Photo Assignments

1. Create at least three aâ‚ ¬? stock images. aâ‚ ¬? You may wish to browse a stock site online to see the types of images that are popular. For example, you might take a picture of a person cooking or a picture of a food item. 2. Early photographers took portraits of people. Practice taking portraits of someone. Submit at least two portrait photographs of the person. 3. The ability to create a color photograph was an important point in the history of photography. Practice taking some color photographs. Submit three of your favorite color photographs. 1.Practice taking some nighttime photographs using what you learned in the unit. Submit two of the photographs that you took. 2. Find a scene or object that youaâ‚ ¬Ã¢â€ž ¢d like to photograph. Take the photograph using three different modes on your camera (even ones that wouldnaâ‚ ¬Ã¢â€ž ¢t be ideal for the photograph, such as a landscape mode for a macro shot). Identify which modes you used when you submit the photographs. 3. Take several photographs of the same scene, but change the aperture setting for each photograph. Submit three photographs with different aperture settings. Be sure to note which settings you used. ) 4. Take several photographs of the same moving object, but change the shutter speed setting for each photograph (the object could be players on a soccer field, a waterfall, a pet, etc. ). Submit three photographs with different shutter speed settings. Be sure to note which shutter speed settings you used. 5. Choose one camera mode and practice taking photographs that the mode is best used for. Submit three photographs that you took using the particular mode. The photographs do not need to be of the same subject. 1.Practice using the Rule of Thirds to compose some photographs. Submit three of the photographs that you think best illustrate the Rule of Thirds. 2. Practice using the guideline of filling the frame. Submit three photographs that you think best illustrate this guideline. 3. Practice taking pictures of lines. Compose photographs that contain at least one horizontal, vertical, or diagonal line. Use the guidelines to help you compose a good photograph with the lines. Submit three of the photographs that you feel best use lines. 4. Practice taking some photographs from new perspectives.Submit three photographs that you feel best illustrate this guideline. 5. Instead of following the various composition guidelines, deliberately break them. Take two pictures of the same scene: one in which you follow the rules of composition and one in which you deliberately break the rule. Submit at least two sets of photographs (four photos total of two different scenes). 1. Choose one scene or object to photograph. Take at least three photographs of this scene at three different times of day. Be sure to note the times of day that you choose.Write a brief response about how the light changed in the photograph. 2. Take photographs of someone using frontlighting, backlighti ng, and sidelighting. You can use the sun or other lighting. 3. Practice taking photographs on a cloudy or rainy day. Turn in three of your favorites from that practice. 4. Take some portrait photographs using a reflector. (Remember that white paper, poster board, sheets, or a wall can all act a reflector. ) Practice moving the subject in different positions relative to the reflector. Turn in three of your favorite photographs. . Practice taking photographs in different lighting conditions (indoors and outdoors, different times of day, different weather, and so on) to help you better understand the impact of light on your photographs. Turn in three of your favorite photographs from your practice sessions. 1. Practice taking some photographs for conversion to black and white. When youaâ‚ ¬Ã¢â€ž ¢ve finished, use photo editing software to convert the images from color to black and white. Submit three of your favorite images. 2. Choose three different scenes or objects to photograph .When youaâ‚ ¬Ã¢â€ž ¢ve finished, save each color image and create a copy that you will convert to black and white. Submit the three sets of photographs (one color and one black and white) of each scene. Indicate which photograph of the pair (color or black and white) that you prefer. 3. Take at least five photographs and use photo editing software to apply at least one different filter to each photograph. Submit the five photographs that youaâ‚ ¬Ã¢â€ž ¢ve applied a filter to. 4. Take at least ten photographs as you would if you were creating a panoramic shot.If you have editing software that will stitch the images together, you can try it with the photographs that youaâ‚ ¬Ã¢â€ž ¢ve taken. Submit all of the photographs that you took for the project, showing the tips discussed in the unit. 5. Practice using a tripod or other stable foundation (rock, table, etc. ) to take photographs from. Turn in three photographs that you took using the tripod or stable foundation. 1. Pract ice taking portraits of people. Turn in three of your favorite portraits from your practice. 2. Take photographs of a child. (Be sure to obtain permission from the childaâ‚ ¬Ã¢â€ž ¢s parent(s) to do so. Turn in three of your favorite photographs of the child. 3. Take some photographs of a group (with three or more people). The group might be a family or a group of friends. Experiment with some different arrangements. Turn in two pictures that show a different arrangement of the people in the photographs. 4. Practice taking some posed photographs of someone. Experiment with different props and portrait looks. Turn in three photographs that you feel are the best. 5. Practice taking some candid shots of someone. Experiment with having the person engage in different activities.Turn in three photographs from your practice. 1. Practice taking landscape photographs of different scenes. Submit three of your favorite landscape photographs from your practice. 2. Practice taking photographs from each of the three types of landscape photographs. Submit one example of each type of landscape photograph. 3. Chose one of the landscapes discussed in the unit and spend some time photographing in one of these location types. Submit three photographs from your practice that illustrate some of the tips for photographing in that type of landscape. 4.Chose one location to photograph in. Photograph the scene from different angles and in different lighting. Submit five of your favorite photographs that illustrate some of these differences. 5. Practice taking landscape photographs in which you use different focal points. Submit three of your favorite photographs that use a strong focal point. 1. Practice taking macro photographs of everyday objects that you find. Submit three of your favorite photographs from your practice. 2. Choose one larger subject to photograph (this could be an animal, person, clock, or any other item).Take macro photographs of different elements of the subjec t and take photographs from different perspectives. Submit three of your favorite photographs from this activity. 3. Take macro photographs of flowers, plants, or trees. If you can, try taking photographs of different species, different colors, and different forms. Submit three of your favorite photographs from this activity. 4. Practice taking macro photographs of insects, spiders, or other small creatures. If you can, try taking photographs of different species and from different perspectives.Submit three of your favorite photographs from this activity. 5. Practice taking macro photographs of people. If you can, try to work with several different age groups/individuals. Submit three of your favorite photographs from this activity. 1. Practice taking photographs of moving subjects (people, animals, cars, etc. ) using the information from the unit to help you. Submit three of your favorite photographs. 2. Practice taking photographs of individuals playing sports (running, soccer, sk iing, etc. ). If you can, try photographing several sports.Submit three of your favorite photographs from your practice. 3. Practice panning in photographs with a moving subject using the information from the unit. Submit three photographs from your practice (Note: your moving subject may not be perfectly in focus. The important thing is to practice the technique. ) 4. Photograph some animals, either pets or wildlife. Submit three of your favorite photographs of animals. 5. Practice documentary photography. You might photograph a party, street scene, event, etc. Submit three of your favorite photographs.

Implementation of School Uniform

Argumentative Essay Implementation of School Uniform Students spend most of their time at school. They are very conscious about their over-all looks especially in the school. When it comes to appearance, clothes and style are one of the best and easiest ways to express themselves, and by all odds helps people to understand of who they really are. Even so, there has been an ongoing debate on whether school uniforms should be completely abolished in all schools or uniforms should become a compulsory to all educational institutions.Despite both pros and cons of this issue, I personally stick to the idea that school uniforms should be introduced in all public and private schools. Some important points to consider why they should require students to wear school uniform in all schools are the following: security in wearing uniform and promotes equality among students. Safety is among the most important duties of a school. To wear a certain school uniform may help reduce distractions and im prove school safety.For example, there will be less bullying and degrading to every student. Sometimes, children who cannot afford the latest fashion are ridiculed by their peers. Uniforms can also prevent students from wearing inappropriate clothing inside the campus that is sexually, illegally, etc. Another thing is when the students are required to wear matching uniforms; they are easily distinguishable from other groups. For an instance, it is easier to notice students while out on field trips and other outings because they are wearing uniform.Most importantly, it is harder for terrorists or trespassers to enter the school vicinity and do harm to anyone. Moving on to my second point, wearing uniform promotes equality between students. Wearing school uniform removes social barriers and put everyone equally on the ground. Itprovides a sense of belongingness to each and everyone inside the campus, it also provides students the opportunity to be accepted and included. And lastly, we aring school uniforms destress clothing as a means of conformity. It encourages equal environment in school by imiting socioeconomic difference among students. It may reduce bullying, teasing and cliques to students who can’t afford. As a whole, having a certain uniform in the school is a great solution. Wearing the same clothes provides security for students so as the faculty, the school in whole and advocates the sense of equality to everyone. That helps the individual to feel like they belong rather than they don’t fit at all. In my own point of view, school uniform should be implemented in all schools, both public and private for it is a good idea.

For my GCSE Geography research project I have been asked to look at the impacts of Tourism in Kenya

For my GCSE Geography research project I have been asked to look at the impacts of Tourism in Kenya. I am going to be covering background information, which includes; the physical features and tourist attractions, climate features, people of Kenya and cultural features, vegetation and wildlife. I am also going to be looking at the factors that have led to the growth of tourism in Kenya and the benefits and problems tourism has caused. Background information Kenya is a less economically developed country (LEDC) in east Africa. Kenya covers an area of 582,646 square kilometres – the United Kingdom is 244,100 square kilometres in area. Kenya has a population of around 30 million, compared with the UK's 60 million. Kenya is situated astride the equator and has a hot, tropical climate. The country is bordered by Tanzania, Uganda, Sudan, Ethiopia and Somalia and to Kenya's east is the Indian Ocean. Figure 1 shows the map of Africa and an arrow showing where Kenya is located. Physical features and tourist attractions In Kenya there are two basic areas, plains (low grassy areas) and Highlands (high, mountain areas). The plains are very active areas. The Natives go about their daily business of farming and doing chores all day. While animals like elephants and giraffes roam around freely. Some houses are built high up on poles so that the animals can't get at them. The flat coastal plain along the Indian Ocean varies in width from 15-70km, and the land then gradually rises up to the highlands. The Highlands are much more deserted. Kenya's highest mountain is named Mount Kenya. It towers over everything else in the country. The only areas left to name are the rural towns (the cities). There is really not much you can say about them, as they are most like what we live in. Buildings, roads, people wearing normal clothing, etc. That is the one odd thing about Kenya. It has both areas of traditional living (the way they've been doing it for hundreds of years) and rural living (modern things like the ones I just mentioned) One more thing about Kenya's physical features, they only have summertime. You may not think that affects the way the country looks, but think about it. Weather affects the animals, people, and buildings, pretty much everything. Kenya's tourist attractions range from safaris through game parks to beautiful beaches on the coast. Until 1969, tourism development had focused on Nairobi's hotels and on its game parks. Subsequently, coastal tourism received increasing attention, and tie-ins between game park and beach stays became more common, attracting visitors from East Africa and from overseas. Kenya's coasts offer intriguing cultural and historical surroundings including picturesque old Arab towns and the ruins of sixteenth-century Portuguese settlements. There are ideal conditions for SCUBA diving and game fishing together with 150 miles of unspoiled beaches protected from sharks by the great coral barrier reef. New cottage-style hotels draw on local architectural styles and decor and offer an international standard of luxury. Most visitors to Kenya, however, continue to come primarily to see its varied wildlife, in particular, the world's largest concentrations of elephant, giraffe, antelope, and zebra. Though hunting safaris have declined since their colonial heyday, restricted game hunting continues to draw enthusiasts. Kenya has an outstanding record among African countries in the protection and development of game parks and lodges. Climate features Kenya is divided by the equator into two almost equal parts. The region north of the equator is hot and receives comparatively little rain. The southern region falls into three zones. Kenya has a great climatic diversity that goes in parallel with the different geographic regions described elsewhere. As an Equatorial country, there is little variation in temperatures throughout the year. However, among regions there are great differences in average temperatures and rainfall. This climatologic diversity is mainly due to the winds and the altitude differences. The rainfall pattern is important because of its influence on wildlife and the road conditions. Upon the rains, many roads become flooded or muddy and are impassable. The rainy season is divided in two periods: the long rains fall between March and June, whereas the short rains take place between October and November. In general, temperatures are higher during the months corresponding to the boreal winter, i.e., January, February and March. Below is a graph showing the temperature and rainfall in Nairobi, Kenya. People of Kenya and cultural features Kenya has a very diverse population that includes most major language groups of Africa. Traditional pastoralists, rural farmers, Muslims, and urban residents of Nairobi and other cities contribute to the cosmopolitan culture. The standard of living in major cities, once relatively high compared to much of Sub-Saharan Africa, has been declining in recent years. Most city workers retain links with their rural, extended families and leave the city periodically to help work on the family farm. About 75% of the work force is engaged in agriculture, mainly as subsistence farmers. The urban sector employs 0.9 million people. The national motto of Kenya is harambee, meaning â€Å"pull together.† In that spirit, volunteers in hundreds of communities build schools, clinics, and other facilities each year and collect funds to send students abroad. The five state universities enroll about 38,000 students, representing some 25% of the Kenyan students who qualify for admission. Kenya is grouped into more than 70 ethnic groups, Some of the ethnic tribes are large e.g. the Agikuyu who form a majority of the population within their homeland in the central province and can also be seen to be in large numbers in the other districts in Kenya. The other large ethnic groups include the Luo, Luhya, Kamba and Kalenjin. There are also some groups of people who form a very small population. This includes the tribe of El Molo. Kenya's ethnic groups are divided into three linguistic groups namely; Bantu, Bukusu, Nilotes, Cushites and there are others. Many of Kenya's foremost cultural institutions are in either Nairobi or Mombassa. In Nairobi are the National Museums of Kenya, which include exhibits on natural history and geology; the Kenya National Archives; and the McMillan Memorial Library, with a special collection of Africana. In Mombassa is the Fort Jesus Museum, a history museum housed in a 16th-century Portuguese fort. The Kitale Museum features displays on scientific and historical topics. Vegetation and wildlife Vegetation in the north and northeast is sparse, primarily consisting of thorn bush. In the south area there are acacias and tree cacti of the Euphorbia genus. The giant Baobab (Adansonia digitata), of the Bombacacea family, outstands for its spectacularity, sometimes growing to 18m high and with the trunks reaching 9m in diameter. Its long and pulpy fruit is good for eating, and the bark is used for manufacturing ropes and cloth. Vegetation is more diverse and abundant only at the oasis in the north and northeast, in the river valleys and in areas such as Taà ¯Ã‚ ¿Ã‚ ½ta Hills, with an alpine-like landscape. Given the extension of the arid regions, the biggest part of Kenya's land consists of deserts or semi-deserted steppes. Most visitors to Kenya want to experience the country's world famous wildlife. But there are many different ways to experience the Kenyan wilderness. Whether you want to drive by a pride of lions in a four wheel drive, walk through herds of plains game, watch a herd of elephants from the comfortable veranda of a safari lodge, track game on horseback or search for rare birds in a thick rainforest, the possibilities are endless. Kenya's wilderness areas are famous worldwide. The name Kenya has become synonymous with the great wilds of Africa. But they represent far more than you would ever expect, protecting and showcasing a broad range of habitats and species. They are complex ecologies that depend on the conservation of diverse natural resources and systems. The Parks, Sanctuaries and Conservation areas co-exist with and depend on the communities that surround them, and work together to protect the future. From the depths of a coral reef to alpine mountains, from one of the worlds most endangered owls to a herd of wildebeest more than a million strong, the wilderness of Kenya is a wonder to behold. Factors that have led to growth of tourism Tourists are people who travel for pleasure. The tourist industry looks after the needs of tourists and provides the things that help them get to places to help them relax and enjoy themselves. Tourism is a big industry. It is one of the worlds fastest growing industries and in the near future it is expected to employ more people worldwide than any other industry. The growth of tourism in Kenya is due to the tourists being attracted to areas of great scenic beauty or where there is abundant wildlife. Kenya is a land of contrasts, and nowhere is this more apparent than in its range of altitudes. The hills and mountains of Kenya are a world apart from the lowland valleys and plains. High altitude Kenya offers something for everyone. There are refreshing hill walks through bird rich areas or more active hikes into montane forests. Above all there is mighty Mt Kenya, whose slopes are the perfect trekking destination. Kenya is the home of the safari. The boundless wilderness and big game of this region has long attracted adventure seekers from all over the globe. No other African country can boast such an incredible range of landscapes, unique geographical features and species. Kenya offers the visitor a chance to experience a natural world unchanged by the passage of time. The Kenyan wilderness is home to an endless array of ecosystems, the staging ground for natural cycles of life, death and regeneration as old as the planet itself. This great range of natural habitats means that there is plenty to explore, and plenty of species to encounter. The Massai Mara Game Reserve is widely considered to be Africa's greatest wildlife reserve. The Mara comprises 200 sq miles of open plains, woodlands and riverine forest. Contiguous with the plains of the Serengeti, the Mara is home to a breathtaking array of life. The vast grassland plains are scattered with herds of Zebra, Giraffe, Gazelle, and Topi. The Acacia forests abound with Birdlife and Monkeys. Elephants and Buffalo wallow in the wide Musiara Swamp. The Mara and Talek rivers are brimming with Hippos and Crocodiles. Other indicators of the growth in tourism are the increase in the number of tour operators and vehicle hire enterprises. Tourism is also a major source of employment for farmers and grocers, to construction, transport and financial services and to the purveyors of curios and souvenirs. The industry is labour intensive and hence its expansion generates more job opportunities than an equivalent expansion in other sectors of the economy. Besides, allied improvements in tourism infrastructure also catalyses other economic activities. It is estimated that well over 219,000 people are currently deriving their livelihood from tourism. In some streets in Central Nairobi and Mombassa half the shops are tourist-oriented. Benefits and Problems of Tourism The development of the tourist industry can bring many benefits and problems. Tourism in many parts on Kenya is a ‘double edged shroud' meaning blight as well as blessing but in my opinion I think that there is more problems than benefits. The development in the tourist industry can improve the chances of having a good holiday for tourists. Countries like Spain, Italy and Greece were once very poor and now have much higher standards of living due to increased tourism. The poorer developing countries have also followed their lead. Kenya, for example has used money from tourism to improve their schools, hospitals, roads and factories. Some of the money has also been spent on developing the tourist industry. There would also be a demand for locally produced food and souvenirs, jobs in hotels and restaurants, new amenities that locals could use. Coffee and tea production brought in more foreign exchange and income from tourism first exceeded that from coffee. In the Massai Mara the ultimate way of travel is in a hot air balloon. Hot air balloons are another source of income but it disturbs animals and they have driven some out. The rapid increase in tourism is overcrowding parts of Kenya and the increasing population growth in the drier areas of Kenya has led to pressure exceeding the carrying capacity of the land in relation to park management, which in turn has led to lower income. The problem of increasing visitors has led to an increase in the number of vehicle entries in the park. This tourist entry is suspected to disturb wild animals and damage natural vegetation by off road driving. The noise by the vehicle may also be disturbing to some wildlife. Its negative impact might be higher in long term. Increased tourist facilities have caused the loss of habitat and naturalness of the area. Lodges and attractive places have been spoilt by garbage and sewage disposal problems. Garbage attracts carrion-eaters such as hyenas, baboons, velvet monkeys and marabou storks. These problems are of concern to the reserve's management because animals can be obvious threats to people, including tourists. Another impact of garbage is that some scavengers, such as hyenas, may change their natural feeding habits and became permanent garbage feeders. In the Coast, the local residents are Muslims. The Islamic females have to dress their whole body to avoid attracting men but as tourists go by they show parts of their body that is forbidden for Muslims. The darker side about tourism is that the local people then go into drugs n drinking and prostitution. Ladies look for boys for sex, so instead of boys going to the church, they have sex with ladies for money and this is affecting society. Tourists diving and standing on the coral kill the living organisms, as they are extremely delicate and tender. Anchors being dropped of boats constantly batter the coral and it is illegal to harm the coral. Tourists take shells and starfish that are a vital link to the ecosystem. 140 tones of shells and coral are removed out every year for selling.

Informative Speech Outline: bullying exactly

I, How many of you have been hearing about bullying? As you may hear on TVs or news or people are talking about the rates of bullying is going up from years to years.II, According to a research survey, bullying occurs once every 7 minutes in schools. Due to the National Youth Violence Prevention Center, almost 30% of adolescences in the USA (or over 5. 7 millions) are estimated to take part in bullying either bullying, being bullied or both. Also according to a 2007 nationally representative poll by The Workplace Bullying Institute, 37% of US workforce or 54 million employees have been bullied some time during their work time.III, Bullying can affect anyone, so you can gain something from this speech by being informed about bullyingIV, Today, I am going to explain the definition of bullying, what its effects are and how to prevent it. Body I, First of all, let’s explain in details what bullying means.A. What is bullying exactly and why?1. Firstly, bullying is intentional behav iors that are designed to hurt, harm, or damage the victims. It can take many forms like verbal, physical, social/relational/emotional, or cyber bullying – or any combination of these).Next, there must be an imbalance power involved (the bullies have power over the victims). Finally, it is often repeated periodically.2. So what do bullies want? The book â€Å"Talking about Bullying† says:a. Bullies want to feel important and big, create attention: dominate others or use others to get want they wantb. They want to feel like they are better than othersc. They want to hurt others and make them feel smallB. In order to know when bullying happens, we also need to know about ways and means of bullying1. Physicala.Typically, physical bullying involves: hair pulling, pinching, pushing, shoving, slapping, kicking, tripping, poking, stabbing, spitting, hitting, punching, head butting, choking, scratching, hiding or destroying someone’s property, etc.b. Example: pushing pe ers against the lockers to ask for money, or touching someone in a sexual way when it’s not wanted†¦2. Verbala. Ways bullies can use language or words to hurt others: name calling, taunting, swearing, spreading rumors, gossip, note writing, laughing at someone’s mistake, insulting nicknames, hate speech, mocking or imitating, threats, abusive remarks, etc.b. Example: Calling someone crybaby, trout mouth; saying nasty things about someone else†¦3. Emotional/ Relational:a. Nonverbal: pointing, staring, laughing, making faces, rolling their eyes, making loser signs, or sticking up middle fingers, etc.b. Psychological: excluding, isolating, ignoring or turning their back on someone such as leaving someone out of activities or game, purposely not talking to someone†¦ c. Another type of relational bullying is cyber-bullying is now very popular.Bullies can send emails spreading rumors, making vulnerable digital images of someone else, texting someone mean messa ges, online exclusion, videotape assault, etc.II, Bullying has extremely great effects on children so I will go into depth about children’s effects of bullyingA. Educational and mental fear always in the bullied’s minds.1. Keeping secrets and fears become phobia:a. Ashamed of being bulliedb. Afraid of retaliation if telling an adultc. Don’t think anyone can helpd. Don’t think anyone WILL helpe.Lie1. â€Å"The parent’s book about bullying† states the real effects are:a. skip schools ( In 2001, The journal of the American Medical association reported that > 160,000 students skip school every day because they are fearful of being bullied)b. don’t join in extracurricular activitiesc. carrying weaponsd. Avoiding peers and social group at schoole. reluctance to talk about what is happening at schoolf. sad and depressedg. Unexplainable drop in academic performance2. Being bullied can lead to commit suicide.1.Example: Jan 1999, Manchester, England, 8-year-old Marie Bentham hanged herself in her bedroom with her jump rope because she felt she could no longer face the bullies at school. She is considered Britain’s youngest bullycide.2. Example: June 29, 2005, a 15-year-old in Cape Coral, Florida, hanged himself after being repeatedly taunted online for 2 years by his classmates.III, Bullying is a life-death issue so we need to prevent it at home, school, or work.A. For parents1. intervene immediately with discipline2. create opportunities to â€Å"do good†3 . report the incident to school or child’s care4. teach friendship’s skill5. closely monitor children’s TV viewing, video game playing, computer activities, etc.6. engage in more constructive, entertaining, and energizing activitiesB. For teachers and school1. gathering info about bullying at school directly from students2. establishing clear school-wide and classroom rules about bullying3. training all adults on school to respond sensitively and consistently to bullying4. providing adequate adult supervision5. mproving parental awareness of and involvement in working on the problem C.For the bullied Tell the bullies to stop Speak to the school personnel, parents or adults outside of school Have your parents contact the school or school district Seek help for mental health issues if needed Anyone can become a victim of bullying but we can decrease our chances of being bullied of ours and others by being more informed on the concept, the effects of bullying and how to prevent it. Now, since you have more information about bullying, you may protect yourself and the ones you love!

Why Study Ethics?

http://faculty. polytechnic. org/gfeldmeth/4. ruggiero1. pdf Ruggiero 1 Why Study Ethics? If we have laws and religion, why do we need ethics? Ethics is the study of right and wrong. Everyone makes decisions each day that are essentially choices. For some, choices are considered strictly personal and no one else’s business: Should I have a strip of bacon with my eggs? But for some, even that simple choice has ethical ramifications: Should I eat meat? Is it anyone else’s concern that I eat meat?Other choices confront us as the day progresses: Should I call in sick? Should I obey the speed laws as I drive to work? Should I answer a friend’s question honestly or lie and potentially hurt her feelings? Should I be faithful to my spouse? How does one find answers to these questions? For some, laws and religion provide the answers. But for most, those two sources are insufficient. Ethical Relativism In the past for most people and even for many people today, an objectiv e moral standard that is binding on all people for all times exists.While there might be disagreement on what the standard was, most acknowledged that there was a â€Å"right† choice. But in the last half-century, there has been considerable erosion in the idea that a standard exists or is even needed. For many, decisions about what is right and wrong are complete personal and completely subjective: what is right for me may not be right for you. This is known as ethical relativism. It asserts that whatever an individual deems morally acceptable is acceptable for that person. To judge that is often considered unacceptably intolerant.As relativism or situation ethics, as it was called by some, grew in the 1960s, some critics warned that an attitude of complete toleration would make it difficult, if not impossible to reasonably discuss ethical issues. If no one view is better than another, how can one distinguish civilized from uncivilized behavior, or good and evil. If ethical choices are essentially the same as aesthetic or taste choices, then pursuing one choice of action is essentially no different that preferring a work of art or an author or a singing group.It is all just a matter of taste and your taste is as good as mine. One result of the growth of relativism is the reluctance of many to pass judgment on an individual or a deed. If the choice is between absolutism (â€Å"that is absolutely wrong† or relativism (â€Å"in some cases, for some individuals, that action may be wrong’), many opt for relativism as it seems more tolerant, more reasonable, less black-and-white. Many civilizations in the past practiced human sacrifice in religious rituals. Is it right to judge that practice as wrong?After all, freedom of religion is a pillar of American beliefs. Should I judge another culture’s practices even if I find it abhorrent? To cite a modern example, some cultures allow marriage of girls as young as 12 years old or a husband to have multiple wives. Are those issues that should be left up to a nation or people-group to decide or are there universal principles that apply? To get even more relevant to students living in American society, is it ok to download copyrighted music or movies?How about copying and pasting a paragraph from an Internet source such as Wikipedia into a paper? If I want to do that, isn’t it my choice? Who are you to say it’s wrong? Ethics and Laws One might wonder why we need ethics if we have laws? If we have a comprehensive set of laws that are consistently enforced, isn’t that enough? Of course, we need to ask who makes 1 Ruggiero 1 the laws and how do they decide whether a behavior is criminal. Consider sexual harassment.Because a legislator or even a number of them might say â€Å"I would never commit such an act† would not be enough reason to conclude that a law should be passed preventing others from committing that act. From the perspective of an ethi cal relativist, no one has the right to criticize another’s actions. The only defensible reason for a law against sexual harassment is that the act is wrong, not just for me but for everyone. And sexual harassment was clearly wrong long before it was made illegal. So laws are not possible without ethics.For a law to be passed, a person or a group of people have to make a decision about right and wrong. That has been the case from the start of human society, whether laws were determined by kings, religious leaders, or elected legislators. It does not mean that every law is morally right but every law starts with a concept of right and wrong. In fact, laws change over times. New circumstances arise so that laws must be revised to fit them. New technologies developed the need for new laws. In addition, attitudes change over time.Women were not permitted to vote in national elections until 1920. The 18th Amendment legalized Prohibition in 1919. The 21st Amendment repealed it in 1 933. Ethics and Religion Just as laws arise from ethics, ethics arise from religion. Religious thinkers have always spoken to the greater society on issues of moral concern. Sometimes they have assumed that their position is the only acceptable one, which hinders discussion and debate. Faith does not usually provide common ground to discuss ethical issues in a dispassionate or even-handed way.Many religious thinkers are absolutists and turn to an outside authority, God or the Bible or the Koran for their authority. Of course, to say the Bible says something suggests that it is a simple book easy for everyone to interpret. In fact, it is complex and subject to many different interpretations. This is why it is important to distinguish between religious ethics and religious beliefs. Religious ethics examines moral situations from a perspective, a set of principles. It is a starting point, not a defining â€Å"right or wrong† point. Inquiries 1.Canada’s government proposed that color photographs of diseased hearts and cancerous lungs and lips be printed on the front and back panels of every pack of cigarettes sold in that country. Canada’s tobacco industry claimed the practice was illegal. What is the ethical issue in this case? 2. When a Michigan man was arrested for soliciting a prostitute, his car was impounded by the police. His wife, who co-owned the vehicle, claimed that the government’s action was improper because it punished her as well as her husband, even though she had no knowledge or part of his crime.Is her argument morally correct? 3. The National Collegiate Athletic Association (NCAA) allows colleges and universities to make millions of dollars each year from the sale of tickets and television rights to games. Yet the NCAA does not permit student athletes to be paid. Is the NCAA’s position morally justifiable? 2 Ruggiero 1 4. A married couple, both drug addicts, is unable to care for their infant daughter. The cour t takes her from them and places her in a foster home for a number of years and she comes to view her foster parents as her real parents.When she is nine years old, her natural parents, now in drug recovery, ask the courts to return custody to them. The case is decided in their favor and the girl is returned to them, against her will. Does ethics support the court’s decision? 5. A Milpitas, California, boy raped and then killed his girlfriend and dumped her body in a lovers' lane gully. Over the next few days, the killer boasted to his high school friends and the word quickly spread that the girl was dead and that her body was in the gully. Carload after carload of high school students visited the gully to see the body.Some students prodded it with sticks or kicked it; one girl ripped a decal from the dead girl's jeans. Only one boy reported the murder to the high school principal, and even after the police investigation was well under way, only two students would identify th e killer or volunteer any information. Since failure to report a body or to volunteer to testify is not a crime, the students could not be charged legally. But was the behavior of any of the students morally acceptable? Why or why not? Based on Thinking Critically About Moral Issues by Vincent Ruggiero 3

The concept of perception and how it affects behavior use examples Essay

The concept of perception and how it affects behavior use examples - Essay Example This principle goes with each one of the senses. Complex stimuli have the same fraction of a second recognition. Another important analogy from the study would be a symphony orchestra. When they come on stage, it is a cacophonous moment where there are 50 musicians playing random sounds. It is only when they all start playing together does it respond to the auditory sense. "This chaos-complex behavior makes perception possible" (Freeman 79) There are two types of concepts of behavior which follow from perception: the cognitive approach and the evolutionary approach. In the evolutionary approach, we have a need to understand what is going on in the environment. Our adaptive perception is a result of the behavior responding to the environment. It is when we comprehend and understand that we behave accordingly. The cognitive approach is the "way to look at this is by taking an evolutionary perspective. In the course of our development as a species, perceptual abilities and functions dev eloped because we started to behave, not because we started to understand." (Dijksterhuis 866 ) If we go to a soccer match and the crowd starts to throw bottle onto the field, there is a high chance that our evolutionary perception will lead to doing the same thing. When we take the environmental stimulus; filter it in the proper sense organ; process the information, the physiological arousal depending on the part of the brain will manifest the behavior. One explanation is that, upon seeing, soccer hooligans, one may..without being aware of it†¦start to act like them. (Dijksterhui 865) Eichmann at the Nuremburg trials said what he did was not wrong, he was only doing as everyone else. (Nuremburg 1954) The cognitive approach would be in such calm surrounding where our physiology arousal in not the same. Our gustatory senses would not have the same physiology arousal if it were a question of life or death or if it were a question of just being hungry. Our perception of food and o ur behavior of food would not be the same. The 5 responses directly relate to the cognitive evolutionary approach to behavior, referred to as the five f's: freeze, flee, fight, food, or fornication depend on the type of senses and thus will manifest in different types of behavior (Cibelli 2011) The chaos-complex behavior also applies as it is a quick response of a fraction of a second which determines the behavior. If I see a gang who is ready to attack me in down town Los Angeles, and I am a black belt, I will first use my visual senses to observe each person's movement. Then I will use my auditory senses to hear if there are any other people in the area. It is a question of the chao-complex behavior as everything will happen in a quick second before deciding If I am staying to fight, flee, or to freeze because I am too scared to do anything.. The cognitive approach assumes that there are learnt (social) perceptions as there is a weakness in the sensorial stimulus. Therefore this a pproach is information based. Social perception is learned but can stem from a sensorial stimulus. A woman who has been raped, has the stimulus which has caused the behavior of fear. She might transfer this fear into the social perception that all men of the race of that

The Antitrust Battle Ahead Essay Example | Topics and Well Written Essays - 500 words

The Antitrust Battle Ahead - Essay Example It may so happen that the merged organizations gains at the expense of the consumer. This is where the government chips in, through its antitrust regulations. The government reserves the right, and rightly so, to intervene and block any merger deal which it feels would reduce competition in the industry and thereby adversely affect the consumers, either by way of high prices or by way of low quality. In some cases, these mergers may lead to less innovation thus indirectly putting consumers at a loss. Section 7 of the Clayton Act disallows mergers and acquisitions when such transactions may significantly lower competition, or may create a monopoly, or may lead to formation of cartels (Federal Trade Commission 2011). Simply put, the purpose of antitrust legislations is to enforce laws that promote competitive markets. These laws thus ensure efficient allocation of resources in a free market and prevent market failures. The focal point of antitrust economics is competition (Scheffman 2002). It is competition that is at the heart of many important business decisions and to a large extent determines the firms pricing strategies and tactics. The Federal Trade Commission’s Bureau of Competition, along with the Bureau of Economics is entrusted with the enforcement of such antitrust laws in the United States. The FTC and Department of Justice review scores of merger filings every year of which 95 percent have no competitive issues (Federal Trade Commission 2011). The first category consists of merger proposals wherein the competitive concerns can be resolved by mutual consent of the parties concerned. The revised merger proposal, so arrived after negotiations, retains the beneficial aspects of the deal and discards the threat. The federal regulators negotiated a settlement in the proposed merger deal of Comcast and NBC Universal. As a part of the revised deal, Comcast agreed to give up

Human Resource Management, Assignment3, Monitoring and Rewarding Essay

Human Resource Management, Assignment3, Monitoring and Rewarding - Essay Example In case of MORAS Ltd. the personal assistant is working in the head quarter and has a good relationship with other employees. The person has been promoted from the position of administrative assistant to personal assistant, requires minimum supervision and has subordinates who are administrative personnel. They are to handle confidential information, attend phone calls, organise meetings and other secretarial activities like checking mails, writing replies. They are given all the facilities to perform the work efficiently along with an air-conditioned office. They are to have a four year experience as an assistant or secretary. Their work activities include handling calls and filing and recording, it is required that they have knowledge of the General Manager’s responsibilities. They are required to make decisions solely, be a fine organiser and complete work on time as required. If any mistake is made in handling calls it would not have a drastic impact. In case of filing and recording, they should know typing, filing, organising and classifying records. It is essential to perform work on time and avoid any mistake because poor filing will lead to serious problems in the company. [2] 2. The employees who are working in the company are given a questionnaire and if they feel that they should be promoted then their questionnaire is reviewed by their supervisor. If the supervisors also feel the same then the employee undergoes a few process of observation and then might be promoted. [5] The information maintained in the records about the employees, tells about their skills, knowledge, responsibilities. If these are more than required for the job then will help the supervisor decide whether to the position held by the employee is appropriate or his skills might serve a higher position. Records contain information about how efficiently employees perform their job, how

Violent, Overcrowded Prisons Negatively Affects Society Term Paper

Violent, Overcrowded Prisons Negatively Affects Society - Term Paper Example Prisons should concentrate on rehabilitation because many inmates will eventually be released. Punishment, aside from a need for societal vengeance, is meant as a deterrent for those who have committed a crime as well as for those who have not. Since people who commit crimes do so believing they probably won’t get caught, this type of reasoning is based upon a false premise. Those who have committed crimes such as identity theft, prostitution, gambling and drug use are thrown into an excessively cruel circumstance where violence and sexual assault run rampant which acts an opposite effect of rehabilitation. These people, as well as society, would be better served if they were assigned community service of varying degrees in an effort to repay the victim or the community for their transgressions. One method hurts, the other helps – seems like a simple and effective solution but one that is rarely considered. The U.S. incarcerates more of its population than any other ind ustrialized country. Currently, more than two million prisoners are jailed in local, state or federal facilities. Not only the number of prisoners is increasing, the ratio of prisoner to population is widening as well. About a decade ago, for every 100,000 citizens, 703 were in prison. That number exceeds 715 today. When categorized according to ethnicity, a wide disparity of justice is apparent. â€Å"At midyear 2003 there were 4,834 black male prisoners per 100,000 black males in the United States in prison or jail, compared to 1,778 Hispanic male inmates per 100,000 Hispanic males and 681 white male inmates per 100,000 white males† (â€Å"Prison Statistics† 2006) Those incarcerated for on drug charges constitute more than 60 percent of inmates in Federal prisons and 15 percent of the growth in total prison populations. Violent offenders including those charged with murder, rape, assault and robbery constitute the remaining approximate 40 percent. 1) (â€Å"Prison S tatistics† 2006) Anyone who has seen a prison movie likely has witnessed the stereotypical ‘shower scene’ where gang members viciously attack a lone inmate. They put a knife tightly against the victim’s throat and threaten to kill him if he puts up a fight. The lone inmate is then repeatedly raped by the gang and afterwards is too frightened to notify prison officials fearing retribution. This Hollywood recreation is not unlike the actual events taking place inside prison walls. Being brutally raped in prison is not simply a physical violation; it is an emotionally scarring event. According to the Human Rights Watch, this and other forms of gang-related violence occur regularly in prisons across the country. â€Å"Gang assaults are not uncommon, and victims may be left beaten, bloody and, in the most extreme cases, dead† (â€Å"No Escape,† 2006) However, violent and blatant rapes are but one type of sexual abuse many prisoners must endure. The most prevalent form of rape does not occur by means of violence nor have many of the victims been overtly threatened. Nevertheless, they engage in sex acts unwillingly because they do not believe they have a choice. Prison is an intimidating place. Prisoners, especially those new to the system can be easily coerced into doing things such as allowing themselves to be raped or committing violent acts against others out of fear. This type of prison rape is easier to conceal than violent attacks and much easier for prison staff and the

An information booklet providing guidance and explanation on research Coursework

An information booklet providing guidance and explanation on research techniques and methodologiesdesign suitable for an area of professional practice - Coursework Example Risk analysis and risk assessment are concepts that are interchangeable and they form the basis of risk management. It's an ongoing process where: Assets are identified and valued. Vulnerabilities associated with an asset are identifiedand their severity is assessed. Threats are identified and chances of their occurrenceare assessed. The threat and vulnerability relation isexamined which might result in the manifestation ofany risk. Policies are used in accordance with the impact of thisrisk manifestation. Existing controls are defined and corrective actions areproposed so that the impact of any risk is reduced to thelevel that can be accepted for a particular environment. So Risk Management can be defined as a continuous process of planning, implementation of those plans , promoting awareness and monitoring of security measures to mitigate, transfer, eliminate or control to an acceptable level. Various objectives of the risk management process include: The aim of risk management is "reduce business exposure by balancing counter measures investment against risk"(Birch&McEVOY,1992;45) The purpose of risk management is "to minimise the expected loss"(Suh &Hun,2003:150). The goal of risk management is "select risk mitigation, risk transfer and risk recovery measures so as to optimise the performance of an organization"(Jacobson,2002;1) IMPORTANCE OF RISK MANAGEMENT It is easy to manage an organisation when all things are at its place, but during crucial times of risk management, the job becomes tough. Then comes the tough managerial Decision Making. Cooperation is required in such times from all the sectors of the company. Treating risks after...Both the words sound daunting, but they have simple meanings in the field of research. Epistemology can be defined as the "study of knowledge and justified belief" .When epistemology is considered as" the study of knowledge", it is concerned with questions like: what are the sources of knowledge what are the conditions of knowledge What are the structure and limits of knowledge. When it epistemology deals with ' justified belief", it asks questions like what makes beliefs justified Whether justification is external or internal to one's mind to sum it up, Epistemology deals with the creation ok knowledge and dissemination of knowledge. "Any research can be affected by different kinds of factors which, while extraneous to the concerns of the research, can invalidate the findings" (Seliger & Shohamy 1989, 95).The primary responsibility of any good researcher should be controlling the factors that might hamper the validity of a research. This map draws the metaphor of a journey through the road which shows how research is similar to a journey that begins from conceptualisation and the aim and ultimately the journey ends at the conclusion. To achieve expertise in Risk management for..,the research approach, application and the appropriate research questions are vital.

5 different ones Essay Example | Topics and Well Written Essays - 500 words

5 different ones - Essay Example If only one X chromosome is affected, she is a carrier. On the other hand, a male suffers from the disease if he has only one allele due to the presence of only one X chromosome in males. The mating of a female carrier with a normal male will not result in any of the daughters suffering from hemophilia. However, there is a fifty percent probability that the daughter may also be a carrier (VanPutte et al 2011). Answer. A normal cell of the human body has 46 chromosomes. The karyotype of a human cell during mitosis reveals that each chromosome is accompanied by another chromosome and these two chromosomes have a similar shape and size. This pair of similar chromosomes is referred to as homologous chromosomes and thus the humans have 23 pairs of homologous chromosomes (Campbell et al 2010). The homologous chromosomes have genes of the same trait. This means that the gene for a particular biological feature is present at the same place on homologous chromosomes. For example, the trait of eye color would be present at the same location on both the chromosomes. Thus, genes of the same trait lie at the same level on the homologous chromosomes (Campbell et al 2010). Answer. The process of meiosis is important for the reduction of the diploid number of chromosomes to haploid. There are two cell divisions during meiosis and the changes in the offspring result due to the genetic material coming from both the parents. The separation of the chromosomes followed by the reduction of the diploid number to haploid occurs during this process. Along with this, alterations are made in the haploid number during the process of meiosis. This results in new combinations of genes (Khanna 2008). Crossing over as well as fertilization which is unsystematic and the grouping of chromosomes independently is responsible for the production of new genes. This is significant for the purpose of selection as well

Journal 4 Essay Example | Topics and Well Written Essays - 250 words - 2

Journal 4 - Essay Example I think the images behind the man represent the many paths people today choose in order to be in one religion or state. The man painted in the middle of these paths is representing all the races in the world and possibly religions. Rivera’s work of art seemed to be representing the cultural wars that exist today. In the early 100’s Rivera was at the time an icon for transactions of cultures between the people in Central and North America. This painting was one of his controversial arts which he intended to be an eye opener for Americans; to be culturally diverse and accept the different aspects and opinions which existed in the world (Neimark 6). His painting incorporates lively and contrasting colors and his concern for texture seem overwhelming. His style of painting can best be termed as New Realism since it is far from representing the academic world and naturalism in the old world (Neimark 68). The man who is at the centre of this painting is Lenin who was the founder of Soviet Union; he is symbolically clasping the hands of future allies; a worker, a black American and a white Russian

Corruption in the United States Essay Example | Topics and Well Written Essays - 1000 words

Corruption in the United States - Essay Example However, theoretical study shows that in the short run corruption may promote economic growth as a result of counteracting government’s failure. The failure of the government is itself a function of corruption and hence it will in the long run have detrimental effects on economic growth (Akai, Horiuchi & Sakata 29). The importance of corruption is in its ability to influence the roots of the economy. Corruption has consequences for both equity and efficiency and also erodes property rights. It strains business institutions thus poses threats to the economic benefits attributed to it. Corruption takes place in secrecy causing complications, in the nature of economic exchange. On the contrary, some early authors viewed corruption as a necessary grease to lubricate the wheels of stagnant government administration. Similarly, many other authors demonstrate how bribes enhance public administration efficiency by minimizing the costs associated with government labor and queuing (Kauf mann 45). Corruption is much more than a price mechanism; it causes reallocation of talents towards unproductive rent-seeking activities other than directing talents to entrepreneurial activities. In most cases, talented people compete for the highly payoffs within the economy. Micro evidence appears to suggest that corruption badly hampers development and deteriorates government performance. Corruption is vice that result to many effects affecting a large number of people (Kaufmann 45). USA is not an exception of corruption as it prevails in most of its states. In Connecticut, administration is at substantial risk of the state’s history worst scandal in corruption. Some of Connecticut three mayors and the treasure are in prison. A former Governors deputy chief accepted gold coins in return for government’s contracts; this is a clear evidence of corruption. Another example is that of a governor in Connecticut whose cottage renovations were carried out by private corpor ations in Litchfield. The examples depict Connecticut as a corrupt state. Historically states such as Louisiana, Illinois, Rhode Island and New Jersey have worst reputations for corruption. Recent statistics clearly indicate that Mississippi is the most corrupt state in USA while the least corrupt state in the country is Nebraska. Columbia is the most corrupt district in USA. However, most states are making remarkable efforts in the battle to fight corruption in order to enhance growth and development. The integrity index analyzes five key laws, which directly ensure combating corruption in the government and integrity. They include conflict of interest laws, whistleblower protection laws, gifts, trips and honoraria laws, information laws and campaign finance laws. These laws create transparency; accountability and limits thus fight corruption. Transparency International organization is also dedicated to combating corruption in USA. The world might not understand the exact extent of corruption in USA because the Justice Department’s statistics rarely get to the public. If the Justice Department sought to publicize they masterly work, it could go a long way to stop corruption (Mauro 23). Corruption arises from various causes such as personal motivations where people give bribes so as to get unjust advantage over the rest. Paying lower taxes, bribing to get a promotion or an

Essay questions Example | Topics and Well Written Essays - 500 words - 23

Questions - Essay Example US officials, on the other hand, viewed nuclear energy as having potential non-military benefits, thus giving rise to atomic diplomacy, in which the US sought to prove to the USSR that it was capable and willing to execute a nuclear attack (Ross 33). Atomic diplomacy was used in the Korean War, the first confrontation between the two super-powers, during which the US deployed B-29 bombers as a signal of its resolve, although by 1953, this idea was rejected as a means of coercion to further a cease-fire agreement in the conflict (Arnold & Wiener 21). When the USSR acquired capabilities to deliver nuclear war-heads on Western European and US territories in the late 50s, atomic diplomacy gave way to mutual deterrence, in which the two super-powers refrained from attacking each other due to the certainty of mutually assured destruction. During this period in which the USSR, the US, and its allies were separated by the ‘Iron Curtain’, the West’s general policy was to contain Communist states by keeping them within their present borders and hoping for internal failure and division that would end their threat (Arnold & Wiener 22). Although Dr. Martin Luther King Jr. (MLK) was not the founder of the Civil Rights Movement, he can be considered its formative figure and its de facto leader due to his sacrifices and the influence he had on some of its most seminal milestones (Ward & Badger 18). MLK was one of the first African American leaders to advocate for a social movement against racial segregation that used non-violent means, which was a hallmark of the Civil Rights Movement. He provided leadership for the Civil Rights Movement, which sought to end racial discrimination and segregation against blacks, while also securing federal protection and legal recognition for them as enumerated in federal and constitutional law. He was a major contributor to the Second Reconstruction, which was a

The Importance of Safety and Security in Private Business Research Paper

The Importance of Safety and Security in Private Business - Research Paper Example Security concerns associated to criminalities and terrorism must be dealt in coordination and collaboration with police authorities and with the local government where a company is operating (Krieger & Meierrieks, 2008). Open collaboration with the police enforcement will augment business internal security problem by being updated on domestic security threats and by installing security cameras within the establishment to monitor the movement of customers within the company (Krieger & Meierrieks, 2008). Hiring security personnel will also help manage, monitor and prevent the potential security risks that may come in. Part of the corporate contingency would be to equip its human resources of knowledge on how to respond in case of terrorism or in the case of criminal intrusion within the vicinity (Krieger & Meierrieks, 2008). They should also be educated on how to be resilient and to be able to provide first aid medication in cases when staff is wounded or become the subject of a sad cr itical condition. As most companies use information technology for business competitive leveraging and to interact with customers or potential business partners, it’s essential that the management must have deep knowledge of the asymmetrical threat posed by cyber-attacks and the inherent vulnerabilities of cyberspace (from security risk) (Petrescu & Popescu, 2011). The company must have high-security measures for its web-based database and its IT experts must at all times be kept updated of threats posed by unscrupulous hackers. Considering the seriousness of cyber threats, imperative security measures and solutions must be comprehensively optimized in the use of information technology and be embedded also in a broad and sophisticated cyber security culture (Petrescu et.al., 2011). Companies must have contingent measures too for coherent information security policies in cooperation or collaboration with skilled public and private cyber security agents as a corporate

Price vs Attributes Annotated Bibliography Example | Topics and Well Written Essays - 750 words

Price vs Attributes - Annotated Bibliography Example Moreover, this article highlighted that the business professionals work to develop such strategic approaches and techniques, which are based on the notions of MNCs and that assist policy makers while making decisions concerning FDI and role of multinational organizations aiming to gain competitive advantage for the country. Concepts of MNCs help policy makers to develop attractive approaches for gaining FDIs. Researchers have noticed that positioning mapping techniques help identify and understand the viewpoints and concepts of the map managers belonging to different Southern European Countries including France, Spain, Italy, and Greece. This article insights the predicted ideal mix of these countries and the vital factors that contribute while MNCs examines a country’s position. The authors have also discussed those actions and strategies that should be adopted by a country to maintain its position for favourable FDI flow in the state resulting in a rapid growth of multinational companies. In this article, the author has shed light on the concepts and practices of marketing intelligence and planning. This article analyzes the factors, which should be consider foremost while making plans of pricing of global brands. In the light of author’s opinion, emerging technologies and scientific advancements in the field of business and marketing have created deep impact on structure and functioning of international market. Thus, before setting prices for the international products or services it is highly important to identify competitive forces in the market and other barriers of the international business environment. Surveys, samples, and examples from the industry help professionals to identify the market challenges and fundamental changes required to make during strategy management and implementation. This article argues that in some states

Media Paper Essay Example | Topics and Well Written Essays - 750 words

Media Paper - Essay Example Moreover, there was the fear of the nation getting involved in the war that broke in 1931 as Hitler attacked Poland. For these reasons, America tried her best â€Å"to be as unneutral as possible without getting involved† (Viola, 790-793). The United States though, was having its relationship with Japan strained with issues over China and French Indochina. Viola (1998) notes that in November 20, 1941; the last offer of Japan was given to the United States, for her to cut off aid to China and end the embargo. In response, America asked a counteroffer on the 26th of the same month, for Japan to leave the Axis powers and to withdraw from China and the French Indochina. In his speech, Roosevelt mentioned that the final response the Secretary of State received from the Japanese ambassador to the United States implied no threat. Therefore, he described the attack as sudden and deliberate. What the president was trying to tell to the nation in the aforementioned speech was that, the nation tried her best to stay away from the war, that the empire of Japan posed a threat to the nation because of the deliberate bombing of the Pearl Harbor, that America has to do something to protect her people and for the nation to understand and help in the president’s stand. During a tumultuous time like this, the president surely did not need critics but support and encouragement. He needed to tell the people frankly what the state of the nation is and let them see clearly the need to be involved even during a time when no one would like to go to war. Roosevelt ended his speech with an appeal to the Congress to â€Å"declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7th, 1941, a state of war has existed between the United States and the Japanese empire†, plainly and simply. As Schlesinger puts it, Roosevelt â€Å"recognized that to mob ilize public

Me, My Country and IR Essay Example | Topics and Well Written Essays - 1000 words

Me, My Country and IR - Essay Example According to the Morales (2), the conflict between the United States of America and Cuba has been there for a very long time. However, the conflict reached its peak when Cuba’s dictators took over power in 1959. The regime repressed political opponents, restricted fundamental freedoms, and violated human rights. The ensuing conflict made my grandfather to migrate from Cuba to the United States with several other disgruntled Cubans. De La Torre (34) found out that the Cuban-Americans are the third dominant Hispanic group in the U.S. certain areas have large populations of immigrant Cubans. Based on the 2010 census, there were 1,785,540 Cuban-Americans (both native and foreign born). South Florida alone has over 856,000 Cuban-Americans due to its proximity to Cuba (De La Torre, 45). The region stands out as the largest Cuban-American community. Furthermore, in 2013, a report by the American Community Survey found out that the number of Cuban-Americans has increased to 2,013,150 (Kami, 187-188). My grandfather migrated in the United States in the 19th century both as a labor immigrant as well as due to the authoritarian Cuban regime. Most of the immigrants considered the U.S. as a favored destination. Upon arrival, he told me he experienced various problems including inability to find stable work and language barrier which forced him to take English language classes. I have read in various articles that these problems are still experienced by immigrants. In 1960, the U.S. imposed an embargo on Cuba and later broke diplomatic relations with the nation in 1961. The dispute was as a result of the expropriation of American properties by the Cuban government combined with its decision to adopt a one-party communist way of governance. The U.S. blockaded Cuba in the process. Today, Cuba is the only blockaded nation globally. However, there is still debate on the U.S.

Muscular and Fitness Project Essay Example for Free

Muscular and Fitness Project Essay My class participants have a good overall health. Many of them have strong upper body strength and a moderate strength on the legs. They lack a core body and abdominal strength and have very low levels of flexibility. They need the most amount of work in flexibility. Weekly Routine for Flexibility Workout Day Flex Exercises Muscle Stretched Reps Time Reps Time Reps Time Mon Lying Quad Stretch Quads 4 20 4 20 4 25 Mon Modified Hurdlers Stretch Hamstrings 4 20 4 20 4 25 Wed Upper Back/Torso Stretch Traps 2 20 2 20 2 25 Mon Calf Stretch Gastrocnemius 4 20 4 20 4 25 Wed Lower Back Stretch Latisimus Dorsi 2 20 2 20 2 25 Fri Chest/Bicep Stretch Pecs/Biceps 2 20 2 20 2 25 Fri Shoulder/Tricep Stretch Triceps/Deltoids 4 20 4 20 4 25 Wed Lying Abdominal Stretch Abdominal 1 60 1 60 1 70 Weekly Routine for Muscle Workout Day Muscle Exercises Muscle Stretched Sets Reps Resistance Sets Reps Resistance Mon Lunges Quads 3 10 10 lbs 1 15 10 lbs Wed Push Ups Pecs 3 10 None 1 15 None Mon Hamstring Curl Hamstrings 3 10 10 lbs 1 15 10 lbs Wed Dead Rows Latisimus Dorsi 3 10 10 lbs 1 15 10 lbs Mon Calf Rises Gastrocnemius 3 10 None 1 15 None Fri Tricep Dips Triceps 3 10 None 1 15 None Fri Shoulder Shrugs Traps 3 10 10 lbs 1 15 10 lbs Fri Bicep Curl Biceps 3 10 10 lbs 1 15 10 lbs Fri Lateral Rises Deltoids 3 10 10 lbs 1 15 10 lbs Wed Leg Lifts Abdominal 3 10 None 1 15 None *You need to vary your workouts and want to give time for your body to recover from the workout. * Safety Guidelines Never continue if you feel any pain Never exercise a certain muscle group every day, make sure you give your muscles time to rest Never lift more than you can safely Never wear clothes that restrict your movement Never overstretch or over lift, it will do more harm than help Always warm up with a light cardiovascular activity beforehand Always use proper lifting technique Always breathe correctly Always train to have muscle balance Always control the weight when lifting Research how to correctly do each exercise from a reliable source before starting and make sure you have proper body alignment at all times SPORT/FITT principles Specificity Training should be designed to meet a specific need. Increase Flexibility Example: You want to increase the range of motion in your shoulder muscles. Increase Muscular Condition Example: You want to improve your muscular endurance in your shoulder muscles. Progression Training should start slowly and gradually. Increase Flexibility Example: Your shoulder stretches will be performed slowly and gradually become more challenging. Increase Muscular Condition Example: You will perform shoulder shrugs as part of your muscular fitness routine and gradually increase the challenge of this activity. Overload Training should require you to do more than you normally do. Apply the principle of Overload by changing the Frequency, Intensity, Time and/or Type (FITT) of activity you perform: Frequency: How often you perform the activity. Increase Flexibility Example: In week one, you will stretch three times per week and gradually work up to stretching five days per week. Increase Muscular Condition Example: In week one, you do shoulder shrugs two times per week and gradually work up to three times per week over a four week period. Intensity: How intensely you perform the activity. Increase Flexibility Example: As your flexibility increases you will gently extend how far you hold your shoulder stretches. Increase Muscular Condition Example: In week one you will use three pound weights and gradually work up to eight pound weights over a four week period. Time: The duration of your activity. Increase Flexibility Example: You will start by holding your shoulder stretch for 20 seconds and gradually work your way up to 40 second holds over a four week period. Increase Muscular Condition Example: In week one, you will attempt to do eight repetitions and gradually work up to 12 to 18 repetitions over a four week period. Type: The type of activity you perform. Increase Flexibility Example: You will also perform some chest and back stretches to further enhance the flexibility in these related and connected  muscle groups. Increase Muscular Condition Example: You will also incorporate some push-ups into your routine. Reversibility Training should continue or you will reverse your improvement. Increase Flexibility Example: You must continue to stretch or your improvements will reverse. Increase Muscular Condition Example: You must continue to perform muscular training exercises or your improvements will reverse. Tedium Training should include a variety of activities to avoid boredom. Increase Flexibility Example: You will try some yoga poses that incorporate shoulder stretches. Increase Muscular Condition Example: You will also swim laps in the pool and use the water as resistance. Equipment Dumbbells: Dumbbells are good for a variety of exercise. They offer a great range of motion and have a compact size. Dumbbells are not expensive. The ones pictured are $7 each for a total of $14.They offer a resistance of 10 lbs. total. Leg Weights: They are mainly used to exercise leg muscles. They can add a small bit of resistance to an exercise (3 lbs. each). They would cost about $25 for a pair. Steps: Steps are used for calf exercises and for balancing while doing other exercises. They are compact and easy to use. The one pictured is way out of budget, $40, so it is not recommended to buy them. Rather you can use your own stairs if you have them.

The Seven Wonders of the World Essay Example for Free

The Seven Wonders of the World Essay One of the most famous structures on the list of the seven wonders of the ancient world is The Great Pyramid of Giza. What makes this structure the most recognizable on the list? Not only is this pyramid the oldest structure on the list, but it is the only structure that still remains. The Great Pyramid of Giza was the tallest man made structure in the world for 3800 years which is not only a testament to its durability but to its mark as one of the most remarkable structures built. It is no wonder that The Great Pyramid of Giza was placed on the list of the seven wonders of the ancient world. The Great Pyramid of Giza is a fairly typical pyramid. It is not decorated with reliefs or inscriptions, and it is built in the same shape as all other pyramids. The Pyramid of Giza was not the first pyramid to be built, yet this pyramid has become one of the most famous structures in the world. Why has this particular pyramid gained all the fame and glory? The Pyramid of Giza, though not much larger than most pyramids, is in fact the largest pyramid ever built. This pyramid exemplifies the advancements and accomplishments of architecture in Egypt. The pyramid is large, precise and required an overwhelming amount of organization. It is not the pyramid that is so fascinating, but it is the process and method used to create it. Even today, Egyptologists are not completely sure how The Great Pyramid of Giza was built. In about 2,550 B. C. Pharaoh Khufu ordered the building of his tomb on the plateau of Giza which lies on the outskirts of Cairo. The tomb was designed to protect the Pharaoh’s body as well as his possessions. This would ensure a safe trip with all his belongings into the afterlife. Some believe that Khufu’s vizier, Hemiunu, was the architect of the pyramid whose seated statue was found in the tomb at Giza, but it is not known for sure. The pyramid took just under 30 years to build. The pyramid consists of 2 million limestone blocks each weighing from 2. 5 to 15 tons. The corners of the base of the pyramid coincide almost exactly with the four cardinal points, and the base is level to within in an inch. The pyramid is estimated to stand 481 ft tall. Right by The Great Pyramid of Giza lay three smaller pyramids which are believed to hold the Pharaoh’s queens. The second largest pyramid as well as the sphinx was commissioned by Pharaoh Khufu’s son, Pharaoh Khafre, in 2520 B. C.. It appears at first that this pyramid is the largest, ut do not be fooled. Pharaoh Khafre built his tomb on a plateau 33ft higher most likely to out due his father. The last and smallest pyramid was built by Pharaoh Menkaure around 2490 B. C.. Much like most old kingdom pyramids, the inside of The Great Pyramid of Giza consists of three chambers. The entrance is on the north face of the pyramid and placed up high. The entrance leads to a passageway that descends 191 ft through the pyramid into an underground chamber. There is a passageway from this chamber that is wide enough for only one man, but it leads to a dead end. On the east-west central axis of the pyramid remains the Queens Chamber which was misnamed by early explorers. This chamber was sealed off from the rest of the pyramid and is now believed to once be the location of the king’s ka (spirit) statue. Connected to the descending passage, there is an ascending passage as well. The ascending passage is only big enough to crawl in (approx 1m high and 1m wide). This passage leads you to the Grand Gallery which ultimately leads you to the Pharaoh’s Chamber. All that remains in the Pharaoh’s Chamber today is Khufu sarcophagus. The room is built in red granite, and it is believed that the pyramid was built around the sarcophagus. Also discovered were airshafts in the pyramid. The four airshafts are believed to be â€Å"escape routes† for the Pharaoh’s soul. Two of the airshaft point to Orion and the other two point towards the polar stars. The Pyramids were commissioned by the Pharoah, but the Pyramids were built by the people. With little tools or technology, the Egyptians were able to move heavy blocks of stone as far as 500 mi as well as place the blocks on top of one another so that the pyramid would reach 481ft tall. It is a mystery even today how the Egyptians maneuvered these heavy blocks, but some theories have been drawn. Many believe that the stones were carried using wooden sleds, levers and papyrus twine to the pyramid using ramps. The gradual ramps were made of mud, stone and wood. The ramps were used to move the blocks not only to the pyramid but around and up it as well. The Nile River was also used in transporting materials and equipment. Over 100,000 laborers worked on the project. The people that built the pyramid were skilled and well-fed builders who lived in nearby cities. Help from many ommunities across Egypt most likely occurred to create the pyramid. Originally, the pyramid had casing stones of highly polished white limestone lying on the outside of the pyramid. However in the Middle Ages, massive earthquakes loosened the casing, and the materials were reused for other projects. Erosion, grave robbers as well as tourists have also attributed to the Pyramid’s deterioration over the years. However, steps have been made to protect the pyramid. Now the pyramids are protected by organizations, Egyptologist and the people so that it may remain unharmed for future generations to see. Originally, The Great Pyramid of Giza was built as a symbol of Egypt’s wealth and power. Now, the pyramids are a symbol of Egypt and its rich history and culture. The Great Pyramid of Giza is a testament to the intelligence and technological advancement of Egypt’s ancient civilizations. Pharaoh Khufu was able to create one of the largest structures in the world as well as one of the oldest. The pyramid was an amazing feat of ancient civilization which is why it made the list as one of the seven wonders of the ancient world.

The Effective Learning Strategy In English

The Effective Learning Strategy In English Speaking is considered to be one of the most difficult skills in English learning. As one of the receptive skills, speaking is the foundation to develop other language skills. For a long period of time, the teaching of English in China has mainly focused on the teaching of reading and writing in the early stage of learning and neglected the teaching of listening and speaking. Many teachers are puzzled at the situation in the English class: though many students can get a good mark in English test, not all of them can perform well in listening and speaking. But the primary function of language is for interaction and communication. So how to improve learners oral communicative competence is a significant problem that each language teacher has to face, especially for the 12 to 15-year-old junior middle school students. But as their teachers, their oral English is very important. In China, oral English learning has been the weak point. It is of necessity to investigate factors which may o bstruct or enhance oral English acquisition. They reflect on what was wrong with the teaching and try to find out the solutions to these problems. And it is obvious that the learners do not have enough and effective listening and speaking practice in a scientific way. Through our research, we know that the students are mainly influenced by the affective learning strategies. This article starts from the affective learning strategies, analyses the relations between the learners oral English ability and the affective learning strategies. At last, this article also gives some suggestions for the English learners in junior middle school. 1 Introduction With the rapid development of the society, frequent communication among different nations and the rapid development of the international trade, more and more English majors will be needed. So to teach the students to be excellent English talents is an important and difficult task. In recent years, more and more scholars and researchers have paid much attention to the learning methods in order to improve their learning ability and achievement. In my own school and university experience, I found that students learning ability and achievement has much to do with the language learning strategies, especially the affective learning strategies. As we know, language learning strategies are what the teachers and students should know in their teaching and studying. In my middle school time, it reminds me that most of my English teachers did not view learning strategies as a priority and even the few who did care about them knew little or nothing to apply them to their teaching or to help the s tudents to learn English. Due to this fact, I set down to do some researches and write an article to make a study of the learning strategies. 1.1 Problems In the past decadesà ¯Ã‚ ¼Ã…’much progress has been made in English teaching in China, but there are still some problems that we have to face .One of them is that in spite of consistent practice and hard workà ¯Ã‚ ¼Ã…’many junior high school students can t use English properly after three years of learning, especially their oral English is very poor. They still use the old learning methodsà ¯Ã‚ ¼Ã…’and are passive in English learning. Although teachers always make their students change learning strategiesà ¯Ã‚ ¼Ã…’they cant yet change this kind of embarrassing situation . And there is another phenomenon, many a students can do well in reading and the examinations, but when they are called to give a speech or do some oral exercises, they just can not open their mouth. It seems that there are something stuck in their throat. Both the teachers and students do not know how to solve this problem, so they dont know how to improve their speaking ability. 1.2 Theoretical significance This article mainly discusses the influences of the affective learning strategies on English speaking. So, before we start those points, let us know something about the theoretical significance of studying the learning strategies and oral communication. 1.2.1 The importance of studying the learning strategies It is meaningful and important for us to learn how to employ efficient ways in English learning. Firstà ¯Ã‚ ¼Ã…’autonomous learning is the ultimate goal for English teaching. And one of the most important ways to achieve this is to motivate students to develop their own thinking strategies and learning strategies. In junior high schoolsà ¯Ã‚ ¼Ã…’because of the traditional teaching methodsà ¯Ã‚ ¼Ã…’students cannot develop their own learning strategies .Therefore, it is becoming more and more important to study how to help students develop and use efficient learning strategies. An old proverb tells us what to do in English teaching .It goes Give a man a fish and he will eat it up for a day à ¯Ã‚ ¼Ã…’but teach him how to fish and he will have fish to eat. So to help students to develop their own affective learning strategies is just like teaching them how to fish. So in English teaching it is very important to teach students how to develop learning strategies .If they master the ways to develop learning strategies and use them freely and correctly ,students can not only improve their English fastà ¯Ã‚ ¼Ã…’but also enhance their sense of responsibility in learning English . 1.2.2 The importance of oral communication In peoples daily lives most of them speak more than they write, so speaking is fundamental to human communication. Many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak the language, or as Noonan (1991) wrote, success is measured in terms of the ability to carry out a conversation in the target language. Therefore, if the students do not learn how to speak or do not get any opportunity to speak in classroom they may soon get de-motivated and lose interest in learning. With Chinas entry into WTO and successful bidding for holding 2010 EXPO in Shanghai, the need for proficient English speakers is surely increasing, which means more opportunities for those who can speak fluent English in their own fields. In order to meet this challenge and seize the opportunity, the students not only want to have profound knowledge for English reading and writing, but also need the ability to have oral communication with foreigners in English. So to improve the students ability of oral English is becoming an important task. 2. A General Review of Affective Learning Strategies In the September of 2000, the new English Course Standard for the Basic Education Stage was issued and tried out. Its greatly different from the past syllabus. The teaching contents and goal of the course standard includes skills, knowledge, culture, affective strategies and so on. Both The Syllabus for Junior Middle School English Course of the Nine year Fulltime Compulsory Education (Revised) and The Syllabus for Full-time Senior Middle School English Course mentioned To help the students develop the effective English learning strategies as the teaching goal. The problem here is that we failed to get proper affective learning strategies organized in teaching and learning practice. So the brief review of the foreign and Chinese applied linguists researches about the affective learning strategies in the latest years should be taken at first. And it starts from the following aspects: 2.1 The definition of affective learning strategies Affective strategies concern the ways in which learners interact with other learners and native speakers or take control of ones own feelings on language learning. Examples of such strategies are cooperation and question for clarification. The term affective refers to emotions, attitudes, motivations, and values. It is impossible to overstate the importance of the affective factors influencing language learning. Language learners can gain control over these factors through affective strategies. The affective domain is impossible to describe within definable limits, according to H.Douglas Brown. It spreads out like a fine-spun net, encompassing such concepts as self-esteem, attitudes, motivation, anxiety, culture shock, inhibition, risk taking, and tolerance for ambiguity. The affective side of the learner is probably one of the very biggest influences on language learning success or failure. Good language learners are often those who know how to control their emotions and attitudes about learning. Negative feelings can stunt progress, even for the rare learner who fully understands all the technical aspects of how to learn a new language. On the other hand, positive emotions and attitudes can make language learning far more effective and enjoyable. Teachers can exert a tremendous influence over the emotional atmosphere of the classroom in three different ways: by changing the social structure of the classroom to give students more responsibility, by providing increased amou nts of naturalistic communication, and by teaching learners to use affective strategies. Self-esteem is one of the primary affective elements. It is a self-judgment of worth or value, based on a feeling of efficacy-a sense of interacting effectively with ones own environment. Low self-esteem can be detected through negative self-talk, like boy, am I a blockhead! I embarrassed myself again in front of the class. The three affective strategies related to self-encouragement help learners to counter such negativity. A mount of anxiety sometimes helps learners to reach their peak performance levels, but too much anxiety blocks language learning. Harmful anxiety presents itself in many guises: worry, self-doubt, frustration, helplessness, insecurity, fear, and physical symptoms. Tolerance of ambiguitythat is the acceptance of confusing situations-may be related to willingness to take risks (and also reduction of both inhibition and anxiety). Moderate tolerance for ambiguity, like moderate risk taking, is probably the most desirable situation. Learners who are moderately tolerant of ambiguity tend to be open-minded in dealing with confusing facts and events, which are part of learning a new language. In contrast, low ambiguity-tolerant learners, wanting to categorize and compartmentalize too soon, have a hard time dealing with unclear facts. Again, self-encouragement and anxiety-reducing strategies help learners cope with ambiguity in language learning. 2.2 Classification of affective learning strategies There are two kinds of classifications: Chamot and OMalleys and Oxfords a: Chamot and OMalley (1990) recognized three affective/social strategies: cooperation, questions for clarification, and self-talks. b: Oxford (1990), otherwise, gave some more detailed items: lowering your anxiety, encouraging yourself, and taking your emotional temperature for affective strategies; and asking question, cooperating with others, and empathizing with others for social strategies. In this paper, I mainly talk about Oxfords classification of the affective strategies. As shown in Figure 1 A. Lowering your anxiety (Using progressive relaxation, deep breathing, or meditation, Using music, Using laughter) Affective strategies B. Encouraging yourself(Making positive statements, Taking risk wisely, Rewarding yourself) C. Taking your emotional temperature(Listening to your body, Using a checklist, Writing a language learning diary) 2.2.1 Lowering your anxiety Three anxiety-reducing strategies are listed here. Each has a physical component and a mental component. Firstly, using Progressive Relaxation, Deep Breathing, or Meditation: Use the technique of alternately tensing and relaxing all of the major muscle groups in the body, as well as the muscles in the neck and face, in order to relax; or the technique of breathing deeply from the diaphragm; or the technique of meditating by focusing on a mental image or sound. Secondly, using Music: Listen to soothing music, such as a classical concert, as a way to relax. Thirdly, using Laughter: Use laughter to relax by watching a funny movie, reading a humorous book, listening to jokes, and so on. 2.2.2 Encouraging yourself This set of three strategies is often forgotten by language learners, especially those who expect encouragement mainly from other people and do not realize they can provide their own. However, the most potent encouragementand the only available encouragement in many independent language learning situationsmay come from inside the learner. Self-encouragement includes saying supportive things, providing oneself to take risks wisely, and providing rewards. Making Positive Statements: Say or write positive statements to oneself in order to feel more confident in learning the new language. Taking Risks Wisely: Push oneself to take risks in a language learning situations, even though there is such a chance of making a mistake or looking foolish. Risks must be tempered with good judgment. Rewarding Yourself: Give oneself a valuable reward for a particularly good performance in the new language. 2.2.3 Taking your emotional temperature The four strategies in this set help learners to assess their feelings, motivations, and attitudes, in many cases, to relate them to language tasks. Unless learners know how they are feeling and why they are feeling that way, they are less able to control their affective side. The strategies in this set are particularly helpful for discerning negative attitudes and emotions that impede language learning progress. Listening to Your Body: Paying attention to signals given by the body. These signals may be negative, reflecting stress, tension, worry, fear, and anger; or they may be positive, indicating happiness, interest, calmness, and pleasure. Using a Checklist: Use a checklist to discover feeling, attitudes, and motivations concerning language learning in general, as well as concerning specific language tasks. Writing a Language Learning Diary: Writing a diary or journal to keep track of events and feeling in the process of learning a new language. Discussing Your Feeling with Someone Else: Talking with another person (teacher, friend, relative) to discover and express feelings about language learning. 3. The Influence of Affective Learning Strategies on Speaking This article focuses on discussing about the influences of the affective learning strategies on oral English for junior high school students, which is also the researching point. We want to find out how does them influence the junior high school students oral English, and then according to what we found we can make some suggestions. The following paragraphs will talk about the influences of three different affective strategies on speaking in detail. 3.1 The influence of lowering your anxiety As we all know in recent years, more and more foreign language researchers have taken learner variables, especially affective factors into consideration. Among the affective factors influencing language learning, especially oral English speaking, anxiety ranks high. Psychologically speaking, anxiety refers to the intense and enduring negative feeling caused by vague and dangerous stimuli from the outside as well as the unpleasant emotional experience involved, such as anticipation, irritation and fear. While language anxiety is the fear or apprehension occurring when a learner is expected to perform in the second language learning, it is associated with feeling such as uneasiness, frustration, self-doubt, apprehension and tension. In my own experience, I and also my friends and classmates have anxiety problems, when we participate in the English corner or give a speech; they impede us to carry on. There are many other similar cases can be found. So lowering your anxiety becomes very important. Lowering your anxiety can help you accomplish your learning tasks more peacefully and more efficiently. 3.2 The influence of encouraging yourself Confidence, also called as self-confidence, is a kind of optimistic emotion that language learners firmly believe they can overcome troubles to gain success. It is also a kind of active and upward emotional inclination that their real values can be respected by other people, collective, and society. Confidence is an important quality formed in the process of peoples growth and success, and was built on the basis of their right cognition. Setting confidence is to evaluate correctly himself, look for his merits, and affirm his capability. People often say that it is important for them to know themselves wisely. This wisdom embodies in not only seeing their merits, but also in analyzing their shortcoming. In fact, everyone owns great potentials, and everyone possesses his advantages and strong points. If we can objectively evaluate ourselves and on the basis of knowing our disadvantages and weak points to encourage ourselves, our strong sense of self-esteem and confidence can be stimula ted. Confidence is to be a kind of active affective factor. As for foreign language learners, if you want to succeed, you should possess the major quality confidence. It often plays a decisive role in foreign language learning. Confidence is just like catalyst of foreign language learners competence and can make all potentials be transferred, and let their potentials bring into play. However, foreign language learners who are lacking in confidence often hold suspicion on their competence. They often embody negative weakness, or lack stability and initiative. They should change their attitudes on the foreign language learning, build enough confidence. As a matter of fact, encouraging yourself is a very important way to gain confidence. So we can know how significant role does encouraging yourself play in improving the learners speaking ability. 3.3 The influence of taking your emotional temperature Emotion, as we know plays a very important role in our life as well as in our language learning. Good emotions can help you lead a happy life and it also can help you do an excellent job when you are communicating with the others or making a speech to the public. On the contrary, bad emotions can help you nothing but ruin you instead. This strategy taking your emotional temperature helps learners to assess their feelings, motivations, and attitudes and, in many cases, to relate them to language tasks. Unless learners know how they are feeling and why they are feeling that way, they are less able to control their affective side. The strategies in this set are particularly helpful for discerning negative attitudes and emotions that impede language learning progress, and especially oral English learning progress. Through this set of strategies, the English learners can improve their speaking ability in a short time. 4. Findings and Analysis In order to make this article more persuadable and authoritative, I made a questionnaire and also make an analysis. The aim of making findings and analysis is also to find the factors which impede the junior school students oral English ability, and then according to what we have found we can give some useful and effective suggestions to them. 4.1 Data collection 30 questionnaires were distributed and 27 were returned. All incomplete questionnaires were discarded because the results could not be described and analyzed unless all items were answered. In total, the data from 27 fully completed questionnaires were analyzed. All the questions are designed according to the affective strategies I mentioned in this thesis. 4.2 Data analysis According to the questionnaires, I made a date analysis. I analyzed the proportion of students, who choose these options. And also I analyzed the proportion of them who had the speaking obstacles and who failed to adopt the useful ways to help them to train their affective strategies. These will be shown in the following two tables. 4.2.1 Application of affective learning strategies in a junior middle school The table below shows that in general students sometimes use the affective strategies, although the level of use by strategy category differs in one way or another. The capitalized letter A, B, C, D, E orderly meansà ¯Ã‚ ¼Ã… ¡I never or almost not do that, I usually dont do that, I sometimes do that, I usually do that and I always or almost always do that. The items from 6 to 16 refer to the questions about the affective strategies. The figures in the blanks are the percent of how many students choose the items A, B, C, D, and E. The appendix at the end of this article will give you a more detailed explanation. From the table, a conclusion can be drawn that almost half of the students feel nervous or shy when they speak English, and the most important thing is that 51.9% of them cannot get rid of being nervous and 85.2 of them face the affective factors by themselves. They seldom talk about these things with others. And 70.4% of the students do not use music to lower their anxiety before they give a speech, when it refers to writing English diaries, it is even more serious. In all, the reason why this phenomenon occurs is that the students have a short cognition on the affective learning strategies. If they wanted to improve their speaking ability, the teachers should help them to have a comprehensive knowledge about them and help them apply them to their study. So the affective strategies should be paid attention to. 5 Suggestions From the above analysis, besides the learners specific difference, social condition and learning task also greatly influence and restrict the students learning motivation and their learning strategy applications. The middle school students in our country need a better condition for their foreign language learning, which includes the richer understandable language input, especially the oral input; they also need more chance for practicing and using the foreign language. An ancient proverb says: Give a man a fish and he eats for a day. Teach him how to fish and he eats for a life-time. I think that guiding the students to improve some effective English learning strategies is a kind of approach to give a man a fish in order to expect him to eat for a life-time. So it is very important to teach the students the learning approaches and the learning strategies in order to develop their foreign language learning ability. If the students master the strategy knowledge and use the strategies f reely and correctly, they can not only accelerate the foreign language learning, but also strengthen their learning sense of responsibility, autonomy, independence, and self-guiding and self- efficiency. Then the students inner learning motivation is aroused, so they can elaborate the facial role in the learning process, accelerate the English acquisition. Based on the above analysis and discussion, I want to give the following suggestions: 5.1 Improving speaking ability This article has just presented the definition and the classification of the affective strategies in the first few parts. We know the functions of these affective strategies, but that is not enough. If we want to improve our speaking ability, we should know how to apply them to speaking. The following parts will talk about it in detail. a). As it mentioned above, anxiety is a big negative factor which impede the English learners speaking. So we must lower our anxiety before we make a conversation. And there are some ways to help us to do that. Use progressive relaxation, deep breathing, or meditation, music, and laughter. When we are going to make a speech or do some oral exercises we can use these strategies. b). Encourage yourself is also a very important strategy to help you to improve your speaking ability. And there are also three ways to encourage yourself. When we are studying, we can make some positive statements to remind us that we can do it, we can accomplish the tasks successfully. Here are some examples: I understand a lot more of what is said to me now. I am confident and secure about my progress. I can get the general meaning without knowing every word. And also when we train our speaking, we can take some risks wisely. May be we are always do the easy speaking tasks which may not be effective to us anymore, so we can challenge ourselves and do some difficult ones. The last way is that give yourself a reward when you gain something. But you should remember the rewards need not be tangible or visible. They can also come from the very act of doing a good job. Students can learn to relish their own good performance. c). Taking your emotional temperature is one of the affective strategies. This set of strategies for affective self-assessment involves getting in touch with feelings, attitudes, and motivations through a variety of means. Language learners need to be touch with these affective aspects, so that they can begin to exert some control over them. The strategies described here enable learners to notice their emotions, avert negative ones, and make the most of positive ones. When the learners use this set of strategies they should take the following aspects into consideration. First, they should listen to their body. One of the simplest but most often ignored strategies for emotional self-assessment is paying attention to what the body says. Second, use a checklist. A checklist helps learners in a more structured way to ask themselves questions about their own emotional state, both in general and in regard to specific language tasks and skills. Third, discuss your feeling with someone else. 5.2 Training affective learning strategies At the first of this article, it mentions the importance of studying affective learning strategies. According to that, we know it is important and necessary to study them. So the training of affective learning strategies is a must. 5.2.1 Goals of learning strategy training The goal of strategy training is to teach students how, when and why strategies can be used to facilitate their efforts at learning and using a foreign language. By teaching students how to develop their own individualized strategy systems, strategy training is intended to help students explore ways that they can learn the target language more effectively, as well as to encourage students to self-evaluate and self-direct their learning. The first step is to help learners recognize which strategies theyve already used, and then to develop a wide range of strategies, so that they can select appropriate and effective strategies within the context of particular tasks. Carrell (1983) emphasizes that teachers need to be explicit about what the strategy consists of, how, when, why it might be used, and how its effectiveness can be evaluated. A further goal of strategy training is to promote learners autonomy and learners self-direction by allowing students to choose their own strategies, without continued prompting from the language teacher. Learners should be able to monitor and evaluate the relative effectiveness of their strategy use, and more fully develop their problem-solving skills. Strategy training can thus be used to help learners achieve learning autonomy as well as linguistic autonomy. Students need to know what their abilities are, how much progress they are making and what they can do with the skills they have acquired. Without such knowledge, it will not be easy for them to learn efficiently. The strategy training is predicted on the assumption that if learners are conscious about and become responsible for the selection, use and evaluation of their learning strategies, they will become more successful language learners by improving their use of classroom time, completing homework assignments and in-class language tasks more efficiently, become more aware of their individual learning needs, taking more responsibility for their own language learning, and enhancing their use of the target language out of class. In other words, the ultimate goal of strategy training is to empower students by allowing them to take control of the language learning process. 5.2.2 Models for affective learning strategy training Before talking about the models for affective learning strategies, I want to emphasize that learning environment is very important for training strategies. When the students meet some difficult problems, they should turn to advanced teaching facilities. It is not just a good way to study but also a very good learning strategy. So the school should take it into consideration. By now, at least three different instructional frameworks have been identified. They are Pearson and Dole model, Oxford model, and Chamot and OMalley model. They have been designed to raise student awareness to the purpose and rationale of affective learning strategy use, to give students opportunities to practice the strategies that they are being taught, and to help them understand how to use the strategies in new learning contexts. Each of the three approaches contains the necessary components of explicit strategy training: it emphasizes discussions about the use and value of strategies, encourages conscious and purposeful strategy use and transfer of those strategies to other contexts, and allows students to monitor their performance and evaluate the effectiveness of the strategies they are using. (1) Pearson and Dole model The first approach to strategy training has been suggested by Pearson and Dole (1987) with reference to first language, but it can also be applied to the study of second and foreign languages as well. This model targets isolated strategies by including explicit modeling and explanation of the benefits of applying affective , extensive functional practice with the strategy, and then an opportunity for transfer of the strategy to new learning contexts. Students may better understand the applications of the various strategies if they at first modeled by the teacher and then practiced individually. After a range or a set of affective strategies have been introduced and practiced, the teacher can further encourage independent strategy use and promote learners autonomy by encouraging learners to take responsibility for the selection, use, and evaluation of the affective strategies that they have been taught. Pearson and Doles sequence includes: 1. Initial modeling of the strategy by the teacher, with direct explanation of the strategys use and importance; 2. Guided practice with the strategy; 3. Consolidation , teachers help students identifiy the strategy and decide when it might be used; 4. Independent practice with the strategy; and 5. Application of the strategy to new tasks. (2) Oxford model As for the second approach to strategy training, Oxford et al. (1990) outline a useful sequence for the introduction of the affective strategies that emphasizes explicit strategy awareness, discussion of the benefits of strategy use, functional and contextualized practice with the strategies. This sequence is not prescriptive regarding strategies that the learners are supposed to use, but rather descriptive of the various strategies that they could use for a broad range of learning tasks. The sequence they is the following: 1. Ask learners to do a language activity without any strategy training; 2. Have them discuss how they did it, praise any useful strategy and self-directed attitudes that they mention, and ask them to reflect on how the strategies they selected may have facilitated the learning process; 3. Suggest and demonstrate other helpful strategies, mentioni