Demonym Definition and Examples in English

Demonym Definition and Examples in English A demonym is a  name for the people who live in a particular place, such as Londoners, Dallasites, Manilans, Dubliners, Torontonians, and Melburnians. Also known as a  gentilic or nationality word. The term demonym -   from the Greek for people and name - was coined (or at least popularized) by lexicographer Paul Dickson. The word was created, Dickson says, to fill a void in the language for those common terms which define a person geographically - for example, Angeleno for a person from Los Angeles (Family Words, 2007). Examples and Observations Often the name of a peoples language is the same as the demonym. Some places, particularly smaller cities and towns, may not have an established demonym for their residents.(Denoting: Webster’s Quotations, Facts, and Phrases. Icon Group, 2008)Barabooians, Fergusites, and HaligoniansA Barabooian is a person who resides in Baraboo, Wisconsin. Someone who lives in Fergus Falls, Minnesota is a Fergusite. A Dane lives in Denmark, and a Florentine hails from Florence, Italy. An indispensable book for the study of demonyms is Paul Dicksons Labels for Locals: What to Call People From Abilene to Zimbabwe (1997). There are some rather complex rules for creating demonyms, but Dickson stated that people in a place tend to decide what they will call themselves, whether they be Angelenos (from Los Angeles) or Haligonians (from Halifax, Nova Scotia) (p. x).(Dale D. Johnson et al., Logology: Word and Language Play. Vocabulary Instruction: Research to Practice, eds. J. F. Baumann and E. J. Kam eenui. Guilford Press, 2003) Hoosiers, Tar Heels, and WashingtoniansOver time I have learned that people are concerned about what others call them. Call a person from Indiana an Indianan or Indianian and you will be told in no uncertain terms that the proper form of address is Hoosier. North Carolinian is acceptable but not to those who prefer to be called Tar Heels, and when it comes to Utah the folks there prefer Utahn over Utaan or Utahan. Phoenicians lived and live in antiquity - and Arizona - while Colombians are from South America, not the District of Columbia, where Washingtonians reside. These Washingtonians are not be mistaken for those Washingtonians who live around Puget Sound.(Paul Dickson, Labels for Locals: What to Call People From Abilene to Zimbabwe. Collins, 2006)Mancunians, Hartlepudlians, and Varsovians[W]hen I happened to be writing about lacrosse in Manchester, England, I worked in the word Mancunian three times in one short paragraph. It was the second-best demonym Id ever heard, almost m atching Vallisoletano (a citizen of Valladolid). The planet, of course, is covered with demonyms, and after scouring the world in conversations on this topic with Mary Norris I began a severely selective, highly subjective A-list, extending Mancunian and Vallisoletano through thirty-five others at this writing, including Wulfrunian (Wolverhampton), Novocastrian (Newcastle), Trifluvian (Trois-Rivià ¨res), Leodensian (Leeds), Minneapolitan (Minneapolis), Hartlepudlian (Hartlepool), Liverpudlian (you knew it), Haligonian (Halifax), Varsovian (Warsaw), Providentian (Providence), and Tridentine (Trent).(John McPhee, Draft No. 4. The New Yorker, April 29, 2013) BaltimoreansThe Baltimoreans are a peculiar people. They love their city with a pious affection, and wherever they roam in search of health, wealth, or pleasure they always turn to Baltimore as to the Mecca of their heart. Yet, whenever three or four Baltimoreans are together, at home or abroad, they abuse Baltimore without stint.(The No Name Magazine, 1890)The Lighter Side of Demonyms[T]he point is that the great majority of Baltimorons saw nothing strange about the proceeding of the cops, and showed absolutely no indignation over it.(H.L. Mencken, The Style of Woodrow. Smart Set, June 1922)If we gave the name Poles to people who live in Poland, why werent the inhabitants of Holland called Holes?(Denis Norden, Words Flail Me. Logophile, Vol. 3, No. 4, 1979) Pronunciation: DEM-uh-nim

English as a Second Language (ESL) Definition

English as a Second Language (ESL) Definition English as a Second Language (ESL or TESL) is a traditional term for the use or study of the English language by non-native speakers in an English-speaking environment (it is also known as  English for speakers of other languages.) That environment may be a country in which English is the mother tongue (e.g., Australia, the U.S.) or one in which English has an established role (e.g., India, Nigeria). Also known as  English for speakers of other languages. English as a Second Language also refers to specialized approaches to language teaching designed for those whose primary language is not English. English as a Second Language corresponds roughly to the Outer Circle described by linguist Braj Kachru in Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle (1985). Observations Basically, we can divide up countries according to whether they have English as a native language, English as a second language, or English as a foreign language. The first category is self-explanatory. The difference between English as a foreign language and English as a second language is that in the latter instance only, English has actual assigned communicative status within the country. All told, there is a total of 75 territories where English has a special place in society. [Braj] Kachru has divided the English-speaking countries of the world into three broad types, which he symbolizes by placing them in three concentric rings:The inner circle: these countries are the traditional bases of English, where it is the primary language, that is Great Britain and Ireland, the United States, Canada, Australia, and New Zealand.The outer or extended circle: these countries represent the earlier spread of English in non-native contexts, where the language is part of the countrys leading institutions, where it plays a second-language role in a multilingual society. e.g. Singapore, India, Malawi, and 50 other territories. The expanding circle: this includes countries that represent the importance of English as an international language though they have no history of colonization and English has no special administrative status in these countries, e.g. China, Japan, Poland and a growing number of other states. This is English as a foreign language.It is clear that the expanding circle is the one that is most sensitive to the global status of English. It is here that English is used primarily as an international language, especially in the business, scientific, legal, political and academic communities.The terms (T)EFL, (T)ESL and TESOL [Teaching English to Speakers of Other Languages] emerged after the Second World War, and in Britain no distinction was seriously made between ESL and EFL, both being subsumed under ELT (English Language Teaching), until well into the 1960s. As regards ESL in particular, the term has been applied to two types of teaching that overlap but are essentially distinct: ESL in the home country of the learner (mainly a UK concept and concern) and ESL for immigrants to ENL countries (mainly a US concept and concern). The term English as Second Language (ESL) has traditionally referred to students who come to school speaking languages other than English at home. The term in many cases is incorrect, because some who come to school have English as their third, fourth, fifth, and so on, language. Some individuals and groups have opted for the term Teaching English to Speakers of Other Languages (TESOL) to represent better the underlying language realities. In some jurisdictions, the term English as an Additional Language (EAL) is used. The term English Language Learner (ELL) has gained acceptance, primarily in the United States. The difficulty with the term ELL is that in most classrooms, everyone, regardless of their linguistic backgrounds, is learning English. Sources Fennell,  Barbara A. A History of English: A Sociolinguistic Approach. Blackwell, 2001.McArthur, Tom.  The Oxford Guide to World English. Oxford University Press, 2002.Gunderson, Lee.  ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice, 2nd ed. Routledge, 2009.

No Child Left Behind Essay Example | Topics and Well Written Essays - 1000 words

No Child Left Behind - Essay Example uarantee that every child is skillful in reading skill that is directed for interpretational purpose and mathematical skills for basic and every-day actions. This is to be accomplished by the end of the session 2013–2014 as per the school year. An explanation provided by NCLB regarding this strategy involves various political domains from lower to higher authorities i.e. from schools to district and to state authorities so that children master the skills in every possible manner. This step not only will be of prime significance from the point of view of children but also it is highly imperative step for the development of the nations and therefore qualification of teacher is highly imperative for the success of the strategy formulated under NCLB. Step by step procedures are adopted for assessing adequate yearly progress (AYP) (State and Local Implementation of No Child Left Behind, II & III). No Child Left Behind Act (NCLB) is a federal law which was established in 2001 to highlight the importance of basic and higher education for every child. The major task of this law is to exhibit aptitude and advancement according to answerability criterions set by the country and accepted or permitted the Department of Education of United States (Accountability Resource Center Hawaii). The law necessitates states to execute a system that is responsible enough to measure the progress and performance of the system in development of the child. For instance, a responsible system to measure Adequate Yearly Progress (AYP) in mathematics, reading skills, contribution and aptitude. It also encompasses the way teacher teaches and how qualified the teacher is to teach and meet the standard. These accomplishments are reported annually at the individual level, school level and also at the state level (Accountability Resource Center Hawaii). NCLB was implemented as a law in January 2002 as "An Act to close the achievement gap with accountability, flexibility, and choice, so that no

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

Homeland Security - Research Paper Example Homeland Security, a relatively new agency was created by George Bush after the terrorist attacks on America. President George Bush established the agency so that there would be no more terrorist attacks on America. It can be said that The US Department of Homeland Security came into being in the wake of the 9/11 terrorists to keep America safe from natural and man-made disasters. The aim of this department was to undertake counter-terrorism measures, and in the event of an attack coordinate rescue and recovery actions. The mission statement of this agency is to prevent terrorist attacks and to keep the damages to a minimum and recover from attacks when they do occur. To address these challenges states have to do two things: 1) secure their territory from attack and 2) try to end the threats at their source. The Homeland Security agency helps the states to do this and also analyzes how America and other countries work towards achieving these goals. It suggests measures that states ma y have to take, such as creating a national infrastructure that is resistant to physical damage and augmenting domestic security. The program also explores how best countries can fight global terrorism by increasing cooperation between countries that are facing a common threat. It carries out activities like coordination between intelligence agencies, domestic nuclear detection and protection of top-level government officials. The department is made up of agencies that take care of customs and border protection, immigration and citizenship services, quick response and recovery during emergency and research in science and technology. Today homeland security measures include a wide range of efforts to prevent terrorist attacks. There are specific policies such as random baggage searches at airports, and broader policies for intelligence-gathering and law enforcement. The Department of Homeland Security in US has an annual budget of more

Examples of Good and Bad Essays Essay Example for Free

Examples of Good and Bad Essays Essay To give you a sense of what is acceptable writing and what is unacceptable writing, here we present six essays. These essays are possible student answers to three assignments which are similar to assignments you might receive in class. Essays 1 and 2 deal with the following question: Professions have a tendency to develop a separate terminology that only members can follow. One reason for doing so might be described as society-serving and another might be described as self-serving. In a short essay discusses which of these two reasons do you think is more important in the case of economic jargon. Essays 3 and 4 deal with the following question: The Heisenberg principle states that there is a limit to our knowledge of reality because as we study certain physical phenomena we change them. Might a Heisenberg-type principle be relevant to economics? Write a short essay explaining why or why not. Essays 5 and 6 are responses to the following: In a Wall Street Journal article, a woman named Ms. Luhrs is quoted as saying, â€Å"If you’re continually consuming, you have to keep working, you can’t get off the treadmill.† Write a short essay explaining whether this a rational statement. After presenting all six essays we grade them and provide a brief overall assessment of the essays. We also provide some specific comments about what we liked and what we didn’t like. When you read our comments, think about the process of grading. That process has, by its nature, both an objective and a subjective element to it. The objective element of grading is the easiest. The objective part of the grade is based on considerations such as: Does the essay answer the question posed? Are the grammar, formatting, spelling, and standard elements of style up to speed? There is no debate about these relatively objective issues. For example, if you don’t answer the question you’re supposed to, you probably won’t do well on the essay. And if your paper has many grammatical mistakes, you’re in trouble. The subjective element of grading works like a wild card in the grading process. Usually, there are many ways a question can be answered. Some ways will strike a chord with your reader; some won’t. The same is true with discretionary elements of style. Some professors may like your style; some won’t. For example, Colander, the guy who wrote your textbook, has a very informal, matter of fact, style. His style turns off a number of economics professors. Some of these consider his work abominable because of that style; they assign his book nonetheless, because, on objective grounds, it is a great book. (That’s a Colander ironic stylism, in case you were wondering.) And still others, we’re happy to say, like his style. (If they didn’t the book wouldn’t sell, and the Colander text would be eliminated from the market.) The point of this example is that wild cards average out, so you shouldn’t concern yourself too much with the discretionary elements of style. If you get the objective elements right, you’ll most likely do well. So concentrate on objective elements first. Essay 1 Economist’s Jargon: Unite and Divide The economics profession’s jargon serves a variety of purposes. For example, their common terminology serves to make for more precise communication. It allows ideas to be communicated clearly and exactly. This exactness and clarity of terminology serves society by allowing economists to discuss economics with each other and with society with clarity so that other economists have a better understanding of what an economist is saying. A common terminology also serves to divide insiders from outsiders. For outsiders, for example economic students, who do not have a clue what these terms mean, economists’ terminology is exclusionary. It makes economists the gatekeepers of economic ideas. Economists’ terminology serves as a barrier to entry, restricting the supply of economists, and increasing the value of the services provided by existing economists. Which of these two reasons is the strongest? To answer that question let us consider two examples given by Amanda Benn ett, the author of The Wall Street Journal article, â€Å"Economists + Meeting = A Zillion Causes and Effects† [The Wall Street Journal, January 10, 1995]. The two examples are the concepts of externality and utility, Why do economists use these terms? Based on her article, and on my classroom experience, I would judge that, of the two reasons, the self-serving reason is the stronger. Essentially, economists create their terminology primarily to make life difficult for students. Consider the first example: externality. Why no simple call externalities â€Å"unintended side effects†? It would be much easier for students to comprehend. Or alternatively, consider the second, utilities. How much clarity can the concept, utility, provide when the text tells us that, essentially, it means happiness? If it means happiness, why not use the term, happiness? The very fact that Ms. Bennett can provide a simple translation of economists’ jargon suggests that the jargon was unneeded for precise communication. And even, if there is some value added in terms of clarity of the jargon, do its costs in additional memorization for students, outweighs the gain. For me, the answer is clearly, no. Actually, to answer anything other than economists are self-serving would show that I have not done my homework. Economists’ basic premise is that people are self-serving. Why should economists be any different. With a difficult to learn economic terminology, economists can create a monopoly position for themselves; they can restrict supply and increase price for their services. To quote the textbook, â€Å"people do what they do because it’s in their self interest.† Thus, the preponderance of the evidence suggests that economists have developed their economic jargon with their self-interest, not society’s interest, in mind. I think the self serving reason why professions develop a separate terminology that only members can follow is more important because people are greedy and always want what is good for them, not what is good for society because of the problems of the barriers to entry and the free rider and thus, the self serving reason is more important. On the other hand, it is good for society if professions develop a separate terminology that only members can follow because then everyone can understand them, and they can understand each other. A common terminology permits effective interpersonal communication, thereby resulting in clear, complete, open dialogue. So in a way, the society-serving causes of professionals’ terminology outweigh the self-serving causes because if we didn’t have it, then we wouldn’t be able to understand the weighty and eloquent locutions spoken by the eminent economists of yesteryear and today. For these reasons, I think that sometimes the society-serving reason is the most important. This the intellectual importance of the self-serving reason which is also the most important sometimes. The whole theory of the principle of rational choice theory which says that one should do that which yields the maximum marginal utility according to your self interest which is to say that selfishness is the thing that drives most people. Economists do not find it in their best selfish interest to use normal English to discuss economic theory because then everyone would be speaking it in the society, and the marginal utility is low. Instead of that, economists developed a terminology which only they could use, so people would have to attend institutions of higher learning to make it possible for them to profess economic tenets. This is called barriers to entry because people are barred from entering the world of economics by the insurmountable difficulties in attaining a sufficiently acceptable level of proficiency in the economics terminology. Barriers to entry create monopolies, market structures in which one firm makes up the entire market. Three important barriers to entry are natural ability, increasing returns to scale, and government restrictions, economics terminology can’t really be considered any of these because it’s more similar to learning by doing. Also the free rider problem undermines people’s willingness to perform service to their society further strengthening the argument that self-serving reasons have prompted economists to adopt their own terminology. Keeping people from becoming economists or talking about economics through the language barrier. This causes another dramatic consequence. The supply for economists is restricted, so that each economist who exists in the present market for economists may value their work at a higher price. So as you can see, the most important reason is the self-serving one, and subsequently, economists’ use of an economic terminology results in increased benefit to the economists at the expense of society. The society-serving reason pales in comparison. A quick skim of The Wall Street Journal on a daily basis for just a week should prove to you that the Heisenberg principle does indeed apply to economics. The Wall Street Journal provides daily analyses of economic events and economists’ perspectives on what has happened as well as what is likely to happen. The Wall Street Journal ‘s curculation is evidence that these analyses are taken seriously by both businesspeople and consumers. To see how economists’ predictions change the course of economic events, look at economists’ assessment of leading and coincidental indicators and the subsequent movement up or down in the markets for stocks and bonds. Leading indicators are used to predict what is likely to happen in the future, while coincidental indicators are used to describe the economy’s current condition. When the economists say that the indicators demonstrate that the economy is in a recession or entering a recession, consumers and businesses react immediately to prepare for the anticipated recession by reducing consumption and investing more cautiously. This often serves to hasten the onset of a recession, fullfilling the economists’ original prediction. In turn, if consumers and businesses expect good times ahead, they invest and spend their money more confidently. High levels of investment and consumption translate to strong economic growth. An examination of â€Å"Orders for Durable Goods Plunge by 6%,† [The Wall Street Journal, May 25, 1995] yields an example of how this cycle works. Note Marilyn Schaja’s prediction that the Fed will move toward â€Å"an easier policy stance† and the reaction of investors in the bond markets to this statement and others similar to it; the bond market soared due to speculation that interest rates might be cut soon. This is only one example of how economists’ predictions directly affect the bond market, but the bond market rises and falls dramatically each day in response to speculation about what the Fed will do or whether the economy is predicted to speed up or slow down. Other examples abound on the second page of The Wall Street Journal. But economists are not gods. They cannot know for sure what is going to happen to the economy, and they often disagree with one another. When there is a majority consensus, the Heisenberg principle operates in full force. Businesses and consumers are often susceptible to the majority opinion, and economists’ predictions will likely be fulfilled just because the predictions have been made. When all economists seem to disagree, the individual is left to make his own decisions. In this case, the outcome is less predictable, and it might seem that the observed is less likely to be affected by the process of observation. I don’t think the Hiesenberg principle can be relevent to economics because its a phisics principal. Phisics and economics are two different subjects, phisics being a natural science, and economics being a social science. I don’t think that economic predictions have anything to do with the events that they predict. The article compares economists to meteoroligists. Meterologists’ predictions don’t change the whether, so economists predictions don’t change the economy. This means that the Hieisenburg isn’t appliable. Underlying economic reasoning is economists’ analysis of individual choice. That analysis is based upon the observation that, generally, people act according to their rational self-interest, trying to get as much pleasure as possible out of life. From this proposition and subsequent measurement of pleasure, comes economists’ basic principle of rational choice: spend your money on those goods that give you the most marginal utility per dollar. An economist would use this principle to assess whether or not Ms. Luhrs’s statement is rational. If Ms. Luhrs calculated the marginal utility per dollar of leisure to be greater than that of consumption of material goods, and thus, work, her statement would be assumed to be rational by economists. The article, â€Å"When Shopping Sprees Pall, Some Seek the Simple Life,† [The Wall Street Journal, May 24, 19995] discusses that the decision is hers and that it has been made after careful thought. For example, Ms. Luhrs’s statement â€Å"It’s a freedom thing, the way I see it,† demonstrates the high value she gives to freedom, and the low value she gives to material goods. The fact that many people do not share her valuation of leisure versus material wealth is irrelevant to the issue. There is nothing in economics that says that people must want more and more material things. A second part of the principle of rational choice is the principle of diminishing marginal utility: as our consumption of an item increases, the marginal utility obtained from each unit decreases. It could be argued that Ms. Luhrs is demonstrating this principle: that after a certain point, work and consumption of material goods becomes less and less satisfying; the marginal utili ty of consumption of material goods falls. No, it is not rational because according to the economic theory, you should spend your money on those goods which yield the maximum utility per dollar. MUx/Px must equal MUy/Py. If MUx/Px is less than MUy/Py, than it is the consumer’s duty to buy more of good Y. If MUy/Py is less than MUx/Px, than the consumer must use more of good X. When you work more, you can consume more, each additional unit yielding additional, marginal utility, so you continually increase the sum of your total utility. Following the tradition of economic reasoning, more is better. She may be right about that treadmill because there is a cycle in which consumption results from work which necessitates further consumption, but theory would indicate that this is a positive, self-perpetuating cycle because increased consumption yields increased utility, therefore maximizing utility. The book says that the rule to follow is to vary consumption until the marginal utility for every dollar for one thing that you are consuming is the same as the marginal utility for every dollar for another thing that you are consuming. Ms. Luhr’s dissatisfaction from her current status in our society must come from her failure to vary her consumption of a variety of material goods. For goods, the marginal utility may start to be less than it was before after a while, and then we are advised to switch our buying to other goods. Ms. Luhr needs to find the goods which work for her. Then she wouldn’t be talking about the negative aspects of work because it is work which allows her to consume and maximize her utility. Her utils are at their highest the more she consumes. In my view Ms. Luhr is succumbing to her emotions rather than her logic because everyone knows that increased work yields increased wealth and increased utility, and this is the ultimate goal of a rational person who is acting selfishly which is how economists think people act. If Ms. Luhr were truly being selfish and self-interested, she would obtain greater satisfaction from greater consumption, but her statement is defying this tenet of rationality which is so important to economic reasoning. She doesn’t want more. She must be irrational.

Ivan Denisovich and Humanity :: Free Essay Writer

Ivan Denisovich and Humanity Who could possibly be able to imagine the utter hopelessness and misery that a soviet prisoner experienced during Stalinism. Thousands of innocent men were taken from their families, homes, and lives, stripped of their dignity and banished to the harsh labor camps where they were to spend the rest of the days scraping out an existence and living day to day. This is exactly what Alexander Solzhenitsyn tries to express in his masterpiece work One Day in the Life of Ivan Denisovich. Solzhenitsyn gives the reader a glimpse into the life of every man who ever experienced this hardship and shares the small acts of thriving humanity that are sparingly, but unendingly passed through their dreary lives and offer a bit of comfort to help them get through a single hour, a day, or even just a meal time. Solzhenitsyn uses One Day in the Life of Ivan Denisovich to portray the endurance of humanity through out terrible hardships and shows the strength of the human spirit. Through out the day Ivan observes various acts of humanity that help him and his fellow prisoners retain a portion of their dignity even though the camps are specifically designed to completely degrade their captives. Denisovich, or Shukhov as he is called, uses small acts of consideration to help him and his gang get through the day. On the second page of the book, the reader learns that Shukhov often gets up early in the morning so that he may have a little time to himself and so he may even â€Å"bring one of the big gang bosses his dry felt boots while he was still in his bunk, to save him the trouble of hanging around the pile of boots in his bare feet and trying to find his own.† (pg.2). Though Shukhov may do various odd jobs such as â€Å"running around to one of the supply rooms where there might be a little job, sweeping or carrying something† or â€Å"going to the mess hall to pick up bowls from the tables and take piles of them to the dishwashers† in o rder to receive extra food, but this can also be seen as an act of honor. Rather than doing an underhanded deed such as stealing food from innocent men the way the camp orderlies do, Shukhov tries to earn his food through honest work such as repairing boots, making things to sell, or doing extra work.

American Foreign Relations before 1913

The American Foreign Relations also referred to as the foreign policy of the United States of America is the adopted policies that the country uses in its interaction with other countries. As of now, the United States is the most influential country in the world on the basis that it is the only remaining superpower after the collapse of the Soviet Union which led to the end of the Cold War.As of now, the economy of the United States is the world largest and this helps the country in its global outreach. The country nowadays has set is foreign policies agendas and objectives as the creation of a world which is more secure, democratic and economically powerful of the benefit of the American citizens as well as the international community (Gardner, 1984).During the Bush administration, the American country has been faced by many international threats and enemies. This is because the administration is thought to have overstepped its foreign relations especially in the country's quest to bring about world peace and democracy to all nations around the world.However, it is important to relate to the historical overview of the United States of America from the time it gained independence to the beginning of the First World War (John, 1935).From 1776 to 1898The United States gained its independence from Britain in the year 1776 and this was brought about by the American Revolution. It is important to note that from that time, America began its relations with some of the superpowers of Europe at that time, key among them being France.However, from the time of American Revolution to the time of Spanish-American War, the United States foreign relations focused mainly in the regional relations rather the international relations (Engerman, 2000).During the American Revolution, the United States of America developed ties with major European powers at that time. This was necessary because it main rival and colonizer, Britain was a very powerful force at that time. The United S tates could not have defeated Britain without the help of some powerful countries.This was the reason that necessitated America to establish ties with Spain, Netherlands and France and it is important to note that the country needed the countries for their intervention in its war with Britain[1]. Britain at that time was a mutual enemy of the three European countries and the United States as well.The intervention of these three countries saw to it that America attained its independence and also assumed the status of a sovereign state (Gardner, 1984).After its war with Britain, the United States also continued to cultivate its ties with Britain and this was enhanced by the signing of the Olive Branch Policy. The United States made various efforts to restore peace and also resume its important trade with Britain. French having contributed so much in the American Revolution was also not left out of the picture.To this end, the United States continued its relations with the French Repub lic and an important evidence to this is the French presentation of the Statue of Liberty to the United States in the year 1886 (Foner, 1970).[1]  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gilbert, Felix. To the Farewell Address: Ideas of Early American Foreign Policy. Princeton, N.J., (1961): 236 – 267

Major Characteristics Of Qualitative Research Education Essay

Chapter 3 RESEARCH METHODOLOGY 3.0 Introduction In this chapter, research worker will explicate in item on how the research will be conducted. This includes the research design chosen by the research worker, the research processs, sample choice, methods of garnering informations, and methods of informations analysis used. In explicating the methods and processs employed, the research worker besides explains the principle for taking the peculiar methods and processs conducted in this research. 3.1 Research Design Patton ( 1990 ) in Fraenkel and Wallen ( 2006 ) described one of the major features of qualitative research is design flexibleness where they suggested that a qualitative research should avoid from stick on a stiff designs or state of affairs so that the state of affairs can be understood in-depth. They besides recommended a qualitative research should prosecute new waies of find that suits with the research worker involvement. From his ain reading and sentiment, the research worker would wish to specify qualitative research as a type of scientific research. It is because ; by and large scientific research consists of a proper probe that seeks for replies to a inquiry consistently by uses a predefined set of processs. In order to reply the inquiries, research worker collects grounds and produces findings that were non determined in progress and that are applicable beyond the immediate boundaries of the survey. Therefore to transport out his research qualitatively, the research worker would wish to utilize instance survey as the method for the research worker to carry on this research. Case survey is one of methods to carry on qualitative research where Robert Stake ( 1997 ) defines a instance as a delimited system as it tells a narrative about a delimited system. A system refers to a set of interconnected elements that are wholesome while bounded outlines the boundary of the system ( Holmes et al, 2008 ) . However the research worker himself need to find the instance foremost and subsequently the research worker will uses assorted informations aggregation techniques such as interviews, observation through literature, and relevant documental analysis to transport out a holistic survey of the entity. By utilizing instance survey, the research worker will really try to look into the constituents or parts that make up the system to see how they operate. By refer to this research ; the research worker will look into the scientific discipline course of study of Steiner Waldorf instruction as he will compare the course of study with Malayan scientific discipline course of study. At one manus, the research worker will look at the of import constituents of course of study of both Malaysian and Steiner Waldorf instruction. On the other manus the research worker will compare both course of studies in order to look at the strength and the failings in Malayan scientific discipline course of study as compared to Steiner Waldorf ‘s. Hence, the research worker believes that the research worker will see the personal contact and penetration every bit good as holistic positions on both course of studies by utilizing instance survey and comparative analysis. 3.2 Research Methods Harmonizing to Fraenkel and Wallen ( 2006 ) qualitative research employed three chief techniques to roll up and analyse informations which are detecting people and schoolroom, questioning the topic every bit good as analysing paperss or other signifiers of communicating. Therefore for the informations aggregation the research worker employed the three different methods viz. observations, interviews, and papers analyses. By using more than one methods, the research worker believe it will assist to triangulate the informations, to supply multiple beginnings of grounds every bit good as to increase the cogency and dependability of the findings of this research. Below here are the accounts on each method: 3.2.1 Observations Observation fundamentally conducted in order to look into something that the research worker unfamiliar with. Because of that, certain sorts of research inquiries can best be answered by observation ( Fraenkel & A ; Wallen, 2006 ) . Harmonizing to Holmes et Al ( 2008 ) observation can be classified harmonizing to the function that the research worker plays. Fraenkel and Wallen ( 2006 ) suggested the same and as follow ; Participant Observation, the research workers really take part in the state of affairs or puting they are detecting and when the research worker takes on the function of a complete participant his individuality is non known to the other members of the group or another function that could be play by the research worker is every bit participant as perceiver. This is where the research worker participates wholly in the activities of the group being studied and on the same clip stating the group clearly that he is making research. Non-participant Observation, â€Å" sit on the out of boundss † where the research worker does non take part in the activity being observed or really he is indirectly involved with the state of affairs being observed. There two functions that the research worker could play. First every bit observer as participant where the research worker instantly identifies himself as research worker and do non hold to feign as a member of the peculiar group being studied. Second one ; the research worker could be complete perceiver which is wholly contradicted with complete participant. The presence of the research worker may or may non, recognize by the group because the research worker is really observes the activities without any purpose to take part. For this research, the observations carried out by the research worker were really used both types of observation. In one state of affairs the research worker plays his function every bit ‘participant as perceiver ‘ and in yet, another state of affairs, the function changed to observer as participant. The research worker adapted with the alteration of state of affairs where it involved clip and intent of the observation. For illustration when the research worker participated in the plans organized by the Steiner Waldorf section in Plymouth the research worker besides transporting out his observation and informed the member of the group that he was carried out observation for his research. However during his visit to the Steiner school in Plymouth, he was no longer participant as observer ; alternatively, he was observer as participant where he observed the instruction and acquisition procedure, status and environment of the school every bit good as the activities that the school had along that twenty-four hours. It was same with the observation carried out by the research worker in Malaysia. The research worker plays his function wholly every bit ‘observer as participant ‘ with the groups of pupils and instructors involved in this research. However when it involved with his personal experience as in-service instructor, he was really a complete participant, where he observed the phenomenon occurred in the group that he studied without stating them the existent state of affairs. But it was a really minor portion from the observations that the research worker carried out. 3.2.2 Interview Interview is a common tool normally used in qualitative research. It is used by research worker to cognize and understand people ‘s experiences and their interior perceptual experiences, attitudes, and feelings of world ( Zhang.Y, 2006 ) . By mentioning to its construction, interview can be divided into three classs: structured interview, semi-structured interview, and unstructured interview ( Fontana & A ; Frey, 2005 ) and as in Frankael and Wallen ( 2006 ) the unstructured interview term is used as informal interview. Structured interview is the interview that has a set of predefined inquiries and the inquiries asked to the respondent in the same mode. Structured interview is similar to study and questionnaire except that it is conducted verbally instead than in authorship. Semi-structured interview can outdo be described in footings of the flexibleness in the interview procedure. Just like structured interview, this type of interview consists of a series of inquiries which designed to arouse specific reply from respondent. However it normally more open-ended than inquiries in a structured interview but in the class of interview, interviewers has a flexibleness to set the sequence of the inquiries to be asked and add inquiries based on the context of the conversations. Informal interview as the term implies shows that the interview conducted is less formal as compared to structured or semi structured interview. It is besides similar to a insouciant conversation and fundamentally carried out to prosecute the involvements of both the research worker and the respondent in bend. This type of method is normally used in qualitative research. For this research, the research worker carried out the three types of interview. Informal interviews were used by the research worker at the initial portion of this research. The interviews were conducted on few instructors, talks and pupils in the efforts to happen out the job of Malayan scientific discipline course of study. During his visit to Plymouth, the method changed to semi structured interview as the research worker hoped to garner every bit much information as possible to derive some penetration about the Steiner instruction. The inquiries designed fundamentally to assist the research worker to acquire the intended reply from the respondents. Time is ever being the restriction of any research. Therefore when the research worker traveled back to Malaysia, the research worker still hopes that he could acquire more information about scientific discipline course of study from the Steiner instruction. Therefore he conducted email interview with few Steiner instructors, lectors and its ex-students. In the electronic mail the research worker explained briefly about research that he carry oning every bit good as direction how the respondent should reply the inquiries. The research worker classified the electronic mail interview method as structured interview in the sense that inquiries asked were fixed ( in term of figure ) and no farther probing were carried out. Email interviews conducted by the research worker as portion of ‘member cheque ‘ which is a term of method that usage in qualitative resear ch to verify what the research worker had understood based on the old interviews, observations and papers that he analyzed or as mean of formalizing via triangulation. 3.2.3 Document/Content Analysis It is a technique that allow the research worker to analyze human behaviour in an indirect manner such as through an analysis of human communicating, written content of communicating, text edition, essays, newspaper, diaries, magazines, articles and others ( Frankael & A ; Wallen, 2006 ) . Contented analysis besides has been defined as a research method for the subjective reading of the content of text informations through the systematic categorization procedure ( Hsieh & A ; Shannon, 2005 ) and besides as an attack of empirical, methodological controlled analysis of texts within their context of communicating ( Mayring, 2000 ) . Therefore in this research â€Å" papers † refers to written beginnings that the research worker have obtained from the online beginnings ( articles, studies and diaries ) and other written beginnings such as books that explain about Steiner and Malaysian scientific discipline course of study. The paperss gathered include official publications which discuss the purposes and aims of scientific discipline instruction and other facets of course of study such as execution, appraisal and the public presentation. These different paperss were analyzed and discussed in relation to the findings gathered through observations and interviews carried out by the research worker antecedently. 3.3 Research Procedures Since this is a comparative survey between 2 different course of studies, there are processs that need to be carried out by the research worker in two different states which is Malaysia and Britain. Therefore, the research worker will explicate the processs in figure of different phases as elaborate below ; Phase 1 To place the job about the Malayan scientific discipline course of study, the research worker had informal interviews with few senior instructors and talks with scientific discipline instruction background. Besides that the research worker besides conducted few informal interviews with pupils in mainstream scientific discipline category. The thought to compare the Malayan and Steiner scientific discipline course of study really came from co-workers who had general thought about the Steiner Waldorf instruction. Phase 2 ( Initial Study ) The research worker gathered information about Steiner instruction including the history, attacks and its course of study every bit good as read about the research conducted on Steiner instruction. At the same clip, the research worker besides contacted the Head of the Steiner Waldorf instruction in University of Plymouth and liaises with the Senior Tutor of the Industrial linkages of that university via electronic mail to set up resonance before the visit to Britain. Meantime, the Head of the Steiner Waldorf section helped the research worker to form Steiner and scientific discipline related plans for the research worker to go to during the visit and one of which is a visit to a Steiner school in Plymouth. Phase 3 Prior to carry oning this research in the UK, the research worker needed to obtain permissions from the undermentioned parties: The Dean of Faculty of Education of University Teknologi Mara ( UiTM ) to obtain permission to subject the proposal to the UiTM International Linkages Centre ( UiLC ) ; The Head of UiLC for the blessing of the fund needed by the research worker to carry on this survey in Britain ; The Vice Chancellor of UiTM to obtain the blessing for the research worker to carry on this survey in Britain ; and The Head of Steiner Waldorf Department in University of Plymouth for permission and to be involved in this research. Phase 4 When in the UK, information was gathered or obtained through changing beginnings and methods as highlighted aid earlier, viz. subsequent Joined a hebdomad plan organized by Steiner Waldorf Department in University of Plymouth. The plan besides involved a category of first twelvemonth pupils who making their Bachelor in Steiner Education ; Group interview with the few talks and pupils from the Steiner Waldorf Department ; Interview with the Head of Steiner Waldorf Department in University of Plymouth ; Educational visit to one Steiner school in Plymouth where interviews were carried out with a few instructors from different backgrounds ; Observation of one scientific discipline lesson ; and one practical or experiment session ; and Exchange of electronic mails with the few scientific discipline instructors, lectors and pupils who graduated from Steiner schools. Phase 5 Once the intended informations were obtained from the UK, this phase will more concentrating on informations analysis and to happen more grounds to farther support the earlier findings. Conducted email interview with few Steiner scientific discipline instructors, talks and ex-students. Making analysis on paperss about Steiner course of study specifically on scientific discipline. Conducted a group interview with pupils from 2 different schools in Petaling territory. Analyzed information gathered. 3.4 Sampling Scheme A sample in a research survey is the single or group on which information is obtained ( Fraenkel & A ; Wallen, 2006 ) . Another sentiment, a sample consists of a group of persons drawn from the population where the sample is really a fraction from the whole population ( Holmes et al, 2008 ) . A group of sample can be really little or possibly rather big depending on the figure of population as the sample drawn is really supposed to stand for the full population. There are two major types of trying which is chance trying and non-probability sampling. For this research, the research worker chose purposive sampling and convenience sampling when behavior this research. A convenience sample is group of persons who ( handily ) are available for survey while purposive sample is chose based on the research worker judgement where the sample is believed could give utile information for the research ( Fraenkel & A ; Wallen, 2006 ) . On the other positions, Holmes et Al ( 2008 ) in his book stated that purposive sampling is a manner where the research worker, in taking sample, considers the topics that belong to a specific group. Basically this method is appropriate for a subject that has non been studied much before while convenience sampling is a means perusal of whomever or whatever is available. In effort to analyze on Malayan and Steiner Waldorf ‘s scientific discipline course of study, the research worker was really blended the method in trying. Even though the sample might affect personal networking of the research worker, there were few facets that the research worker gave due consideration and judgement. That is why the research worker chose to utilize purposive and convenience sampling. In order to understand a phenomenon from position of participants, the research worker chose sample who gave more utile information. In add-on, the research worker besides look at the engagement, willingness and cooperation of the sample to involves with the research so that it will do much easier for the research worker. 3.5 Sample 3.5.1 Sample for Malayan Science Curriculum The samples that the research worker chose to garner utile information sing Malayan scientific discipline course of study can be divided into three classs, viz. as ; expert ( lector with scientific discipline instruction background ) , practician ( instructor ) and pupils. 3.5.2 Sample for Steiner Waldorf scientific discipline course of study The samples that the research worker chose to understand about Steiner Waldorf instruction and its scientific discipline course of study besides can be divided into three classs, viz. as ; expert ( lectors with Steiner instruction background and Steiner scientific discipline instruction background ) , practician ( instructor ) and pupils. 3.6 Data Analysis Data analysis is one of the of import parts in any research. It requires systematic processs to pull off the information gathered and the ability to analysis the informations critically and exhaustively. However, to transport out the analysis, research worker will utilize the research inquiries and research aims that constructed earlier as the usher. He believes that, it will assist the research worker to demo the right way of the geographic expedition of the informations. As the research worker employed observations, interviews and papers analysis as the methods to garner the informations, each method will undergo different degrees of analysis at one point and subsequently will be combined as a rich information that will be able to reply the research inquiries. Any notes that made by the research worker during his observations, informal interviews, transcript of email interviews, pictures recorded, diaries, and any publications related were organized consequently into its ain class. Next, the informations were analyzed in order for the research worker to look at any bing forms or subjects and assist the research worker to place basic characteristics of the information. This will assist the research worker to develop and document a database construction and on the same clip to depict about the informations extensively by utilizing qualitative package. The package will let the research worker to code, recover and analyse informations which could do the rich information become more organized and utile. 3.7 Drumhead The model of this research took topographic point within qualitative processs since the purpose of this research is compare the Malayan and Steiner Waldorf scientific discipline course of study. Interviews conducted with the instructors, talks and pupils from both systems every bit good as the observation that the research worker carried out in Malaysia and Britain were the chief research tools. The information gathered was supported by the analysis of paperss such as diaries, articles, official publications and several ministry paperss related to science instruction. The informations transcribed with the assistance of qualitative informations analysis package helped the research worker to come out with the findings of the research.

Capital Punishment and John Grisham essays

Capital Punishment and John Grisham essays Every society in history has wrought punishments upon those who have violated its laws and/or codes of conduct. From Hammurabis eye for an eye to the some Middle Eastern countries practice of amputating the hands of thieves, many of these punishments involve violence and pain. Some governmental systems are willing to execute those convicted of the worst crimes. The United States of America is one of the countries which feels comfortable with killing its own citizens. The Chamber by John Grisham deals, in detail, with the subject of capital punishment. This novel forces its readers to seriously consider the consequences of the death penalty, especially in the broken, lumbering legal system existing today in the United States. The book discusses almost every possible argument against capital punishment. The character who is set to die in the gas chamber, Sam Cayhall, is a textbook example of most of them. First, there is the issue of what to do with a person who has, in the past, done horrible things but is now harmless and deeply regretful of his/her actions. The crime for which Sam is on death row occurred more than 30 years before his execution. He has definitely been denied a timely punishment. He is already in his 60s and will likely die soon anyway. There is also a question as to whether execution is giving a criminal the easy way out. Sam says he is happy that he will be executed and that if, by some outside chance, he got a last-minute stay of execution, he would rather kill himself than spend more time rotting alive in his tiny, hot cell. Another point of contention for those opposed to the death penalty is that inevitably, innocent people will die. With the death penalty, there is no way to take it back if a mistake is discovered after the punishment is carried out. Sam has been convicted of a bombing in which two ...

How College Students (and Grads) Can Gain Strategic Thinking Skills

How College Students (and Grads) Can Gain Strategic Thinking Skills Strategic thinking ranks high on almost every employer’s list of desirable traits. For example, recruiters in a Bloomberg Business report ranked strategic thinking as the 4th most important trait - but also one of the hardest skills to find in job applicants. In a Robert Half Management survey, 86% of CFOs considered the ability to think strategically to be important – with 30% listing it as â€Å"mandatory,† and 56% stating that it was â€Å"nice to have.† Unfortunately, the Robert Half survey also revealed that only 46% of employers provide any type of professional development. So, college students – and employees – need to take the initiative to develop these skills on their own. What is strategic thinking? The definition of strategic thinking may vary based on the person providing the explanation, but in its broadest sense, the term refers to the ability to identify critical situations, analytically and creatively evaluate relevant information, and determine the consequences of choosing a particular action. Dr. A.J. Marsden, an assistant professor of psychology and human services at Beacon College in Leesburg, Fla, tell ThoughtCo, â€Å"Generally speaking, strategic thinking is a cognitive process in which individuals think about, assess, view, and achieve success in their own and others’ lives.† She adds, â€Å"It is knowing how to assess a situation and pick the best option.† In a workplace setting, strategic thinking can help companies focus on what’s important. DeLynn Senna is the executive director of Robert Half Finance Accounting, and the author of a blog post on boosting strategic thinking skills. Senna tells ThoughtCo, â€Å"Strategic thinking involves finding ways to help the business prosper and going beyond the task level.† While some people erroneously assume that management and senior executives are responsible for critical thinking, Senna says, â€Å"It’s something that can impact every level of an organization, and is important for those entering the working world to develop early in their careers.† However, there’s more than just one component to strategic thinking. According to Blake Woolsey, executive vice president of the Mitchell PR firm, there are 8 characteristics that separate strategic thinkers from nonstrategic thinkers: Future-based vs. reactiveCurious vs. isolatedLong-term focus vs. short-term focusWilling to take risks vs. cautiousAble to prioritize vs. unable to prioritizeNimble vs. inflexibleLife-long learner vs. satisfiedCreative vs. predictable    Why strategic thinking is so important This trait helps individuals make better decisions so they can be successful on a personal and professional level. â€Å"Strategic thinking helps individuals focus, prioritize, and be more proactive in addressing specific issues and situations,† Marsden explains. â€Å"The main advantage to strategic thinking is that it helps people achieve their goals more quickly and efficiently -  it focuses on problem solving and creating a clear path to your goal.† Voltaire, the great French philosopher, once said, â€Å"Judge a man by his questions rather than his answers. Strategic thinking also includes the ability to ask the right questions. Dr. Linda Henman, author of â€Å"Challenge the Ordinary,† and â€Å"How to Move Beyond Indecision and Good Intentions,† tells ThoughCo, â€Å"When we start with ‘what’ and ‘why,’ we can get to the core of the issue we need to discuss or the problem we need to solve.† However, she believes that starting with the â€Å"how† question can lead to being distracted by methods.   And using the what/why principle, Henman says there are five specific advantages of strategic thinking: Strategic thinking helps us zero in on the critical few as we put aside the trivial many.Strategic thinking helps us keep a global perspective, which in turn, leads to dispassionate, logical thinking, not emotional reactions.When we think strategically, we see patterns and anticipate consequences.We can prioritize better when we think strategically.Strategy keeps us focused on the future, not the present or past. It’s easy to see why companies want employees with these skills. An organization is only as good as its employees, and it needs workers with the ability to make a significant impact. â€Å"Employers want big-picture thinkers with strong business acumen,† Senna says. â€Å"Hiring managers look for professionals who can use their expertise to develop and execute strategies and projects to help the business grow, increase profits, and maintain costs.†    How to develop strategic thinking skills Fortunately, strategic thinking skills can be developed, and there are a variety of settings and situations that provide opportunities for growth in this area. Senna offers the following tips: Volunteer to lead a project team, including one with colleagues from other departments. This can help you gain diverse perspectives and exposure to different problem-solving techniques.Look for training opportunities offered by your company, an external organization, or even a college class or webinar on the subject. Professional industry associations can be a good place to start to find this.Pair up with a mentor who can walk you through different decision-making processes and help you present your ideas to department leaders. This step can be especially valuable for those launching their careers.Tap the power of data. Learn how to turn business intelligence into actionable recommendations for the business. Marsden includes four additional tips: Be proactive about researching and gathering information that will help you make decisions in the future.   Read journals and articles that will help you be more informed. And when you don’t fully understand something, ask questions.  Constantly question your own opinions.  How did they form? What influences them? Are they logical? Be open-minded to the opinions of others.Learn how to embrace conflict and how to use it to come up with a creative solution.   Surround yourself with people who have different worldviews. This gives you (and them) an opportunity to learn from each other.Be sure to take cognitive breaks and allow your brain to rest.  Take time off for a brain break and put yourself in a different type of environment. This will help you develop perspective.

History Women's History Museums Essay Example | Topics and Well Written Essays - 2000 words

History Women's History Museums - Essay Example Consequently, museums have become forums for different voices and viewpoints to be heard.2 With this, a new space for determining what constitutes museum artifacts and displays has emerged in the late 20th century on to the 21st century where historical research, the communities which they are located and museum standards interact to give way to dynamic representations of objects, people and ideas. Nowhere has the impact of these developments originated and in turn continue to enrich and widen in scope than in the field of women's history. In taking advantage of the opportunities presented by museums to carry women's history (the Museum of Victoria for example is visited by one million people), Lisa Dale wrote that we should all be involved in how history is presented.3 Interpreting and presenting women's history however according to Dale should go beyond being an intellectual sport. Museum historians need to work hand in hand with academic historians and scholars to devise methods so as to present to the public complex historical realities. A case of such cooperation is seen in the current oral history project of the Museum and La Trobe Library where students of Women Studies will conduct interviews in South Melbourne covering the period from the 1920s to 1970.4 The application of feminist theory has largely driven the changes the way historical realities are portrayed in museums, not... Seeing history through the lens of feminism and feminist theory Treating museums as text, curator as author and visitors as readers has enabled historian Gaby Porter to critique the set-up of museums where the representation of objects in display take precedence over unraveling of historical truth. She takes off from poststructuralist theory and on to a feminist approach where the relations of women and women are analyzed in the context of museums. 5 In traditional museums, relative to men's representation which are active, highly developed, articulated - women's historical History-Women's History Museums contributions are passive, shallow, muted and undeveloped.6 When viewed from a feminist perspective, museums ought to go beyond the seeming objectivity of displays to subjective spaces of interaction between visitors and the museum space and all its underlying processes of selection and representation. The historical truth becomes less solid as meanings are never permanent and are negotiable. The scientific and the artistic disciplines tend to blend, and themes depart from strictly chronological orientation7. For example in the exhibition called Putting on the Style at the Geffrye Museum in London, the display of homes in the 1950s resonated more of the personal lives of those who lived there rather than of the people's respective social status.8 On the other hand, the Story of Hull and Its People, the permanent exhibition at Hull Museum traces history over the last two hundred years yet shows more notably the cyclical passage from birth to death of people who were relatively unknown. 9 An even more forward