Free Essays on Sep. 11th

Tuesday, September 11, 2001: a day described by many as a day of tragedy in the United States of America. The United States’ own World Trade Center along with the Pentagon was both victims of terrorist attacks organized by Osama bin Laden. The incident all unfolded around 8:45 a.m. and all major news stations instantly had coverage of this horrific scene, but no one knew what they were about to witness next. Unfolding on live television a second airliner crashing directly into the second tower. The nation watched in terror as the gruesome scenes were shown over and over again to the horrified viewers. The nation went into immediate action evacuating all skyscrapers, schools, businesses, and airports shutting down all ways of transportation into and out of lower Manhattan. Eventually the tragedy even struck the sports world causing all sports to be stopped. Some people questioned these decisions that were made; should they have been made or should have life just continue d? All in all the effects of the World Trade Center attacks were not just felt in New York, they were felt nationwide. The attacks caused businesses, schools, and life to be shut down as people around the nation were glued to their televisions. Almost all places of major business were shut down in wake of the attack; was it right to do this or should have life just went on in places besides New York? I agree with millions upon millions of other people who think it was right to basically shut down life on this day of infamy in the United States. Due to this tragedy businesses across the nation will face a new reality, at least for now, of reluctant customers and hesitant travelers as well as heightened security and greater demand for high-tech gizmos (Powell A17). The only problem is that people should not be concerned about going to the movies or taking the family out to eat or anything like that. By showing our fear and not doing anything, we are giving... Free Essays on Sep. 11th Free Essays on Sep. 11th Tuesday, September 11, 2001: a day described by many as a day of tragedy in the United States of America. The United States’ own World Trade Center along with the Pentagon was both victims of terrorist attacks organized by Osama bin Laden. The incident all unfolded around 8:45 a.m. and all major news stations instantly had coverage of this horrific scene, but no one knew what they were about to witness next. Unfolding on live television a second airliner crashing directly into the second tower. The nation watched in terror as the gruesome scenes were shown over and over again to the horrified viewers. The nation went into immediate action evacuating all skyscrapers, schools, businesses, and airports shutting down all ways of transportation into and out of lower Manhattan. Eventually the tragedy even struck the sports world causing all sports to be stopped. Some people questioned these decisions that were made; should they have been made or should have life just continue d? All in all the effects of the World Trade Center attacks were not just felt in New York, they were felt nationwide. The attacks caused businesses, schools, and life to be shut down as people around the nation were glued to their televisions. Almost all places of major business were shut down in wake of the attack; was it right to do this or should have life just went on in places besides New York? I agree with millions upon millions of other people who think it was right to basically shut down life on this day of infamy in the United States. Due to this tragedy businesses across the nation will face a new reality, at least for now, of reluctant customers and hesitant travelers as well as heightened security and greater demand for high-tech gizmos (Powell A17). The only problem is that people should not be concerned about going to the movies or taking the family out to eat or anything like that. By showing our fear and not doing anything, we are giving...

Brexit and the Fantods

Brexit and the Fantods Brexit and the Fantods Brexit and the Fantods By Maeve Maddox My mistake with the portmanteau word Brexit brought me so many kind corrections that I feel a need to thank the readers who sent them and to apologize for making such a big gaffe. I got my information directly from the Oxford site, so there’s no excuse for such a mistake. Along with my carelessness, my vision was at fault. I took my information from this decorative panel: Never having seen Brexit written in ordinary type, I read the t as an l. The post has been amended to explain that Brexit is a combination of British+exit. Another word in that post that drew emails from readers is fantods. One reader, having pointed out the Brexil/Brexit error, asked me to explain fantods. Fantods is a word I learned from reading The Adventures of Huckleberry Finn. Spelled fan-tods by Twain, it’s one of Huck’s words. It occurs in one of the funniest scenes in the book. Huck is looking at pictures in the home of the Grangerford family. Most of the pictures are the work of Emmeline Grangerford, a daughter who has died. They are typical of the morbid mourning portraits favored by Victorian society. Here is an extract that illustrates Twain’s descriptive powers as well as the use of the word fantods: There was some that they called crayons, which one of the daughters which was dead made her own self when she was only fifteen years old. They was different from any pictures I ever see before- blacker, mostly, than is common. One was a woman in a slim black dress, belted small under the armpits, with bulges like a cabbage in the middle of the sleeves, and a large black scoop-shovel bonnet with a black veil, and white slim ankles crossed about with black tape, and very wee black slippers, like a chisel, and she was leaning pensive on a tombstone on her right elbow, under a weeping willow, and her other hand hanging down her side holding a white handkerchief and a reticule, and underneath the picture it said â€Å"Shall I Never See Thee More Alas.† [] These was all nice pictures, I reckon, but I didn’t somehow seem to take to them, because if ever I was down a little they always give me the fan-tods. Everybody was sorry she died, because she had laid out a lot more of th ese pictures to do, and a body could see by what she had done what they had lost. But I reckoned that with her disposition she was having a better time in the graveyard. The OED gives this definition of fantod: fantod noun: A crotchety way of acting; a fad. Merriam-Webster gives a bit more: fantod noun: 1. usually fantods plural: a. a state of irritability, fidget, and tension; sometimes a state of acute worry and distress. b. a state of bodily or mental disorder especially when ill-defined and more or less chronic. 2. sometimes fantods plural a. an instance or occurrence of the fantods. b. a violent or irrational outburst. 3. a fidgety fussy officer of a ship. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Wether, Weather, Whether40 Synonyms for â€Å"Different†English Grammar 101: Prepositions

Taylor v. Louisiana Case Study Example | Topics and Well Written Essays - 500 words - 52

Taylor v. Louisiana - Case Study Example The State argued that the appellant right for fair a trial was not breached since he does not belong to the excluded faction. Taylor appealed the procedural issues to the Supreme Court of the United States. Â  The appellant argued that 53% of women in Louisiana were eligible to be on the jury. However, the state discriminated women. According to the Sixth Amendment, a jury must represent all a factions in the community such as race, ethnicity, and gender. Thus, the State violated the constitution. It is thus a breach of constitutional right to uphold the verdict of a jury whose composition does not meet the constitutional threshold. Â  The argument of Louisiana State is that the right for fair hearing was not affected since the Appellant did not belong to the class that was discriminated. However, in Smith v. Texas (1940), the Supreme Court ruled that for a jury system of fair and impartial, it must be made of a cross-section of the community. Thus, no verdict is enforceable from the decision of the jury, based on a nullity. Â  Reversed and remanded. The court decision was based on the fact that the constitutional requirement was not met in the selection of the jury. A nullity was found in the manner that Louisiana set up an all-male jury in a community where 53% of the women were fit to sit on the jury. Â  The case is an example of the role of the Supreme Court of the United States in ensuring a fair trial for all suspects. The case presents two scenarios; the requirement for n all inclusive jury, and whether the all-male jury compromised the fairness of the trial.

CULTURAL METAPHORS and THE WEEKLY CULTURAL FOCUS SECTIONS (japan) Research Proposal

CULTURAL METAPHORS and THE WEEKLY CULTURAL FOCUS SECTIONS (japan) - Research Proposal Example of the culture is important not only to facilitate proper business transactions but also since total comprehension of a different culture gives room for appreciation of other cultures thereby promoting peaceful coexistence. Therefore, an understanding of the Japanese culture boosts my future career endeavors as an organization’s representative in international forums. Nonetheless, cultural studies require extensive research from different resources ranging from the internet to books among others. The Japanese culture has been covered by relatively many books that are dependable. As such, most of my research will be based on books through the guidance of the librarian on the best reference books. Additionally, I plan to use the internet since it proven to be a great resource especially for information on current issues such as through newspapers and journals. After picking the best at least five references, I will use them to come up with an annotated bibliography which is essential in drawing summaries for the final paper. With this I hope to not only have created an excellent final paper but also to have gained sufficient knowledge regarding the Japanese

Retaliation and assassination Essay Example for Free

Retaliation and assassination Essay Why might many Palestinian youths of your own age want to join terrorist organisations such as Hamas or Islamic Jihad, despite the danger of capture, retaliation and assassination? What choices would these youths have to consider in deciding to join such an organisation? The conflict between the Palestinians and the Israelis has lasted since before 100BC. The conflict is over which people really should own the state of Israel. Should it be split 50% 50% or should the Palestinians be made to leave. Israel is the link between the different continents of Europe, Africa and Asia. Without this connection trade may not take place as easily. The country gets most of its money comes from the oil trade. Oil is one of the worlds most important resources and so, Israel is needed to keep many other countries running. This means that Europeans Africans and Asians will always be there. Israel is also in various different industries such as cars, wines, farming and the chemical industry. Both the Palestinians and the Israelis hold historic claims to the land, these date back to biblical times. The biblical character of Abraham is the most significant to this long-term dispute because both the Palestinian and Jewish races descended from him. Abraham had two sons, Isaac and Ishmael. Each of these sons spawned a different new race. From Isaac, came the Jewish and from Ishmael, came Arabic. The Jewish have suffered a great deal of persecution throughout their era in history. Christian blamed them for the death of Christ, the worst sin ever. Most recently were the events of World War II. The Jews suffered the most attacks and were used as puppets by Hitler for the outbreak and the consequences of the war. Many were executed in death camps such as Auschwitz during one of the biggest mass genocides in history, the Holocaust. The Jews were also persecuted during Biblical times because the Egyptians enslaved them. God promised the Jews that he would lead them back to their promised homeland, Israel. God sent Moses to help the Jews who returned them to Israel where they settled in around 1200BC. The Jewish race emigrated throughout the world for years and years. They were a dispersed race who no longer had a homeland of their own. However, many remained resolute as to the fact that they were Jewish and were proud of it. The Jews experienced a great deal of persecution over the years, throughout the world as I have said before hand. After this, it was decided that the Jews should have their own homeland. This was to return to their homeland of Israel. They were determined on returning to this homeland that can be seen in their final prayer that is used to conclude the annual Jewish festival, the Day of Atonement. The prayer reads Next year in Jerusalem. This proved their aspirations of a return to their homeland. However, the Jews were faced with a very demanding problem. During the 7th century, the Arabic race claimed control of the country and renamed it Palestine. They proclaimed the new Palestine as their own homeland. A man called Theodor Herzl started a project to form the first Zionist movement. The aim of his new movement was to establish a mass Jewish settlement in Palestine. However, he was to fail to meet this requirement. He became the president of this New World congress of Zionists. His work was mainly based on persuading the likes of Turkey and Britain to support his cause. Theodor Herzl was successful in gaining the trust of the Turks who eventually sided with the Germans against the Arabs in World War One. However, the British preferred to support the Arabs, who wanted to reduce the support for the countries opposing them. However, the British soon became liable to persuasion. This was due to the money the Jewish race, particularly based in America at the time, had to offer. They had inherited this from previous generations. This would have been of great benefit to the British because the American-based Jews could have persuaded the Americans into the war. As a result of these issues, three agreements were made. * Balfour Declaration- this promised the Jews that their promised land of Israel would be returned to them on two conditions. These were that they persuaded America to join the war and that they maintained the support of Russia as an ally. * The Sykes Picot agreement- this was a secret agreement that was written up between Britain and France in which it was agreed that they would share the land gained when they overthrew the Turkish army. * The McMahon agreement- this promised the support of Lawrence of Arabia in helping the Arabs to revolt against and overthrow the Turks. As a result, they would be given their own, undisputed homeland. These agreements began to cause problems. The League of Nations were handed the responsibility of controlling the land of Palestine, mainly England and France. Both the Arabs and the Jewish to give control of the land to them put pressure upon the League of Nations. The Jewish population of the world saw their chance to return to their homeland of Palestine, which they preferred to call Israel. Many Jews from around the world began to immigrate back to Palestine. This emigration of the Jewish population continued steadily over the next few years. The United Nations suggested a solution to the dispute over the land of Palestine after the Second World War. In 1947, they put forward a proposal to divide the land into three parts. Two of them would be equal and would divide Palestine into an Israeli and Arabic section. However, the capital of Jerusalem would be left as a neutral city. This would city would be controlled by the UN and could therefore be used for important matters of country welfare and economy. This city could be used as an international trade centre for the export of oil. The Jewish accepted this proposal but the Arabs rejected it. The Arabs, in their increasing restlessness with the Israelites, came together from distant lands. They mainly came from nations such as Lebanon, Syria, Egypt, Iran, Kuwait, Jordan and Iraq. They began to fight with the Jews over certain areas of land. This, along with other factors contributed to the two races having four wars in the space of 25 years. Unluckily for the Arabs, this was a big mistake because The Israelis wealth meant that they could afford the unsurpassed war technology. This money also meant that they could train new soldiers for the next war. Factors such as these gave the Jews the edge in the wars between the races. The Jews came out on top; they were victorious in all four wars. This gave the Israelis a greater degree of control over Palestine. The Jews shortly re-renamed the country of Palestine, Israel. As their control increased because of these wars, started by the Arabs, they forced the Palestinian inhabitants into refugee camps. This is a very real problem that still faces the Palestinians of today. After the wars, a mutual bitter hatred developed between the Palestinians and Israelis over who held the strongest claim to the land. This is a very long-term and real argument that continues to this modern age. The overwhelming power and military force available to the Jews means that the Palestinians are unable to match them. The Palestinians feel that they have been unjustly forced out from their own land. They hope to one day, have the power to overthrow the Jews and return to the very soil of Palestine that is sacred to them and was to their ancestors thousands of years beforehand. The Palestinians were extremely humiliated by the fact that they were unable to stop the Jews from taking their land. The Palestinians were forced to live off of UNWRA rations. The conditions in the refugee camps are appalling and diseases are quick to proliferate. They felt that the western world was turning a blind eye and that they would have to take matters into their own hands. The Palestinians concluded that the UN was failing to direct world issues to an adequate extent. They assumed that the UN were only too quick to become involved with the punishment of Iraq for their problems in dealing with their neighbouring country, Kuwait. The Palestinians found this to be very unfair and increased speculation among the Arab world that they had to deal with their desperate issue individually. This is why the Arab world resorted to terrorism, because it proved a point and raised consciousness as to the problems that the Arabs were facing in Israel. Loads of Arabs also feel as if they are commonly treated as rouges and are made to pay for such massacres as the holocaust and the Dreyfus affair in France. The exhilaration of representing their race may also have appealed to a youth. All of these factors mean that a youth is lead to believe that they have no substitute but to fight. They see themselves as freedom fighters; not terrorists and so are not unenthusiastic to join. They also believe that they have nothing to lose seeing as they are skirmishing to salvage land that has already been lost and that nations such as America and Britain provide the financial support. A huge number of Palestinian youths of approximately 14 years of age would have wanted to join such terrorist organisations as the legendary Hamas. Unavoidably in the wars, the two races had fought; they were pushed out of their homes into refugee camps. Some of these refugee camps have low-grade living environments and diseases can multiply easily. Families will have lived in these refugee camps for long periods of time. This will have been long enough to bring up a child. The Palestinian youths will have been trained the common Arab attitudes towards the Jewish race from a very young age. Such as, their parents would have explained to them how the Israelis took their assets and land was taken away from them. This might have encouraged the youth to fight so that they made up for the four wars. Their parents will have inaugurated their own opinions into their children. These opinions would have been very tough in the heart of the child and they would have tremendous hatred towards the Jews. This would have sparked and cultivated the childrens own perspectives as to how monstrous the Israelis were, like an attitude of hatred towards the Israelis. The youth may have thought that because no one was willing to help their cause they would solve the problem their selves. Adolescents might have felt alienated if they didnt join up to a terrorist organisation. I am sure that peers as well as parents encouraged the youths to sign up to a terrorist organisation like Hamas or Alaxa. Countless youths have been brought up to mistrust the peace talks of their Palestinian leader, Yasser Arafat. Numerous families might have chosen to bring up their children in this way because they feel that peace would not solve anything because so many other Palestinians had died in the last couple of years. They might feel that peace is not enough vengeance towards the Israelis who killed many Palestinian figures such as Deir Yassin, Sabra and Shahla. This will just encourage the youth to hate the Palestinians even more. Instead, a Palestinian youth could always take a political route towards the conflict and devastation. Many groups such as the Palestinian Labialisation Organisation (PLO) led by Yasser Arafat offer to help the youths of Palestine. These groups believe in peace, which can be obtained through negotiations and discussions. This process is ideal for the western world because of its loss of threat and the amount of deaths. Members are not at as much risk as those are in terrorist organisations like Hamas or Alaxa. This system has proved to be a great deal more productive than using terrorism because more has been achieved. People still believe that violence is the only way to win. Another way for a youngster to express their aspiration for peace would be to sign their name on the Progressive List for Peace in the Middle East. This aims to achieve teamwork between the Arabs and Israelis in sorting out their differences and accomplishment some kind of declaration over the disputed state of Israel. Families and friends, however, might strive to dissuade a youth from joining a campaign because it is not a way of settling the scores and they would be considered to be traitors. Even though there are six main Arabic terrorist groups, they all share the same common goal. This is to cause fear in order to make a point. The point is to make the world aware of their problems in Israel and to make the worlds citizens think about why people would sacrifice their lives for their Homeland. The six groups are Islamic Jihad, Hamas, Alaxa, the Popular Front for the Liberation of Palestine (PFLP) and the Abu Nidal Organisation. They have different styles of making people hate and fear them throughout the world and because of this they have killed hundreds of innocent people from many different cultures. Israel has a secret service and they can find out who is a member of a terrorist organisation. Prior to a youths decision to join a terrorist group, they must think about their options and their penalties. For instance the first main question they must chose to answer is what organisation do I join. This is a vital question because, if they ever chose to leave, many organisations will decline this request because the person knows so much information on their group. If you would still wanted to quit that organisation they would probably kill you so you dont spread the information. The organisations say that youre with us or against us. People would lose their freedom because people would try to kill them on the streets and they would have to disguise or hide themselves. The last option for a Palestinian youth would be to leave these problems behind and leave Israel. This would not be of any benefit to Israel because it is not solve the problem. This could be a way out for the youths as they are not at jeopardy in the bordering Arab countries such as Egypt. From here, they could support the Arab cause without risk of losing their lives by convincing Europe and other superpowers to join in the struggle for a homeland. The youth could also have a better education and life in such countries as England, France and the USA. Numerous Palestinian youths are faced with such a serious question, should they fight for their country. They have a wide range of choices; none of them are easy. Should they FIGHT In order to solve this conflict, there must be debates in the forthcoming and somebody must take charge of the country. The Palestinian and Israeli youths are the future, maybe if they all stopped fighting the wars would stop. I believe over time the Israelis and Palestinians will merge as one race.

Vitamins Essay -- Health Nutrition Papers

Vitamins What Are Vitamins? Vitamins are a group of organic food substances or nutrients found only in living things, plants and animals. They are needed to maintain normal body functions. The body cannot synthesize its own vitamins so we must get our vitamins from the foods we eat, or from dietary supplements. Vitamins are essential for metabolism, growth, and physical well-being. Why Do We Need Vitamins? To put it plainly, if we did not consume adequate amounts of vitamins our bodies would not be able to function properly. Vitamins are essential to so many processes within the body that it would be very difficult for me to tell you all of the things vitamins are needed for. The fundamentals of cells depend greatly upon vitamins. Vitamins are responsible for keeping cells strong, binding tissues, fighting infections, etc. Without vitamins our cells would not function properly and thus our organs would suffer and eventually we would no longer be able to survive. Vitamins help regulate metabolism, help convert fat and carbohydrates into energy, and assist in forming bone and tissue. Vitamin A works in our immunological systems strengthening membranes thus fighting infections, it works in our eyes aiding vision, it helps our ears by treating otosclerosis, it helps jawbone and tooth formation, healthy mouth membranes and gums, keeps our skin clear and keeps our reproductive systems healthy including fertility and sperm production. The vitamin B complex is probably one of the most essential groups of vitamins to our health. There are twelve B vitamins: B1, B2, B3, B5, B6, B12, biotin, pantothenic acid, choline, folic acid, inositol, and PABA. These vitamins together are responsible for helping enzymes releas... ...tlesey, MJ; Deschenes, MR. "Dietary supplements and improved anaerobic exercise". International Journal of Sports Nutrition. 4(4):387-97, 1994 Dec. Mills, JL and Conley, MR. "Periconceptual vitamin supplementation to prevent neural tube defects: how can we do it?". European Journal of Obstetrics, Gynecology, and Reproductive Biology. 61(1):49-55, 1995 Jul. Null, Gary. The Complete Guide to Health and Nutrition. Dell Publishing. New York, New York. 1984. Oakley, GP Jr.; Adams, MJ; Dickinson, CM. "More folic acid for everyone, now". Journal of Nutrition. 126(3);751s-755s, 1996 Mar. Seymour, J. "Nutrition: vitamins and supplements". Nursing Times. 91(17):48-50, 1995 Apr 26- May 2. Steen, SN; Mayer, K; Brownell, KD; Wadden, TA. "Dietary intake of female collegiate heavyweight rowers". International Journal of Sports Nutrition. 5(3):225-31, 1995 Sep.

Nature function of Academic English

IntroductionThere has been an ongoing discourse about different approaches that translates to the best way of teaching the English language and what appropriately constitute to the language itself. Genre knowledge has been the source of much discourse in the academe because of how it affects the disciplinary and professional cultures of teaching Academic English (Berkenkotter & Huckin 24).The academic discourse further covers the features of the language in terms of linguistic, grammatical and vocabulary features. The discussion of such features and how it is affected under the different approaches is evaluated to provide for the grounds for the approach that must be seriously considered in for the academe use. Research about written discourse and text that hold such a prominence in the academy are analyzed according to formal discourse genres, their characteristics as well as the common linguistic features it possess (Hinkel 2).Above the question of the importance of the genre appro ach, there is also a question as to how explicit the teaching instruction must be. Contradicting sides would argue about the necessity of the teaching such approach (Freedman & Medway 193). Others would argue if it is even possible (Freedman & Medway 193). Others would wonder if it would benefit the students or would it prove to be more dangerous (Freedman & Medway 193). There is also a discourse about the right timing by which such an approach should and could be applied to a class depending upon the students’ age and capabilities in writing (Freedman & Medway 193).Genre & Academic DiscourseLiterary genres were discussed as early as in Aristotle’s The Poetics and developed in the Rhetoric that shows how he defined genres as a simple way of classifying text types, this is what was generally accepted over time (Clarke 242). According to traditional views, genre was limited to being primarily literary, defined by textual regularities in terms of form and content, classif ied into simplified categories and subcategories (Clarke 242). Under this definition, genre was not seen as relevant in terms of the discussion of composition and pedagogy (Clarke 242).Most of the linguists advocate that there should be a concentration for mastery of the different genres in the English language and that the teachers should focus on giving specific instruction that teaches the characteristic of each genre (Mercer & Swann 222). The students need a model by which they could follow in keeping with a genre structure (Mercer & Swann 222). They see grammar to play an important role in the process of learning the genres because it enables the students to â€Å"manipulate the text† contradictory to the process approach that sees the trouble in explicit manner of teaching grammar due to its unnecessity and danger to the students’ learning (Mercer & Swann 222).The common misconception would refer to genre and text type to merely be the same aspect of a text but i n reality they actually differ in terms of texts with particular genres having different linguistic characteristics and other literary features (Johns 73). However, different genres can be similar linguistically. Genre can be described as text characterized by external criteria, for instance written or spoken text, different audience, different context or purpose (Johns 73-74).On the other hand, text types can be represented by rhetorical modes such as â€Å"exposition† or â€Å"argument† as different text types (Johns 74). They are seen to be similar in terms of internal discourse patterns despite having different genres (Johns 74). The two concepts then refer to complementary perspectives on texts however they still remain different (Johns 74).Teaching and Writing GenresIn a classroom environment, text types that are written and spoken are related to the different demands by which the school requires and depending upon the subject areas of focus. There are different writing tasks that involve genres that go way beyond the literary realm (Schleppegrell 77). Factual and analytical genres exist under the evolution of the academic English language. The usual technique would be for students to read massive amount of authentic texts to give awareness to the difference of the ranges of genres and determine the registers they encounter for their own chose subject matters (Hoadley-Maidment & Mercer 303).Students are then made of aware of the differences between academic and non-academic genres. Through the process of being exposed to the different genres, the students are familiarized with the different lexical, grammatical and organizational features of the texts that exist that train them along the way (Hoadley-Maidment & Mercer 303).Genre KnowledgeThe academic discourse on genre gives two perspectives in terms of structurational and sociocognitive that deals with the activity language undergoes from diverse fields like â€Å"sociolinguistics, cognit ive psychology, educational anthropology and conversation analysis (Berkenkotter & Huckin 24).†Ã‚   This is the new concept that is emerging on top of the rich body of research regarding the genre’s structure from the structurational theory (Berkenkotter & Huckin 24). There is the constant need for the academe to monitor and recognize the changing pattern that language undergoes and thus the changes in the genres as well (Berkenkotter & Huckin 24).Full participation any general disciplinary and professional culture requires knowledge of the written genre and they are referred to as the â€Å"intellectual scaffolds on which community-based knowledge is constructed† thus placing a priority to monitor the pattern changes (Berkenkotter & Huckin 24). At the same time, they are worth examining because the genre of academic discourse also produce criteria like a â€Å"community’s norm, epistemology, ideology, and social ontology (Berkenkotter & Huckin 25)† Linguistic Features of Academic DiscourseAccording to Martlew and Sorsby (1995) â€Å"Written language like spoken language achieves communicative ad conceptual goals by using a complex system of arbitrary symbols and conventional rules†¦ In literate societies, a developed writing system is pervasive in children’s environment and it is likely that each individual child constructs, or re-invents, their own approach to writing from whatever salient experience the environment offers which they can utilize at different levels of development (Mercer & Swann 287).†There are certain linguistic expectations from students who enter into an academic arena and such a language practice can be reflected in most social groups more than others (Schleppegrell 43). Some students can encounter difficulty because of a lack of familiarity to such linguistic standard as there are differences between the registers in an academic scenario and that of an informal interaction (Schleppegre ll 43). Despite the fact that the classrooms can provide for an avenue for the students to develop such a standard and be trained by spoken and written language activities, the teachers need to remember how the forms of language can take its place in the academic context (Schleppegrell 44).For example, academic texts are by nature â€Å"informationally dense and authoritatively presented (Schleppegrell 44).† In order to get the extract the position and information from certain texts, the teachers and students must be able to unpack the meaning and recognize the position and ideologies of the text (Schleppegrell 44). Linguistic choices and the awareness of it enable a wider participation in the contexts of learning (Schleppegrell 44).   Having a clear perspective of the grammatical features that are seen as tools in deciphering school texts then provides as the foundation for a more efficient research of language development in terms of functionality as well as learning new registers (Schleppegrell 44-45).Most research focus on grammatical and lexical features of the student’s language production that produces a language analysis from a systematic functional linguistics (Schleppegrell 45). Deviating from a structural approach to grammar, a functional approach do not just focus on their syntactic category (nouns, verbs, adjectives) or their elements in the sentence (subject, predicate), it focus on identifying the revealing the context of schooling in the language that are used in the text, focusing on the register as the so-called â€Å"manifestation of context (Schleppegrell 45).Studies show how different features are values when comparing writing in writing classes and writing in other academic courses (Hinkel 5). The important consideration if providing the students with linguistic and writing skills that would equip them to handle new information and expand their knowledge (Hinkel 5). Some practitioners say that exposure to a variety of rea ding and experience with writing does not constitute to having a heightened awareness in discourse, vocabulary, grammar and linguistic features of academic writing or having better writing skills (Hinkel 5). They defended explicit instruction in advanced academic writing and text is what can provide the utmost equipment (Hinkel 5).General Nature and Functions of Academic EnglishFurthermore, Martlew and Sorsby (1995) said, â€Å"Writing however is a visible language, graphic symbolic system whose roots we suggest lie in pictographic representation before links are established with spoken language. In this respect, development reflects evolution in that all writing systems which represent sounds of language evolved from pictorial representations rather than from spoken language.† Academic English offers such changing concepts (Hyland 2). The one who coined the definition for English used in academic purposes was Tim Johns (Hyland 2). It was during this time that English became an economic imperative and it has been the leading language for disseminating academic knowledge (Hyland 2).Each discourse community has developed its own mode of discourse. This constitutes to the growth of Academic English. By nature it would expand and evolve to fit and address the different fields of study in need to communicate, basically that points to every discipline (Hoadley-Maidment & Mercer). New objects, processes, relationships and others need new terms to be added in the lexicon. There is a need to reinterpret words that already exists to become other words that are defined by their specific fields, like a set is different in conversational English and Mathematical English (Hoadley-Maidment & Mercer 285).New words are also created as part of an existing word stock, like clockwise or feedback (Hoadley-Maidment & Mercer 285). There is also a need to borrow from another language. A term called â€Å"calquing† mean having to create new words to imitate a word that a lready exists from another language like omnipotens mean almighty in Latin (Hoadley-Maidment & Mercer 286). There is also a need to invent totally new words like the time when the word â€Å"gas† was created to be party of the field of chemistry (Hoadley-Maidment & Mercer 286).There is also creating â€Å"locutions† or sense of phrases and compound words as well as non-native word stocks (Hoadley-Maidment & Mercer 286). The nature of English is known to be shaped by certain social and cultural functions under the language of academic communities of discourse (Hoadley-Maidment & Mercer 290-291). The researchers suggest for having more than one valid and culturally based ideology regarding Academic English for it to be open to other cultures and factors (Hoadley-Maidment & Mercer 291).ConclusionDue to culture, styles of writing differ but this does not make one inferior over the other (Hoadley-Maidment & Mercer 290). Further research about Academic English should have a greater level of sensitivity for other cultures or for cultural diversity (Hoadley-Maidment & Mercer 290).   It is also necessary to have a proper balance between over-prespecification of the curriculum and planning and the right amount in terms of explicit teaching of genre and other features according the students’ knowledge, abilities and background (Wiley & Hartung- Cole 205). The academe must not loose sight of social-cultural context of the relevance of Academic English in exchange for a more uniform approach or for the search for a common standard for academic discourse (Wiley & Hartung- Cole 205).Works CitedClark, Irene, et al. Concepts in Composition: Theory and Practice in the Teaching of Writing. Mahwah, NJ: Lawrence Erlbaum Associates, 2003.Berkenkotter, Carol, and Thomas N. Huckin. Genre Knowledge in Disciplinary Communication: Cognition, Culture, Power. Hillsdale, NJ: Lawrence Erlbaum Associates, 1995.Hinkel, Eli. Second Language Writers' Text: Linguistic and Rhetorical Features. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Hoadley-Maidment, E. and Mercer, N. English in the Academic World. Open University course U210 The English Language: Past, Present and Future, 1996.Hyland, Ken. English for Academic Purposes: An Advanced Resource Book. New York: Routledge.Johns, Ann M., ed. Genre in the Classroom: Multiple Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.Freedman, Aviva, and Peter Medway, eds. Genre and the New Rhetoric. London: Taylor & Francis, 1994.Mercer, N. and Swann, J. Learning English: Development and Diversity. Open University course U210 The English Language: Past, Present and Future, 1996.Schleppegrell, Mary J. The Language of Schooling: A Functional Linguistics Perspective. Mahwah, NJ: Lawrence Erlbaum Associates, 2004.Wiley, Terrence & Hartung- Cole, Elizabeth. â€Å"Model Standards for English Language Development: National Trends and a Local Response.† Education. 119. 2. (1998): Page Number: 205.

Health Care Associated Infections Essay

Did you know that healthcare associated infections are in the top ten leading causes of death in the United States? According to Agency for Healthcare Research and Quality (2010), â€Å"Healthcare-associated infections, also known as HAI’s are the most common complication of hospital care, resulting in 1.7 million infections and ninety-nine thousand deaths each year.† It is unfortunate that so many people suffer each year from infections that could be easily prevented. Slide2 Today my goal is to share some information with you about Healthcare associated infections and hopefully together we can all make a difference by reducing these alarming statistics. To start off I’m going to explain what Healthcare Associated Infections are and then I will go over the different types. Next I am going to go over a couple of the more common pathogens in healthcare associated infections. Following that I would like to talk about the preventive measure that all health care workers should be following to prevent future Healthcare associated infections. (Slide 3) According to Wilkinson and Treas (2011), A Healthcare Associated Infection is an infection related to healthcare given in any setting such as a hospital, during home-care, long-term care, and ambulatory settings. Infections may be spread from one patient to another simply because the healthcare provider failed to wash their hands or wear the proper personal protective equipment. Infections are also commonly spread by devises used during a medical procedure and anything else the patient may come in contact with that has not been properly cleaned such as a call bell or side rail. For instance say you have a patient with MRSA and one of their family members leave the room failing to wash their hands, goes to the front desk to ask for a glass of water for the patient in the mean time she placed her contaminated hands on the desk. Following that a nurse stops by the front desk also placing her hands on the desk then goes in to see a patient and fails to wash her hands prior to patient contact. Now we have just spread the infection and sadly another patient has acquired a healthcare associated infections. Patients whom acquire healthcare associated infections typically have longer duration of recovery time and medical cost are increased drastically. There are many different types of Healthcare Associated Infections, there is Surgical Site Infection (SSI), Central Line Associated Bloodstream Infections (CLABSI), catheter associated infection (UTI), and ventilator associated phenomena (VAP). (Slide 4) Surgical Site Infection A surgical site infection, also known as SSI, is an infection that occurs after surgery in whatever part of a person’s body that the surgery took place. There are three main types of SSI’s. There is superficial incision SSI, which transpires between the integument and subcutaneous tissue. Next is deep incision SSI, taking place at deep tissues such as muscles. The third type is called organ/space SSI, which occurs inside the body at an organ or the open space inside the body around the surgical site. All Surgical infections typically occur within thirty days of the surgical procedure expect in cases of implants, which then surgical site infections can take place with in one year. According to the Center of Disease Control (2012), infections develop in about 1 to 3 out of every 100 patients who have surgery. These infections are not only lengthening hospital stays, but adding unnecessary medical expenses, and are also responsible for unnecessary deaths and long-term disa bilities. (Slide 5) CLABSI Another type of Healthcare associated infection occurs at a central line also known as a catheter line, which is a tube used to draw blood, give medication or fluids through a large vein such as the jugular vein or subcalavian vein. A central line associated blood stream infection is caused when bacteria, or any type of germ enters the blood from the central line, which then causes an infection in the blood stream. –Slide 6- According to The American Surgeon (2011) Nosocomial blood stream infections are one of the leading causes of death in United States hospitals. As stated in the U.S. Department of Health and Human Services (2012), In 2011 there were thirty-seven central line associated blood stream infections reported at Halifax Health Medical Center. (Slide 7) CA-UTI A different type of Healthcare related infection is a catheter associated urinary track infection. This type of infection occurs when the patient has a urinary catheter in place and bacteria or fungus travel up the tubing. The infection can take place any where in the urinary system from the urethra to the kidneys. The longer the patient has the catheter in place the more they are at risk for getting a UTI. The U.S. Department of Health and Human Services reported that one in ever two thousand patients who were cared for at Bert Fish Memorial in New Smyrna Beach acquired a catheter associated infection. (Slide 8) VAP Then there are the ventilator-associated phenomena’s, which is an infection that occurs in the lungs due to contaminated ventilation equipment. Patients who are on ventilators are already weakened due to another form of illness and their immune systems are typically compromised making it difficult for their bodies to cope with trying to fight yet another issue. According to Wilkinson and Treas (2011), ventilator associated infection are associated with high mortality rate. Last year alone there were approximately thirty-six thousand reported cases of ventilator-associated infections. (Slide 9) Pathogens Two of the more common types of pathogens in nosocomial infections are Coagulase-negative staphylococci also known as CoNS and methicillin-resistant Staphylococcus aureus also known at MRSA. CoNS typically causes catheter related ifections since catheters are not easly removed and cleaned it often makes it complicated to treat. CoNS are also known to be resistant to most forms of antibiotics. According to the European Journal Of Clinical Microbiology & Infectious Diseases (2011), CoNS infection prolongs treatment with antibiotics and hospital stay by approximately twelve days or up to two and a half weeks. MRSA is a staph germ that is difficult to cure. If MRSA enters the blood stream it can spread any where through out the body, including bones, and organs. According to Clinical Infectious Disease (2012) MRSA infections kill nineteen thousand hospitalized American patients annually. Out of all the MRSA cases, 86% of them are healthcare aquired. (Slide 10) Preventive measures All of these infections could be prevented if we take initiative to follow the proper protocol. One the simplest and most important preventive measures is washing your hands before and after entering a client’s room. Sadly many health providers fail to do this. These infections could be prevented as long as the healthcare team uses proper aseptic techniques. In 2010 Florida’s Department of Health started up a program called the HAI prevention program. One of their main goals is to prevent and decrease the healthcare related infection rates in Florida’s hospitals and long-term care facilities. With in a five-year period the US Department of Health and Human Services plans on reducing Blood stream infections in Florida by 50-70%. That’s a good start, but I believe we should all strive to eliminate all healthcare related infections. A few preventive measures are, if a medical supply accidentally becomes contaminated through it out and start fresh, as soon as our patients are well enough to have catheters removed notify the doctor so that they can be removed promptly, and always wash your hands before and after patient contact and remind others to wash their hands as well. (Slide 11) Conclusion In closing I am sad to say it, but many healthcare providers are in violation of the first rule of health care, Do No Harm. Our patients are coming to us to be relieved of their illnesses not to acquire new ones. So if we could all just follow the simple preventive measures such as washing our hands before and after assisting our patients we all can make a difference. Just think that fifteen seconds it took you to wash your hands may have just saved a life. References Agency for Healthcare Research and Quality. (2010) Ending healthcare-associated infections. Retrieved from http://www.ahrq.gov/qual/haicusp.htm Boucher, H. & Corey, R. (2008). Epidemiology of Methicillin-Resistant Staphylococcus aureus. Oxford Journals. 46(5), 344-349. Retrieved from http://cid.oxfordjournals.org Florida state plan to address healthcare-associated infections. (n.d.). Retrieved from http://www.cdc.gov/HAI/pdfs/stateplans/fl.pdf Kordek, A. (2011). Concentrations of procalcitonin and C-reactive protein, white blood cell count, and the immature-to-total neutrophil ratio in the blood of neonates with nosocomial infections: Gram-negative bacilli vs coagulase-negative staphylococci. European Journal Of Clinical Microbiology & Infectious Diseases: Official Publication Of The European Society Of Clinical Microbiology, 30(3), 455-457. Retrieved from http://web.ebscohost.com/ehost/ Smith, J., Egger, M., Franklin, G., Harbrecht, B., & Richardson, J. (2011). Central line- associated blood stream infection in the critically ill trauma patient. The American Surgeon, 77(8), 1038-1042. Retrieved from http://web.ebscohost.com/ehost Wilkinson. & Treas. (2011). Fundamentals Of Nursing. Philadelphia, PA: F.A. Davis.

Busines Law essays

Busines Law essays If one asks the question "what are the reasons for Taiwan's economic success," a person will most likely receive the answer that it is the Chinese people itself. Being born in America of a Chinese ethnic background, I have been able to summarize the Chinese Identity. This identity is one that puts the family and work first, which in turn, calls for twice the amount of work due to the family. There is modesty in the mind of one, but in the spirit lies a sense of pride. This identity, I believe, is one of the main underlying reasons of Taiwan's success. Above this hearth, lies the factors that have helped Taiwan to become one of the fastest growing and economically developed countries in the world. Many things go in to play when discussing this transformation of Taiwan, but of most important are its structural, industrial, import and export, and agricultural changes. To fully appreciate the progress of the economic development of Taiwan, one must first understand its conditions at the end of the nineteenth century. In the early 1600's, Taiwan was a place inhabited only of small bands of Chinese and Japanese pirates. To try to gain hold of China's market, the Dutch stepped in and occupied Taiwan from 1624 to 1662. Managed by the Dutch East India Company, this island became a meeting ground for Dutch, Chinese and Japanese merchants. Because the Dutch valued Taiwan only for its strategic position, little progress was made to develop the island's resources. In 1624, when the Dutch had arrived, they had reported a Chinese population of 25,000. Nearly forty years of Dutch rule came to an end in 1662 when the Dutch were driven out of Taiwan by Cheng Ch'eng-kung of the Ming dynasty and his army of 25,000 men (Ho, 9). In 1887, in response from a French threat to Taiwan, they changed the idea of their island from a prefecture to a province. Liu Ming-ch-uan was appointed governor. During his session ge encoura ...

Definition and Examples of Anti-Language

Definition and Examples of Anti-Language Anti-language is a minority dialect or method of communicating within a minority speech community that excludes members of the main speech community. The term antilanguage was coined by British linguist M.A.K. Halliday (Anti-Languages, American Anthropologist, 1976). Examples and Observations Anti-languages may be understood as extreme versions of social dialects. They tend to arise among subcultures and groups that occupy a marginal or precarious position in society, especially where central activities of the group place them outside the law. . . .Anti-languages are basically created by a process of relexicalizationthe substitution of new words for old. The grammar of the parent language may be preserved, but a distinctive vocabulary develops, particularlybut not solelyin activities and areas that are central to the subculture and that help to set it off most sharply from the established society.(Martin Montgomery, An Introduction to Language and Society. Routledge, 1986) The ideological function and sociolinguistic status of Black English is reminiscent of (though not identical to) an anti-language (Halliday, 1976). This is a linguistic system that reinforces group solidarity and excludes the Other. It is speech characteristic of a group which is in but not of a society. As an anti-language, BE emerges as a counter-ideology; it is the language of rebellion and the symbolic expression of solidarity among the oppressed.(Geneva Smitherman, Talkin That Talk: Language, Culture, and Education in African America. Routledge, 2000) Long after they learn to behave as adults expect them to, children continue to investigate the boundaries of sense and nonsense. Anti-language flourishes in the society of children as an unself-conscious culture (Opie, 1959).(Margaret Meek, Play and Paradox, in Language And Learning, ed. by G. Wells and J. Nicholls. Routledge, 1985) Nadsat: Anti-Language in A Clockwork Orange [T]here is something at once delightful and horrible, dogged and elusive in A Clockwork Orange [by Anthony Burgess] . . .. There is something about the novel so frightening that it demanded a new language and something so immanent in the message of the novel that it refused to be separated from the language. . . .The novels tempo, and its overwhelming linguistic accomplishment is to a great degree based upon the language Nadsat, coined for the book: the language of the droogs and of the night. It is the jargon of rape, plunder, and murder veiled in unfamiliarity, and as such it works highly successfully. . . . The novel makes a fleeting reference to the origins of the language. Odd bits of old rhyming slang . . . a bit of gipsy talk, too. But most of the roots are Slav. Propaganda. Sublimation penetration (p. 115).(Esther Petix, Linguistics, Mechanics, and Metaphysics: Anthony Burgesss A Clockwork Orange (1962). Old Lines, New Forces: Essays on the Contemporary British Novel, 1960-19 70, ed. by Robert K. Morris. Associated University Presses, 1976)Nadsat is derived from Russian, British, and Cockney rhyming slang. Burgess said that elements of the language were inspired by the Edwardian Strutters, British teenagers in the late 1950s who carried out violent attacks on innocent people. Rhyming slang is characteristic of Londons East End, where speakers substitute random rhyming words for others: for example, nasty becomes Cornish pasty; key becomes Bruce Lee; and so on. (Stephen D. Rogers, The Dictionary of Made-Up Languages. Adams Media, 2011)

STEWARTSHCES Essay Example | Topics and Well Written Essays - 750 words

STEWARTSHCES - Essay Example Within 1 day, personnel within the relevant departments must participate optimally in establishing the relationship between existing promotional techniques and corresponding sales revenue generated. Upon linking promotional technique with resultant sales revenue, the next step involves evaluating cost of each promotion strategy. Each technique possesses unique advantages and disadvantages. On the second day, cost of direct mailing or in-store signs must be harmonized with budgeted resources. A meeting with all store managers should be held within 2 weeks. After analyzing effectiveness of promotional techniques and their corresponding costs, information gained will be useful in making objective marketing decisions. The president will use this information in influencing the manager’s perspective on advertisement. Upon completion of the meeting, each manager will present his or her opinion on challenges likely to emanate from the new marketing policies. Opinions from individual managers will be analyzed and addressed accordingly, like by increasing monetary allocation to a certain manager’s area. Some managers and buyers may become uncomfortable with adopted promotional measures. For example, disparity in consumers’ age characteristics may not allow implementation of social media marketing in all markets. Therefore, appropriate adjustments will be made in order to optimize promotional technique used in every market segment. Stewart Shoes is currently doing well in terms of sales. Since its establishment in 1953, this company has expanded because it adopted effective business models. However, business environments keep changing; hence necessitating adjustment of operation protocols. Adjustment of traditional business framework usually creates conflict between stakeholders. Currently, managers from various departments have diverse opinions on the value of money used in advertisement and