge (which in his mind is responsible for actual performance). Pienemann argues that grammar should be taught only when learners are ready for it. In an extensive review of research in the second language acquisition, Ellis (1994) suggests that the ideal approach to teaching is the combination of both formal teaching and engaging students in communicative activities. This is also supported by research findings in good learners studies which generally concluded that successful learners pay attention both to forms and functions i.e. engage in communicative use of the language. Pienemanns argument, namely teaching grammar when learners are ready, that is, when they begin to use it and ask about it, is appealing. This is also in line with Krashens hypothesis of comprehensible input. However, most have not had a standard sequence of the acquisition order of a different language like say Adnan’s language which is Indonesian, by foreign learners though it is noted by Adnan that this is being done as they do in English and German. Before the learners are ready, grammatical explanation is kept to a minimum or presented indirectly through games or other types of exercises. Learners at tertiary levels (or perhaps adults in general) appear to need grammatical explanation from an early stage. But it is believed that time should not be sacrificed to develop communicative mainly oral skills in favour of detailed grammar teaching. Their needs should be met by providing grammar books which explain grammar in language that they can understand. References Adnan, Z. (n.d.). The Role of Formal Grammar Teaching on Second Language Acquisition: A Review of Research and on Views. Retrieved on March 5, 2007 from http://intranet.usc.edu.au/wacana/2/grammar.sla.html Crystal, David (1997). English as a Global Language. Cambridge: Cambridge University Press. Dendrinos, B. (1992) The EFL Textbook and Ideology. Athens: N. C. Grivas Publications Ellis, Rod (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press English language. (2006). Britannica Concise Encyclopedia. Encyclopà ¦dia Britannica, Inc. Retrieved on March 7, 2007 from http://concise.britannica.com/ English language. (2003). The Columbia Electronic Encyclopedia, Sixth Edition. Columbia University Press. Retrieved on March 7, 2007 from www.cc.columbia.edu/cu/cup/ English Language. (2006). Encyclopedia of American History. Encyclopedia of American History through a partnership of Answers Corporation. Retrieved on March 7, 2007 from http://www.answers.com/topic/english-language English Language. (2007). Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. Retrieved on March 6, 2007 from http://en.wikipedia.org/wiki/English_language English Grammar. (2007). Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. Retrieved on March 6, 2007 from http://en.wikipedia.org/wiki/English_grammar Felix, S. (1981). The effect of formal instruction on second language acquisition. Language Learning. 31: 87‑112 Krashen, S. (1982) Principles and Practice in Second Language Acquisition. Oxford: Oxford University Press Lightbown, P. (1983) Exploring relationship between developmental and instructional sequences in in L2 acquisition in H. Seliger and M. Long (eds.) (1983) Classroom Oriented Research in Second Language Acquisition. Rowley, Mass: Newbury House. Lightbown, P. and Spada, N. (1990). Instruction and the Development of Questions in L2 Classroom SSLA. Vol. 15, pp. 205‑224 Lixin Xiao. (2006). Bridging the Gap Between Teaching Styles and Learning Styles: A Cross-Cultural Perspective. Teaching English as a Second or Foreign Language. Volume 10 Number 3. Retrieved on March 6, 2007 from http://tesl-ej.org/ej39/a2.pdf McArthur, T. (ed.) (1992). The Oxford Companion to the English Language. Oxford University Press. Mora, J. K. (1999). Major components of the study of syntax and grammar: Teaching grammar in context. San Diego State University. Retrieved on March 5, 2007 from http://coe.sdsu.edu/people/jmora/Grammar.htm Musumeci, D. (1997). The role of grammar in communicative language teaching: A historical perspective. The McGraw-Hill Companies. Retrieved on March 5, 2007 from http://www.mhhe.com/socscience/foreignlang/conf/grammar.html Papaconstantinou, A. (1991) Suggestopedia: An art of Teaching, an art of Living. Athens: Hellinika Grammata Papaconstantinou, A. (1997) Creating the Whole Person in New Age. Athens: A. Kardamitsa Papaefthymiou-Lytra, S. (1993) Language, Language Awareness and Foreign Language Learning. Athens: The University of Athens Press. Pienemann, M. (1987) Learnability and Syllabus Constructions. In Hyltenstam, K. and Pienemann, M. (Eds.) Modelling and Assessing Second Language Development. Clevedon: Multilingual Matters Pienemann, M. (1984). Psychological Constrains on the Teachability of Languages. SSLA, 6 (2), pp. 186‑214 Richards, J. C. (1994). The Context of Language Teaching. Cambridge: Cambridge University Press. Spada, N. (1987). Relationship between Instructional Differences and Learning Outcomes: A Process‑product Study of Communicative Language Teaching. 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Causes And Effects Of Brain Drain In Economics

Causes And Effects Of Brain Drain In Economics Introduction: According to a definition, Brain Drain, academically also known as the human capital flight is the large scale migration of highly educated, skilled and talented people of less economically advanced countries to highly rich and developed countries of the world due to conflicted issues, political instability and lack of opportunities in the developing countries. Globally, relocation of intellectuals is as old as mankind. This terminology of Brain Drain originated in 1960, when most of the intellectuals like scientists and engineers who were the real assets or the future of any country, emigrated from United Kingdom to America. The unsolved issue of Brain Drain is happening all over the world for the sake of better working conditions including, the island nations of the Caribbean, the anterior colonies of Africa and mostly in federal economies like the Soviet Union previous Eastern Germany, where aptitudes were not monetarily salaried. This phenomena was not as severe till 1960s but with the huge capacity lopsidedly migrate to West Germany and North America from less developed regions. Substantial exoduses of skilled people were apparent at altered epochs of the economic growth of the countries of Europe and North America. However, with the progress in science and technological fields, only the intellectuals and highly qualified brains was of extraordinary mandate in highly developed countries. With the deficit in the core stream, the developed countries had to be dependent on the LDCs. Professionals migrated from developing countries to three Developing countries (USA, Canada and United Kingdom) in 1960s and by 1970s, the figure had mounted. If one were to investigate statistics of all Developed Countries, the records would be alarming. This drift has continued in Africa and loss of huge qualified manpower is happen immigrations to Europe and North America annually. The questions that is arise in the social, political, economic, academic and probably in every sector of developing world. According to question the phenomena happened there are countless questions, bu t I want to explain the main attractions towards the developed world and why do talented and outstanding brains leave their countries? What are the costs of such migrations paid by developing countries? What policies can be implemented to stem such movements from LDCs to DCs? The goal of this paper is to highlight the unsolved, conflicted issue of Brain Drain and the Scientific Diaspora and the cause and effect relationship in the global knowledge based societies and also to address the cancerous disease directing the developing countries to failure. I will highlight some major questions, giving some suggestions which help to make policies to fade the disparities and the exploitation of skilled and semi-skilled labour in the developed world who themselves benefited to create the legislative crime of Brain drain and to hijack the rights of Cos in the shape of Scientific diaspora communities. How and when Brain Drain happens and intensifies Since the beginning of 1960s, the phenomena of brain drain became a highlighted and critical issue. With the neo-liberal economy and the tsunami wave of globalization has given a golden chance to the opportunists and played a vital role towards better and quality life including all accessories in every sphere of life. Globalization has opened a window for the human capital to agglomerate and mobilize where the brain extract and yet best recognized and rewarded in the highly economically strong and advanced countries. To oppose the nation-state ideology by the global village, selective immigration policies in several OECD countries has gradually introduced, strengthened and became a selection centers to sort out the best minds to develop the innovative way of thoughts and utilization for the betterment of developed world, i.e. very alarming for LDCs. as human capital of a nation being the assets planned to be theft through legislative terms and conditions. The cost being paid by the LDCs left back in the race of progress and development. Aftermath of colonialism, such types of drains has happened between the LDCs and DCs. Australia and Canada in 1980s has emerged the international competition in all over the world to attract the highly skilled, and educated brains to catalyze the attraction and boost the greed of inferiority complex of developing areas to realize the complex of have not and to advertise the opportunities secured, healthy and peaceful societies like heaven at earth. The age of discovery, progress and the indicators of globalization, increased rate of import and export in the neo-liberal economy has multiplied during the last three decades. The result of the huge migration, rates to be much higher for great intellectuals. United Nation has supervised and produced countless research to find out the total capacity of brain drain in every region of the world including Sub Saharan countries, New Zealand, even the extraction from the semi-peripheral countries to the peripheral countries. Scientific Diaspora has been represented by the highly intellectuals enormous potential like the IT professionals, Engineers, Physicians Scientists, and the human capital flight of new post graduate students. Unfortunately the COs (country of origin) has been losing the patriotic , ethical , moral emotions because they are suffering with the pragmatic materialist thought and the lust of opportunities darken the future of developing world. To fulfil the interest of economically advanced countries and global knowledge based societies are struggling for the human capital. It is as natural as the nature of human being and as powerful as constructed politically to keep the self-interest. There is a lack of policy making in the academic world and on the governmental level in the developing world. Some main types of Brain drain are Brain Gain, Brain circulation, Brain waste etc. Causes of Increased Brain Drain in developing countries There are many factors which cause brain drain from the less developing countries to the highly developed countries. The regional, national and global flow of migrates are increasing every second. There are two main factors due to which people move from one place to another place. There are some major routes of human migration before 1950s but highlighted in 60s. The reasons can be different region to region; i.e. satisfactory facilities of goods and services, the reconnection of diverse cultural groups, in the time of conflict and war, political instability, health risks and the lack of opportunities. The mobility of intellectuals and skilled personnel or emigrants from the country of origin referred to as the PUSH FACTORS of their capital flight. And there are many parallel and inverse reasons for the immigrants called PULL FACTORS to attract towards host countries. Theoretical framework Brain drain is studied under the theoretical frame of migration theories under the two main factors as discussed below: Push factors: There are certain push factors causing brain drain, to leave the less developed country to developed countries as listed below: Substandard living conditions, dearth of conveyance, accommodation Under-utilization of skilled and semi- skilled personnel; lack of adequate working conditions; low panorama of specialized development Low and corroding wages Discrimination in recruitments and promotions Social unrest, Political instability, conflicts and wars Lack of research facilities, including support staff; meagreness of research funds, lack of professional apparatus and tools Lack of freedom and autonomy Deteriorating excellence of educational system, Why Academic intellectuals leave their Country of Origin: Challenging socio-economic conditions (poverty, unemployment, epidemics diseases, increased rate of crime, corruption, etc.) Poor libraries, ICT apparatus for research Lack of autonomy academic freedom to create literature at universities Political instability and harassment, human rights manipulations, wars Lack of pure democracy Deprived payments for intellectuals and skilled personnel Lack of self-determination and social equivalence Lack of quality education for children Lack of career opportunities Lack of entrepreneurial investments Why Students go abroad: Poor worth of national education from the Montessori level to post graduation level Unavailability of scholarships or financial assistance for the brilliant Miserable infrastructure of schools, colleges and universities Limited opportunities for higher studies students As a decided step towards emigration, they suffered with inferiority complex, due to all the above reasons and many more pushing factors resulted to leave their point of origin. Why Students Do Not Return: Limited employment opportunities restrict to come back in the homeland especially at PhD level, Course or research work not relevant to home countrys state of affairs convenience of grants for further exploration living conditions, insufficient earning and job satisfaction in developed world Need to send money home and support the family Getting married to a host countrys citizen to get the citizenship Although, they suffered with many crisis as alienated in the host country including the identity crisis, diaspora and make up their own imagined communities to prevent themselves with the socio-political and religious disparities. Pull Factors Similarly, numerous attractive pull factors at the destination states permitting the brain drain to occur at a higher leap: Sophisticated standard of living Employment opportunity greater income and Higher wages Extensive resources for research, unconventional and advanced technology, modern facilities of laboratory equipment; availability of experienced support workforce Healthier working conditions; employment and occupation opportunities with the proficient development Modern educational schemes; prestige of foreign training Political stability foreigner secured policies Meritocracy, transparency Scholarly Intellectual autonomy Appreciation rewards on governmental level Effects of Brain Drain in Developing Countries Aftermaths of Brain Drain in Exaggerated Regions of the globalized world: Negative effects: The phenomena of brain drain has left harmful effects in the region of poor countries like Africa, because of their great hope, talents and skills have immigrated to the richer countries. As seen pragmatically, develop and rich countries become richer and more developed and poor and developing countries become poorest and failure states. Consequently, some of the outcomes have produced the poorer rates of growth and development, highly unstable politically some are in the condition of cold war like Pakistan ÃÆ' ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ ¦..fewer productive educational funds, and worse health care system and Loss of potential modernizers who might have paved the way to rejuvenation and up gradation through their advanced and creative abilities. Doctors, Engineers, scientists students leave for the industrialized world Africa loses the best brains it needs for its trade and industrial development African recruitment of thousands of expatriates from the industrialized West at a cost of billions every year increased deterioration of higher schooling Universities have to be close, extension of higher education not possible Poor people seriously affected by the epidemic, infectious diseases Universities unable to run and achieving Development Goals In the global knowledge economy, Africa becoming sidelined Due to the pitiable environment, Lack of skilled people. Crumbling poor middle class political instability religious persecution Corruption of income tax equal to less basic goods and services Economic instability leads to increased rate of unemployment and inflation Lack of industrial growth innovation. Positive Effects The brain drain may cause numerous positive effects for source countries. It is well documented that remittances of employees played a significant support to GNP of a country and are a viable spring of income in several developing countries. Remittances and transmittals intrude on family decisions in terms of professional choice, labor supply, education, investment migration, and fertility, with hypothetically essential aggregated special effects. Especially in the case of poor countries, where market inadequacies available to members of low-income classes reduce the set of possibilities. Brain Circulation equalizes Brain Drain Transnational corporation and increase in Foreign Direct Investment When possibility of migration is real. level of education in sending countries rises Amalgamation in global economies Incentives, law and policy making The irony of international migration today is that many of the people who migrate legally from poor to richer lands are the very ones that Third World countries can least afford to lose: the highly educated and skilled. Since the great majority of these migrants move on a permanent basis, this perverse brain drain not only represents a loss of valuable human resources but could prove to be a serious constraint on the future economic progress of Third World nations (Todaro, 7th Edition, 2001). Convention signed by the organization of economic corporation and development (OECD) among twenty countries in 1960s create a keen competition among all member countries to fascinate human possessions, they lack and to preserve those who might emigrate. Various countries edited their legislation and step forward for numerous amendments to legalize the foreigner qualified brains and somehow to cheap their labour in the developed world. The policy or the legislation to work allowed but not giving them the full work visas compelling to do illegal work on cheap labour benefited the state capital and a legal system of exploitation is running to pressurize the foreign labour to do work illegally for their survival in the most metropolitan areas of the world Most countries announced more flexibility in labour migration policies, while some propelled the definite recruitment packages to meet labour dearth. In France, UK, Denmark and some other countries, labour visas criteria has been tranquil including skilled, qualified people in the profession of bio-medicine, education and health care type of main occupations. Various types of labour visas and quota in different countries of the developed world are much confine with the immigration policies for the highly qualified and skilled like Scholarships, grants, loans etc. in the last decade, brain drain of human capital has increased forty percent in Japan and more than ten percent in Korea. New Zealand, Canada and Australia are the main flexible host countries laws making, and legislative attraction and relaxation to get the more and more brain gain, drain and circulation from the developing countries. The drastic ratio of emigration has been increased in every figure of peripheral countries under the legislative authority. Conclusion Recommendations for the developing countries: How the future of developing countries can preserve and what should be the recommendation? Establish recorded database of skilled, intellectual, students and specialists on the time of departure from LDCs. Reformation of the national education system and the infrastructure of schools, colleges and universities. High budget allocated for the higher education and use of funds purely for the education projects. Sufficient facilities for research projects in universities and establish the research cells. Encourage the distant learning and education for all. Pure democracy, encourage human rights and enforce the legislation, strictly keep an eye on the law and order situation to stable and regulate the factors like corruption, crime etc. On governmental level, the allocation of budgets to the science and technology organizations and from the health sector to control the infectious diseases. Introduce new policies and laws to reduce the conflict and war at the national and international level. Role of government should be the key role to avoid the issue of human capital flight. Government should spend heavy fund for the infrastructure, avoid load shedding like issues and provide the demanded power supply and drinking water and the efficient communication. Facilitate the education system through training, research, and education Government should advertised job opportunities on merit provide specific allowance and salary for the scientists, engineers, doctors and highly intellectuals State should reduce the rooted conflict to maintain peace Democratic governance is the best solution for the cancerous problem of brain drain. Engage the LDCs best organizations with DCs and encourage the collective training and work with DCs as partners If west needs some research they should request on the governmental level for research How western countries can help to reduce brain drain? Ensure through incentives and immigration policies, intellectual return back to their resource countries discourage labor recruitment through academics and qualified personals Discourage full time attendance for the foreigner graduate students Consideration of joint degrees with developing world universities Encourage riven PHDs instead of 100% attendance Support university association to progress LDCs (curriculum, quality and methodology of research) Collaboration through appropriate university association for e.g. (HEC, AAU, ACU, AUF IAN)

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Twyla Tharp Twyla Tharp, an American dancer and choreographer, was born on July 1, 1941 in Portland, Oregon. When Twyla was a child her and her parents moved to Southern California and the family opened a drive-in movie theater the Twyla worked at from the age of eight. Twyla began taking piano lessons at the age of two and dance lessons at the age of four. Twyla’s mother wanted her daughter to be accomplished in many fields so she enrolled her daughter in various arts and other classes such as French, German, and shorthand. Soon after beginning her dance lessons Twyla developed a deep interest in all the types of dance available to her. Twyla attended Pacific High School in San Bernardino, California and studied at the Vera Lynn school of Dance. After High school Twyla left home to attend Pomona College and later transferred to Bernard College in New York City where she studied art history. Twyla later found she had an intense passion in dance so she took dance classes off campus and be gan to study at the American Ballet Theater School where she studied with many great dancers and...

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Supply chain visibility, a term that like two sides of coin brings with it potential for tremendously improved supply chain performance on one side and a level of vagueness & uncertainty on other side. The concept of supply chain visibility in late 1990’s and is still new to many organizations. Art Mesher, then an analyst at Gartner gave the concept of â€Å"The 3V’s of supply chain†. The 3 V’s of supply chain stands for velocity, variability and visibility. Corporates and companies have worked upon the velocity and variability of supply chain but still have very little understanding of visibility. Visibility not only means on-shelf inventory but also means inventory piled up at all levels of supply chain including in transit inventory and inventory piled up across company’s network. Visibility allows concerned people in supply chain to forecast problems before they occur and taken necessary steps to avoid expense in the real time. Two drivers of this savings through visibility come from PO lifecycle and ASN (Advanced Shipped Notice, Inventory) accuracy. Figure Source: Supply Chain Digest Letter, April 2012 Supply Chain Visibility Vectors – A case of Reliance Fresh Visibility vectors are basically the factors that affect the visibility of products and services across various layers of organization’s network. We will take the case of Reliance fresh stores as example for better understanding of supply chain vectors. There can be seven major vectors which are as follows:- (a) Demand Management (b) Supply Management (c) International Sourcing (d) Domestic Sourcing (e) Inventory (f) Distribution and Logistics (g) Risk Management Demand Management Proper demand management with proper demand forecasting based on ... ...here are different logistics partners even within the same cities. It makes difficult to estimate the in transit inventory. There is no sharing of data between logistics partners which makes demand and supply estimation more difficult. Earlier Reliance had a dedicated Reliance Logistics as their logistics partner but it could not survive for long. There should be uniform dedicated logistics partner at least on city level as it will increase the response time and information can easily be shared about the demand and supply. Risk Management Constant review of risk management and mitigation plan both at strategic and tactical level should be done depending upon the degree of risk involved in the business and the nature of the product. Based on the above mentioned secondary research, the following supply chain visibility matrix for Reliance Fresh has been suggested.