Free Essays on Salsa Music

SALSA MUSIC Have you ever wondered what â€Å"Salsa† is? The slight knowledge that some of you may have of it could have come from American movies and background music at some of our favorite Latin restaurants. The many instruments used are collaborated and fused together to make up some of the best rhythms in Latin music all together. Learning what each instrument is and how it sounds will aid anyone who wants to follow along to the tune of the music. In accordance with the tunes, the styles of salsa are also something that has to be comprehended and learned. Surprisingly, the whole beat and speed of salsa music has changed dramatically from yesterdays afro-Cuban to today’s Romantic style. Latin music its self, has always been an essential part of my families life. We never had to wait for a birthday party celebration or a holiday to enjoy music. It could be heard blaring on every Saturday morning as we all did our chores, or even on weekdays while we ate dinner. Because the style s of Salsa have evolved greatly since the time it originated to today, its popularity has gained tremendous recognition in many different cultures and countries around the world. Hopefully the new wave can open up many new traditions to families across the world as it did mine.... Free Essays on Salsa Music Free Essays on Salsa Music SALSA MUSIC Have you ever wondered what â€Å"Salsa† is? The slight knowledge that some of you may have of it could have come from American movies and background music at some of our favorite Latin restaurants. The many instruments used are collaborated and fused together to make up some of the best rhythms in Latin music all together. Learning what each instrument is and how it sounds will aid anyone who wants to follow along to the tune of the music. In accordance with the tunes, the styles of salsa are also something that has to be comprehended and learned. Surprisingly, the whole beat and speed of salsa music has changed dramatically from yesterdays afro-Cuban to today’s Romantic style. Latin music its self, has always been an essential part of my families life. We never had to wait for a birthday party celebration or a holiday to enjoy music. It could be heard blaring on every Saturday morning as we all did our chores, or even on weekdays while we ate dinner. Because the style s of Salsa have evolved greatly since the time it originated to today, its popularity has gained tremendous recognition in many different cultures and countries around the world. Hopefully the new wave can open up many new traditions to families across the world as it did mine....

Analytical Essay Sample on Same Sex Marriage and Artificial Insemination

Analytical Essay Sample on Same Sex Marriage and Artificial Insemination Same Sex Marriage and Artificial Insemination By eradicating the significance of the functional complementarity between men and women, those with ardent feminist agendas and with other ulterior motives may be seeking to (ultimately) undermine the humanity of males in our society; in other words, if men are already being pushed out of the lives of their children through systemically biased divorce and family law courts, then suggesting that men are not needed for the procreative process, either (courtesy the wide-spread use of artificial insemination), may lead to a general sense that maybe men are not needed for anything – be it in the professional workplace or in the home. In the end, with sex-specific abortions now becoming popular in Canada, a wholesale assault upon male fetuses and upon males in general could result. Finally, there is sufficient evidence out there highlighting the negative effects of households headed by homosexual couples upon children for society to re-examine its current acceptance of the idea that homosexual couples (perhaps couples inseminated by artificial means) should automatically be given right to be parents. In the end, too many questions have been left unanswered – and it may be our children who suffer as a result. In his searching examination of same-sex marriage and its ethical (and pragmatic) viability, William E. May notes that the book of Genesis holds both men and women to be equal – to be complementary partners in a union created by God. More than that, the ancient and authoritative biblical texts make it abundantly clear that God is the creator of marriage and that this union is to be a personal and intimate one wherein man and woman unite in one body (by choice) and remain locked in this embrace for all-time. In effect, spouses are â€Å"non-substitutable† entities that must be linked to one another (May, â€Å"Marriage and the Complementarity of Male and Female,† 1-5). To put what has been stated above in the simplest terms, May is suggesting that the Holy Scriptures expressly call for marriage to be a partnership between equals, a union that is to be entered into freely, and a union that is to remain in place until (literally) death separates the pair. Seen in th at light, there is really no place for homosexual unions insofar as the Scriptures call for man to be conjoined to woman – not man to be conjoined to man or woman to woman (May, â€Å"Marriage and the Complementarity of Male and Female,† 2-3; for a further defense of the idea of complementarity, please see May, â€Å"On the Impossibility of Same-Sex Marriage,† 6-7). The reasons why homosexual union appears to be frowned upon by the Church ties into the notion of complementarity; that is to say, pairs of men and pairs of women cannot conceive children via natural means. In short, the procreative process (at least if it involves natural means) is only possible if one man and one woman are involved. As May understands the matter, (natural) fertility is a blessing of God and demands the active participation of both genders. More than that, the ability to procreate gives human couples the creative power that would otherwise be limited to God alone; thus, the natural process of mating is an act that should not be trifled with inasmuch as man and woman – in their natural states as God designed them – have been rendered in Gods image (or at least man has been rendered in Gods image) and have been given the responsibility of carrying out a procreative act sanctioned by the Almighty (May, 5). Clearly, man and woman have been designed the way they have for a reason, and it would be unwise to alter this complementary state by allowing lesbians to become pregnant via artificial insemination. Moreover, it is fair to ask what ulterior purposes lurk in any effort to rend man from the procreative process. At the present time, it is surprisingly difficult to find scholarly articles that detail and measure the degree of bias that exists against father seeking custody of their children in Canada. However, there has certainly been a sense that Canadian law, Canadian child services agencies, and political elites (each for its own reason or reasons) have all favored women over men in custody and child visitation battles – with children becoming undeserving victims in these situations (Sillars, 39-42). As one can reason, if there is a general sentiment that fathers should not have generous visitation rights, and if statistics indicate that less than 10 percent of single-parent households in Canada are headed by a man (Denike et al, Myth 1) then it is plain to see that fathers are not being sufficiently encouraged to participate in the raising of their children; indeed, ther e may even be an active movement afoot to discredit them as care-givers and to harass them out of pursuing greater involvement in their children’s lives. For a good example of this sort of mind-set, please refer to a web page maintained by Simon Fraser Universitys Feminist Research Education Development and Action Center wherein it is stated, quite frankly, that fathers who petition the courts for greater access to their children and for a greater involvement in their lives are simply doing this so that they might â€Å"harass† their ex-spouses (Denike et al., Myth 2). Clearly, this sort of aggrieved material is proof of a broader effort to undermine the contributions of men to families and to the lives of their children. If what has been stated above is at all true (and it is hard to argue that it is not) then the next logical step on the part of those favoring artificial insemination for lesbian couples is for them to challenge the entire notion of complementarity; specifically, if fathers are not needed for child-rearing (or at least are not valued as child-rearers), then why should women have to endure men in the procreative process itself? The ultimate effect of this is to make men dispensable in a fundamental and troubling way – and, given as our society now has the technology available to permit wealthy women to engage in sex-specific abortions, it may not be long before male fetuses are aborted strictly because of their sex and because they are not needed in a world where artificial insemination, affirmative action programs and controversial child custody battles have all conspired to make roughly half of the population unwanted and unneeded. While it should certainly not be over-stated , any broad policy measure that diminishes the humanity and importance of any group of humans (especially those who are viewed as less important simply because of their gender) is one that desperately needs to be reviewed – and the insemination of lesbian couples is surely one such item.

Why is a 'Frisk' Considered a Search and an 'Arrest' Considered a Coursework

Why is a 'Frisk' Considered a Search and an 'Arrest' Considered a Seizure - Coursework Example This is within the definition of a search which means the â€Å"examination of a person, place or vehicle for contraband or evidence of a crime† (Harr, Hess, and Orthmann 195-6). When a police officer pats-down a detained person in search for possible dangerous or illegal possessions, obviously, the detainee is just being searched. The person is not being taken into long-term custody --- or at least not yet. It could be a preliminary for an arrest, but as it is, the act of â€Å"frisk† is not a seizure. On the other hand, an arrest is is very much different from a mere frisk. First, an arrest requires the Miranda warning. This is because the detainee will undergo â€Å"maximum interference† (Harr, Hess, and Orthmann 232) that might seriously put at risk his freedom and privacy. A seizure is defined as â€Å"the taking by law enforcement or other government agent of contraband, evidence of a crime or even a person into custody† (Harr, Hess, and Orthmann 195 -6). ... Therefore, â€Å"all searches must be limited in scope† (Harr, Hess, and Orthmann 272). Provide your own definition of reasonable. => Several factors are at play when it comes to defining what is reasonable. The biggest factor to consider is that â€Å"reasonable† is something that is objective rather than merely subjective to a personal viewpoint. To view â€Å"reasonable† as subjective would not only create a chaotic definition, but would also provoke several infringements on the basic rights of an individual. Generally speaking, something that is reasonable should fall under two basic concepts: 1) meeting of fundamental constitutional rules, and; 2) fitting within permissible realms (Harr, Hess, and Orthmann 271). Obviously, anything that is deemed reasonable will be accepted in courts. Therefore, since the courts look at evidences based on â€Å"specific and articulable facts† and the â€Å"totality of the circumstances† (Harr, Hess, and Orthman n 282), what is considered â€Å"reasonable† should also fall under these definitions. The police officer must also consider his or her â€Å"training and experience† (Harr, Hess, and Orthmann 284) as factors that could help define what is reasonable for a specific situation. Discuss the advantages to obtaining a warrant. => One of the biggest advantages of obtaining a warrant is it â€Å"provides a presumption of reasonableness† (Harr, Hess, and Orthmann 272). Furthermore, since there is an â€Å"assumption that people have the right to be free from unreasonable searches and seizures,† obtaining a warrant frees the law enforcement officer from the burden of articulating probable cause in a warrantless

Child with Attention Deficit Hyperactive Disorder Essay

Child with Attention Deficit Hyperactive Disorder - Essay Example In addition, my duties also involve systematic screening and monitoring the immunization of students, which also provides a system for handling and managing medical situations within the school. In essence, my role as a school nurse is to provide a process for the recognition and resolution of the healthcare needs of students that may affect their academic performance. As earlier mentioned, the nursing and midwifery code of conduct requires utmost confidentiality with regard prognosis and treatment (Goodman and Scott 2005, p. 141). This means that nurses and midwives are required to respect patients’ rights to confidentiality, while at the same time ensuring that patients appreciate the need for sharing pertinent information with those providing their care. However, the code of conduct requires that the nurse or midwife discloses any information that could save the life of a patient in accordance with the UK Healthcare regulations. Essentially, the codes of conduct with regard to confidentiality imply that people have the explicit right to require that the information shared with a nurse or midwife is only used for the objective for which it was issued and it is not disclosed without prior permission. This typically encompasses situations where info is divulged directly to a nurse or midwife, as well as when information that nurses and midwives obtain from other persons. According to Schachar (1991, p. 82), attention deficit hyperactive disorder (ADHD) refers to a variety of pediatric behavioral disorders that include symptoms such as poor concentration, impulsivity, and hyperactivity. Nearly 5% of UK children between the four and twelve years are diagnosed with ADHD. The prevalence of ADHD is thrice more in boys than girls. Treatment of ADHD consists of evaluation and treatment of a child’s craniosacral fascial system and the administration of methylphenidate. This paper will review the CAMHS assessment of a child with an attention deficit hypera ctive disorder (ADHD), examining the formulation and reflections of the nurse involved in the assessment. Basic CAMHS Assessment CAMHS assessment is essentially a confidential service that must adhere to the confidentiality policy of the nursing and midwifery code of conduct. This means that all conversations and disclosures made by patients, especially during the initial CAMHS assessment should not be relayed to other persons other than family members and doctors. However, it is pertinent to note that it is sometimes critical that some information is shared with other CAMHS professionals to ensure a patient receives accurate and sufficient treatment for a disorder. Nonetheless, the patient must give informed consent for the information to be shared. A generic CAMHS assessment entails a series of information that is relevant not only to the identification of the disorder, but also its treatment. A standard CAMHS assessment entails important information with regard to the patientâ₠¬â„¢s past medical history (Barkley 1998, p. 174). A CAMHS assessment typically contains the following elements: a) Developmental history b) Family history c) Attachment history d) Screening for ADHD symptoms e) Comorbidities f) Questionnaires g) Observation of the child (patient).

My Goal in Life Essay Example for Free

My Goal in Life Essay At the age of 8 we change our minds about what we want to do when we grow up about every week. At the 18 and a few months away from graduating some of us still don’t know what we want to do or where we want to go in life. Excluding all of those soon to be high school graduates, I already know what I want to do after high and know where I want to go. Since the age of 10, I’ve always dreamt of being a police officer. I cant see myself doing anything other than patrolling the streets and keeping people safe. After graduating high school, Im going to go to college for at least four years. When my four years is done and after I turn twenty-one, I’m going to join the police academy. Im going to work hard and do whatever it takes to get in and pass all my tests. My goal is to be the best police office on the force. When the time comes after a couple years of patrolling, I would love to work my way up to be a special agent or maybe even be a member of the SWAT team. I know a lot of people may doubt me and a lot of people may say, â€Å"A little girl like you can’t do a job like that.† but I will prove them wrong. I want to be able to say â€Å"I did it† instead of â€Å"I tried,† Failing is not an option, the key is to never give up and push yourself as far as you can go.

Pauls Ministry to Thessalonica Essay examples -- Bible Christianity R

The Apostle Paul was a traveling man. One must simply look at the various places where he preached and established churches to confirm this fact. The letters of Paul found in the canonical Bible establish connections with Rome, Corinth, Galatia, Ephesus, Philippi, Colossae, and Thessalonica. Paul was heavily involved with the formation of the church in the final location, a city now known as Thessalonki, and continued to support it through his letters. The church in Thessalonica dealt with much oppression and persecution during its formative years. That kind of beginning contributed to much uncertainty in the young church, especially considering that Paul, its founder, was not always with them. Paul’s ministry to the church can be found in the recordings of his initial visit to Thessalonica, found in Acts 17, and his subsequent letters, 1 and 2 Thessalonians. These sources show a minister trying to answer the questions of new converts dealing with persecution, the second comin g of Jesus Christ, and what their faith actually meant. The very beginning of the church in Thessalonica was bread in violence and persecution. According to the book of Acts and the apostles first letter to the Thessalonians, Paul and Silas first came into Thessalonica on the heels being beaten and imprisoned in Philippi. Despite such an event, Paul continued to preach once he arrived in the city. The author of Acts states that the apostle found a synagogue And Paul went in, as was his custom, and on three sabbath days argued with them from the scriptures, explaining and proving that it was necessary for the Messiah to suffer and to rise from the dead, and saying, This is the Messiah, Jesus whom I am proclaiming to you.[1] Over several weeks, a diverse gro... ...nnotated Bible, New Revised Standard Version. [4] 1 Thessalonians 3:4, New Oxford Annotated Bible, New Revised Standard Version. [5] Bridges, Linda McKinnish, 2 Thessalonians, Mercer Commentary on the Bible, (Macon, Georgia: Mercer University Press, 2005), 1247. [6] 2 Thessalonians 1:4, New Oxford Annotated Bible, New Revised Standard Version. [7] Bridges, Linda McKinnish, 1 Thessalonians, Mercer Commentary on the Bible, (Macon, Georgia: Mercer University Press, 2005), 1245. [8] 1 Thessalonians 4:15, New Oxford Annotated Bible, New Revised Standard Version. [9] Bridges, 2 Thessalonians, 1249. [10] Bridges, 1 Thessalonians, 1245. [11] Ibid., 1245. [12] Ibid., 1245. [13] 1 Thessalonians 5:15-22, New Oxford Annotated Bible, New Revised Standard Version. [14] 1 Thessalonians 2:17, New Oxford Annotated Bible, New Revised Standard Version.

Improving Speaking Skills Essay

This article examines the different circumstances under which infant and adult learners develop speaking skills. We will see the facilities or difficulties in both cases in order to focus on the real possibilities of adults to develop a high level of speaking proficiency. We will see what the role of the teacher is in order to improve the learners’ skills, the features of oral communication that need to be improved and which strategies can be used to overcome the difficulties. Key words: speaking skills, adult learning, oral communication, teaching strategies. Resumen Este articulo analiza las diferentes circunstancias en las que ninos y adultos desarrollan las destrezas orales. Veremos las facilidades y dificultades en ambos casos para asi centrarnos en las posibilidades reales que tienen los adultos de alcanzar un alto nivel de competencia oral. Veremos tambien cual es el papel del profesor en este contexto, para mejorar las capacidades de los alumnos, y ver cuales son los elementos de la comunicacion oral que hay que mejorar y que estrategias se pueden aplicar para superar las dificultades. Palabras clave: destrezas orales, aprendizaje de adultos, comunicacion verbal, estrategias de ensenanza. If we think of the period in our lives when we learned to speak our first language, and the moment in which we started to make huge efforts to speak our second/foreign language we find significant differences. In the former case, we may have fond memories of what our parents told us; and in the latter, it suddenly becomes a frustrating experience that seems to bring imperfect results. For adults, learning to speak a new language is in many cases far from satisfactory simply because they feel they need to cope with many different aspects at one time, and that seems to be impossible in real conversations. I wonder if it is possible to acquire a high level of speaking proficiency in adults; I wonder if it is possible to make adult learners improve their speaking skills, and the most important thing for teachers: how? The first question we have to consider in order to reach a conclusion is whether learning at infancy is different from learning at adulthood; which are the circumstances that differentiate them and if those onditions inevitably lead to obvious and hopeless results. Only bearing in mind what we can expect of a particular type of learner, we can focus on how to improve their speaking skills. It is obvious that there are marked differences between children learners and adult learners and that they cannot acquire the second language under the same circumstances. Consequently, the results will be also different. Concerning children and the early age at which they learn to speak, we can say that they enjoy certain advantages that make them outstanding learners. They have surprising linguistic abilities due to optimal moment in which they find themselves for language learning, this is to say, at this moment their brain is characterized by a certain plasticity that allows some abilities to develop with ease during a period of time, after which it becomes really difficult for these abilities to be developed (Fleta, 2006: 53), or using 86 Improving Speaking Skills Betsabe Navarro Romero Encuentro, 18, pp. 86-90 Klein’s words ‘between the age of two and puberty the human brain shows the plasticity which allows a child to acquire his first language’ (Klein, 1986: 9). Therefore, children are special learners for their natural and innate abilities to acquire a language. According to Fleta, one of these special abilities is ‘filtering sophisticated information about language properties from birth’ (Fleta, 2006: 49), in other words, children have an enormous ability to integrate difficult information in an easy and unconscious way from the beginning of their development. They are able to acquire and integrate complex data without being aware of it, whereas other learners, at other ages, would find it arduous to achieve. Moreover, apart from this special gift children have for assimilating difficult information, we can mention some of their other qualities, such as their capacity for perceiving and imitating sounds. Some studies have showed that ‘young infants are especially sensitive to acoustic changes at the phonetic boundaries between categories’ (Kuhl, 2004: 832). Also, children are especially good at predicting syllable chunks: ‘infants are sensitive to the sequential probabilities between adjacent syllables’ (Kuhl, 2004: 834) which makes children with a surprising instinct as far as language knowledge is concerned . Finally, students also acquire the ability of ordering words within a sentence (grammar rules) unconsciously: ‘there is some evidence that young children can detect non-adjacencies such as those required to learn grammar’ (Kuhl, 2004: 836). All in all, we can say that children learn the language without being aware of it when they ‘are exposed to the right kind of auditory information’ (Kuhl, 2004: 836), this is, children learn the language through communication and interaction and thanks to that they acquire all the abilities they can potentially develop. On the other hand, concerning adults we observe how difficult is that they can acquire certain native sounds; their pronunciation will be, on many occasions, foreign-like which is due to their difficulty in distinguishing and producing some sounds after the so called ‘critical period’. In that respect, some authors claim that adult learners cannot acquire a phonological development (Lightbown and Spada, 2006: 69). However, other researchers defend the opposite. Wolfgang Klein, in his book Second Language Acquisition (1986) stated that ‘the apparent facility with which children learn a second language is often attributed to biological factors, but an alternative explanation might be that, unlike adults, children have no need to fear the loss of their social identity’ (Klein, 1986: 6). Authors such as Klein argue that phonological facilities of children are not bound to biological reasons, but to psychological ones. In that respect, adults feel attached to their native identities, to their original social identities, which is what prevent them from achieving perfection in L2 pronunciation. Klein confirmed that ‘suitably motivated adults are capable of mastering to perfection the pronunciation of the most exotic languages’ (Klein, 1986: 10). Therefore, we conclude that although the cases of adults speaking a second language without any accent are not very common, this does not mean that it is impossible to acquire a native-like pronunciation. Also, besides phonological issues, we can talk about the capacity of adults to acquire any other kind of linguistic faculties, more related to structural relations (UG). In that sense, there are authors that doubt the validity of Lenneberg’s Critical Period Hypothesis (CPH) by assuring that even adults have access to the well known Universal Grammar. While Lenneberg claimed that only before puberty learners had UG available, authors such as S. W. Felix defended by evidence that adult L2 learners also benefit from the UG principles: ‘If child and adult learners use different modules for the purpose of language acquisition, then we would expect adult learners to be unable to attain grammatical knowledge that arises only through the mediation of UG. If, in contrast, adults do attain this type of knowledge, then, we have reason to believe that UG continues to be active even after puberty’ (Felix, 1988: 279). Therefore, we can conclude that adults are also able to master a proficient use of the second/foreign language, not only in grammatical issues but also in phonological ones, which makes us believe that we can improve adult learners’ speaking skills. 87 Improving Speaking Skills Betsabe Navarro Romero Encuentro, 18, pp. 86-90 Once we know that adults can be biologically and psychologically prepared to have a native-like proficiency in the second language, we should move on to the second language teaching context in order to achieve our aim of improving adult learners’ skills. In that respect, we should reflect on the teachers’ role in this situation and what they can do to be successful with their learners. Teachers therefore need to analyse the students’ needs, face their problems and find fruitful solutions that help them develop their speaking abilities. S. Pit Corder, in his chapter called ‘Applied Linguistics and Language Teaching’, in Introducing Applied Linguistics (1973) defended the important role of linguists who identify the problems of the learners and find solutions for them. Corder added that specialists’ role is to formulate the appropriate questions in order to define problems that need to be faced. Using his words, ‘the formulation of the questions, the identification of the problems and the specification of their nature presupposes linguistic theory. The nature of the problem is defined by the theory which is applied to it. The solution to a problem is only as good as the theory which has been used to solve it’ (Corder, 1973: 138). In this direction he said that in language teaching there are two appropriate questions teachers should make: what to teach and how to teach, ‘these are the problems of content and method, or, using an industrial analogy, the problem of product and process design respectively’ (Corder, 1973: 139). Therefore, if teachers wish to know how to improve speaking skills, what they need to ask themselves first is what they are going to teach, and how. On the one hand, let us consider the first question: what. If we need to improve speaking skills we need to know which skills or which features learners need to develop. In that respect, there are several authors that stated different goals or different dimensions that speakers needed to achieve. Goodwin, for instance, established several goals for a proper pronunciation. She called them ‘functional intelligibility, functional communicability, increased self-confidence, and speech-monitoring abilities’ (Goodwin, 2001: 118). She argued that learners should be able to speak an intelligible foreign language, that is to say, listeners need to understand the learner’s message without huge efforts; learners also need to be successful in a ‘specific communicative situation’ (Goodwin, 2001: 118); they need to ‘gain confidence in their ability to speak and be understood’ (Goodwin, 2001: 118); and finally, they need to monitor and control their own production by paying attention to their own speech. Goodwin specified those abilities that learners need to acquire through certain linguistic features that can be practiced: Intonation, rhythm, reduced speech, linking words, consonants and vowel sounds, word stress, etc. These are concrete speaking aspects in which learners should be trained in order to improve their speaking skills. Similarly, other authors such as Anne Lazaraton suggest that oral communication is based on four dimensions or competences: grammatical competence (phonology, vocabulary, word and sentence formation†¦); sociolinguistic competence (rules for interaction, social meanings); discourse competence (cohesion and how sentences are liked together); and finally, strategic competence (compensatory strategies to use in difficult situations), (Lazaraton, 2001: 104). According to Lazaraton learners should develop all these abilities to acquire a high oral level of the foreign language, but she adds that in recent years, with the influence of the communicative approach, more importance is given to fluency, trying to achieve a balance with the traditional accuracy. Moreover, apart from what pedagogically and theoretically should be taught, many researchers are presently analysing real problems that learners face: ‘fluent speech contains reduced forms, such as contractions, vowel reduction, and elision, where learners do not get sufficient practice’ (Lazaraton, 2001: 103); use of slang and idioms in speech since students tend to sound ‘bookish’ (Lazaraton, 2001: 103), stress, rhythm, intonation, lack of active vocabulary, lack of interaction pattern rules†¦ 88 Improving Speaking Skills Betsabe Navarro Romero Encuentro, 18, pp. 86-90 Once speaking goals have been determined, next step consists of questioning how they are going to be achieved. For designing a concrete methodology teachers need to adopt a theoretical perspective, they need to reflect on the linguistic approach that will be used in their teaching. Many authors, following the up-todate trend of the Communicative approach, defend the interactive role of speaking and promote its teaching from a communicative perspective stressing meaning and context. In Goodwin’s words: ‘In â€Å"Teaching Pronunciation† the goal of instruction is threefold: to enable our learners to understand and be understood, to build their confidence in entering communicative situations, and to enable them to monitor their speech’ (Goodwin, 2001: 131), also ‘pronunciation is never an end in itself but a means of negotiating meaning in discourse, embedded in specific sociocultural and interpersonal contexts’ (Goodwin,2001: 117). If we think of how this theoretical background will be applied in real teaching, we find that in traditional classes they focused speaking practice on the production of single and isolated sounds, whereas within the communicative approach, ‘the focus shifted to fluency rather than accuracy, encouraging an almost exclusive emphasis on suprasegmentals’ (Goodwin, 2001: 117). There is the key word, when communication is the main goal linguistic practice turns into longer structures, at the suprasegmental level; therefore, the training on individual sounds makes way for macro structures that affect interaction directly. The second part of how to teach, moves away from theory to approach real problems and their solutions. Several authors have stated that when learners face problems in speaking they need practical and concrete solutions to know how to behave and respond in order to overcome those difficulties. Mariani, in his article ‘Developing Strategic Competence: Towards Autonomy in Oral Interaction’, recalls L1 strategies that native speakers use when they encounter communication problems, and suggests teaching those strategies to L2 learners: ‘just think of how often, in L1 communication, we cannot find the words to say something and have to adjust our message, or to ask our interlocutor to help us, or to use synonyms or general words to make ourselves understood’ (Mariani, 1994: 1). Mariani classifies those strategies according to the speakers’ behaviour: learners can either avoid certain messages because they don’t feel confident with their speaking skills (‘reduction strategies’), or make the most out of their knowledge and modify their message bearing in mind their weaknesses and strengths (‘achievement strategies’: borrowing, foreignizing, translating†¦(Mariani, 1994: 3). The author praises the latter by saying that achievement strategies are a very interesting way of developing learners’ language domain. Speakers who opt for this option make huge efforts to transmit a message by playing with the language to the extreme, which only brings beneficial consequences. In the second or foreign language classroom context, teachers should train learners to use and practice the different strategies that can help them face difficult situations. The only way of training students in this direction is by means of a bank of activities in which they become aware of the different possibilities that they can put into practice. Authors such as Goodwin or Lazaraton offer a varied list of exercises to be used in class: poems, rhymes, dialogues, monologues, role plays, debates, interviews, simulations, drama scenes, discussions, conversations†¦ Therefore, coming back to the initial question proposed above, I think it is absolutely feasible to teach adults strategies to improve their speaking skills. Of course, that objective depends on many different factors that will affect the degree of acquisition, let us think of age, motivation, or even the context in which the language is learned: ESL versus EFL. In that respect, learners in a second language context will have numberless occasions to practice the language and that will undoubtedly influence their skills development. With reference to the foreign language context, authors such as Lazaraton admitted the difficulties learners 89 Improving Speaking Skills Betsabe Navarro Romero Encuentro, 18, pp. 86-90 ormally face: ‘homogeneous EFL classes, where all students speak the same first language and English is not used outside the classroom, present certain additional challenges for the teacher’ (Lazaraton, 2001: 110). As she said, teachers have considerable limitations in EFL classes such as lack of opportunities to use the language, lack of motivation in the learners, the number of students in the class, curriculum re strictions†¦(Lazaraton, 2001: 110), but there are solutions and strategies, as the ones previously mentioned, that should be put into practice. Mariani, in his article mentioned above, also makes a reflection on whether communication strategies should be teachable or not. He states the pros and cons by saying that training students on specific strategies can provide them with certain limitations and consequently hamper fluent communication: ‘we can hardly force them into a straightjacket of pre-selected strategies. Most of us would agree that we should encourage spontaneity, creativity and originality in language use’ (Mariani, 1994: 7). However, on the other hand, he argues that if learners become aware of the different strategies they can flexibly use, they will finally integrate them either consciously or unconsciously, which will stretch their possibilities for communication. To sum up, as teachers can, and should, improve learners’ speaking skills and communication strategies, the only thing they need to do is to plan their teaching around two main questions: what they want to teach, which specific speaking features they want to develop in their learners; and how they want to do it.

Advertisements Exploiting Children

Are current practises of advertising to children exploitative? What restrictions should be placed on advertising to children? Up until recently, parents had been the intended target audience for advertising efforts aimed for children of young age groups. However it is now the children who have become the main focus.The growth in advertising channels reaching children and the privatisation of children’s media use have resulted in a dramatic increase in advertising directly intended for the eyes and ears of children (Wilcox et al. 2004). It is estimated that advertisers spend more than $12 billion a year on the youth market with more than 40,000 commercials each year. The current practises of advertising to young children definitely exploit their lack of understanding and comprehension of the aim of advertising and promotion of products.In the early 1970’s, The Federal Communications Commission originally set out to ban all advertising that was aimed at young children, ho wever ended up settling for a more lenient proposal of limiting the amount of time advertisements were aired within children’s programs and put in place certain restrictions to do with advertising practises (Wilcox et al. 2004). Studies have shown that the age range of 8-12 year olds spend $30 billion directly and influence $700 billion on family spending each year.This can be attributed to a relatively high extent to the fact that 46% of 5-14 year olds watch more than 20 hours of television per week with tens of thousands of TV ads shown per year (Neil 2012). Neil (2012) quotes that a child who watches 4 hours of TV per day over a 6 week holiday period would have viewed a total of 649 junk food ads including 404 advertisements for fast foods; 135 advertisements for soft drinks; and 44 for ice cream products. Until quite recently, advertisers viewed children around and under the age group of 8 as off limits when it came to advertising targets.However, industry practises have now developed and make for greater degrees of age niche advertising (Wilcox et al. 2004). Along with this growth in marketing efforts, there has become a rapid increase in the use psychological knowledge and research to effectively market products to young children. An example of this includes a study that was specifically designed to determine which strategy best induced children to nag their parents to buy the advertised product (Wilcox et al. 004). Exploitation refers to the idea of taking advantage of something you shouldn’t take advantage of. In relation to ads, advertisers are taking advantage of children’s lack of understanding, their innocence and their vulnerability to persuasion (Neil 2012). Young children tend to be particularly vulnerable to advertising as they do not fully understand the intent of advertisers and the process of creating an ad (Gunter, Oates & Blades 2005).Children are not born with any knowledge of economic systems with their awareness of advertising and marketing developing only gradually later in life. Adults too can be influenced by an ad, which is the reason for ads in general, but they are able to interpret the messages in the context of the advertisers’ intentions to prevent them from being exploited, unlike children (Gunter, Oates & Blades 2005). Neil (2012) states that children up to the age of 4 see ads merely as entertainment, progressing to believe advertisements provide information at ages 6-7.At ages 7-8 they still cannot distinguish between information and intent to persuade and once they reach 10-12 years they can understand the motives and aims of advertising but are still unable to explain sales techniques. The Australian Communications and Media Authority (2007) explain that advertisers may create advertisements that appeal to a child’s cognitive abilities. Research was conducted that indicates different age groups respond differently to formal stimuli in commercial, for example colour s attract younger children while message text attracts older children.This uses leverage of children’s cognitive development to entice the purchase of the product. Furthermore research on the language of advertisements, while used to promote products, may be purposefully constructed to confuse younger children at lower levels of cognitive development. Simple correlation research in the US indicates that children typically aged 2-6 years who view more television advertising request more products from their parents. This is known as pester power.It has been found that parents are more likely to buy products when kids ask for them in the shop (nag factor). As children age, they develop the cognitive capacity to contextualise and act critically on the observations made, reducing the amount of requests for products (Australian Communications and Media Authority, 2007). Children who are exposed to TV commercials for toys not only develop the initial idea for the toy but repeatedly pester their parents to buy it. This is exploitation on the arents’ behalf as it often causes parent-child conflict when the parents deny their children the product (Wilcox et al. 2004). Another troubling issue relating to child advertising exploitation is in reference to food ads. Half of the advertisements in the UK directed at children concern food. There are little ads emphasising healthy eating and since the start of television advertising, the largest proportion of ads aimed at children has always been unhealthy food products (Gunter, Oates & Blades 2005).The Australian Communications and Media Authority (2007) detailed the New South Wales Department of Health content analysis which found that 43% of all food advertising was for high fat/ high sugar foods and 36% was for core foods (such as breads, pasta). Additionally, approximately 48% of food advertising in times defined by the study as ‘children’s viewing times’ was for high fat/ high sugar foods . Consequently, children become confused and consider unhealthy foods to actually be healthy. Toys aren’t as controversial as they don’t exhibit the same health implications as do fast food ads.However, over-playing how good a toy is, or presenting misleading information is very unethical as children cannot comprehend some messages. The writing on the screen about disclosures are usually too quick to read or even understand as an adult, let alone a young child (Gunter, Oates & Blades 2005). Wilcox et al. (2004) demonstrates the exploiting nature of advertisers when it comes to tobacco and alcohol. A variety of studies show a substantial relationship between children’s viewing of these products in ads and positive attitudes toward consumption of such products.The studies conclude that advertising of tobacco and alcohol contributes to youth smoking and drinking. Characters from movies and television programmes often attract children’s attention with researc h indicating that the use of real life or animated characters is positively associated with memory and attitudes toward products and has the potential to confuse children as they do not realise they are getting paid for the advertisement so it is likely it’s not genuine promotion of a product (Gunter, Oates & Blades 2005). Another trick that advertisers use is on the BBC.BBC programs are â€Å"non-commercial† but some of the programs have been specifically designed to include products directed at children to make it harder for children to recognise when they are being targeted by marketers. This shows a negative change in children’s advertising. Body image is another major aspect of young children’s lives as they are vulnerable to their self-image (Gunter, Oates & Blades 2005). Advertisements use attractive people to sell products which reinforce the pressures on young people to conform to the ideals of beauty that are hard or near impossible to achieve.M arketing of dieting products therefore appeal to young children in recent times including primary school children. Currently there are regulations in place that have been implemented under the Children’s Television Standards in 1990, enforced by the Australian Broadcasting Tribunal. These include placing limitations on the broadcast of advertisements during ‘Children School Age’ programs (no ad more than twice in 30 minutes) and ‘Preschool Age’ programs (no ads at all).Also, no misleading or deceiving ads, no undue pressure on children to ask their parents to buy something or any unsuitable material including alcohol and cigarette ads, or demeaning/racists/sexist etc. ads(Australian Communications and Media Authority 2007). To further these regulations, many recommendations have been made. Wilcox et al (2004) suggested that while it is impossible to protect this age group from all commercial exposure, it is essential to restrict efforts made by adver tisers to focus primarily, if not exclusively, on this uniquely vulnerable portion of society.They also state that advertising disclaimers used in ads be stated in a language that children can read and understand and be shown in both visual and audial contexts in a time length that is conducive to reading, hearing and comprehending. For example, stating â€Å"You have to put it together† instead of â€Å"Partial assembly required† in toy ads. Gunter, Oates and Blades (2005) point out that advertisers usually argue against any extension of regulations, claiming that very young children, even from the age of 3, have some understanding of advertising.If this is so, it is not enough. A child’s recognition of advertisements is not the same as a child’s understanding of their persuasive intent. Some argue that rather than extending regulations, the most effective way to help children understand advertising is through their parents by informing kids of the natur e of ads. However as children become more independent with access to their own TVs, parents increasingly have less control over what children watch and less opportunity to discuss advertisements that might have been seen during family viewing.As well as the fact that parents often lack sufficient knowledge of regulators and their regulatory responsibilities. These excuses made by advertisers just show how ignorant they are in the potential harming of young children. In conclusion, advertisers know that their efforts greatly influence child audiences. Targeting children below the ages of 8 years is inherently unfair because it capitalises on younger children’s inability to sense persuasive intent in an advertisement.Due to this, children around and below this age are exploited as they take in information placed in commercials uncritically, accepting most of the claims and appeals put forward as truthful, accurate and unbiased. Reference Australian Communications and Media Auth ority 2007, Television Advertising to Children, accessed 6/9/2012, http://www. acma. gov. au/webwr/_assets/main/lib310132/television_advertising_to_children. pdf Gunter, B, Oates, C & Blades, M 2005, ‘The Issues About Television Advertising To Children’, in Advertising To Children On TV: Content, Impact, Regulation, Lawrence Erlbaum, Mahwah, pp1-13.Neil, D 2012, PHIL106 ‘Advertising to Children’, lecture notes, accessed 1/9/2012, [email  protected] Wilcox, B, Kunkel, D, Cantor, J, Dowrick, P, Linn, S & Palmer, E 2004, ‘Report of the APA Task Force on Advertising and Children’, American Psychological Association Australian Association of National Advertisers, AANA Code for Advertising & Marketing Communications to Children, accessed 9/9/2012, http://www. aana. com. au/pages/aana-code-for-advertising-marketing-communications-to-children. html

Hip Hop and the Crack Epidemic Essays

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History and Inventors of Beds and Mattresses

History and Inventors of Beds and Mattresses A bed is a piece of furniture upon which a person may recline or sleep, in many cultures and for for many centuries the bed was considered the most important piece of furniture in the house and a type of status symbol. Beds were used in ancient Egypt as more than a place for sleeping, beds were used as a place to eat meals and entertain socially. The Mattress Among the earliest beds were simple, shallow boxes or chests in stuffed or layered with soft bedding. Later, ropes or strips of leather were suspended across a wooden framework to create a soft basis to sleep on. By the 15th century, most beds were built upon these straps of support over timber. The mattress itself evolved to be a sort of bag filled fiber like straw or wool, and then covered in common, inexpensive cloth. In the mid 18th century, the cover became made of quality linen or cotton, the mattress cane box was shaped or bordered and the fillings available were natural and plenty, including coconut fibre, cotton, wool, and horsehair. The mattresses also became tufted or buttoned to hold the fillings and cover together and the edges were stitched. Iron and steel replaced the past timber frames in the late 19th century. The most expensive beds of 1929 were latex rubber mattresses produced by the very successful Dunlopillo. Pocket spring mattresses were also introduced. These were individual springs sewn into linked fabric bags. Waterbeds The first water-filled beds were goatskins filled with water, used in Persia more than 3,600 years ago. In 1873, Sir James Paget at St. Bartholomews Hospital presented a modern waterbed designed by Neil Arnott as a treatment and prevention of pressure ulcers (bed sores). Waterbeds allowed mattress pressure to be evenly distributed over the body. By 1895, a few waterbeds were sold via mail order by the British store, Harrods. They looked like, and probably were, very large hot water bottles. Due to lack of suitable materials, the waterbed did not gain widespread use until the 1960s, after the invention of vinyl. Murphy Bed Murphy Bed, the bedding idea of 1900 was invented by American William Lawrence Murphy (1876 to 1959) from San Francisco. The space-saving Murphy Bed folds into a wall closet. William Lawrence Murphy formed the Murphy Bed Company of New York, the second oldest oldest furniture manufacturer in the United States. Murphy patented his In-A-Dor bed in 1908, however, he did not trademark the name Murphy Bed.

Occupy Wall Street Movement Assignment Example | Topics and Well Written Essays - 1500 words - 1

Occupy Wall Street Movement - Assignment Example As the discussion outlines  the main motto behind this movement was to invoke change in today’s crony capitalism by raising worldwide awareness and calling themselves as 99%. They claimed to use the tactics of Arab Spring that was to peacefully protest against the unjust. An admirer of the OWS released a video calling the youth to join the protest by gathering at lower Manhattan and occupying the Wall Street for some moths. From there other groups including the governing body, General Assembly of NYC also started joining the protest. The word of protest soon got out through the social networking sites like Twitter and Facebook. The movement soon started gaining momentum and pick up steam within a month.This paper discusses that  the protest that started on the Wall Street did not put forward any demand or grievances instead it brought some agendas to be viewed. The common agenda was the gap of 1% and 99% where 1% was considered to be the â€Å"wealthy traders and bankers at the top of the financial services sector† and the 99% was regarded to be everyone else leaving the 1% including the demonstrators or the protesters. The 1% was regarded to have a lump sum amount of money, power and wealth and was interested in conflicting with â€Å"the economic well-being of the rest of the country†.  The excessive compensation paid to the Wall Street traders aggravated income inequality and promoted excessive risk-taking. On the other hand this penalized the taxpayers whose money has gone into bailing out the failed banks.

Audit of client Linstead Parva plc Essay Example | Topics and Well Written Essays - 1250 words

Audit of client Linstead Parva plc - Essay Example (Independence Provisions Applicable to Audits of Public Interest) The potential threats that may flow are: The acceptance of the staff scheme will cause significant influence on the decision and the professional judgment of the audit team members. The team will not be independent during the course of the audit due to possibility of significant benefits that will aid the team which will impair their objectivity. The audit objective will not be attainted as the members of the team will not be able to exercise proper skepticism during the course of the audit which may impair the objectivity of the audit. (Audit Ethics) Solution It is strictly advised to the members of the Tick and Bash LLP, which are involved in the course of the audit, not to accept significant gifts from Linstead Parva which may impair their objectivity and professional skepticism during the course of the audit. The engagement partner should also make sure, in light of the code of ethics, that any other token or gift which may impair the objectivity is not accepted from the Linstead Parva plc. RELATIONSHIP WITH EMPLOYEE OF AUDIT CLIENT One of the junior accountant working at the CPD (Development) Ltd has become engaged to be married to the son of the engagement partner and since CPD (Development) Ltd is a 100% owned subsidiary of a jointly controlled entity of Linstead Parva plc, i.e. CPC Ltd, there also arises a risk that the audit engagement partner may exercise influence on the team members of the audit team where a matter arises during the course of the audit. However, there can be an argument that the risk will not be very substantial as the person to... It is strictly advised to the members of the Tick and Bash LLP, which are involved in the course of the audit, not to accept significant gifts from Linstead Parva which may impair their objectivity and professional skepticism during the course of the audit.The engagement partner should also make sure, in light of the code of ethics, that any other token or gift which may impair the objectivity is not accepted from the Linstead Parva plc.RELATIONSHIP WITH EMPLOYEE OF AUDIT CLIENTOne of the junior accountant working at the CPD (Development) Ltd has become engaged to be married to the son of the engagement partner and since CPD (Development) Ltd is a 100% owned subsidiary of a jointly controlled entity of Linstead Parva plc, i.e. CPC Ltd, there also arises a risk that the audit engagement partner may exercise influence on the team members of the audit team where a matter arises during the course of the audit.However, there can be an argument that the risk will not be very substantial as the person to whom the audit engagement partner's son is engaged to, is only a junior accountant at CPD (Development) Ltd. But the code of ethics has clearly said forth that "Such relationships must be avoided with the audit clients which tend to prejudice, bias or even influence the objectivity of the auditor".The risk can be mitigated by lowering the level of reliance placed on the work performed at the audit of CPD (Development) Ltd and exercising extra amount of skepticism when dealing with the particular accountant.