Report of investing in London office market Essay

Report of investing in London office market - Essay Example fully analyse different elements influencing the market before investing in it in order to make sure that the investment is profitable in long run (Ball, Lizieri, and MacGregor, 1998). For this purpose, the economic, political, institutional, social, legal, and many other factors are explored and investigated to understand and comprehend the future implications for the London office market. Apart from this the supply and demand and other important elements like property planning and pipeline projects with reference to the different regions and breakup of the overall London office market have been explored and analysed in order to get better understanding of the overall market and industry. London is considered as major financial hub not only of UK where major business giants are operating their businesses. It is considered as one of the command sector of the global economy. This feature of London makes it more appealing city for foreign investors. London economy can be best measured through Gross value added (GVA) which demonstrates the contribution of not only individual industries or sectors but also the individual producers present and working in the boundaries of London. The GVA also measured the income generated from employment by production of goods and services. The latest data of Gross value added produced by ONS in December 2011, London contributed 21% of the whole UK and per head which is around  £35,026 (more than  £15,000 than UK average) in 2010 (The Guardian, 2012). According to the research conducted by the city group, London is likely to have more GDP than any other city in the world from by 2025 due to its exceptional growing financial service. Currently it is the one of the tenth largest GDP contributor in the world in term of US dollar. A recent research conducting for London offices shows that almost 60% of the commercial property investment in central London was made by foreign investors from 27 countries in 2011 which is considered as

Motivation to study and its implication in academic excellence Essay

Motivation to study and its implication in academic excellence - Essay Example Many theories have attempted to define and explain motivation as a basic drive to minimise physical pain and maximise pleasure, the pursuit of a state of being, an ideal or altruistic concept amongst other drives. Motivation is important to teaching and learning because it lays a crucial role in the student’s approach to learning, as understanding their motivation can potentially predict levels of interest and effort placed on the process of learning and consequently academic results. Stipek (1988) proposed a variety of reasons for lack of motivation and behaviours associated with high academic achievement; he specifically found that encouraging intrinsic motivation helped to improve learning outcomes. Intrinsic motivation, however, often requires more effort to generate than extrinsic motivation. To decide if it is worth this extra effort, the degree to which improvements occur has to be quantified to see if results compare favourably to more direct motivational methods, such as high-stakes examinations. Personality profiling may also offer an additional advantage given the widening participation agenda, as different types of motivation may be shown as more effective for students at r isk of failure. This research may consequently lead to suggesting alterations in teaching practice and support mechanisms which enhance the learning process for specific types of students. Following ethical approval, 120 first-year medical students from a single institution were invited to complete an online survey. Response anonymity was ensured through use of a third-party website which collected responses without requesting information which could be used to identify individuals. Ritchie & Lewis stress the need to demonstrate any potential reciprocity when seeking participants so as to ensure a positive relationship with research in general and to make the immediate proposition

Violent Video Games in Society

Violent Video Games in Society 53 percent. That is the number received from all adults included in a survey asking their thoughts on whether they thought children got more or less violent after being introduced to violent video games. The majority believed it was fine to let the children play such content as studies have not yet proved violence in youth has a direct correlation to video games. VIdeo gaming is a multi-billion dollar industry bringing in more money than both movies and DvDs young people love getting their hands on a controller and the feeling of being thrown into a whole immersive new world. Some people might compare the feeling to reading a book but a lot better due to the graphics and dialogue. Video games have been shown to be a natural teacher to young people and that fact cannot be diminished, however with the increasing violent nature of our society more and more violent video games can be almost guaranteed in the markets. Although these might spark controversy, seeing real life events unfold in front of a childs face is more likely to make them violent than playing a video game in the comfort of their own home. According to Video Games and Crime Michael R. Ward states Relatedly, it is possible that violent games are particularly attractive to otherwise violent individuals. Independent of whether violent video game play causes a behavioral change in which individuals become more violent, it could substitute for the time spent in violent activities thereby decreasing the total amount of violence. Referring to the idea that people that play video games are so absorbed into the activity that they will spend more time playing than actually going out and pursuing violent activities. Although these facts are quite persuasive, many attempts have still been made by a few parties to reduce violence among children and teens such as the Entertainment Software Rating Board (ESRB) which bases gaming content upon alphabetical lettering. Every letter means something different and varies from EC to AO. Games have a small box located on the cases on the bottom left of the front cover. EC referring to games a ppropriate for Early Childhood. E10+ Referring to games appropriate for everyone ages 10 and up. T for teens. M for mature. And finally AO for games only appropriate for adults. Although this system is not foolproof it has been shown to reduce the amount of violence in children since the late 1990s. Reality games have been a huge game changer in the gaming community. Things such as Life Simulator, Job Simulator and so much more have effectively changed the perspectives of most young people. Showing more things about life than they would normally learn in school, Paying Bills. Reading house notes. Getting up and ready for a job and even to the point of having a wife and kid. These have been purposely made to mimic real life events to show people how life can be if they have never experienced something like that before. As the real world evolves, so do the games we play as many of them are based upon true or real world events. War. Theft. Death. Destruction. Many of these things have been included in new and even more realistic video games. Although many can be beneficial, games such as these are very surreal. Imploring the audience to realize how very horrible the world is or even visualize these situations. Even at this point these games are beneficial allowing the community to see and (if the game is immersive enough) feel how heartbreaking the loss of a friend can be. People who have bought new software such as a PlayStation (PS2, PS3, PS4) or XBox (Xbox-360 or Xbox One) have been able to play online with friends from around the world. Whether Youre defending humanitys last hope as a cyborg in the first person alien killing game Halo on XBox, or youre Defending a city with mystical powers against a pack of monsters in the addictive role-playing game known as EverQuest on Playstation. In many ways Video games are a whole new social platform. One of the biggest in fact, According to a state of the industry report by Spil Games about 1.2 billion people around the world play games alone, and over 700 million play online! Finding friends online, meeting new people and helping them out is what we all do on a day to day basis, and with video games you can do all of this in the comfort of your own home. A study, conducted by Tsung-Yen Chuang and Wei-Fan Chen and published in the April 2009 edition of Educational Technology Society concluded that more research needs to be done and that games to enhance learning need to be thoughtfully created, but they also concluded that from the results of this study, computer-based video games could function as powerful tools in assisting childrens cognitive processes. In this world it is important for everyones children to learn as quickly as possible. This is the most technologically advanced the world has ever been and with that being said everyone has unlimited information available at all times. People just have to make it all count for the future of our society, video games can change the future There are many many precautions that come along with the evolution of video games, but the fact remains that although some might be too violent for certain children studies have shown that they still retain important information than they usually would in school. These gaming platforms have become a basis upon which we teach our children the basic concept of imagination. Showing them that anything can be possible as long as you put your mind to it and have the willingness to do something. Instead of getting rid of games altogether, I suggest that we rather provide more information about life into them.. Works Cited Video Games and Children: Playing with Violence. Video Games and Children: Playing with Violence, June 2015, www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Children-and-Video-Games-Playing-with-Violence-091.aspx. Accessed 2 February 2017. Ward, Michael R. Video Games and Crime. Contemporary Economic Policy, vol. 29, no. 2, 2011, p. 261. Academic OneFile, go.galegroup.com/ps/i.do?p=AONEsw=wu=j020902v=2.1it=rid=GALE|A254245440asid=d06c35b32a0b773bc5e32d73b8f946dd.ÂÂ   Accessed 5 February 2017 Video Games. Opposing Viewpoints Online Collection, Gale, 2016. Opposing Viewpoints in Context, link.galegroup.com/apps/doc/PC3010999329/OVIC?u=j020902xid=6398fb1e. Accessed 7 Feb. 2017 Video Games. Opposing Viewpoints Online Collection, Gale, 2016. Opposing Viewpoints in Context, link.galegroup.com/apps/doc/PC3010999329/OVIC?u=j020902xid=6398fb1e. Accessed 9 Feb. 2017.

My Favorite Author: Stephen King Essay -- Horror Stories Literature Au

My Favorite Author: Stephen King â€Å"It hit you like the flu or a summer cold, only it kept on getting worse, presumably until you choked to death on your own snot or until the fever burned you down. It was highly contagious.† (The Stand, 65) This quote shows what Stephen King as a writer means to me. His writing is infectious. Once I have read one of his novels, I want more. The desire to read his words gets worse the longer I wait. No, reading novels by Stephen King won’t kill a person, but â€Å"it [is] highly contagious.†As one can tell from the above excerpt, King has a way of creating an image in the reader’s mind. The image isn’t always pretty, but it is usually vivid. Although, King has never been ranked as high as Chaucer, or Shakespeare, or even C.S. Lewis, he has a way with words that makes the reader want to continue to read. King has a way to make the reader wonder, understand, and see the worlds he creates in his stories. King was the second child to bless his parents home in â€Å"Maine in 1947.†The fascination with his own childhood memories bursts through the lives of his characters as so many of his stories are set in Maine. This is not to say that he had a horrible childhood, I only mean that we all cherish our memories of our childhood and where we grew up. Perhaps this is King’s homage to his childhood home. King attended â€Å"the University of Maine at Orono† where â€Å"he wrote a weekly column for the school newspaper, The Maine Campus.†A writing career was begun. After graduating â€Å"with a Bachelor Degree of Science in English and [being] qualified to teach [at] the high school level,† he was unable to procure a teaching position and subsisted on his wife’s â€Å"student loan and savings, with an occasional... ...osition has not been easy even with the prompts provided for a theme. I am always anxious to see another King book on the shelf, but it wasn’t until now that I could appreciate the time and thought he put into each of his books. King doesn’t get the credit he deserves for being such a brilliant writer, but yet his books are always top sellers. There has to be something said in that. Write on, Stephen, write on. Bibliography King, Stephen. The Bachman Books: Four Early Novels by Stephen King. New York: NAL Books, 1977. King, Stephen. Dreamcatcher. New York: Scribner, 2001. King, Stephen. Everything’s Eventual: 14 Dark Tales. New York: Scribner, 2002. King, Stephen. The Stand: Complete and Uncut. New York, Doubleday, 1978/1990. The Man: The Official Stephen King Web Presence: Horror Books, Horror Films, Maine. http://www.stephenking.com/man.html

GEs Talent Machine Solution Essay

?Question NO 1:While most companies have difficulty producing sufficient quality candidates for top management succession, how has GE been able to create a surplus? What philosophy policies and practices have made it a â€Å"CEO factor6y† as Fortune and Economist call it? Really producing sufficient quality top executives is very difficult task for companies, but if we see case of General Electric, it was producing managers not only for own, GE was producing these executives in enough quantity to meet the need of industry. The philosophy adopted by GE includes some techniques, policies and practiceswhich enable GE to fill vacant top positions. Following are these techniques that wehave analyzed in this case study. Continuous Improvement:Management development process of GE was very effective in which employees aredeveloped step by step. Every manager was continuously involved in diversified andinnovative task in which every employee is rotate in different departments which enablethe employees to be expert in almost every field. The company was providing on jobtraining to its employees through training programs conducted in university which wasestablished by GE. Self succession plan and session C was also good for improving and polishing talent. Focus Strategy:To fill the vacant top positions GE was focusing on internal source. For this GE wasconducting a lot of training programs for its employees because when these were trained by company, it was easy for company to adjust existing employees at top positions. Emerging Culture:Company is try not only to gain objectives but also to merge the new employees withthe existing culture followed at GE. New employees are encouraged to adopt the cultureof GE which was very helpful in transferring the culture and value from senior executivesto junior executives. Company Strategy:Company was considering the employees as the asset of the GE. Company was notonly focusing on business development but also on employees development. It wasspending 10% of its pre tax income on employees development. It was also givingtraining to employees in university established by GEMeritocracy:In GE employee’s performance was measured by quantitative and qualitatively andthe basis of this evaluation the employees were promoted. While concluding we analyze that actually GE’s policies and practices were so goodthat it was producing the surplus managers. Values, culture, training programs, and performance appraisal measures are factor that help GE in exposing and polishing thetalent of employees. Question No2:How generalizable are GE’s , management development policies and practices? Howtransferable across cultures? Across industries ? Aross companies ? Overall policies and practices are very good and fulfill the requirement and need of management development. These policies and practices are generalizable in every wherein world up to some extent not completely. Their extent of generazibility depends uponthe circumstances and situation and environment of geographical areas, laws andregulations of state because these factors vary from culture to culture. E. g. moral valuesand ethics followed in American culture are not followed in Pakistan so we cannot saythat policies adopted by HR department in American organizations fully implemented inHR department of Pakistani organizations. Transferability across Culture, Industries and Companies:Of course policies and practices are implemented in European culture but it seemsvery difficult to implement these policies in Asian culture because HR policies have todeal with human behavior and culture. Human behaviors are different in differentcountries in same situations. In GE employees are recruited which are fresh graduate. Then these employees were polished by GE by taking into account future requirements. Employees at GE have onlyand only experience in GE company but This situation may not happened in other organizations because they do not have such employees who are trained and developed by only one company because almost all organizations are involved in external hiring, so policies to develop employees cannot be implemented in those companies. How we transfer policies and practices to other culture, industries and companies. For transferring these policies it is necessary to change and create the circumstances andsituations according to that of GE. HR departments have to deal with factors like value,culture and behavior and these things are different from culture to culture, company tocompany.

Morality Play Pattern in Pride and Prejudice

Austen is particularly unusual among virtue ethicists past and present in according amiability so much importance, even though it is so obviously central to most people's lives working, if not living, in close confinement with others with whom one must and should get along. Austen presents these virtues as not merely a necessary accommodation to difficult circumstances, but as superior to the invidious vanity and pride of the rich and titled, which she often mocks.So, in  Pride and Prejudice, Elizabeth Bennet rejects Darcy's haughty condescension out of hand; the happy ending must wait until Darcy comes to see beyond her lowly connections and unaristocratic manners and fully recognise her true (bourgeois) virtue. That is a moral happy ending even more than it is a romantic one. Like any good virtue ethicist, Austen proceeds by giving illustrative examples. This is why her characters are moral rather than psychological constructs.Austen's purpose is not to explore their inner lives, but to expose particular moral pathologies to the attention of the reader. Don't act like this: Don't cut off your relatives without a penny after promising your father you would look after them and justify it with self-serving casuistic rationalisations (as John Dashwood does in  Sense and Sensibility). Don't be like this: Morally incontinent like Mrs Bennet; or struck through with a single huge flaw, like Mr Bennet's selfish wish to live a private life while being the head of a family (Pride and Prejudice).But as well as excoriating such obvious though conventional moral failings of human nature, Austen attends carefully, and with a fine brush, to illustrating the fine detail, and fine-tuning, that true virtue requires. To show us what true amiability should be, she shows us what it isn't quite. Fanny Price, the heroine of  Mansfield Park, is so excessively amiable as to put her own dignity and interests at risk, so self-effacing that her true love almost doesn't notice her ( until events intervene).Mr Bingley's amiability inPride and Prejudice  is pitch perfect, but fails to discriminate between the deserving and undeserving. Emma, meanwhile, is very discriminating, but she is a snob about it: she is rather too conscious of her social status and does not actually respect others as she should (which, of course, gets her into trouble). Then there are the illustrations of what virtuous conduct looks like. Here one sees why the plot is so firmly in the author's hands, not the characters'.Austen is primarily concerned with setting up particular scenes – moral trials – in which we can see how virtuous characters behave in testing circumstances. These moral lessons to the reader are the parts she gave the most exacting attention to; where her words are perfectly chosen and sparkling with intelligence and deep moral insight. These are the parts that she actually cared about; the rest – the rituals of the romantic comedy genre and â€Å"s ocial realism† – is just background.We see Austen's characters navigating the unpleasant attentions and comments of boors, fools and cads with decorum and dignity: â€Å"Indeed, brother, your anxiety for our welfare and prosperity carries you too far,† Elinor chastises John Dashwood, ever so politely in  Sense and Sensibility. In every novel we see Austen's central characters working through moral problems of all kinds, weighing up and considering what propriety requires by talking it through to themselves or trusted friends.We see them learning from their mistakes, as Elizabeth and Darcy both learn from their early mistakes about his character (Pride and Prejudice). We even see them engaging in explicit, almost technical, moral philosophy analysis, such as debating to what extent Frank Churchill should be considered morally responsible for his failure to visit Highbury (Emma), to the evident boredom of the less morally developed characters stuck in the same ro om as them.Austen carries out her mission of moral education with flair and brilliance, while charitably respecting the interests and capacities of her readers (which is why she is so much more readable than most moral theorists who, like Kant, seem often to write as if understanding is the reader's problem). Yet there is one further striking feature that sets Austen's novels apart: her  moral gaze. The omniscient author of her books sees right through people to their moral character and exposes and dissects their follies, flaws and self-deceptions.I cannot read one of her novels without thinking – with a shiver – about what that penetrating moral gaze would reveal if directed at myself. This is virtue ethics at a different level – about moral vision, not just moral content. Austen shows us how to look at ourselves and analyse and identify our own moral character, to meet Socrates's challenge to â€Å"Know thyself. † We have all the information we need to look at ourselves this way, to see ourselves as we really are – we have an author's omniscient access to the details of our own lives – but we generally prefer not to open that box.Indeed, academic moral philosophers since the enlightenment have collaborated with this natural aversion by collectively turning their attention away from uncomfortable self-examination and towards elaborating coherent systems of rules that any agent should follow. Yet reading Austen shows the ultimate ineffectiveness of this strategy. I do not believe that all the sophisticated Kantian and utilitarian theory in the world could shield you for long from Austen's moral gaze.We should read Austen today because she is wise as well as clever, and because she teaches us how to live well not just how to love well. We should read beyond the  delicious rituals  of her romantic comedy plots to her deeper interests and purposes in creating her morally complex characters and setting them on displ ay for us. We should read beyond her undisputed literary genius, and her place in the history of literary innovations and influences, to her unrecognised philosophical genius in elaborating and advancing a moral philosophy for our bourgeois times.

Korean War Essays - Battles Of The Korean War, Korean War

Korean War Essays - Battles Of The Korean War, Korean War Korean War The Korean War (1950-1953) The Korean War was the first war in which the United Nations played a major role in. It was also part of the cold war between the US and Soviet Union. One of the deadliest war in history, it took many lives in such a short span of time of three years. Even after all these deaths, the conflict isn't completely resolved in Korea. There are still American troops stationed in South Korea, in case the Communists decide to take aggressive action. In WW II, Japan had gained control in Korea. At the end, when Japan was defeated by the Allies, the US and Soviet forces moved in Korea . Korea was divided to serve as the purpose to move the Japanese troops out. The line which was at the 38th parallel divided the country in about half. The Soviet forces were responsible for the north and the US for the south part of Korea. Later, this partition was made permanent. In 1947, the UN declared for elections to be held in all of Korea to decide one government for the country. However, North Korea refused to take part in the elections and didn't allow it. So on May 10, 1948, South Korea voted for a national assembly which set up the Republic of Korea. On September 9, North Korea set up the Democratic People's Republic of Korea. North and South Korea claimed the whole country and their troops fought several times between 1948-1950. The US removed it's troops from South Korea in 1949. It also said that Korea was outside of US defense line. N orth Korea saw it's chance for military action to take over South Korea. In June 1950, North Korea surprised South Korea with an attack. At the time, the North Korean Army had 135,000 soldiers, most of them veterans of WW II. It also had airplanes, tanks, and artillery that outnumbered South Korea by three to one. On the other hand, South Korea had 65,000 combat troops who had small arms and light artillery. On the day the war began, the UN Security Council issued a resolution demanding the Communist retreat back to the 38th parallel. The Soviet Union was a permanent member of the Security Council. However, it didn't go to the meeting because it had been boycotting the Council meetings. This was because the Council was denying the Communist Chinese government. If the Soviet Union had been there, it could have voted against the resolution or deliver a veto. North Korea chose to disregard the resolution. On June 27, North Korean troops reached South Korea's capital, Seoul. Seoul fell in four days. In the US, President Truman and the UN took action to stop N orth Korea from advancing. President Truman, going by his containment policy, sent US air and naval forces to help South Korea. The UN also asked its members to help South Korea. On June 30, Truman ordered the first ground troops to go to South Korea. General Douglas Macarthur was the commander of the ground forces. Congress supported Truman but didn't officially declare war on North Korea. Other troops from UN nations began soon after the US. Part of the US army on July 1, came from Japan to southernmost Korea at Pusan. Soon, these troops very moving close to south of Seoul. The first fight that took place between the US and North Korea was at Osan, south of Seoul. North Korea had already surpassed Seoul. On July 7, Truman named General MacArthur the commander of UN Commands. He had control over all of the forces in South Korea. By August 2, the North Korean army had advanced to the Pusan Perimeter. The Pusan Perimeter was on the southeast corner of South Korea. This was one of the many turning points in the war because the North Koreans lost nearly 58,000 people. The UN ground forces were led by General Walker who attacked the North Koreans with reserves. US planes helped out by destroying the enemy from above. On August 6, the North Koreans succeeded in crossing the river that stopped them from reaching Pusan. However, the UN forces counterattacked and pushed them back on August 25. North Korea tried

civil war1 essays

civil war1 essays Small battles to big battles, no matter where it was fought, many of our soldiers died, for there side. There were many problems that lead to the Civil War. One issue was the spread of slavery to the west (the territory where they won from the Mexican War). The South claim that the slaves where properties and wanted to take there properties with them. The North didn't want that to happen. Also they wanted to make new states into slaves states and some into free states. Since they couldn't compromise there where conflicts between the two sides. The South wanted to break away from the states and make its own country. So then they declared war. The North wanted to fight because they know that if they do win they can reunite with each other. Then if the South do win, they will be the Confederates States, which is there own country. There where many things going on at the same time. Small battles where fought and slaves where free during the process and many soldiers were caugh t and became prisoners. At the North side, they had slaves joining the army in free will and they where cooks, laborers, and etc. But at the end of the war about 10 percent where fighting. Many poor people say that it was a rich man war and a poor mans fight. Well this was true. Many of the rich people of both north and south paid there way out of it or if they had 20 or more slaves they wouldn't have to join the army. The South had many volunteers and some had to be sent back home because the lack of weapons. The North had plenty and they had soldiers coming when another soldier is gone. The North general was Grant but there was more general before him. The South had Robert E Lee and he was one of the best general ever. They graduated in West Point and once fought together during the Mexican War. At the end of the war they finally get to meet each other and it was a war that's going to last. They fought and fought and the North brought everyth ...

Free sample - P3 DB. translation missing

P3 DB. P3 DBThe incorporation of the bill of rights refers to the process by which the supreme court has applied sections of the Bill of Rights of U.S. to the states (Breyer, 2005). Before this incorporation, the bill of rights applied only to the federal government. The incorporation was to the effect that the states and local authorities now obey the incorporated protections and prohibitions. This is courtesy of the due process clause of the fourteenth amendment (Breyer, 2005). Some protections available to criminal offenders through the bill of rights have not been incorporated so states are not required to follow them. These include the right to indictment by a grand jury (Madison, 2008). This is quite evident since the constitutions of many states provide for indictment by grand jury contrary to the bill of rights. This especially happens when the case involved is a serious crime (Madison, 2008). The right to jury trial in civil cases has also not been incorporated. This is a right that allows juries to search for facts concerning the case while the determination of the case is left to be done by the judge (Madison, 2008). The jury basically listens to the case, evaluates the evidence presented before it to find facts and then makes a decision following the rules governing them as well as the law. Lastly, provisions for protections against â€Å"excessive† bail and â€Å"excessive† fines have not been incorporated and therefore not observed by the states (Madison, 2008). Substantive law focuses on the substance of the matter. Essentially, it defines how facts in the case are supposed to be handled and how the crime is to be charged (Kelvin, 2004). Substantive protections seek to reserve the individual’s authority to possess particular things even though the intention of the government may be to the contrary. Substantive due process requires that the police should make criminal defendants aware of their rights before any interrogation is made (Kelvin, 2004). For instance, the defendant should be informed of his/her right to remain silent as any information given would be used as evidence against him/her. This right is provided for in the fourth amendment (Kelvin, 2004). Procedural law on the other hand focuses on the process that the case will follow. It focuses on how proceedings as far as the enforcement of substantive law will take place (White, 2000). This process ensures fair administration of the law in order to eliminate arbitrary as well as unreasonable decisions. Procedural rights emphasize on fairness hence the government can lawfully take away freedom , life or property of an individual if the law says so be done (White, 2000). Procedural protection therefore gives defendants the right to be informed adequately of the particular charges or proceedings, the right to be heard as these proceedings are carried out, and the right to an impartial judgment from however is handling the case (White, 2000). In a nut shell therefore, substantive law is concerned with the creation, definitions and the regulation of rights while procedural law is concerned with the enforcement of these rights as well as redress in the event that the rights are violated (Kelvin, 2004). Protections which are substantive include: freedom of speech, and right to privacy while procedural protections include: the right to adequate notice of a law suit, the right to be present as testimony is given, as well as the right to have an attorney (Kelvin, 2004). References Breyer, S. (2005). Active Liberty: Interpreting Our Democratic Constitution. New York: Knopf. Kelvin, R. (2004). Scalia Dissents: Writings of the Supreme Court's Wittiest, Most Outspoken Justice. Washington: Regnery Madison, A. (2008). A Dummies Guide to Understanding the Fourteenth Amendment . New York: Routledge. White, G. (2000). The Constitution and the New Deal. Cambridge: Harvard University Press.

Marketing Report Essay Example | Topics and Well Written Essays - 3000 words

Marketing Report - Essay Example Major shifts have also been seen in terms of consumers which have mostly become older citizens. Consumer behavior has also shifted to the globally and internet connected consumer with more demands on convenience. Issues being faced by the airline include: competition from other airlines, increased demands for other forms of transport, including trains, low satisfaction levels from consumers, low innovation as well as poor reliability. Phase 2 Executive Summary Based on the analysis of British Airways, possible objectives for its improvement are important considerations and this paper shall primarily cover the strategies and recommendations for the airline in order to improve its marketability. This second phase of the marketing report on British Airways shall be carried out through an exploration of current plan of action and other effective measures needed by the airline in order to improve its business. The primary objective for British Airways is to increase their customers and ma rket share in the long haul category from 63% to 70% by December 2013. Opportunities for competitive advantage can be implemented in order to ensure its efficacy in the long haul market. For targeting consumers, British Airways needs to determine the importance of every consumer and how services must be individualised to their needs. British Airways must therefore seek to offer a fun and innovative services, as well as quality services on convenient locations for consumers. It must also offer flights worldwide in the upper class, premium economy, and economy categories. Moreover, BA must exploit the weaknesses of its competitors and capitalize on its brand as Britain’s premiere airline. Maintaining their patronage must be directed towards ensuring a steady stream of consumers, offering the best services, catering to their needs, and focusing on the quality of their services, including the competitive edge they can maintain against other airlines. Reflective overview The Strat egic Marketing Management’s module objectives mainly provide students with knowledge and skills in developing and implementing marketing strategies in order to help their (future or current) organisations gain superior competitive advantages (Strategic Marketing Management’s module handbook, 2012). Based on these objectives as well, there are many potential strategies conveyed to marketing students, including myself, by the nature of the module teaching where I have gained experiences, both within and outside the classroom setting. The potential strategies, in relation to the selective approaches as methods from the module and module tutors, were considered, exercised, analysed and implemented by the student in terms of the following: Customer analysis, Competitor analysis, Industry analysis, Environmental analysis, Internal analysis, SWOT analysis (strengths, weakness, opportunities and threats) as well as marketing mix strategy with key methods provided both from lec ture and seminar class; general lecture class; related books and websites; residential trips; and assignments (both group work and individual ones). Implementing above strategies with sample case or situation setting was the challenging task.

Art-opinion paper Essay Example | Topics and Well Written Essays - 500 words

Art-opinion paper - Essay Example There is a wide variety of artworks in the art gallery which range from traditional fine art to contemporary art. These works are outstanding examples of the role of art in a society. At its best, Robischon Gallery gives a completed and perfect picture of the various types of artworks in the art galleries in Denver, Colorado. I was happy to visit the Robischon Gallery last month for the monthly exhibition of regional, national and international artists and such exhibitions have been in practice since 1976. I witnessed the gallery’s major exhibitions which embody the current pluralism in artworks. The artists who were present in the exhibition dealt in detail with a wide range of stylistic and contextual concerns in artworks which also suggested the current pluralism in artworks. The Robischon Gallery’s fundamental exhibition program was also a forum for the discussions on the current dialogues in the art world, including the rise and impact of Chinese contemporary art. There were several major artworks by the significant artists of integrity with vision and compelling ideas. â€Å"Robischon Gallery represents and exhibits artists who cover a range of notoriety including Christo and Jeanne-Claude, Manuel Neri, Bernar Venet, Robert Motherwell, Judy Pfaff, Richard Serra and Ellsworth Kelly, in tandem with emerging artists new to the professional level. Robischon Gallery consistently features work by artists of integrity with vision and compelling ideas, while acknowledging the historical precedence of their idiom.† (Robischon Gallery) Therefore, the artworks in the Robischon Gallery in the Denver art galleries, Colorado have significant permanence in the minds of the art lovers who visit the gallery and I was fortunate to have a personal acquaintance with these important works of art which were luxury to the eyes and heart. The Robischon Gallery in the Denver art galleries, Colorado is an awesome gallery to visit and

Studying Intelligence In The 20th Century Essay Example | Topics and Well Written Essays - 500 words

Studying Intelligence In The 20th Century - Essay Example and each generation scores higher on IQ tests because each is better educated James Flynn, a political scientist working in New Zealand, observed in the 1980's that the scores of different groups of people on standard intelligence tests had consistently augmented over the past decades. Earlier researchers had failed to pay attention to that trend, because IQ scores are always calculated with respect to the average score for the present group. By definition, the average is set to 100. Someone who scores 20% more than the average would therefore get an IQ of 120. But if that person's score would be compared with the average for the corresponding group, tested one generation earlier, the final score would be about 130. Flynn was the first to systematically make such cross-generational comparisons. Since then, the so-called "Flynn effect" has been confirmed by numerous studies. The same pattern, an average increase of over three IQ points per decade, was found for virtually every type of intelligence test, delivered to virtually every type of group. (Sholomskas , 1983) This study investigated the group and individual broad ability profiles of children with mental retardation (MR) and a matched sample of children with average achieveme

Regulatory Theory Essay Example | Topics and Well Written Essays - 1750 words - 1

Regulatory Theory - Essay Example In fact, before these far-reaching reforms, telecommunication service provision remained a monopoly of state corporations or in rare cases, was monopolized by private entities. Due to the fact that the provider of telecommunication services in most cases was the government, the regulation of this sector was never quite independent since, all the policy-making and regulatory powers lay with the government and its agencies (Welfens, 2010). Therefore, the management of telecommunication frequencies and the responsibility of operating networks were a preserve of the government of the day (Davidson et al., 1986). For many developed countries, this classical approach to ICT management was quite profitable for some time, given that the increased international tariffs for telecommunication services covered for the subsidized local tariffs. In addition, with the decreased telecommunication cost that resulted from technological advances, the classical approach to ICT operations did well for mo st developed countries (Welfens, 2010). Unfortunately for the developing and the underdeveloped countries and regions, the classical approach to ICT operation did not work well. The reason for this scenario being that these countries’ networks were somehow restricted to major cities and towns, implying that only the middle and high socioeconomic status citizens could access and utilise ICT services in these countries. While the low socioeconomic status citizen had to make do with poor quality telecommunication services and long waiting lists, the high-income end of the population were advantaged by the cross-subsidisation of ICT prices (Welfens, 2010). Regrettably, the classical approach to ICT regulation did not generate investment income for the developed and the developing countries alike. During the 1980s and the 1990s, the role of telecommunication in the economic growth of countries and the entire world became rather apparent, leading to the development of a number of r egulatory and competition polices, even though to a limited extent, in many countries (Koops et al., 2006). Besides, regulating competition, the regulatory and competition policies were expected to instill dynamism, innovativeness, augment availability, accessibility and increase ICT choices and lower tariffs for customers. The first effect of the wave of ICT reforms that peaked in the 1990s was the privatisation of telecommunication service operators. The second effect of the ICT regulatory policies was the introduction of new varieties of services such as mobile telephony and value-added services (Koops et al., 2006). This paper thus explores the need for the regulation of ICT, whether regulation works in the interests of the public and the implications of convergence and innovation on ICT regulation. The Importance of Regulation That the core role of regulation in any industry is to enable sustainability, growth and development is quite apparent and cannot be overemphasized. Ther efore, the information and communication technology sector, like the other sectors of an economy, requires a strong legal framework and regulatory mechanisms to function for the betterment of the public. A number of reasons have since been identified to underlie the need for the regulation of information communication and technology. Generally, ICT the need for ICT regulation arises from the recently observed structural changes in the communication industry. The transformation of the industry from a monopoly to a competitive one in many a country has particularly necessitated its stronger regulation (Baldwin et al., 2012). Therefore, the regulation of the ICT sector has been particularly important in the creation of an effective environment for fair competition that supports both

USA nursing school curriculum Research Paper Example | Topics and Well Written Essays - 3250 words

USA nursing school curriculum - Research Paper Example The paper tells that nursing education and hence the curriculum of courses providing the courses on nursing have been found to have modified to great extents over the years. In the present times, the courses for nursing education include advanced techniques and measures with purposes of better preparation. Nurses in collaboration with other health officials are now found taking part in this mission. In the United States, the nursing education in different institutions, colleges or universities are accompanied through several opportunities related to the nursing profession. For example, special lectures arranged by leaders in the field of nursing are provided for the nursing students. Also, different associations related to the nursing and health care take part in the educational programs thus enhancing the effects of the courses. US present a picture of advancement and development in the field of nursing education and provide the international students with indefinite opportunities a nd facilities. While students from the home country as well as from abroad come together in the learning process, there is always a mutual learning that occurs between the students. For the particular study, the nursing curriculum of the University of South Carolina has been considered. The College of Nursing in South Carolina under the University of South Carolina follows a nursing curriculum that provides interested candidates with several courses including the Bachelor of Science in Nursing, the Doctor of Philosophy in Nursing Science, Doctor of Nursing Practice, and the Master of Science in Nursing degrees. ... ng (BSN Program Information, n.d.), the Doctor of Philosophy in Nursing Science, Doctor of Nursing Practice, and the Master of Science in Nursing degrees (Graduate Program Information, n.d.). The BSN program as provided by the university is a four-year undergraduate program that combines the studies of the professional course and the knowledge of liberal arts. In it the general knowledge associated with english, chemistry, statistics, biology, psychology, sociology and other elective papers are included. Students completing the undergraduate program are eligible to take the licensure examination that is National Council Licensure Examination for Registered Nurses (NCLEX-RN). On clearing this examination, the nursing candidate can initiate her career in the profession of nursing (BSN Program Information, n.d.). Masters and Dual Masters courses are also offered under the nursing curriculum in the South Carolina College of Nursing. The Doctorate course combines nine courses related to t he development of nursing theory, research and statistics (Graduate Program Information, n.d.). The Nursing Curriculum in USC and Its Success: Assessment and Analysis: Considering the needs and demands of the nursing candidates, and their growing interests in the field, it can be realized that the Bachelor of Science in Nursing proves to be an efficient course successfully preparing students to be able to perform in health organizations. In general the BSN program takes around four years to complete (Nursing, 2012). The college of Nursing under the South Carolina University was incepted in the year 1940 and accredited in 1957. Studies reveal that since then more than 6000 nursing students have completed their nursing courses from the university and started their career in the nursing

Culture and communications Essay Example | Topics and Well Written Essays - 1500 words

Culture and communications - Essay Example People meeting these two Asian groups get confused because their outlook is also remarkably similar to differentiate them (Howe 1996, p. 222). It is necessary to have a look at elements in each of the country as it will give a clear picture of similarities and differences present. This will also help in understanding the differences and similarities between Chinese and Japanese cultural elements. The first similarity evident in the culture of the two Asian countries is on how they do their naming. The culture of the two countries dictates that a person’s first name should be that of the family and the preferred name should be the last. The family name should resemble the community and this simply indicates that these two cultures do not take their interests first but focus on communal interest first. The norm of using family names has also been extended in Chinese and Japanese businesses, and they name their companies after family names. Employees view their businesses as an extended family where people working in their companies are considered as members of the extended family. This is indicated as one reason why Japan is growing at a high rate in its corporations and can withstand the financial crisis that sweeps economies of most world powers (Howe 1996, p. 225). The other similarity is in their language. Japan’s written language is mostly borrowed from Chinese culture. The Japanese did not have a written language, and they only got it when they started interacting with the Chinese. Japan’s written language, referred to as Kanji, is created from characters that originated from the Chinese symbol language. People from the countries who cannot communicate effectively verbally rely on the symbol language for their communication. Japanese students who studied in China impacted the development of the Kanji language in Japan once they returned back. In addition, Japan is credited for coming up with new words, which refer to similar things and

USA nursing school curriculum Research Paper Example | Topics and Well Written Essays - 3250 words

USA nursing school curriculum - Research Paper Example The paper tells that nursing education and hence the curriculum of courses providing the courses on nursing have been found to have modified to great extents over the years. In the present times, the courses for nursing education include advanced techniques and measures with purposes of better preparation. Nurses in collaboration with other health officials are now found taking part in this mission. In the United States, the nursing education in different institutions, colleges or universities are accompanied through several opportunities related to the nursing profession. For example, special lectures arranged by leaders in the field of nursing are provided for the nursing students. Also, different associations related to the nursing and health care take part in the educational programs thus enhancing the effects of the courses. US present a picture of advancement and development in the field of nursing education and provide the international students with indefinite opportunities a nd facilities. While students from the home country as well as from abroad come together in the learning process, there is always a mutual learning that occurs between the students. For the particular study, the nursing curriculum of the University of South Carolina has been considered. The College of Nursing in South Carolina under the University of South Carolina follows a nursing curriculum that provides interested candidates with several courses including the Bachelor of Science in Nursing, the Doctor of Philosophy in Nursing Science, Doctor of Nursing Practice, and the Master of Science in Nursing degrees. ... ng (BSN Program Information, n.d.), the Doctor of Philosophy in Nursing Science, Doctor of Nursing Practice, and the Master of Science in Nursing degrees (Graduate Program Information, n.d.). The BSN program as provided by the university is a four-year undergraduate program that combines the studies of the professional course and the knowledge of liberal arts. In it the general knowledge associated with english, chemistry, statistics, biology, psychology, sociology and other elective papers are included. Students completing the undergraduate program are eligible to take the licensure examination that is National Council Licensure Examination for Registered Nurses (NCLEX-RN). On clearing this examination, the nursing candidate can initiate her career in the profession of nursing (BSN Program Information, n.d.). Masters and Dual Masters courses are also offered under the nursing curriculum in the South Carolina College of Nursing. The Doctorate course combines nine courses related to t he development of nursing theory, research and statistics (Graduate Program Information, n.d.). The Nursing Curriculum in USC and Its Success: Assessment and Analysis: Considering the needs and demands of the nursing candidates, and their growing interests in the field, it can be realized that the Bachelor of Science in Nursing proves to be an efficient course successfully preparing students to be able to perform in health organizations. In general the BSN program takes around four years to complete (Nursing, 2012). The college of Nursing under the South Carolina University was incepted in the year 1940 and accredited in 1957. Studies reveal that since then more than 6000 nursing students have completed their nursing courses from the university and started their career in the nursing

Potency of Selected Plants Essay Example for Free

Potency of Selected Plants Essay Every year, the World Health Organization (WHO) estimates that 50-100 million people all over the world fall victim to dengue fever. And every year, 20,000 of these victims end up dead (the Philippine Star, 2012). According to the report of the Philippine Association of Entomologists (PAE), the incidence and threat of dengue continue to rise, year after year. (Samaniego, 2012). This deadly disease is just caused by a single bite of a carrying mosquito. The mosquito is a common flying insect that is found around the world. The mosquito is often a carrier of diseases, such as malaria, encephalitis, yellow fever, dengue fever, dog heartworm, West Nile virus, and many others. The females, who drink blood, can carry disease from one animal to another as they feed. The mosquito goes through four separate and distinct stages of its life cycle and they are as follows: Egg, Larva, pupa, and adult. It has been found out by studies that buyo, lime and papaya has potential properties that can terminate mosquito larvae. This study entitled ‘Buyo (Piper betle L.), Lime (Citrus aurantifolia), and Papaya (Carica papaya L.) Leaves Powder against Mosquito Larvae ’ aims to investigate the effectiveness of the three leaves powder on the idea of destroying first the source of the problem by terminating first the larvae. Objective of the Study This study, aims to determine the capability of the three plants’ leaves namely: Buyo, Lime and Papaya as a terminating agent, specifically it aims to: 1.Determine the efficacy of the three plant’s leaves against mosquito larvae in the form of powder. 2.Determine if there is a significant difference between the effects of the treatments towards the mosquito larvae. Statement of the Problem This study aims to determine the efficacy Buyo, Lime and Papaya in terminating mosquito larvae. Specifically, it seeks to answer the following questions: 1.Can the three plants serve as a newfound terminating agent for mosquito larvae? 2.Is there any significant difference between them experimental and control set-ups? 3.Is there any further effect on the final treatment on the test organisms? Statement of Hypothesis Based on the foregoing problems, the researchers formulated the following null hypothesis: 1.The three plants cannot serve as a newfound terminating agent for mosquito larvae. 2.There are no significant difference between the experimental and control set-ups. 3.There are no further effects on the final treatment on the test organisms. Statement of the Hypothesis The researchers infer that: 1.The three plants can serve as a newfound terminating agent for mosquito larvae. 2.There is a significant difference between the experimental and control set-ups. 3.There is a further effect on the final treatment on the test organisms. Significance of the Study According to the report of the Philippine Association of Entomologists (PAE), the incidence and threat of dengue continue to rise, year after year. (Samaniego, 2012). The number of deaths from the dengue virus also rose to 328, which is higher than the 293 cases recorded during the same period last year. This deadly disease is just caused by a single bite of a carrying mosquito. This study aims to prevent destroying first the source of the problem by terminating first the larvae without triggering bad side effects. The study may further serve as the baseline information about the worth of the selected plants. Scope and Limitation of the Study This study, ‘Buyo, Lime, and Papaya Leaves Powder against Mosquito Larvae,’ focuses on the potential properties of the three plants towards mosquito larvae in different set-ups. This study limits and focuses only to the topics related to this project. Conceptual Framework Definition of key terms Buyo – is a vine-like plant that can reach 150 to 180 centimeters in height. It is usually used for medicinal uses. Lime – leaves have broadly ovate blades, blunt-pointed at both ends, 3.5-6 cm long, 2.7-4 cm wide with petioles 3,5 to 6 cm long, broadly winged, up to 4 cm wide; wing area sometimes exceeding leaf area. Papaya – is a large, tree-like plant, with a single stem growing from 5 to 10 m (16 to 33 ft) tall, with spirally arranged leaves confined to the top of the trunk. Dengue – Review on the Related Literature Buyo (Piper betle L.), Lime (Citrus aurantifolia), and Papaya (Carica papaya L.) Leaves Powder against Mosquito Larvae Mosquito The mosquito is a common flying insect that is found around the world. There are about 2,700 species of mosquitoes. Mosquitoes can fly about 1 to 1.5 miles per hour (1.6-2.4 kph). Mosquito Bites: Females drink blood and the nectar of plants; the males only sip plant nectar. When a female bites, she also injects an anticoagulant (anti-clotting chemical) into the prey to keep the victims blood flowing. She finds her victims by sight and smell, and also by detecting their warmth. Not all mosquito species bite humans. Disease Carrier: The mosquito is often a carrier of diseases, such as malaria, encephalitis, yellow fever, dengue fever, dog heartworm, West Nile virus, and many others. The females, who drink blood, can carry disease from one animal to another as they feed. Anatomy: Like all insects, the mosquito has a body divided into three parts (head, thorax, and abdomen), a hard exoskeleton, and six long, jointed legs. Mosquitoes also have a pair of veined wings. They have a straw-lik e proboscis and can only eat liquids. Life Cycle: The complete life-cycle of a mosquito takes about a month. After drinking blood, adult females lay a raft of 40 to 400 tiny white eggs in standing water or very slow-moving water. Within a week, the eggs hatch into larvae (sometimes called wrigglers) that breathe air through tubes which they poke above the surface of the water. Larvae eat bits of floating organic matter and each other. Larvae molt four times as they grow; after the fourth molt, they are called pupae (also called tumblers). Pupae alsolive near the surface of the water, breathing through two horn-like tubes (called siphons) on their back. Pupae do not eat. An adult emerges from a pupa when the skin splits after a few days. The adult lives for only a few weeks. Lime The Small-flowered papeda (Biasong) stands out from all others of the subgenus Papeda because of its very small flowers, only 1.2-1.3 cm wide, white, with a trace of purple on the outside. The fruits are 5-7 cm long; surface fairly smooth or with transverse corrugations, lemon yellow; skin comparatively thick; pulp rather juicy, grayish, acid; aroma similar to that of samuyao; Seeds are numerous. The leaves have broadly ovate blades, blunt-pointed at both ends, 3.5-6 cm long, 2.7-4 cm wide with petioles 3,5 to 6 cm long, broadly winged, up to 4 cm wide; wing area sometimes exceeding leaf area. Seeds are numerous. The tree attains a height of 7.5 to 9 meters, with comparatively small but sharp spines. This species is cultivated in the southern Philippine Islands, especially Mindanao, where it is called biasong. The fruit was generally thought of as being inedible, but Ponchit Enrile from the Aseya Bistro in Davao City told me that it is a favourite flavouring for kinilaw (raw fish or seafood marinated with vinegar and limes) and Tom Yum Kung. The fruit can be bought in wet markets all over Mindanao and fetches high prices when not in season. When in season it would sell for 10 US cents a piece. Papaya The papaya is a large, tree-like plant, with a single stem growing from 5 to 10 m (16 to 33 ft) tall, with spirally arranged leaves confined to the top of the trunk. The lower trunk is conspicuously scarred where leaves and fruit were borne. The leaves are large, 50–70 cm (20–28 in) in diameter, deeply palmately lobed, with seven lobes. Unusually for such large plants, the trees are dioecious. The tree is usually unbranched, unless lopped. The flowers are similar in shape to the flowers of the Plumeria, but are much smaller and wax-like. They appear on the axils of the leaves, maturing into large fruit 15–45 cm (5.9–18 in) long and 10–30 cm (3.9–12 in) in diameter. The fruit is ripe when it feels soft (as soft as a ripe avocado or a bit softer) and its skin has attained an amber to orange hue. Carica papaya was the first transgenic fruit tree to have its genome deciphered. Buyo The betel leaf is cultivated in most of South and Southeast Asia. Since it is a creeper, it needs a compatible tree or a long pole for support. Betel requires high land and especially fertile soil. Waterlogged, saline and alkali soils are unsuitable for its cultivation. In Bangladesh, farmers called barui[3] prepare a garden called a barouj in which to grow betel. The barouj is fenced with bamboo sticks and coconut leaves. The soil is plowed into furrows of 10 to 15 metres length, 75 centimetres in width and 75 centimetres depth. Oil cakes, manure, and leaves are thoroughly incorporated with the topsoil of the furrows and wood ash. The creeper cuttings are planted at the beginning of the monsoon season. Proper shade and irrigation are essential for the successful cultivation of this crop. Betel needs constantly moist soil, but there should not be excessive moisture. Irrigation is frequent and light, and standing water should not remain for more than half an hour. Dried leaves and wood ash are applied to the furrows at fortnightly intervals and cow dung slurry is sprinkled. Application of different kinds of leaves at monthly intervals is believed advantageous for the growth of the betel. In 3 to 6 months the vines reach 150 to 180 centimeters in height and they will branch. Harvest begins, with the farmer plucking the leaf and its petiole with his right thumb. The harvest lasts 15 days to one month. The harvested leaves are consumed locally or exported to other parts of Asia, the Middle East, Europe, and the United States. Betel is an important part of the economy in rural Bangladesh.

Ict And Language Learning Teaching Methods Information Technology Essay

Ict And Language Learning Teaching Methods Information Technology Essay The definitions could be considered narrow. More interestingly, Cambridge Advanced Learners Dictionary defines ICT in a narrower context: a school subject in which students learn to use computers and other electronic equipment to store and send information. It is noted that  both interpretations are deficient  in that it glosses over current ICT inventions and ignores previous technological devices such as printing machines, telephone, radio and television. In a broader view of ICT, we will be discussing the role of ICT in supporting language learning from the perspective of historical background and within the framework of SLA (Second Language Acquisition). In this essay we will seek to address the following questions: To what extend language learning are affected by ICT? How does ICT co-relate and correspond to learning-teaching methods and SLA hypotheses? 2 The role of ICT and Language Learning-Teaching Methods 2.1 Historical background Before the arrival of printing press, emphasis has been placed on catechetic and oral communication activities for grammar teaching and learning (Guo, 2010). Following the invention of movable printing machine in 1455, literacy among society has been significantly improved. As quoted by Crystal (2004: 56), the new invention gave an unprecedented impetus to the formation of a standard language and the study of its properties. On the other hand, Kelly (1969) states that deductive and inductive methods have existed for ages. To date, Brown (1994: 351) points out that the inductive approach is preferred as it is in tune with subconscious and implicit language acquisition. Kenning (2007) analyses that the emergences of both deductive and inductive approaches predated printing technology hence the popularity might not be attributed to the technology. Thus she states that ICT had little to do with the birth of the approaches. In addition, it is worthwhile to point out that the role of printing technology in language learning was limited in the early years. For instance, Comenius wrote a  pioneering  book in 1658, Orbis Sensualium Pictus, related to audio-visual learning method. He presented Latin vocabulary words and modern languages with pictures. (Leinenbauch Gillette, 1997: 486). This revolutionary inductive approach eventually failed due to technical difficulty and expensive cost of printing illustrations (Kenning, 2007). This claim is in line with Ellis (1997)s notion that, social and cultural contexts is among the external factors that significantly influence the amount of exposure and use of a L2 (p.4-5). Thus, successful implementation of an innovative learning approach may be postponed until the technology is ready for the conditions. Language teaching has been using technologies such as phonograph, radio, projector, tape recorder, computer, the Internet, the Web, interactive whiteboard, DVD-ROMs, mobile phone and personal digital assistant (PDA) (Davies 2005) to support language learning from early 20th century. Due to the versatility of ICT, one can thus argue that ICT has potential to play a significant role in facilitating learning methods connected to deductive and inductive approaches such as Grammar-Translation Method (deductive), Direct Method (inductive), Audio-lingual Method (inductive), Communicative Language Teaching Approach and Task-Based Approach (inductive). We are therefore going to review and discuss the advantages of ICT according to each of these methods in the following section. 2.2 Grammar Translation Method Grammar Translation Method is an L2 teaching method based on the analysis of grammar and translation from L1 to L2 and vice versa. (Wong, 2005: 118). Grammar Translation Method was derived  from classical method of teaching  Greek and  Latin in 16th century (Wong, 2005: 1) and only became popular in the late 19th century early 20th century.  It is interesting to note that although printing production had been improved since 15th century, the real revolution only began when steam-powered press was invented to deliver 1,100 sheets per hour (Hutchinson, 2008). Following this revolution, printing and publishing costs has been significantly lowered. This has consequently fostered the implementation of grammar-translation method as constant reference is necessary for translation (Kenning, 2007). Although this method began to decline following the introduction of Direct Method, its traces can still be found in todays language classrooms where reading competence is emphasised (Wong, 2005). In modern contexts, overhead projector and drill-and-practice CALL (behaviourist stage) have somehow replaced blackboard and books for uni-directional transmission of information in L2 grammar-translation classrooms (Warschauer Meskill, 2000). What is clear in this passage is the vital importance of  ICT in popularizing Grammar Translation Method in late 19th century and early 20th century. However, todays cutting-edge technology has failed to revive the traditional method. We could attribute this phenomenon to the deficiency of the deductive method itself, in which implicit language acquisition has been neglected. 2.3 Direct Method Thornbury (2007:21) defines the Direct Method as a method prioritises on oral skills, and, while following a syllabus of grammar structures, rejected explicit grammar teaching. Stocker (1921) and Clarke (1921) (both cited in Salaberry, 2001: 40) emphasised the important role of phonograph in learning L2 pronunciation and intonation. Boldyreff (1929) claimed that the use of phonograph makes language learning more scientific and efficient. However, Jespersen (1904) expressed his concern over the sound quality, especially the consonant was still far from perfect. The use of radio solved Jespersens concern. For instance, Quinault (1947) described BBC program English by Radio as perhaps the biggest experiment in language teaching by radio on purely direct method lines (p.119). She further claimed that the continental listeners managed to concentrate on the sound alone and eventually acquired the pronunciation successfully. As stated by Reith (1924), radio offered perfect pronunciation through native speaker utterance. Indeed, radio managed to cater the needs of language learners who adopted Direct Method in early years. Nowadays, Direct Method, well-known as Berlitz Method, is supported by cutting-edged technology. Learning are still done in oral context (Berlitz, 2010) but interactive white board, multimedia, the Internet and the Web have been integrated into Berlitz Virtual Classroom (BVC, 2010). In line with Kenning (2007)s claim, ICT at this stage has been used to meets the needs of eclectic approach set within a broad conceptual framework. 2.4 Audio-lingual Method (ALM) The ALM is led by behaviourist psychology and structural linguistic (Richards Rogers, 2001). In 1970s and 1980s, the behaviourist CALL (Computer-Assisted Language Learning) such as language laboratories served as effective tools to deliver instruction, dialogue memorisation, repetitive drill exercises and correct answers to the learners (Warschauer, 1996; Warschauer Meskill, 2000). Eventually, language laboratories were failed as it only adopted a single methodology and neglected creative production of human language (Chambers, Conacher Littlemore, 2004). In todays context, the role of ICT could still be traced. For example, the Duke University gave away iPod to 1,600 first year students to evaluate the effectiveness of the technology device in academic use (Belanger, 2005). Apparently, ALM was adopted in language learning: In languagesà ¢Ã¢â€š ¬Ã‚ ¦listening comprehension or performance-based components, practice and repetition was facilitated through digital audio files (Belanger, 2005: 9). For example, L2 learners spoken Spanish and their response during oral quizzes were recorded using iPod. Also, weekly vocabulary words with translations and audio diary was downloaded as learning materials (Belanger, 2005: 15). The use of iPod proved to be beneficial in supporting audio-lingual language learning in this project. 2.5 Communicative Language Teaching (CLT) Approach CLT approach adopts a broad and eclectic philosophy rather than specific prescribed procedure in language learning and teaching (Wong, 2005). Communicative CALL replaced behaviourist CALL in the 1970s and 1980s (Warschauer, 1996). Authentic situations, purposeful and meaningful communication, learner-centred settings, written and gesture communication are all important elements in this approach (VanPatten, 2002). It is clear to note that the ICT inventions have been used accordingly to fulfil the specific purpose of the approach. For instance, Fox (1997) reported that Language Learning Network project consisted of the Internet and video conferencing had successfully created a communication content-driven learning environment. More recently, Littlemore Oakey (2004) points out the Web has made authentic meaningful communication possible by providing substantial amount of resources and knowledge. CMC (Computer-Mediated Communication), for example, provide the opportunity to use the L2 authentically. 2.6 Task-based Approach Task-based approach is a syllabus that is organised based on a series of tasks that learners are expected to perform (Wong, 2005: 120). It has attracted much attention from SLA researchers over the past two years. Similar to CLT approach, broad and eclectic philosophy are incorporated in this approach. Thus the concept has been widely adopted by SLA hypotheses such as input processing, negotiation of meaning, focus on form and output comprehensible output (Van den Branden, 2006: 1). Indeed, ICT such as Internet and the Web has been used as powerful tools to enhance both CLT approach and task-based learning. This has yielded positive outcomes such as increased interaction, increased task authenticity and creative output production (Egbert Hanson-Smith, 1999). In this section we have reviewed to what extend ICT has supported language learning according to different teaching methods. In the next section we will discuss the role of ICT according to different SLA hypotheses. 3 The Role of ICT and SLA Hypotheses 3.1 Comprehensible Input According to Krashen (1981, 1982, and 1985, cited in Wong, 2005), comprehensible input is the language that learners can understand with their current level of linguistic competence. Multimedia enables visualization of abstract concepts and complex processes (Davies (2005)/ Also, modified input in multimedia CALL provides comprehensible input to learners (Chapelle, 1998). For example, by using captioned interactive video (Shea, 2000), learners will better understand the L2 discourse in the authentic discourse. In addition, comprehensible input is made available through task-based activities such as web-authoring task (Mishan 2004). The importance of exposure to authentic L2 text has been generally endorsed by SIA researchers (e.g. Larsen-Freeman Long, 1991). During web-authoring task using software such as Dreamweaver, FrontPage and GoLive, learners are exposed to authentic text in following the instruction to build their own website (Mishan 2004). For distance learning, ICT could be utilized to create learning environment with productive and rich L2 input. This consequently diminishes dichotomy between distance language learners and classroom learners (Davies et al., 2010). Along the way, good evidence about the positive role of ICT has been reviewed within the framework of Comprehensible Input Hypothesis. It is noted that ICT could be beneficial when the learners are exposed to rich and authentic L2 environments such as task-based activities and distance learning settings. However, agreeing with Bardovi-Harlig (2001), input alone is not sufficient to support language learning. In such a case we will explore the role of ICT in supporting Comprehensible Output and Interaction Hypothesis. 3.2 Comprehensible Output Comprehensible Output Hypothesis postulated by Swain (1985, 1995, cited in Wong, 2005) suggests that output learners need to be pushed to produce comprehensible output that is important to trigger noticing, positive feedback and negative evidence during acquisition. Davies (2005) states that ICT, especially computer, encourages comprehensible output, that is, active use of L2. As evidence, Evans (1996)s study reports that computer-based task is ultimately responsible to stimulate and improve learners oral communication. In particular, synchronous CMC tasks direct learners to produce higher quality spoken output (Kern, 1995; Warschauer, 1996). Blakes (2000) study supports Swains hypothesis by reporting that online interchange pushed learners to produce written output. In addition, as indicated by Warschauer (2001), learners appear to incorporate new learned syntactical patterns or lexical chunks extensively during CMC task (p. 290). Also, it is stated that the hypertext environment of the Web improves learners writing skills. Through the support of visual and sound using multimedia elements, learners are likely to extend their communicative output (Davies, 2005) in a context-rich setting. Apparently, we have all the good evidence on the use of ICT in pushing learners to produce comprehensible output. Learners are not only encouraged to use the L2 actively, but are also more willingly to try out new L2 knowledge in a more secured and virtual environment compared to real-life classroom. Indeed, the contribution of advanced Internet technology could not be denied in this context. Nevertheless, it is argued that comprehensible output is still not ample to facilitate the development of L2 linguistic system. We will hence examine if ICT plays any positive role in enhancing language learning experience from the perspective of Interaction Hypothesis. 3.3 Noticing Hypothesis Research revealed that noticing on specific linguistic features in the L2 input is crucial to language learning (Doughty, 1991). By manipulating L2 input using ICT, such as multimedia CALL, input enhancement technique could be applied easily into language learning or teaching pedagogy. Thus the chance of noticing could be increased (Chapelle, 1998). Littlemore and Oakey (2004) later characterized web-based resources meet one of Chapelles (2001) criteria for CALL task appropriateness, namely focus on form (p. 98-99). From the point of view of grammar instruction, studies conducted by Ushioda (2000), ORourke (2005) and Meskill Anthony (2007) show that CMC tasks successfully draw learners attention to the specific linguistic features in their own output, and engage in focus-on-form (originated by Michael Long, 1983, 1996 cited in Wong, 2005) communicative practice. In addition, Yuans (2003) study reported that combination of on-line chat and regular in-class discussion increased learners awareness of their grammatical errors in their interlanguage. Also, Kukulska-Hulme Bull (2009)s study indicates that language learning diaries using mobile assisted language learning enhance learners noticing of linguistic feature in L2 input. From the point of view of vocabulary acquisition, the multi-dimension hypertext supports Schdmits Noticing Hypothesis by providing a mixture of multimedia elements to learners. For example, empirical evidences obtained by Jones (2004) and Yanguas (2009) show that multimedia environment is beneficial for L2 vocabulary acquisition. In their studies, learners managed to notice the target words with visual aids and textual glosses. With regards to the Noticing Hypothesis, we can clearly define the advantages of the use of ICT. Indeed, through multimedia environment and mobile language learning, learners are supported to focus on the specific linguistic features (e.g. input enhancement and focus on form) and develop L2 linguistic system in more natural and flexible settings compared to face-to-face classroom. 3.4 Interaction Hypothesis Interaction Hypothesis (Gass, 1997, 2003 cited in VanPatten Benati, 2010) asserted that interaction is necessary in language learning process because learners output may trigger input modification by other speakers. However, the opportunity to interact face-to-face is rather restricted within the regular L2 classroom settings (Kitade, 2000). Fortunately, the invention of the Internet and the Web has provided a better interaction platform to learners. A number of research studies have been conducted on negotiation of meaning and CMC, a manifestation of Warschauers (1996) concept of integrative CALL (e.g. Blake, 2000; Kitade, 2000; Meskill Anthony, 2007). Warschauer (1997) states that the inter-cultural context make online learning a potentially powerful tool for collaborative language learning (pp. 470). Through CMC tasks, learners interact more actively with L2 (Kern, 1995; Warschauer, 1996). For example, learners appreciate the corrective feedback from their partners in email exchanges tasks. (ODowd, 2004; St. John Cash, 1995). Also, Blakes (2000) study shows that CMC promotes L2 acquisition of lexical items through interaction on a synchronous on-line chat program. When communicating with native speakers, miscommunication or even misunderstanding may happen when the learners do not know when and how to use certain linguistic forms appropriately. Research has found that instruction on the speech acts helps learners to improve their pragmatic performance and communication competence (Kasper Rose, 2002). In this context the role of ICT becomes, once again, crucial since we can argue that tandem learning system could eliminate, or at least, reduce the sense of offence and embarrassment. 3.5 Motivation ICT is potentially a great tool to boost both integrative and instrumental motivation in language learning process. Integrative motivation is related to psychology whereas instrumental motivation set language as tool to derive benefit from the environment (VanPatten Benati, 2010: 111). Some research shows that synchronous CMC leads to significant motivation boost among L2 learners. For example, Appel Guerrero (2002)s study shows that tandem project via email encourages learners to correct each other. Also, passive and shy learners appear to be more active to participate in electronic discussions compared to teacher-led discussions. (Beauvouis 1992; Kelm, 1992). From the perspective of instrumental motivation, Web authoring tasks inspire the sense of authorship and create the feel of privilege among language learners (Mishan, 2004). Scripting, recording, producing and performing own podcast works will enhance learners sense of ownership (LTS MFLE, 2010). These situations will undoubtedly increase their motivation and derive  a sense of accomplishment along the process of task-based language learning. However, Owen (2008) argues that the level of motivation is heavily depending on achievability of task. This notion implies that although ICT plays a significant role in enhancing motivation, teachers/instructors play a more dominant role in designing and choosing the most appropriate ICT task best fitting their students needs. 3.5.1 Autonomous Learning Motivation has close link with autonomous learning. Autonomous and independent learners become highly motivated and this leads to better learning outcomes (Dickinson, 1995, cited in Benson, 2001). The early application of CALL as behaviorist tool was less efficient for autonomy development (Fox, 1994). During the communicative phase, the pre-programmed CALL still played role as tutor although the tasks did not grant full control to learners. (Benson 2001:137). However, Kenning (1996: 128) stated that the used of word processors in communicative CALL supported cognitive and meta-cognitive autonomy. Thus, Benson (2001) further stated that when computes used as non-language learning tools, autonomy will be enhanced. Later, multimedia, the Internet and the Web has brought CALL to current integrative phase (Warschauer, 1996). Integrative CALL supports autonomy learning development with rich input and encourages learners to take control over the selection of learning strategies and materials (Benson, 2001). Mishan (2004:130) further claims that the Internet is the most powerful medium to orientate learners towards autonomous learning. Indeed, learners are supported by various forms of multimedia on the Web to search and discover learning strategies that best suit them. Its been observed that independent learners play more active role during language learning process. For example, the use of authoring software and cognitive tools engage learners as researchers and the experimenters in a L2 task-based learning classroom (Rà ¼schoff, 2004). In addition, one of ODowd (2004)s Spanish students who learned English as L2 expressed his/her opinions on email exchanges by stating that we have the opportunity to have a teacher and, at the same time, to be teachers (p.156). This implies that learners are motivated when they play role as tutors by correcting partners language errors during the exchanges. Also, CMC learning tasks via e-mail exchanges (Ushioda, 2000) and MOOs (object-oriented Multiple User Domains) (Sheild, 2001) is excellent for autonomy learning as learners are able to take control of their learning process, content and objectives. In addition, Sarasin (1999: 2) states that tailored exercises that fit their students learning ways will maximize the learning potential outcome. For example, Hot Potatoes is an excellent authoring software that enables teachers to design language activities such as multiple-choice questions and gap fills exercises according to learning styles of their own students. We can argue that the role of ICT is, certainly, more prominent if being explored from the angle of independent learning. Language learners gain access to rich L2 resources via ICT devices such as the Internet, the Web, Podcast and digital mobile phones. 3.5.2 Learning Strategies OMalley d Chamot (1990) classify learning strategies under three main categories: cognitive (repeating, translating, and analyzing), metacognitive (organizing, planning and controlling) and socio-affective (seeking clarification, co-operating with peers, self-talk). Learners who have regular opportunities to develop their metacognitive awareness through on-line training may become more autonomous language learners. With the arrival of audio-video conferencing systems, distance learners can learn language at anytime and share opinions on their roles in it (Hauck, 2005). For example, Whites (1995) study shows that independent distance learners aware that they need to re-evaluate their role and responsibilities as language learners thus make greater use of metacognitive strategy, especially self-management. For cognitive strategy, learners are able to apply their prior knowledge about L2 in creative ways on different multimedia activities on the Web. Memory strategy is thus supported through multimedia elements of the Internet where images and sounds are available for mental linking. Also, CMC provides a platform for learners to apply social strategies where learners more aware of the relationship between the target language and its cultural (ODowd, 2004). They will be able to share recommendations for useful resources and tools found on and off the Internet. (Warschauer Shetzer, 2000: 179). To summarize we can therefore argue that ICT, if properly used, is unquestionably helping language learning and could contribute towards different learning strategies development. 3.5.3 Learning Styles ICT such as interactive games, interactive whiteboard, video and digital image offers support to different learning styles and allow learners to learn in ways appropriate to their learning approaches (Becta Report, 2009: 2). In particular, language learning tasks through the Internet can suit different learning styles. For instance, Sheikh Dibs (2003) points out that the needs of visual learners are fulfilled by text, images and video whereas auditory learners are supported with oral presentation on the Web. Sensory learners enjoy both visual and auditory resources on the Web. Hands-on learners will apply their knowledge through activities such as on-line games and cross puzzle. To sum up, learners learn better when they are interested and ICT serves to extend and prolong their initial interest (Murray Barnes, 1998). Integrating various forms of multimedia is doubtlessly among the best option to present L2 input. This practice increases the variety of learning tasks when teachers/instructors manage to adapt and modified the content to meet different types of learning styles. In this session we have reviewed the positive role of ICT. Indeed, the incorporation of technology into language learning always corresponds to external and internal factors indentified within the framework of contemporary SLA research. Internal factors are cognitive factors such as processing strategies, prior linguistic knowledge, the architecture of LAD (Language Acquisition Device) of the human brain (VanPatten, 2003), aptitude and motivation (Myles, 2002). Meanwhile, social factors, input and interaction are identified as external factors by Ellis (1997). We could easily identify both factors in todays language learning contexts and how effective are they in supporting learners to build their L2 linguistic system from different perspective. However, ICT could be a two-sided sword if not being used without proper guide. In the next section we will discuss the disadvantages of barrier of the use of ICT. 4 Disadvantages and Barriers of ICT In the section above we have identified a substantial number of advantages for the use of ICT in language learning such as the fact that ICT provides easy and reliable access to authentic materials, supports different learning styles, enhances cross-cultural communication and collaboration. However, empirical evidences have identified some problems and barriers to the use of ICT in language learning which will be reviewed and analysed in the following section. 4.1 Security Ramirez et al (2008) identify cyber bullying as a growing problem among teenagers and young adults in schools. Even peer bullying among children is budding due to the increased anonymous use of wireless ICT devices on the Web (Tettegah et al, 2006). Gender differences have also been identified in CMC, where men tend to dominate the discussion (Cook et al., 2001). In addition, Herring (2000) reports number of offensive case against women in asynchronous CMC. For instance, Dibbell (1993, cited in Herring, 2000) textually-based virtual rape and sexual harassment incident were reported by Dibbell (1993) and Reid (1994) (both cited in Herring, 2000). Indeed, such incidents reveal the dark side of the technology which deflates social responsibility and accountability. In addition, vast amount of information is available on the Web and not all of them are appropriate. In particular, the exposure of pornography on the Web to teenagers and children is always a focus issue and concern over the use of the Internet. To overcome these circumstances, filtering software such as Surf Watch enables parents and teachers to protect students against undesirable material. However, full control and censorship on the Internet is unjustifiable and unenforceable. When the Internet access is available in the classroom, careful supervision and safeguard is necessary to increase security and protection level. The role of the instructor/teacher is therefore vital not only in terms of preparation of ICT-based activities but also in the supervision and delivery of the Internet based activities. 4.2 Learners-Fit As stated in previously, the ready-made Web-based resource might not fit the specific needs of learners with different learning styles. Moreover, ready-make multimedia packages  available on commercial  language learning software are usually technological driven and do not take learners specific needs into serious account (Murray Barnes, 1998). Thus lack of expertise in developing software program could lead to lack of reliability. In addition, Littlemore Oakey (2004) also addressed the limitation of Web-based resources to meet the needs of learner-fit (Chapelle, 2001: 59). Ready-made exercises and resources on the Web, such as Si Espana and Bonjour de France are less likely to cope with every different learning style. Thus careful decision should be made when teachers or learners are pondering on whether or not to use these materials for language teaching/learning. Also, this could be tackled by using web-based authoring tools appropriately. The baseline is that teachers/instructors need to modify and adapt the ready-made materials according to the precise needs of their own learners group. 4.3 Information Overload It could be problematic if learners are bombarded with massive amount of information through ICT and leads to information overload (Littlemore and Oakey 2004). Moreover, searching online could sometimes be time consuming (for both instructors and students) where the quality and accuracy of the contents is not always under control. In addition, task-based learning activities without proper design will also lead to information overload. For example, in a many-to-many interaction through CMC, some learners might find that they are lost in group discussion. Thus certain information might be ignored and becomes a set of asocial monologues (Moran, 1991:52). Therefore, training is necessary to equip learners and instructors with appropriate searching and skimming skill. Teachers/instructors also need to be trained to design tasks in accordance to SLA theories and that allow the learners to response to the discourse in a multi-way CMC, to explore the material and consequently generate positive learning outcomes. 4.4 Reliability Warschauer (1999) reported that a great number of network-exchanges project failed to meet the expectation of language learning outcomes. This is due to the difficulty to maintain learners and their partners initial interest and motivation. Cross-cultural email exchanges might sometimes be boring and tiresome if the learners can not find common interest with their partners. This weakens the initial passionate if the exchanges are not goal-oriented (ODowd, 2004). In other words, without proper design and guidance, CMC tasks could be meaningless and lead to communication breakdown. In addition, learners might be discouraged if their CMC partners do not turn up in the chat room or answer their message (ODowd, 2004). This might be attributed to factors such as lost of interest, poor time management and limited access to the Internet which it is definitely not helping SLA. ODowd (2004) further points out learners might develop perception that the cultural of the L2 country is unfriendly. This implies that the learners will be further discouraged to continue learning the L2. To solve this issue, learners and their partners should be trained and be educated beforehand on this issue to established friendly relationship (Fischer, 1998; Muller Hartman, 2000)with their partners. As far as social reliability is concerned, technology reliability is also considered as a barrier. Specifically, computers are sometimes unreliable as the artificial intelligence cannot handle unexpected ad-hoc sit

Essay --

In the past, only the physical aspects of cancer were recognized. An individual’s body was only treated and the person within that body went unnoticed. Cancer, which was commonly known as the â€Å"C word†, was considered a death sentence. The patient was often not told the diagnosis as family and physicians felt that the patient was unable to handle this diagnosis. In early years there was a stigma to having cancer and people did not talk about it. In the late 70s, psychiatrist Limmie Holland was the first health care professional that began speaking about the human side of cancer. She began the initial permanent psychiatric service in a cancer research hospital in 1977 and this produced the field psycho-oncology. However people were often confused as to what psychiatrists were doing with cancer patients and they frequently questioned it. Even today, there is confusion about the need for psycho-oncology services in the medical community and occasionally even resistance from patients(Inman, 2010). When one is diagnosed with cancer, it is ego shattering. The secure, predictable place where one felt in control is no more - their world as they once knew it no longer exists. The changes they go through can be extremely challenging. Cancer influences every aspect of life: one’s body, mind, spirit; family; friends; job; relationship with God and future. The diagnosis often leaves them feeling physically, mentally, emotionally and cognitively out of control. Physically, treatment can produce exhaustion, pain, and irritability. Emotionally, feelings may become intense at times. Cognitive changes involve patients having difficulty with memory and concentration. The emotions one goes through may continue after treatment finishes. There are no... ...onjunction with the parent’s over-protectiveness. Social Effects Children with cancer may experience some social effects due to the illness. School-going children with cancer have limited time available for normal activities as they are preoccupied with hospitalizations, treatments, laboratory tests and radiology scans. They are also limited in terms of the types of activities they can engage in as they become easily fatigued, have limited mobility and have a higher risk of injury than other children. Some of the social effects of cancer and its treatment include feelings of being overwhelmed, anxiety, depression, fear, frustration, and a poor self concept (Spinelli, 2004). Psychological Effects Children with cancer may also experience psychological side effects such as social isolation, peer rejection, tendency to withdrawal and embarrassment (Spinelli, 2004).

The Dark and Twisted Joyce Carol Oates Revealed Essay -- Biography

Back Ground: Joyce Carol Oates was a true change in American Literature. She associated many novels that revealed political stances along with physical and psychological pain. (1) Joyce grew up in a rough neighborhood in Detroit, Michigan. It was not uncommon for her to behold mistreatment, abuse, and gang violence; especially towards women. Detroit was a major political city were women’s rights were being fought. (2) Physical brawls broke out all over the city due to the uprising of women who wanted the same rights as men. (2) This uprising was called the Feminist Rights Movement. Women were mistreated and held unequal to men, they were not even allowed to be apart of any work force or vote. (7) organizations for women started to emerge all of the united States. (4) Joyce took experiences that she undertook and witnessed first hand and used them cleverly in her novels. (3) She accumulated her experiences in one of her most famous novels We Were the Mulvaney’s. (5) This n ovel refers to both physical and psychological pain among all the characters. Rape, death, abuse and how women were treated were all presented in this book. (5) Mrs. Mulvaney, the mother, always tended to her husbands needs, even if she disagreed with them. Mrs. Mulvaney had no say in any of the matters that arose. She even sent away her own daughter for the better of her husband. Joyce’s peculiar inspirations lead many to believe that she was looking for some sort of coping mechanism or some one who could relate to what she has experienced in her life. (1) Her inspirations included Edger Allen Poe, Nathaniel Hawthorne, Williams Faulkner, and lastly Flannery O’Conner. These authors wrote about the dark emotional feelings that arose with death a... ...) Oates novels in the nineteen seventies explored many different complex cultures and elements of human life and tragedy. She barrowed many of these idealistic views from Edger Allen Poe. These ideas referred back to death and love suicide which fell along the same lines of Poe’s. (2) Joyce had a very extensive impact on society. She verbalized her opinions and did not care what critics or anyone had to say about it. (2) She wanted to get her thoughts out there for the world to see and hopefully change their ways for the better. Joyce is broadly known in American literature for her controversial topics, but her most famous topic was the Feminist Rights Movement. She affected a good portion of relationships between males and females with her writing. It is truly inspirational that someone could write novels, and change views in some societies.