One of the Most Incredibly Ignored Systems for General Essay Topics

One of the Most Incredibly Ignored Systems for General Essay Topics How to Get Started with General Essay Topics? In case the latter is true, the topic should be chosen dependent on its depth and controversial nature. Finding the most suitable arguments can help you prove your point and win. Deciding upon a topic is an essential issue that partly estimates final success of the job. When you are requested to pick a great topic for your argument, start with something you're familiarized with. While you cannot predict every essay question, knowing some of the most usual ones may give you an advantage on applications. The secret to all types of synthesis is identical. The organization has become the most significant part a synthesis, so try out more than 1 format. You've got to guarantee accuracy and dependability of all you enter in your paper and the sole approach to do so is to understand the topic. What Does General Essay Topics Mean? Criteria for the selection could be contingent upon your interest and the knowledge you have concerning the subject. The info also needs to be easily understandable. Deciding on an emotional topic is also a great idea. Make certain you give clear explanations of the things on your list also. The Rise of General Essay Topics The political effect on literature cannot be ignored. Colleges want to get a feeling of maturity and introspectionpinpoint the transformation and demonstrate your private growth. Hence, if you believe banking e ssays are boring just like your organization studies are, then you're probably wrong here. A well-written essay may be the most persuasive portion of a scholarship program, and that's why long and attention ought to be put into its preparation. Things You Should Know About General Essay Topics You see, the conventions of English essays are somewhat more formulaic than you may think and, in various ways, it can be as easy as counting to five. You've got to compose an informative essay. Persuasive essays share a whole lot of resemblance with argumentative essays. Persuasive or argumentative essays are intended to convince the audience of someone's viewpoint about a specific topic. Even though the conclusion paragraph comes at the conclusion of your essay it shouldn't be considered an afterthought. Therefore, the above told six position essay topics will allow you to compose a fantastic piece to position essay, but be sure whatever topic you're selecting is not hard to understand and on which you are in possession of a good understanding, otherwise you won't be in a position to create sturdy arguments. Possessing relevant vocabulary for each topic will provide you a huge advantage. The 5-Minute Rule for General Essay Topics Writing a college essay can be a challenging task in the beginning, but understanding how different topics of college essays work may help you later on. The multiple topics could be found, for instance, in the dissertation abstracts international database. A college essay topic may or might not be freely dependent on the student based on the course and the professor. The ideal topic for your essay is one which is aligned with your su bject of study. You may easily use our tool to create expository research paper topics for your college requirements. Explaining how to spend less by employing open-source texts and internet textbook rental websites would result in an extremely informative essay. You could possibly be given the topic straight away by your professor, or you might be free to select the topic yourself. Following are a few of the advised sociology essay topic for those students that are unable to choose a great topic for their assignment. The Meaning of General Essay Topics To begin with, if you are in possession of a good deal of money there's no true reason to go out to work or to strive for anything. Secondly, wealthy people have the inclination to draw the wrong kind of individuals. One of the greatest methods to change anybody's mind is with an emotional investment. Opt for a distinctive topic that others may not think of, and whatever you select, make sure that you know a lot about it! Read my essay writi ng service reviews and my guide to selecting the ideal service for everything you will need to understand about how to pick the best writing businesses. Your essay might incorporate the explanations for teen pregnancy and talk about the recent rates of teen pregnancy and potential solutions. You will find that a lot of the topics can be adapted to suit almost any sort of writing assignment. To begin with, a quick explanation of the game ought to be written. The Pain of General Essay Topics Ask your teacher if you have any suspicions about this issue you have selected. Very often it becomes hard to choose 1 topic either due to the many ideas in the student's head, or due to their complete absence. Even though it's common, student has to acquire right to become superior grades. Explain why you especially delight in a specific teacher. The standard of your topic will find out the grading of the paper. With our customized essay offer, you can be certain to get any sort of essay help you are searching for. Okay, now you have the fundamentals about how to select an informative essay topic, let's dig into some fantastic ideas! Also, utilize all the scratch paper you require. When prior brainstorming is finished, you can begin drafting your essay. Each of these forms of paper is owned by the category of informative essay. You might also want to suggest additional research or comment on things that it wasn't possible that you discuss in the paper.

Benefits Of Television Travel Programs Essay - 1449 Words

Introduction TV Travel program, since its first appearance in China, has gone through over thirty years. Among all the TV programs in China broadcast oversea, Travelogue has so far the longest running of 13 years and is being one of the flagship programs of CCTV Channel. However, the theoretical research of TV travel programs broadcast overseas is dragged behind for years. The previous work suggested the importance of TV programs in promoting China’s image to the world while other researchers have theoretically investigated those programs’ communication strategy. But most studies of TV travel programs are with the attention being given to tourism management and tourism economy, there has been few studies on the cross-cultural communication of travel programs. Therefore, the study of Travelogue’s past prosperity and today’s running state in the perspective of cross-cultural communication may fill the research blank. In this paper, the author lays points on both content and format of the program. Firstly, theme study of content includes the geographical range, highlight in Yunnan, a case study of Shangri-La and theme selecting preference. Secondly, the hosts of Travelogue play as a tourist as well as a presenter, so their background information and hosting style is then discussed in the content to support the host’s initiative in adding the value in cross-cultural communication context. Thirdly, two case studies of formats as program packages and the using of new-mediaShow MoreRelatedTelevision : A Vast Cultural Wasteland Essay1341 Words   |  6 PagesTelevision has been criticized as â€Å"a vast cultural wasteland†. Tv is supposed to be something that people use for fun and entertainment not a way to get away from your problems. Now with that being said this quote is trying to say that tv is useless. 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A very good example of

Teen Drug Abuse free essay sample

Since the mid 19th century, drugs always have been part of human life. Drugs today affect most of the teenagers in our society. There are many reasons why teenagers justify their use of recreational drugs. Many believe that taking drugs can relieve them of boredom and also they believe it can help them cope with stress and make them feel happy. In my opinion everyone should stay far away from drugs, because drugs can have a very negative effect on their physical and also their mental health. If the teenagers take drugs it will definitely have a big effect on their physical life. Taking any kind of drugs can decrease a teenagers ability to pay attention and their speech. Each type of drug can affect the body in a different way. (C. Shell and Edward) mention that drugs can affect the body by changing the eye color to reddened whites, making you feel sleepy and also causing excessive hunger, lack of motivation, confusion and aggressiveness,(p4). The participants were about almost 4,000 students from 16 high schools from different races and ethnicity but about half of them identified themselves as white. The socioeconomic status varied widely. As their measure of survey they used the Daytona Area Drug Survey, which covered questions on different categories of drugs and their consumption over lifetime and 30-day timeframes. The answers the students could provide were basically on a linear spectrum on towards how infrequent to how frequently they used these drugs. They also used another screening test called CRAFFT, which is a test for problematic drug use in adolescents. According to the article, â€Å"problematic drug use is that which falls under (1) diagnostic criteria for drug use or dependence or (2) facilitates engagement in risky behaviors that do not rise to the level of disorder but threatens the user’s well being; such as unintentional sexual encounter or act, going to school â€Å"high. † Once the surveys had been scored and evaluated the results indicated that problematic drug use was not uncommon. Getting drunk on alcohol was the most common drug abuse practice and followed by tobacco, cigarettes, and marijuana in popularity of use. In conclusion, the drug use among high  school students is more prevalent than we have previously recognized. The results of the most used drugs are in consonance with other studies. The study implies that if the school is to confirm these findings, a survey should be given and prevention and intervention class strategies should be given to address these complex types of drug abuse. â€Å"After all, school is where many of these children can still be found and reached. † P2: Book According to the author in the textbook, substance use creates such impulsivity and aggressive behaviors that may contribute to the development of antisocial personality disorder (ASPD). Substance use goes on to affect our lives such as irresponsible behavior like failure at school and social functioning. If a teenager uses drugs, they will be exposed to antiosocial models and behaviors, which in the long term leads you to have a serious diagnostic disorder, if not treated. P3:Online Source As teenagers we usually don’t see how the actions of today will ripe consequences tomorrow. When it comes to drug abuse, the same way of thinking applies. Teenagers have this naive belief that we are indestructible and immune to the drugs side effects on our body and mind. What teenagers don’t realize most of the time is that some of the common drugs that are taken in high schools such as alchol and marijuana can be gateway drugs to other more hazardous drugs that can cause significant harm. Teenagers at risk for developing serious alcohol and drug problems include those with a family history of substance use disorders, are depressed, have low self-esteem and who feel like they don’t fit in. According to the American Academy of Child Adolescent Psychiatry, the drugs that are being abused can be both legal and illegal. Legal drugs available include alcohol, prescribed medications, inhalants, and over the counter cough, cold, sleep, and diet medications. The most commonly used illegal drugs are marijuana, stimulants (cocaine, crack, and speed), LSD, PCP, opiates, heroin and designer drugs (Ecstasy). Parents can prevent their children from using drugs by keeping an open line of communication with one another. Being a role model can be an inspirational catalyst to avoid drugs. If the parent already suspects drug abuse, it is important that they recognize and face the problem before it develops into a more negative situation. There are warning signs that a teenager may be abusing drugs or alcohol. Physically being tired, red and glazed eyes, emotional sudden changes, depression, starting family arguments, lack of interest in school and hanging out with new friends who are less interested in school and home activities are major signs that should not be ignored but faced before they make significant harm to themselves or those around them. P4: Online Source Drugs are chemicals. They work in the brain by tapping into the communication system and interfering with nerve cells that normally send, receive, and process information. Some drugs, like marijuana, activate neurons because their chemical structure acts like a natural neurotransmitter but the fact of the matter is that they are really not natural so the neurons end up sending abnormal messages through the brain. Other drugs, like amphetamines or cocaine, cause nerve cells to release excessive amounts of natural neurotransmitters. This leads to an exaggerated message in the brain that wreaks havoc with the communication channels. The difference is like someone whispering in your ear versus someone shouting in a microphone. The flood of dopamine, which is a compound present in the body, is what causes the â€Å"high† or euphoria that is associated with drug abuse. Drug addictions can be treated with behavioral based therapies in which people learn to change their behavior. For addictions to some drugs, medications can help. Treatment will vary for each person, depending on the type of drug being abused and the individuals’ specific situation. Conclusion In conclusion, with the immense information that is provided in regards to teen drug abuse and its effects, will better educate and prepare everyone involved with this unspoken epidemic.

Plagiarism and Cheating Essays - Misconduct, Deception,

Plagiarism and Cheating Cause and Effect Essay School systems today are so lenient in their rules, guidelines and consequences; thus causing cheating, copying or forgeries to be frequently used. Many students take advantage of copying someone else's work whenever they are given the chance. Other times, students will simply have someone else do their work and turn it in as their own, not realizing the effects this behavior can create. This creates a lack of creativity, no sense of responsibility and the students will never acquire new knowledge. These practices of cheating, copying and forgery by students are unethical and should be brought to the surface whenever possible. Students that copy other student's work are hurting themselves in the long run. Their creativity level drops every time they copy or have someone else do their work. After a while of copying and forging, the student's ability to think creatively and successfully becomes next to nothing. "Educators must continue to socialize students of all ages about the importance of maintaining high ethical standards," (Glazer 222). The educational system is where students learn these tricks and proceed to carry them on into there professional careers. Corners are too easy to cut these days, and in order for people to keep their minds as functional as possible, they need to do their own work. It is too easy for students to buy a students paper that had the same class the quarter before, reword it a little, and turn it in as their own. Students are no longer able to write a fictional story by themselves because the computer or someone else can do it for them. Students also begin to lose the sense of responsibility when they have other people do their work. They don't feel that they have to do anything to pass a class, only that as long as they turn in a paper, their thoughts or not, they will receive credit for the assignment along with a passing grade. This creates the feeling that life will always be a handed to them on a silver platter. This type of thinking is what is going into the work environment when these people leave the education system. Employers don't want workers that can't pull their own weight, and that is all they are going to get from these people that think cutting corners is all right. Even worse is when these people that "cut the corners" hold management positions. These "crooked managers" infringe on the ethical workers by asking them to do unethical practices on the job, such as asking their factory workers to pretend they didn't see the failing scores from the health and safety inspections. Thanks to "ethical resis ters" some of these unethical practices are being brought to the surface, exposed and corrected. Along with losing their creativity, the students that copy other's work never get to feel that sense of accomplishment that comes when the paper you have been working on is finally complete. They don't get the uplifting feeling when they get their paper back and they have received a good score. The feeling isn't there because the work isn't their own. They use other people to receive the score, but they feel nothing. If they never have that feeling, there is nothing to motivate these people to do better the next time around. Yet, there may be one thing that is the worst of all when people pass off someone else's work as their own. That would be that the forger doesn't gain any knowledge. People can only learn from the things they do, and if someone else is doing their work, they are never going to learn anything. Making mistakes and learning from them may be one of the most effective methods of learning. For instance, if a student performs extremely poorly on a very important paper, chances are that student will always remember what they did wrong and what would have been better, where as the same student wont even remember the lecture that was taught for an entire week straight. If people don't do the work themselves, they can never learn from their mistakes. These people that cheat will go through life expecting someone else

Women in the Media essays

Women in the Media essays There is literally and epidemic which has spread around the world over the past thirty years or so. This is a health problem, both physical and mental, that isnt caused by an elusive bacteria or a yet unnamed virus. This health problem is caused by greed. The corporate greed of big business which preys upon the physical and mental images of the consumer. The advertising and marketing companies of the world use stereotypical images and unrealistic ideals in order to sell their products. The result of this media bacteria is that the consumer, either consciously or subconsciously, risks severe physical and mental heath problems by trying to conform to the images portrayed. This paper will discuss the way in which women are presented in the media and the devastating effects this has had on the female population. This paper will show the current health risks related to the media image of the young women in America. The health risk is both physical and mental. In an article entitled The Portrayal of Men and Women in TV Ads Danielle Limpinnian states: From the images inflicted upon us in the patriarchal mass medial that surrounds us, it is assumed that we have been encouraged to mold ourselves into a set ideal. For women, that means having beauty, elegance, passivity and good domestic ability... Ms. Limpinnian goes on to discuss how the female image is portrayed in various TV commercials. Using her own research through small group discussions based on certain types of TV ads she demonstrates that the women are usually placed in a submissive role when doing any job that might require brains or creativity. Women are usually the experts only when it comes to womens products or a message that tends to portray the women as the expert in household management. From the home page of Rebecca Zarchifoff there is an article that brings two new terms to the discussion of ...

When Do College Acceptance Letters Arrive for Regular Decision For Early Decision or Early Action

When Do College Acceptance Letters Arrive for Regular Decision For Early Decision or Early Action SAT / ACT Prep Online Guides and Tips Applying to college is a confusing and stressful process, but waiting to hear back from the colleges you applied to can be just as anxiety-inducing. When do college acceptance letters arrive? In this guide, we explain when to expect to receive your college decision notifications. We also give you a chart of estimated college acceptance dates for 2019 and offer helpful tips on what to do as you wait for your college acceptance letters. When Do College Acceptance Letters Arrive, Generally? First off, when do college acceptance letters arrive, broadly speaking? While the answer to this question really depends on what colleges you’re applying to, in general most decisions come out in the springtime, that is, in either March or early April. The latest you might hear back from a college will be the first week of April. This is because most schools require decisions from applicants on where they want to attend by May 1. Some colleges work together to release their decisions at the same time. The Ivy League, which is composed of eight highly prestigious colleges, releases its decisions on "Ivy Day," a specific day at the end of March (note that the exact date changes each year). But what if you applied to a college early action or early decision? In these cases, since applications are due earlier (usually in November), you can expect an earlier decision notification as well- usually around December. Some schools offer secondary early decision plans called Early Decision II for which applications are due a little bit later, usually in January. For these plans, decisions should come out around February. Here is a chart showing the general trends of when college acceptance letters come out: Application Deadline Estimated Decision Notification Date November (Early Action/Early Decision I) Mid- or late December January (Early Decision II) February December, January, or February (Regular Decision) March or early April These days, most college acceptance letters will arrive as either an email or application status update on a college’s own application portal. Afterward, you’ll usually receive a hard copy of your acceptance letter in the mail and further updates via email or mail. An Aside: What If You’re Waitlisted? Sometimes, instead of getting a college acceptance letter or rejection, you’ll get a letter stating that you’ve been waitlisted. This means that the college is still considering you for admission depending on how many admitted applicants choose to enroll. As a result, you’ll need to decide (typically by May 1) whether you want to stay on the waitlist to see if you get off it, or take yourself off the waitlist, thereby eliminating your chances of getting in. If you decide to stay on the waitlist, you won’t get a college decision notification until possibly as late as August, right before the school year starts. When you hear back ultimately depends on the school and how quickly it's able to fill up its new freshman class. College Acceptance Dates 2019 We have a general understanding of when college acceptance letters arrive. But when do college decisions come out in 2019? And how do these decision dates differ depending on the college? To answer these two questions, we put together an extensive list of popular schools and their reported or estimated college acceptance dates for 2019. All dates below represent the last day by which you should receive an admissions decision notification (unless otherwise noted); thus, it’s possible you could receive a decision earlier. All schools are listed alphabetically. School Early Action/Early Decision Regular Decision Amherst ED: Mid-December 2018 April 1-7, 2019 Boston College EA: December 20, 2018 Spring Freshmen: December 15, 2018 April 1, 2019 Boston University ED: December 15, 2018 ED 2: February 15, 2019 Late March to early April 2019 Brown ED: Mid-December 2018 March 28, 2019* Caltech EA: Mid-December 2018 Mid-March 2019 Carnegie Mellon ED: December 15, 2018 Early Admission (juniors only): April 15, 2019 April 15, 2019 Columbia ED: December 15, 2018 March 28, 2019* Cornell ED: Mid-December 2018 March 28, 2019* Dartmouth ED: Mid-December 2018 March 28, 2019* Duke ED: December 15, 2018 April 1, 2019 Emory ED I: December 15, 2018 ED II: February 15, 2019 Scholar Programs: March 1, 2019 April 1, 2019 Georgetown EA: December 15, 2018 April 1, 2019 Harvard EA: Mid-December 2018 March 28, 2019* Harvey Mudd ED I: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Johns Hopkins ED: December 15, 2018 April 1, 2019 MIT EA: December 15, 2018 Mid-March 2019 Northwestern ED: Mid-December 2018 Late March 2019 Notre Dame EA: Mid-December 2018 Late March 2019 NYU ED I: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Penn ED: Mid-December 2018 March 28, 2019* Pomona ED I: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Princeton EA: Mid-December 2018 March 28, 2019* Rice ED: Mid-December 2018 April 1, 2019 Stanford EA: December 7, 2018 April 1, 2019 SUNY System ED: December 15, 2018 EA: January 1, 2019 Rolling Tufts ED I: Mid-December 2018 ED II: Mid-February 2019 April 1, 2019 UC System - Mar 1-31, 2019 UChicago EA: Mid-December 2018 ED I: Mid-December 2018 ED II: Mid-February 2019 Late March 2019 UMass Amherst EA: Starting mid-December 2018 Spring Applicants: Starting mid-December 2018 Starting early March 2019 UNC Chapel Hill EA: End of January 2019 End of March 2019 University of Florida - Mid-February 2019 University of Illinois EA: December 14, 2018 March 1, 2019 University of Michigan EA: December 24, 2018 Early April 2019 University of Rochester ED: December 15, 2018 April 1, 2019 University of Washington - March 1-15, 2019 USC Merit Scholarship Applicants: February 1, 2019 April 1, 2019 UT Austin Priority: February 1, 2019 March 1, 2019 UVA EA: End of January 2019 End of March 2019 Vanderbilt ED I: Mid-December 2018 ED II: Mid-February 2019 Late March 2019 Vassar ED I: Mid-December 2018 ED II: February 1, 2019 Late March 2019 Wake Forest ED: Rolling (as early as December 1, 2018) ED II: February 15, 2019 April 1, 2019 William Mary ED I: Early December 2018 ED II: Early February 2019 April 1, 2019 WUSTL ED: December 15, 2018 ED II: February 15, 2019 April 1, 2019 Yale EA: Mid-December 2018 March 28, 2019* *Estimated Ivy Day 2019 based on the patterns of previous years. Ivy Day is always at the end of March. See our guide to Ivy Day for more info about how we came up with this date. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Waiting for College Acceptance Letters? 3 Tips for What to Do We've given you the general dates you can expect to receive your college admission decision. But what should you do in the meantime, after you’ve submitted all your applications and are waiting for decision notifications from colleges? Here are three essential tips to keep in mind during this time. #1: Focus on School One of the most important steps you can take is to focus on school and keep up your grades. Try your best not to let senioritis hit you, especially considering that most colleges will want to see your final transcripts before you get to campus- even after they’ve admitted you. If you have any big dip in your grades senior year, a college could rescind your acceptance and reject you instead. Do not take any chances at this time! Continue to work hard, study for all the tests you have, and finish your homework on time. Keep making school a priority. Finally, continuing to do well in school is especially important if you plan to take any AP tests at the end of senior year. You want to keep up your studying so that you can earn a passing score on the tests you’re taking, hopefully earning you some college credit. Resist senioritis- keep up with your studies. #2: Apply for Financial Aid and Scholarships If you know you’ll need some help with money in order to attend college, these months of waiting for decisions to come out are an ideal time to shift your focus from college applications to FAFSA and scholarships. Applying for FAFSA makes you eligible to receive federal-, state-, and/or college-sponsored financial aid, including loans, grants, and work-study. If you’re interested in winning free scholarship money, I'd advise you to do some research on any college scholarships you might be eligible for. These scholarships can be based on merit, such as your GPA and SAT/ACT scores, or financial need (or both). For more tips on how to find and apply for scholarships, check out our financial aid blog posts as well as our most popular scholarship and aid guides: Simple Guide: How to Apply for Financial Aid How to Find Scholarships for College: Expert Guide Top Scholarships for High School Seniors The Easiest Scholarships to Apply For Easy Scholarships to Win: How to Find and Apply The Complete List of Community Service Scholarships Amazing Full-Ride Scholarships You Can Win Complete List: Weird Scholarships You Can Win How to Get a Merit Scholarship: 6-Step Guide #3: Keep Tabs on Your Email and Application Status As you wait for college decisions to come out, it’s important that you routinely check your email (whichever email you put down for your college applications) and application status on the school's website. Some schools will only announce their decisions online through their application portals, some will email their decisions directly, and others will mail their decisions before sending out emails (this is becoming less common, though). Even if you’re not expecting to get a college decision anytime soon, try to keep tabs on your inbox and application status. This will help ensure you’re not missing any application materials and that the college isn’t trying to contact you about any last-minute problems with your application. Conclusion: When Do College Acceptance Letters Arrive? There are many answers to the question, "When do college decisions come out?" In general, most college decisions are released online by email or through an application portal in March or early April. If you applied early action or early decision, you can expect to hear back about your application status in December (or around February if you applied Early Decision II). The latest you’ll get a college acceptance letter is the first week of April, since most colleges require admitted applicants to submit their decisions about where they want to attend by May 1. If you get waitlisted at a college and choose to stay on the list, you won’t receive an official decision until possibly as late as August. Once you’ve submitted your applications and are waiting to hear back from colleges, be sure to take these three steps: Focus on school and continue to keep up your grades Apply for financial aid and scholarships, including FAFSA Keep tabs on your email and application status by routinely checking your inbox and the school's application status page As a final tip, stay positive- you never know where you're gonna get in! What’s Next? What do college acceptance letters look like? Learn what a typical college acceptance letter says and how it looks with our in-depth guide. Got rejected from your top-choice school? Or scared of getting a rejection letter? Read our guide to get tips on how you can get through a college rejection and what you can do to improve your chances of getting in. The key to getting a college acceptance letter is having a great application. And the best way to ensure you have an impressive application is to know what looks good on it. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Discovery of Backchannel Responses Essay Example | Topics and Well Written Essays - 250 words

Discovery of Backchannel Responses - Essay Example You can refer to it further in Eli Hinkel’s study. The reference to Schegloff is for year (1982) and you can use the following reference – Schegloff, E. (1982) Discourse as an interactional achievement: some uses of ‘uh huh’ and other things that come between sentences. In: Tannen, D. eds. (1982) Analyzing Discourse: Text and Talk (Georgetown University Round Table on Languages and Linguistics). 1st ed. Washington, DC: Georgetown University Press, p.71-93. Pragmalinguistics refers to the resources for conveying communicative acts and relational or interpersonal meanings. The word is not a mistake and has been used here intentionally. You can refer to it further in Eli Hinkel’s study: "where backchannel responses have found new meaning in social media like Facebook, Twitter and the like. Here they shape interpretation of conversations and convey pleasure, happiness, approval, censure and condemnation, through its various usage†

THE PHYSIOLOGY OF TRANSFER TO ALTITUDE. ADVICE TO TRAVELLERS Essay

THE PHYSIOLOGY OF TRANSFER TO ALTITUDE. ADVICE TO TRAVELLERS - Essay Example Remote mountainous areas generally lack the medical facilities which we take for granted at lower altitudes of normal habitation, and at sea level. Trekkers and climbers from the plains have therefore to be equipped with knowledge, aids, and medicines to prevent and to treat illnesses which tend to arise at unusually high altitudes (Peacock, 1998). Even medical practitioners with primary health experiences and specialist skills in unrelated areas, require orientation in the nature and ways of high altitude health care, to say nothing of the lay public which is so attracted to make sudden and quick visits to mountainous destinations. This report dwells on the prevention and treatment of common ailments at high altitudes, after defining the situation and enumerating the effects on physiology when a body is transported to a significant height where extreme atmospheric conditions prevail. It is intended for a general audience, rather than for health care professionals, and is not a substitute for personal medical consultation in specific cases. All people who travel in aircraft or visit high altitudes should consult with their primary care physicians for individual prescriptions, which this article does not seek to provide. The 5 thousand and 9 thousand meter marks of height above sea level are significant for people in normal states of health. This is because oxygen availability, air pressure, temperature, and wind conditions are so different at these altitudes compared to those which normally prevail at sea level. Though changes in these parameters are proportional to height gained in a climb, people in normal health who climb to less than 5 thousand meters need take no special precautions, other than to dress appropriately to combat the cold and icy and strong breeze. Conditions at the 9 thousand meter height mark deteriorate sharply from those at lower altitudes, making illnesses and medical emergencies more likely for even those who have been

Cases on Contract Essay Example for Free

Cases on Contract Essay The defendant made the highest bid for the plaintiffs goods at an auction sale, but he withdrew his bid before the fall of the auctioneers hammer. It was held that the defendant was not bound to purchase the goods. His bid amounted to an offer which he was entitled to withdraw at any time before the auctioneer signified acceptance by knocking down the hammer. Note: The common law rule laid down in this case has now been codified in s57(2) Sale of Goods Act 1979. Fisher v Bell (1960) A shopkeeper displayed a flick knife with a price tag in the window. The Restriction of Offensive Weapons Act 1959 made it an offence to offer for sale a flick knife. The shopkeeper was prosecuted in the magistrates court but the Justices declined to convict on the basis that the knife had not, in law, been offered for sale. This decision was upheld by the Queens Bench Divisional Court. Lord Parker CJ stated: It is perfectly clear that according to the ordinary law of contract the display of an article with a price on it in a shop window is merely an invitation to treat. It is in no sense an offer for sale the acceptance of which constitutes a contract. PSGB v Boots (1953) The defendants shop was adapted to the self-service system. The question for the Court of Appeal was whether the sales of certain drugs were effected by or under the supervision of a registered pharmacist. The question was answered in the affirmative. Somervell LJ stated that in the case of an ordinary shop, although goods are displayed and it is intended that customers should go and choose what they want, the contract is not completed until, the customer having indicated the articles which he needs, the shopkeeper, or someone on his behalf, accepts that offer. Then the contract is completed. Partridge v Crittenden (1968) It was an offence to offer for sale certain wild birds. The defendant had advertised in a periodical Quality Bramblefinch cocks, Bramblefinch hens, 25s each. His conviction was quashed by the High Court. Lord Parker CJ stated that when one is dealing with advertisements and circulars, unless they indeed come from manufacturers, there is business sense in their being construed as invitations to treat and not offers for sale. In a very different context Lord Herschell in Grainger v Gough (Surveyor of Taxes) [1896] AC 325, said this in dealing with a price list: The transmission of such a price list does not amount to an offer to supply an unlimited quantity of the wine described at the price named, so that as soon as an order is given there is a binding contract to supply that quantity. If it were so, the merchant might find himself involved in any number of contractual obligations to supply wine of a particular description which he would be quite unable to carry out, his stock of wine of that description being necessarily limited. Carlill v Carbolic Smoke Ball Co (1893) An advert was placed for smoke balls to prevent influenza. The advert offered to pay  £100 if anyone contracted influenza after using the ball. The company deposited  £1,000 with the Alliance Bank to show their sincerity in the matter. The plaintiff bought one of the balls but contracted influenza. It was held that she was entitled to recover the  £100. The Court of Appeal held that: (a) the deposit of money showed an intention to be bound, therefore the advert was an offer; (b) it was possible to make an offer to the world at large, which is accepted by anyone who buys a smokeball; (c) the offer of protection would cover the period of use; and (d) the buying and using of the smokeball amounted to acceptance. Harvey v Facey (1893) The plaintiffs sent a telegram to the defendant, Will you sell Bumper Hall Pen? Telegraph lowest cash price. The defendants reply was Lowest price  £900. The plaintiffs telegraphed We agree to buy †¦ for  £900 asked by you. It was held by the Privy Council that the defendants telegram was not an offer but simply an indication of the minimum price the defendants would want, if they decided to sell. The plaintiffs second telegram could not be an acceptance. Gibson v MCC (1979) The council sent to tenants details of a scheme for the sale of council houses. The plaintiff immediately replied, paying the  £3 administration fee. The council replied: The corporation may be prepared to sell the house to you at the purchase price of  £2,725 less 20 per cent.  £2,180 (freehold). The letter gave details about a mortgage and went on This letter should not be regarded as a firm offer of a mortgage. If you would like to make a formal application to buy your council house, please complete the enclosed application form and return it to me as soon as possible. G filled in and returned the form. Labour took control of the council from the Conservatives and instructed their officers not to sell council houses unless they were legally bound to do so. The council declined to sell to G. In the House of Lords, Lord Diplock stated that words italicised seem to make it quite impossible to construe this letter as a contractual offer capable of being converted into a legally enforceable open contract for the sale of land by Gs written acceptance of it. It was a letter setting out the financial terms on which it may be the council would be prepared to consider a sale and purchase in due course. Harvela v Royal Trust (1985) Royal Trust invited offers by sealed tender for shares in a company and undertook to accept the highest offer. Harvela bid $2,175,000 and Sir Leonard Outerbridge bid $2,100,000 or $100,000 in excess of any other offer. Royal Trust accepted Sir Leonards offer. The trial judge gave judgment for Harvela. In the House of Lords, Lord Templeman stated: To constitute a fixed bidding sale all that was necessary was that the vendors should invite confidential offers and should undertake to accept the highest offer. Such was the form of the invitation. It follows that the invitation upon its true construction created a fixed bidding sale and that Sir Leonard was not entitled to submit and the vendors were not entitled to accept a referential bid. Blackpool Aero Club v Blackpool Borough Council (1990) BBC invited tenders to operate an airport, to be submitted by noon on a fixed date. The plaintiffs tender was delivered by hand and put in the Town Hall letter box at 11am. However, the tender was recorded as having been received late and was not considered. The club sued for breach of an alleged warranty that a tender received by the deadline would be considered. The judge awarded damages for breach of contract and negligence. The councils appeal was dismissed by the Court of Appeal. ACCEPTANCE Brogden v MRC (1877) B supplied coal to MRC for many years without an agreement. MRC sent a draft agreement to B who filled in the name of an arbitrator, signed it and returned it to MRCs agent who put it in his desk. Coal was ordered and supplied in accordance with the agreement but after a dispute arose B said there was no binding agreement. It was held that Bs returning of the amended document was not an acceptance but a counter-offer which could be regarded as accepted either when MRC ordered coal or when B actually supplied. By their conduct the parties had indicated their approval of the agreement.

My Philosophy of Education Essay -- Philosophy of Teaching Statement

Philosophy of Education If I had to pick one view that is most compatible with my own view and learning and teaching it would have to be Constructivism. If I got to choose another one I would go with Cognitive. Constructivism is a view that focuses on the active role of the learner and a Cognitive view sees learning as an active mental process of receiving, remembering, and using knowledge. Both of these views see the role of students as an active role; an involved role. I believe that we learn knowledge and change our behavior based upon this knowledge; instead of the other way around. I used to be somewhat of a behaviorist in that I put too much of the teachers focus on the behavior of the students. I have began to stray away from the idea that teachers are to teach there students morals and ethics. One of the major changes in my philosophy is the student/teacher relationship. The relationship that students and teachers have now is one that really doesn’t allow for the teacher to teach thin gs like morals and ethics. I see that this relationship is becoming more and more impersonal. This goes beyond the classroom though; for some reason this is just the general direction that our culture seems to be heading; impersonal relationships. My philosophical view on education was most closely related to Progressivism. I realize that having a pure Progressivism point of view, or any pure philosophy for that matter, is a dangerous perspective to have. My belief that Progressivism is 100% correct would be a pure Progressivism philosophical view. This was straight from my original philosophy and as you can see it really reveals a constructive view of learning. All educators as well as students should constantly be open ... ...r of today’s teachers for the job to be taken lightly. Our future President is in a classroom right now. Realizing this, teachers should have a desire to teach children and to prepare them for the future, and if this takes completely changing my style because it isn’t compatible with my students then so be it. A lack of this desire to do whatever it takes will no doubt show in a classroom and in the world we will live in. Teachers are the ones who need to go through a rigorous education in order to be better equipped to do the job efficiently. Trust and respect should be maintained and teachers should always encourage their students. It is a teacher’s job to help young men and woman obtain the knowledge they will need to be successful adults. No one can dispute the fact that teachers affect the future. What students are being taught today will effect tomorrow.

A Good Man Is Hard to Find – Reflection Paper

Character as Reflection in O’Connor’s, â€Å"A Good Man is Hard to Find† In O’Connor’s â€Å"A Good Man is Hard to Find,† the grandmother is faced with her own moral beliefs. Throughout the story, she proves to be self center and hypocritical. Although her family wants to go to Florida for vacation, she tries to persuade them to go to Tennessee because she wants to see her â€Å"connections. † She uses scare tactics and guilt as tools. Appearances are also important to her, she believes she is judged by her appearance and she judges other by theirs.She dresses well so others will know she â€Å"is a lady. † She presents herself as a good, Christian woman, but as the plot unfolds, her true colors are exposed. When she is confronted with the Misfit, her only concern is herself. For instance, when her family is taken into the woods to be killed, she tells the Misfit that he is â€Å"a good man† and because she is a lady, he wouldn’t shoot her. Also, trying to save herself, she frequently tells him he should pray. Ironically, she doesn’t pray for herself. Similar essay: Reflection Paper Martial LawInstead, The Misfit seems to question the existence of God. He doesn’t admit to his crimes and, therefore, doesn’t feel he should be punished for them. He states he doesn’t remember doing them and this is the reason he now signs his name, for proof. Similarly, the grandmother doesn’t take responsibility for her actions. She doesn’t say she is sorry for placing the family in this situation. As she continues to discuss The Misfits salvation, her own faith is shaken and she is forced to question her own beliefs.She questions whether Jesus raised the dead. The Misfit states that if he had seen Jesus raise people from the dead, his life would be different. This is a pivotal moment for the two. They make a connection and the grandmother realizes they are more alike than she thought, neither is truly good and both are misfits. Connor Flannery. â€Å"A Good Man is Hard to Find† Short Fiction Classic and Cont emporary. Sixth ed. Pearson Prentice Hall X. J. Kennedy. Dana Gioia. Longman, New York 2000. 330-346.

Electrical Power- Distribution System

Task 1: Describe the basic topology of the national grid network. The National Grid Network A national grid network is a network of cable that connects all the power stations in a country to transmit electricity to the consumers throughout the country. Electricity is in demand just about everywhere in the civilized world, and in Great Britain the network for supplying this electrical power is known commonly as the National Grid. The National Grid is an electric power transmission network which connects the substations and power stations.This is so that any electrical energy generated in Great Britain, can be utilized and help meet energy demands elsewhere. This grid system also includes interconnections that run under the sea to Northern Ireland HVDC Moyle, the Isle of Man and France HVDC Cross-Channel. The electrical energy generated for the National grid needs to be moved around all parts of the country to supply the demand. There are two methods available for the transmission and distribution of electric power and these are:   * Underground Insulated Cables Overhead Cables (Bare Conductors Suspended at a Safe Height Above Ground) The overhead lines are generally used for high-voltage long distance transmission, because the cost is lower than underground cables, especially at higher voltages. In British practice, high voltage transmission lines carry voltages ranging from 66kv to 132kv, and extra high voltage lines carry voltages from 220kv to 380kv. In all cases the power is transmitted in the form of three-phase alternating current at 50cycles/sec, and the cost of an overhead line depends largely on conductor size and voltage [Cheesman, 2007].Figure 1: General layout of electricity networks (Diagram taken from: http://en. wikipedia. org) Structure of distribution grids The structure or â€Å"topology† of a grid can vary considerably. The physical layout is often forced by what land is available and its geology. The logical topology can vary dependi ng on the constraints of budget, requirements for system reliability, and the load and generation characteristics. A typical topology of a grid is shown in figure 2 below. A A Figure 2: Schematic representation of a radial system (Diagram taken from: http://www. transanatolia. eu)Figure represent a classic electricity distribution grids-simple radial tree, sending power from a source (point A representing power generation or a substation) to delivery points (other points representing homes, businesses, or other sub networks). The cheapest and simplest topology for a distribution or transmission grid is a radial structure. This is a tree shape where power from a large supply radiates out into progressively lower voltage lines until the destination homes and businesses are reached. Most transmission grids require the reliability that more complex mesh networks provide.Other topologies used are looped systems and tied ring networks. National grids are composed of many smaller electrica l networks that are linked together into a larger network called a Wide Area Synchronous Grid, also known as an interconnection. A Wide Area Synchronous Grid allows all the independent electrical networks in a particular area to be connected by synchronizing the electrical frequency between them. United Kingdom interconnections are synchronized at 50Hz. |   | Task 2: describe the basic topology of the ring and radial feeder system. Radial Feeder SystemIn a radial configuration, lines branch out sequentially and power flows strictly in one direction, only one path is connected between each customer and the substations. The electrical power flows from the substation to the customer along a single path. If this path is interrupted, it will result in a complete loss of power to the customer. The loading of a distribution feeder is inherently unbalanced because of the large number of unequal single-phase loads that must be served. An additional imbalance is introduced by the non-equila teral conductor spacing of the three-phase overhead and underground line segments.Figure 3 below shows the radial feeder system. Figure 3: Radial distribution system Some of the advantages of this system include: minimum initial cost and simplicity of planning, design and operation. Disadvantages include: low reliability factor, distributor nearer to the feeding end is heavily loaded. Ring or Loop system: In a ring, any two points are usually connected by more than one path, meaning that some lines form loops within the system. This distribution system consists of two or more paths between the substations and the customers. It is selected to carry its normal load plus the load of the other half of the loop also.Therefore the size of the feeder conductor in a loop distribution system is the same throughout the loop. Figure 4 below shows the ring or loop feeder system. Figure 4: Loop distribution system Advantages of this system include: Less conductor material is required as each par t of the ring carries less current. Less voltage fluctuations. It is more reliable. Disadvantages include: It is difficult to design compared to the radial system. Task 3. For the radial feeder shown in fig. 3. 1 calculate the following: 15A 15A 50A 50A B B 0. 2? 0. 2? 0. 1? 0. 1? 0. 06? 0. 06? A A 20A 20A 240V 240V D D C C Figure 3. 1 a) The load voltagesSolution: From figure 3. 1, the voltage drop from A to D is: VAD=0. 2IAB+0. 06IBC+0. 1ICD Current between A and B:IAB=50+15+20=85A Voltage drop from A to B: VA-B=0. 2*85=17V Voltage at B:VB= VA-VAB Therefore,VB=240-17=223V Current between B and C:IBC=85-50=35A Voltage drop from B to C:VB-C=0. 06*35=2. 1V Voltage at C:VC= VB-VBC=223-2. 1=220. 9V Current between C and D:ICD=35-15=20A Voltage drop from C to D: VC-D=0. 1*20=2V Voltage at D:VD= VC- VCD=220. 9-2=218. 9V Therefore Voltage drop from A to D: e=0. 2IAB+0. 06IBC+0. 1ICD =0. 2*85+0. 06*35+0. 1*20 VAD =17+2. 1+2=21. 1V b) The power lost in the cable.Power supplied to the system = 240 * 85 = 20400 W PLOSS = (VAB*IAB) + (VBC * IBC)+ (VCD*ICD ) = (17*85) + (2. 1*35) +(2*20) = 1445 + 73. 5 + 40 = 20400 – = 1558. 5W c) The power developed by each load. Power at B, PB = VB * IB = 223 * 50 = 11150W= 11. 15KW Power at C, PC = VC * IC = 220. 9 * 15 = 3313. 5W = 3. 31KW Power at D, PD = VD * ID = 218. 9 * 20 = 4378W = 4. 38KW Total Power developed = PB + PC + PD = 11150 + 3313. 5 + 4378 = 18841. 5W =18. 84KW d) The efficiency of the system The efficiency of the transmission line is given by: Efficiency =100% * Power supplied / (power supplied + power loss) PP+PL*100%= 2040020400+1558. 5*100%=92. 9% Task 4: Write a short report on distribution systems. The report should include the following content: i) The most common LV distribution systems used. ii) A diagram of the single phase 3 wire 240/120 topology iii) Description of the single phase 3 wire 240/120 development iv) The effect of unequal loading v) The advantages of the single phase 3 wire 240c/120v sys tem vi) A diagram of the three phase 4 wire 208v/120 topology vii) three phase 3 wire 600v topology, vii) three phase 4 wire 480v/277v topology. Examples of where this would be used Solution:Distribution Subsystem The distribution system connects the distribution substations to the consumers’ service-entrance equipment. There are two types of distribution system: the primary and secondary distribution system. The Primary Distribution System The primary distribution lines range from 4 to 34. 5 kV and supply the load in a well-defined geographical area. The transmission system voltage is stepped-down to lower levels by distribution substation transformers. The primary distribution system is that portion of the power network between the distribution substation and the utilization transformers.The primary distribution system consists of circuits, referred to as primary or distribution feeders that originate at the secondary bus of the distribution substation. The distribution sub station is usually the delivery point of electric power in large industrial or commercial applications Primary distribution system voltages range from 2,400 V to 69,000 V. The distribution voltages in widest use are 12,470 V and 13,200 V, both three and four wire. Types of Primary Distribution System. There are two fundamental types of primary distribution systems; Radial and Network.Simply defined, a radial system has a single simultaneous path of power flow to the load. A network has more than one simultaneous path. Each of the two types of systems has a number of variations. Figure 6 illustrates four primary feeder arrangements showing tie, loop, radial and parallel feeders. There are other more complex systems, such as the primary network (interconnected substations with feeders forming a grid) and dual-service network (alternate feeder to each load). These systems, however, are simply variations of the two basic feeder arrangements.Some small industrial customers are served dir ectly by the primary feeders. Figure 6: four primary feeder arrangements. (Diagram taken from: www. navalfacilities. tpub. com) The secondary Distribution System The secondary distribution network reduces the voltage for utilization by commercial and residential consumers. Lines and cables not exceeding a few hundred feet in length deliver power to the individual consumers. The secondary distribution serves most of the customers at levels of 240/120 V, single-phase, three-wire; 208Y/120 V, three-phase, four-wire; or 480Y/277 V, three-phase, four-wire.The power for a typical home is derived from a transformer that reduces the primary feeder voltage to 240/120 V using a three wire line. Distribution systems utilize both overhead and underground conductors. The voltage levels for a particular secondary system are determined by the loads to be served. The utilization voltages are generally in the range of 120 to 600 V. In residential and rural areas the nominal supply is a 120/240 V, si ngle-phase, three-wire grounded system. If three-phase power is required in these areas, the systems are normally 208Y/120 V or less commonly 240/120 V.In commercial or industrial areas, where motor loads are predominant, the common three-phase system voltages are 208Y/120 V and 480Y/277 V. The preferred utilization voltage for industrial plants, however, is 480Y/277 V. Three-phase power and other 480 V loads are connected directly to the system at 480 V and fluorescent lighting is connected phase to neutral at 277 V. Small dry-type transformers, rated 480-208Y/120 or 480-120/240 V, are used to provide 120 V single-phase for convenience outlets and to provide 208 V single- and three-phase for small tools and other machinery.Types of Secondary distribution Systems. Various circuit arrangements are available for secondary power distribution. The basic circuits are: simple radial system, expanded radial system, primary selective system, primary loop system, secondary selective system, and secondary spot network. References Alley, R. and Smith, K. (1992) Electrical Circuits: An Introduction. Cambridge: Cambridge University Press, p. 220-236. Altenergy. org (2008) Alternative Energy – Wind, Solar, Hydro and other alt energy sources for home power. [online] Available at: http://www. ltenergy. org/ [Accessed: 19 Jun 2012]. Cheesman, J. (2007) National Grid. [online] Available at: http://ezinearticles. com/? National-Grid&id=2431881 [Accessed: 19 Jun 2012]. Deshpande, M. (2010)  Electrical Power System Design  . New Delhi: Tata McGraw-Hill Education, p. 256-300. Electrical-zine. blogspot. co. uk (2009) ELECTRICAL MAGAZINE: The Structure Of The Power System III. [online] Available at: http://electrical-zine. blogspot. co. uk /2009/08/structure-of-power-system-iii. html [Accessed: 19 Jun 2012]. En. wikipedia. rg (2011) Electrical grid – Wikipedia, the free encyclopedia. [online] Available at: http://en. wikipedia. org/wiki/Electrical_grid [Accessed: 19 Jun 2012]. Epuniversity. org (n. d. ) Electrical Configurations – Wye, Delta, Single and Split Phases. [online] Available at: http://www. epuniversity. org/w3. html [Accessed: 19 Jun 2012]. Learnaboutenergy. org (n. d. ) Types of Renewable Energy. [online] Available at: http://www. learnaboutenergy. org/renewable_energy/RenewableEnergy3. htm [Accessed: 19 Jun 2012]. Most. gov. mm (2011) Transformer Operation and system voltage control. online] Available at: http://www. most. gov. mm/techuni/media /EP_04018_2. pdf [Accessed: 17. 06. 12]. Navalfacilities. tpub. com (n. d. ) Secondary Voltage Levels. [online] Available at: http://navalfacilities. tpub. com/mo201/mo2010022. htm [Accessed: 19 Jun 2012]. Sivanagaraju, S. and satyanarayana, S. (2009)  Electrical Power Transmission and Distribution. New Delhi: Pearson Education, p. 479-512. Transanatolia. eu (2007) Electrical Grid. [online] Available at: http://www. transanatolia. eu/analyses/Energy/electrical-grid. htm [Accessed: 19 Jun 2012].

How to Say Happy Halloween in Japanese

How to Say Happy Halloween in Japanese Happy Halloween translates into, Happii Harowin (ãÆ' Ã£Æ'Æ'ãÆ'ӋÆ' ¼Ã£Æ' Ã£Æ' ­Ã£â€š ¦Ã£â€š £Ã£Æ' ³) when phonetically copying the English expression. Happy ~ generally translated as ~ omdetou (㠁Šã‚ Ã£  §Ã£  ¨Ã£ â€ ) when saying Happy Birthday (Tanjoubi Omedetou) or Happy New Year (Akemashite Omedetou). However, phrases like, Happy Halloween, Happy Valentines or Happy Easter dont use this pattern. Halloween Vocabulary The following are common words associated with Halloween with how to pronounce and write them in Japanese: harowiin ãÆ' Ã£Æ' ­Ã£â€š ¦Ã£â€š £Ã£Æ' ³ - Halloweenjuu-gatsu Ã¥  Ã¦Å"ˆ - Octobermajo é ­â€Ã¥ ¥ ³ - a witchkumo ã‚ ¯Ã£Æ' ¢ - a spiderhouki 㠁 »Ã£ â€ Ã£   - a broomohaka 㠁Šå ¢â€œ - a graveobake 㠁Šã  °Ã£ â€˜ - ghostkyuuketsuki Ã¥  ¸Ã¨ ¡â‚¬Ã© ¬ ¼ - a vampirekuroneko é »â€™Ã§Å' « - a black catakuma æ‚ ªÃ© ­â€ - the Devil; Satanzonbi ã‚ ¾Ã£Æ' ³Ã£Æ'“ - a zombiemiira ãÆ'Ÿã‚ ¤Ã£Æ' © - a mummygaikotsu é ª ¸Ã© ª ¨ - a skeletonkoumori 㠁“㠁†ã‚‚ã‚Š - a batookami otoko ç‹ ¼Ã§â€ · - a werewolffurankenshutain ãÆ'•ãÆ' ©Ã£Æ' ³Ã£â€š ±Ã£Æ' ³Ã£â€š ·Ã£Æ' ¥Ã£â€š ¿Ã£â€š ¤Ã£Æ' ³ - Frankensteinkabocha 㠁‹ã  ¼Ã£  ¡Ã£â€šÆ' - pumpkinobake yashiki 㠁ŠåÅ'â€"㠁‘å ±â€¹Ã¦â€¢ · - a haunted housekosuchuumu ã‚ ³Ã£â€š ¹Ã£Æ' Ã£Æ' ¥Ã£Æ' ¼Ã£Æ'   - a costumerousoku ã‚ Ã£ â€ Ã£  Ã£   - a candleokashi 㠁Šè â€œÃ¥ ­  - candykowai æ€â€"㠁„ - scary Phrases for Halloween Kabocha o horu. 㠁‹ã  ¼Ã£  ¡Ã£â€šÆ'ã‚’å ½ «Ã£â€šâ€¹Ã£â‚¬â€š - I carve a pumpkin.Rousoku o tomosu. ã‚ Ã£ â€ Ã£  Ã£  Ã£â€šâ€™Ã£  ¨Ã£â€šâ€šÃ£ â„¢Ã£â‚¬â€š - I light candles.Kodomo ni okashi o ageru. Ã¥ ­ Ã¤ ¾â€ºÃ£  «Ã£ Å Ã¨ â€œÃ¥ ­ Ã£â€šâ€™Ã£ â€šÃ£ â€™Ã£â€šâ€¹Ã£â‚¬â€š - I give treats to the kids.Majo no kasou o suru. é ­â€Ã¥ ¥ ³Ã£  ®Ã¤ » ®Ã¨ £â€¦Ã£â€šâ€™Ã£ â„¢Ã£â€šâ€¹Ã£â‚¬â€š - I wear the witchs costume.Horaa eiga o miru. ãÆ'݋Æ' ©Ã£Æ' ¼Ã¦Ëœ  Ã§â€ »Ã£â€šâ€™Ã¨ ¦â€¹Ã£â€šâ€¹Ã£â‚¬â€š - I watch a horror movie.Akumu ni unasareru. æ‚ ªÃ¥ ¤ ¢Ã£  «Ã£ â€ Ã£  ªÃ£ â€¢Ã£â€šÅ'る。 - I have a nightmare. Ekaki Uta Ekaki uta is a type song that describes how to draw animals and/or favorite characters. Ekaki uta are supposed to help children remember how to draw something by incorporating drawing directions into the lyrics. Ekaki uta for, obake (a ghost) can be found and listened to on YouTube. If you are curious about the white triangular piece of cloth that the little obake wears  on his forehead in the video of the song, it is called, hitaikakushi, which is also often worn by Japanese ghosts. Urameshiya is a phrase said, in a sorrowful voice, by Japanese ghosts when they appear. It means, a curse on you. 㠁Šã Å Ã£  Ã£  ª 㠁 µÃ£  Ã£â€š Ã£  « 㠁Šã  ¿Ã£ Å¡Ã£â€šâ€™ 㠁„ã‚Å'㠁 ¦Ã£ Å¸Ã£  ­Ã£â€šâ€™ 㠁 ¾Ã£ â€žÃ£ Å¸Ã£â€šâ€° 㠁 ½Ã£  ¡Ã£â€šÆ'ん㠁 ¨ 㠁 ¯Ã£  ­Ã£ Å¸Ã£  ²Ã£  £Ã£  Ã£â€šÅ Ã£ â€¹Ã£ Ë†Ã£  £Ã£  ¦ 㠁‚㠁 £Ã£ â€¹Ã£â€šâ€œÃ£  ¹Ã£Æ' ¼Ã£ â€¢Ã£â€šâ€œÃ£ â€¹Ã£   㠁 ¤Ã£ â€˜Ã£ Å¸Ã£â€šâ€°Ã£ Å Ã£  °Ã£ â€˜Ã£ â€¢Ã£â€šâ€œÃ£ â€ Ã£â€šâ€°Ã£â€šâ€° 㠁†ã‚‰ã‚‰ 㠁†ã‚‰ã‚ Ã£ â€"や㠁†ã‚‰ã‚‰ 㠁†ã‚‰ã‚‰ 㠁†ã‚‰ã‚ Ã£ â€"ã‚„ Ookina fukuro ni omizu o ireteTane o maitara pochan to hanetaHikkuri kaette akkanbeeSankaku tsuketaraObake-san!Urara urara urameshiyaUrara urara urameshiya Obake Nante Naisa Here is a children song called Obake nante nai sa (There are no ghosts!): 㠁Šã  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢Ã£  ­Ã£  ¼Ã£ â€˜Ã£ Å¸ 㠁 ²Ã£  ¨Ã£ Å'㠁 ¿Ã£  ¾Ã£  ¡Ã£ Å'㠁ˆã Å¸Ã£  ®Ã£ â€¢Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã‚  Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã£  ¼Ã£  Ã£   Ã£  £Ã£  ¦ 㠁“ã‚ Ã£ â€žÃ£  ªÃ£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢ Obake nante nai saObake nante uso saNeboketa hito gaMimachigaeta no saDakedo chotto dakedo chottoBoku datte kowai naObake nante nai saObake nante uso sa 㠁 »Ã£â€šâ€œÃ£  ¨Ã£  « 㠁Šã  °Ã£ â€˜Ã£ Å'㠁 §Ã£  ¦Ã£  Ã£ Å¸Ã£â€šâ€° 㠁 ©Ã£ â€ Ã£ â€"よ㠁†ã‚Å'㠁„㠁žã â€ Ã£ â€œÃ£  « 㠁„ã‚Å'㠁 ¦Ã£â€š «Ã£Æ' Ã£â€š «Ã£Æ' Ã£  « 㠁â€"㠁 ¡Ã£â€šÆ'㠁Šã â€ Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨ 㠁  Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã£  ¼Ã£  Ã£   Ã£  £Ã£  ¦ 㠁“ã‚ Ã£ â€žÃ£  ªÃ£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢ Honto ni obake gaDetekitara doushiyouReizouko ni ireteKachi kachi ni shichaouDakedo chotto dakedo chottoBoku datte kowai naObake nante nai saObake nante uso sa 㠁  Ã£ â€˜Ã£  © 㠁“㠁 ©Ã£â€šâ€šÃ£  ªÃ£â€šâ€°Ã£  ¨Ã£â€šâ€šÃ£   Ã£  ¡Ã£  « 㠁 ªÃ£â€š Ã£ â€ Ã£ â€šÃ£  Ã£ â€"ã‚…ã‚’ 㠁â€"㠁 ¦Ã£ â€¹Ã£â€šâ€°Ã£ Å Ã£â€šâ€žÃ£  ¤Ã£â€šâ€™ 㠁Ÿã  ¹Ã£â€šË†Ã£ â€ Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨ 㠁  Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã£  ¼Ã£  Ã£   Ã£  £Ã£  ¦ 㠁“ã‚ Ã£ â€žÃ£  ªÃ£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢ Dakedo kodomo naraTomodachi ni narouAkushu o shite karaOyatsu o tabeyouDakedo chotto dakedo chottoBoku datte kowai naObake nante na isaObake nante uso sa 㠁Šã  °Ã£ â€˜Ã£  ® 㠁 ¨Ã£â€šâ€šÃ£   Ã£  ¡Ã£  ¤Ã£â€šÅ'㠁 ¦Ã£ â€šÃ£â€šâ€¹Ã£ â€žÃ£ Å¸Ã£â€šâ€°Ã£  Ã£ â€œÃ£â€šâ€°Ã£ ËœÃ£â€šâ€¦Ã£ â€ Ã£  ® 㠁 ²Ã£  ¨Ã£ Å'㠁 ³Ã£  £Ã£  Ã£â€šÅ  㠁™ã‚‹ã   Ã£â€š Ã£ â€ Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨ 㠁  Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã£  ¼Ã£  Ã£   Ã£  £Ã£  ¦ 㠁“ã‚ Ã£ â€žÃ£  ªÃ£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢ Obake no tomodachiTsurete aruitaraSokora juu no hito gaBikkuri suru darouDakedo chotto dakedo chottoBoku datte kowai naObake nante nai saObake nante uso sa 㠁Šã  °Ã£ â€˜Ã£  ®Ã£  Ã£  «Ã£  §Ã£  ¯Ã£ Å Ã£  °Ã£ â€˜Ã£   Ã£â€šâ€°Ã£ â€˜ 㠁  Ã£  £Ã£  ¦Ã£ â€¢Ã£  Ã£â€šâ€œÃ£  ªÃ£  ¯Ã£  ªÃ£ â€" 㠁 Ã£ â€žÃ£  ¦Ã£ Å Ã£  µÃ£â€š Ã£  «Ã£  ¯Ã£ â€žÃ£â€š Ã£ â€ Ã£   Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨ 㠁  Ã£ â€˜Ã£  © 㠁 ¡Ã£â€šâ€¡Ã£  £Ã£  ¨Ã£  ¼Ã£  Ã£   Ã£  £Ã£  ¦ 㠁“ã‚ Ã£ â€žÃ£  ªÃ£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁 ªÃ£ â€žÃ£ â€¢Ã£ Å Ã£  °Ã£ â€˜Ã£  ªÃ£â€šâ€œÃ£  ¦ 㠁†ã  Ã£ â€¢ Obake no kuni dewaObake darake datte saSonna hanashi kiiteOfuro ni hairouDakedo chotto dakedo chottoBoku datte kowai naObake nante nai saObake nante uso sa

Annotations in Reading, Research, and Linguistics

Annotations in Reading, Research, and Linguistics An annotation is a  note, comment, or  concise statement of the key ideas in a text or a portion of a text and is commonly used in reading instruction and in research. In corpus linguistics, an annotation is a coded note or comment that identifies specific linguistic features of a word or sentence. One of the most common uses of annotations is in essay composition, wherein a student might annotate a larger work he or she is referencing, pulling and compiling a list of quotes to form an argument. Long-form essays and term papers, as a result, often come with an annotated bibliography, which includes a list of references as well as brief summaries of the sources. There are many ways to annotate a given text, identifying key components of the material by underlining, writing in the margins, listing cause-effect relationships, and noting confusing ideas with question marks beside the statement in the text. Identifying Key Components of a Text When conducting research, the process of annotation is almost essential to retaining the knowledge necessary to understand a texts key points and features and can be achieved through a number of means. Jodi Patrick Holschuh  and Lori Price Aultman  describe a students goal for annotating text in Comprehension Development, wherein the students are responsible for pulling out not only the main points of the text but also the other key information (e.g., examples and details) that they will need to rehearse for exams. Holschuh and Aultman go on to describe the many ways a student may isolate key information from a given text, including writing brief summaries in the students own words, listing out characteristics and cause-and-effect relations in the text, putting key information in graphics and charts, marking possible test questions, and underlining keywords or phrases or putting a question mark next to confusing concepts. REAP: A Whole-Language Strategy According to  Eanet Manzos 1976 Read-Encode-Annotate-Ponder strategy for teaching students language and reading comprehension, annotation is a vital part of a students ability to understand any given text comprehensively. The process involves the following four steps: Read to discern the intent of the text or the writers message; Encode the message into a form of self-expression, or write it out in students own words; Analyze by writing this concept in a note; and Ponder or reflect on the note, either through introspection or discussing with peers. Anthony V. Manzo and Ula Casale Manzo describe the notion in Content Area Reading: A Heuristic Approach as among the earliest strategies developed to stress the use of writing as a means of improving thinking and reading, wherein these annotations serve as alternative perspectives from which to consider and evaluate information and ideas.

Japanese Internment Essay Example | Topics and Well Written Essays - 750 words

Japanese Internment - Essay Example Yet these innocent people were removed from their homes and placed in relocation centers, many for the duration of the war (Davis 1982:27). In contrast, between 1942 and 1944, 18 Caucasians were tried for spying for Japan; at least ten were convicted in court (Uyeda 1995:66). 1 When the Pearl Harbor was attacked on December 7, 1941, United States suspected that the Japanese were getting ready to launch a full-scale attack on the West Coast of the country. Massive searches were conducted to prevent communication with the Japanese ships. By January 2, "the Joint Immigration Committee of the California Legislature sent a manifesto to California newspapers summing up the historical catalogue of charges against the ethnic Japanese, who, said the manifesto, were totally inassimilable. The manifesto declared that all of Japanese descent were loyal to the Emperor, and attacked Japanese language schools as teaching Japanese racial superiority."2 It was feared that this population might commit acts of espionage or sabotage for the Japanese military. By February, "Earl Warren, at the time Attorney General of California, and U.S. Webb, a former Attorney General, were vigorously seeking to persuade the federal government to remove all ethnic Japanese from the west coas t."2 Hence began the Japanese Internment. Franklin D. Roosevelt on February 19, 1942 signed the Executive Order 9066 that allowed military commanders to designate military areas called â€Å"exclusion zones" as per their discretion. They had the right to decide who was a citizen and who was not. Eventually about 1/3 area of the country consisted of such zones, including the East and West Coasts. Some of the typical rules that were passed in these camps were: March 2, 1942: General John L. DeWitt issued Public Proclamation No. 1, informing all those of Japanese ancestry that they would, at some later point, be subject to exclusion orders from "Military Area No. 1" (the entire Pacific coast to

The wealth and poverty of nations Essay Example | Topics and Well Written Essays - 500 words - 1

The wealth and poverty of nations - Essay Example Other people in the world should try to understand how the expansionists Europeans have grown very rich. He also stated that relative poverty today is the result of failure on the part of political, religious and mercantile elites to pass the tests of maintaining and regaining independence from and assimilating the technologies demonstrated by the people from Europe (DeLong, 1998). Landes demonstrated that Europe was the center and basis of economic development. He also pointed out that the reason why Eurasian civilizations had an edge in technological advancement over non-Eurasian is the climate. According to Landes, it is impossible for human beings to live in any numbers in â€Å"temperate† climates before the invention of fire, housing, tanning, but that once the technological capability to live where it snows has been gained, the "temperate" climates allowed a higher material standard of living (DeLong, 1998). I am not really convinced about this argument that Landes had presented. Though, I can say that climate can be one of the factors affecting the developments of an economy, it need not be of great impact as what Landes had pointed out. In our world today, a lot of counties gifted with rich natural resources and great climate are suffering from great economic issues and belonged to the less developed countries.

2 options will send Essay Example | Topics and Well Written Essays - 1000 words

2 options will send - Essay Example Many people are religious and have established a relationship between their social existence in the society and the unexplainable powerful force. Given that the society is made of culture and religion, it can be concluded that there is an existing relationship between material culture and religion. As examined in this article, religion might be impoverished by ignoring the material aspect of culture (Smart 1998, p. 51). Culture is used by people in the society to refer to symbols, customs and habits of a given group of people in the society. It is also used in some cases to depict things passed on from one generation to the other in the society. Material culture is a term employed in the description of the archeological artifacts of the society. Culture is identifiable to the behaviors and actions of the members of a society. For instance, the Irish culture could be said to be identified by their language accent and religion, which is Catholic. Therefore, other things in the society such as language, beliefs, norms and symbolism could also identify culture (Foucault & Carrette (1999, p. 86). Material culture involves material things and symbols used in a given society. The material things include artifacts that are archeologically identified and utilized for various purposes as identified by the society. Some of the materials culture identified with some cultures includes the homes that people live in, businesses, churches and Penticton. On the contrary, to the material culture, non-material culture may also include the values of people and morals apart from the language, norms and symbols as indicated earlier. The physical substances representing culture do not work alone and require non-material culture. For instance, seeing objects does not make meaning unless one reads and understands the meaning of the object, something facilitated using language (Smart 1998, p. 75). The examination of

How Does Tourism Help The Economy

How Does Tourism Help The Economy The economic effect of tourism on a country Spending holidays abroad with family, is trendy these days. People around the world visit different places during summers and winters. I and my family too visit different places during vacations. When in a foreign country, I have always wondered, How does the country benefit from attracting tourists? I roughly knew the answer that the money that tourists spend in that particular country is the income of the tourism industry. But after this research, I have now understood that tourism is an important part of an economy and the money it earns is helpful to everyone. GENERAL IMPACTS: General Positive effects of tourism: It creates employment for people of the country. It promotes cultural awareness and also helps to preserve local culture and traditions. Money gained from tourism can be used to develop the infrastructure and services e.g. new roads and airports. In LEDCs money can be invested on developing education, clean water and sanitation. The foreign money can become aid to local people. Natural attractions can be protected using income from tourism. GOOD ECONOMIC IMPACTS: It generates foreign exchange. It creates new job and employment opportunities. It stimulates trade, income and entrepreneurship especially in small business sectors. The provision of new infrastructure which is available for non-tourism uses. It increases regional development particularly in isolated areas. It generates greater collection of taxes and revenues. General Negative impacts: It can have a negative impact on the environment. It increases air travel and thereby contributes towards air pollution. Mostly local people are employed in low skill, poorly paid work in unhygienic working conditions. Travel agents, airline companies and hoteliers benefit more than local companies when holidays are booked to destinations in LEDCs. Destroys local culture and traditions. Locally run accommodation companies face competition with foreign companies which build hotels in this new tourist destination. BAD ECONOMIC IMPACTS: 1) Necessity to import goods increase. This is especially with small economies which often do not produce what the tourists demand, and therefore import to meet the demands of the tourist. 2) Displacement effects. When a new tourism project takes customers away from an existing industry or facility, the economy is said to be shifted. 3) Over-dependence on tourism. When initially developing, the tourism industry is in vigour. The people start investing their money in this industry, resulting in downfall of other industries that were initially present. But soon tourists begin to dislike the particular tourist location and the economy falls. 4) Over-reliance on labour. As the tourists would increase, the labour required to fulfil their requirements would increase. The industry would extensively rely on labour; therefore these companies would highly exploit labour to meet the tourist demands. 5) Higher land values. Higher number of tourists would require more accommodation. Therefore hotels, lodges and rest houses are built. These results in shortage of land and the prices shoot up, which affect the locals. 6) Prices of goods increases. More tourists means more needs of supplies example: food, water, electricity, gas supply, etc. Also maintenance and repair would increase. These would make the market more expensive, making difficult for local people. UNITED KINGDOM: According to World Travel Tourism Council (WTTC), the industry grew by 1.3% in 2012. This rate of growth means that Tourism industry directly contributed  £35.6 billion to the British economy. The number of jobs that tourism supported was forecasted to increase by 250,000 between 2010 and 2020, from 2.645 million to 2.899 million. One in twelve jobs is currently supported by tourism. The UK has the fifth largest tourism industry in the world. It comprises of 200,000 enterprises. 70,000 establishments include major world-class hotels, country house hotels, guest houses, holiday parks, 110,000 restaurants, bars and pubs are surviving on Tourism. Moreover 7,000 businesses including theme parks, museums, heritage sites, parks, gardens, zoos; 25,000 businesses staging conferences, festivals, exhibitions and concerts are also dependent on Tourism. It has low barriers to entry making it able to respond quickly to changes in demand, and highly efficient in rapidly creating employment. Recently increased visa and Air Passenger Duty charges worsened the situation, as the UKs VAT rates for accommodation and restaurants, have become twice of the main tourism industries in Europe. If these VAT rates are reduced, the Tourism industry might not suffer much. FUTURE SCENARIOS: Tourism is forecasted to contribute over  £100 billion to the UK economy. INDIA: The demand tourism in India is expected to grow by 8.2 percent between 2010 and 2019 and will place India at the third position in the world. Indias tourism sector is expected to be the second largest employer in the world, employing 40,037,000 by 2019. The report forecasts India to get capital investment worth US$ 275.5 billion in 2018. Positive Impacts: It has generated income, resulted in poverty alleviation and has generated great number of jobs. The tourism industry in India generated about US$100 billion in 2008 and that is expected to increase to US$275.5 billion by 2018 at a 9.4% annual growth rate. It helps in preservation of heritage sites like old monuments (ex. Taj Mahal and Qutab Minar) and saving the biodiversity; therefore attracting more tourists and resulting in more income. It encourages infrastructure development, health care facilities, recreation areas, hotels and restaurants; which again increases the number of tourists attractions. Problem in India: The major problem in the development of tourism in India is inadequate infrastructure including less air seat capacity, accessibility to tourist destinations, accommodation and trained manpower in sufficient number. Poor visitor experience and poor hygienic conditions are also some of the problems. It sometimes leads to the destruction of social fabric of country. When too many tourists visit a place, the chances of development of crime and human trafficking may happen at a great extent. And therefore India has to spend money on crime control. It may lead to suspicion, tension and hostility between locals and the tourists, as they share different cultural backgrounds and lifestyles. This may lead to disputes and violence, overall reducing the tourist count. AUSTRALIA: In Australia, tourism directly and indirectly employed 907,100 persons. In 2010-11, Australia nearly earned $73.3 billion from tourism industry. The total output multiplier is 1.92, which means every $1 tourism industry earns, adds 92 cents extra indirectly to other parts of countrys economy. State Tourism Satellite Accounts (2011) show that out of $65.4 billion, which were contributed by the states mostly were: New South Walesà ¢Ã¢â€š ¬Ã¢â‚¬ $21.3 billion (33 per cent) Queenslandà ¢Ã¢â€š ¬Ã¢â‚¬ $16.3 billion (25 per cent) Victoria $13.4 billion (21 per cent). The number of tourists by 2021-2022 is forecasted to increase by 0.8 %, which means around 308 million tourists would visit in Australia. SPAIN: The tourist boom that began in the mid-1950s was based on the recreational assets of the Mediterranean seashore areas. In 1970s and 1980s, when the tourist boom was playing its role, tourism development lead to the loss of traditional jobs, when workers moved from industries such as : Farming, forestry, mining and Shing into service jobs in tourism and made a serious impact on the overall economy. Tourists had spent around 49 billion Euros in Spain in 2010. The real foreign tourism has increased by 8.65 %. The income was about 159.9 billion Euros in 2011 according to world tourism and travel council. The industry is predicted to gain 180 billion Euros by 2022. Tourism also contributed to 12.7% of total employment and 2,304,500 jobs were created. The employment number is predicted to rise to 2,369,000 by 2022. But if the country experiences major drawback in tourism industry in the future, it would for 12.7 % of the people to lose their jobs.

A&P Queenie perspective Essay -- essays research papers

A&P-Queenie   Ã‚  Ã‚  Ã‚  Ã‚  Every summer my family and I go to our house in the cape just north of Boston. One hot summer morning, I was leaving the house to meet my family at the beach, suddenly I remembered my mother asked me to pick up a jar of â€Å"Kingfish Herring† for her and her friend to snack on at the beach.   Ã‚  Ã‚  Ã‚  Ã‚  I started to walk across the street to my friend Lacey’s house. Lacey lives just outside Detroit, but like my family, her family comes to the cape for the summer. Our families’ have been friends for about 10 years, but we normally don’t see or talk to each other during the year, only summertime seems to bring us together. Traditionally Lacey and I leave for the beach together, even at age 7 we walked with our mothers, so I knew I had to tell her about this errand before I left for town.   Ã‚  Ã‚  Ã‚  Ã‚  Arriving at Lacey’s house I walk to the backdoor letting myself into the house. Lacey was putting on tanning lotion in the kitchen, â€Å"Lacey,† I called to her, â€Å"my mom wants me to pick up snacks for the beach, do you want to go into town with me?†, â€Å"Sure,† she replied, â€Å"do you mind if my cousin comes with us?†, â€Å"Of course I don’t mind,â€Å" I answered, â€Å"but we have to get moving, my dad only left me the car to use ‘til noon.†   Ã‚  Ã‚  Ã‚  Ã‚  While driving, Lacey and I laughed while reminiscing, over old stories of love and trouble that we seemed to get into over the past decade at the cape, Lacey’s cousin Mary was quite, she seemed shy.   Ã‚  Ã‚  Ã‚  Ã‚  We arrived at the A&P and I realized that the store was almost devoid of any human life, but it was mid Tuesday morning most towns people were either working, or at the beach.   Ã‚  Ã‚  Ã‚  Ã‚  Two men were working the front end, the cashier at register 3 was helping an older looking woman with a sun hat, Capri pants ,and far too much make up on, the other cashier was leaning on the bag rack behind him, enjoying a break in a slow day . Both of the clerks looked as if they were in their early twenties, definently townies, the townies hated summer vacationers. Townies never said a word to vacationers, and you could tell in their attitude; they all longed for Labor Day to roll around so everyone would go home, bringing peace to their little town again. My observations of the store and town politics were... ...u decently dressed when you come in here.† this man was entirely strict and conservative, as much was to be expected of a man around these part, he was most likely an avid church goer, Sunday school teacher, Boy Scout troop leader name your clichà ©. I started again â€Å"We are decent,† and before I could continue Lengel interrupted me, â€Å"Girls, I don’t want to argue with you. After this come in here with your shoulders covered. It’s our policy.† and then he walked toward the clerk with a disappointed look and asks â€Å"Sammy, have you rung up this purchase?† with an astonished expression caused by the event that just occurred before his eyes, Sammy simply replies â€Å"No† and rings me up with a great deal of haste, as to get my friends and I out of this self-righteous store before we disgrace it any further. He hands me the change then we hurry out of the store rushing to the car.   Ã‚  Ã‚  Ã‚  Ã‚  Driving out of the parking lot the car was silent, until Lacey started doing a bad imitation of the manager, â€Å"After this come in here with your shoulders covered. Its our policy.† laughing and returning to her normal voice â€Å"Even at 17 you still get us into trouble, will you ever change?†

Alcohol Abuse Among the Elderly Essay

Alcohol abuse among the elderly is a widespread problem through the United States. It is hard to discover by physicians and medical providers, because many of these people have been abusing alcohol secretly for years. The population is extremely unlikely to admit that they have problems with alcohol, especially during a routine health care visit. As many as 15% of the population over 65 may be heavy drinkers, although this number is hard to pin down. Elderly people usually drink due to depression, loneliness and lack of social support. Most alcohol abuse comes from a lifetime history; whereas others develop alcoholic drinking patterns later in life. Alcoholism accounts for more than 15% of health care costs in the elderly. It is associated with an estimated 100,000 deaths per year in the United States. Alcohol consumption can produce both benefits and risks. In terms of benefits, men who drink two to six alcoholic beverages per week have decreased mortality rates and lower cardiovascular disease when compared with abstainers. On the negative side, two studies of 300,000 men demonstrated increased mortality among those consuming more than 2 to 3 drinks daily. Women, are more affected by less alcohol than men, perhaps because they have a lower blood volume, and so it’s distribution and decreased activity for gastric alcohol dehydrogenase are increased. The primary care physician plays an important role in making the diagnosis and in helping the older alcoholic receive proper medical and psychological care. As patients grow older, and develop conditions that require prescription and over the counter medications, opportunities for dangerous alcohol/drug interactions increase. Elderly patients should be encouraged to monitor their alcohol intake so that it does not conflict with their medications. When a problem is identified, begin by counseling patients and the family. Increased social support may be all that is needed to stop excessive alcohol consumption by some older patients. Reference Butler, Robert (June, 1998) Alcoholism and the later years. Geriatrics pg. 1-2.

Factors to Instructors Satisfaction of Learning Management Systems

Learning direction systems ( LMS ) enable establishments to administrate their educational resources, back up their traditional schoolroom instruction and distance instruction. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent associated with their satisfaction of the LMS. Consequently, this survey examined the cardinal factors that influence the teachers ‘ satisfaction of LMS in blended acquisition, and how this satisfaction is related to their purpose to continuously utilize LMS in blended acquisition and strictly for distance instruction. These investigated factors are related to teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . The findings indicated that computing machine anxiousness, persona l innovativeness, system quality, information quality, direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition. Furthermore, teachers ‘ satisfaction is a important determiner of their uninterrupted purpose to utilize LMS in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Introduction Learning Management Systems ( LMS ) and e-learning have become recently the difficult sell among stakeholders in instruction and preparation. A figure of top universities around the universe have adopted LMS for teachers and pupils to heighten the educational procedure ( Hawkins & A ; Rudy 2007 ; Browne et al. , 2006 ; National Center for Educational Statistics, 2003 ) . More than 90 per centum of all take parting academic establishments in the US are following LMS ( Hawkins & A ; Rudy, 2007 ) . Similarly, about 95 per centum of take parting establishments in the UK have adopted LMS ( Browne et al. , 2006 ) . Users ‘ satisfaction of an information system is critical to its uninterrupted success. Likewise for a LMS, its success to a great extent depends on teachers ‘ satisfaction of the system. Measuring single users ‘ credence and usage of the e-learning systems is a â€Å" basic selling component † ( Kelly & A ; Bauer, 2004 ) . Teachers may non to the full use all the characteristics, even when LMS are good in topographic point ; a study of more than 800 teachers at 35 LMS-adopting establishments found that really few teachers use LMS tools for measuring pupils or advancing community ( Woods et al. , 2004 ) . Research besides indicated that fright of engineering and deficiency of clip may restrict teachers ‘ acceptance of LMS ( Yueh & A ; Hsu, 2008 ) . Teachers ‘ demands and capablenesss should exhaustively be investigated when deploying LMS applications ( Yueh and Hsu, 2008 ) . Therefore, teachers ‘ satisfaction of LMS is important and should b e carefully studied to guarantee successful LMS deployment. LMS survive through teachers ‘ uninterrupted usage, which may be to great extent linked to their satisfaction of the LMS. Consequently, the aim of this survey is to look into the cardinal factors lending to teachers ‘ satisfaction of LMS usage in blended acquisition environment. These factors can be categorized as teachers ‘ single features ( computing machine anxiousness, engineering experience and personal innovativeness ) , LMS ‘ features ( system quality, information quality and service quality ) , and organisation ‘s features ( direction support, inducements policy and preparation ) . Investigating the non-technical factors is of import to advance the acceptance and diffusion of LMS enterprises ( Albirini, 2006 ; ElTartoussi, 2009 ) . In add-on, the survey besides assesses how teachers ‘ satisfaction of LMS usage in blended acquisition is related to their uninterrupted purpose to LMS usage in blended acquisition, and their purpose to strictly utilize LMS for distance instruction. Several organisations initiate their LMS acceptance by utilizing them in blended acquisiti on environment, to promote the hazards of a complete pure LMS usage for distance instruction. The undermentioned subdivisions discuss the background literature, research model and methodological analysis, analysis and consequences, and the decision. Background Learning Management Systems & A ; Benefits Harmonizing to the World Bank ( 2010 ) , a LMS is a package bundle that automatically administers instruction and trains human resources. It is the usage of a Web-based communicating, coaction, larning, cognition transportation, and developing to add value to scholars and concerns ( Kelly & A ; Bauer, 2004 ) . In peculiar, a LMS is an Internet application that aims to back up instruction and preparation activities ( Cavus and Momani, 2009 ) and provides a platform to back up e-learning activities ( Yueh & A ; Hsu, 2008 ) . Course Management Systems ( CMS ) and Learning Content Management Systems ( LCMS ) are sometimes used to bespeak LMS ( Yueh & A ; Hsu, 2008 ) ; other related footings are Computer-assisted Learning ( CAL ) , Computer-based Learning ( CBL ) , and Online Learning ( Chan, 2008 ) . It should be noted, nevertheless, that LMS applications are non alone to educational establishments ; even public and private organisations use such systems for preparation intents. Many LMS applications are available. The most popular LMS used at colleges and universities in the US is Blackboard followed by WebCT, which was acquired by Blackboard, Inc. in 2006 ( Falvo & A ; Johnson, 2007 ) . Other LMS solutions are Moodle, ATutor, Learn.com, Joomla, and Krawler. LMS applications offer teachers several functionalities that benefits and contribute to learning procedure. Course direction tools, group confabs and treatment, assignment entry, and class appraisal are the primary tools in LMS ( Yueh & A ; Hsu ; 2008 ) . In add-on, LMS aid teachers provide scholars with educational stuffs and track their engagement and appraisals ( Falvo & A ; Johnson, 2007 ) . More technically sophisticated LMS characteristics include keeping office hours online, making pupil groups, and delegating on-line undertakings to groups, harmonizing to Yildirim et Al. ( 2004 ) . Besides, Ceraulo ( 2005 ) indicated that ePortfolios is a cardinal characteristic in some LMS applications, which e nable teachers to keep pupil entries throughout the class ( i.e. , trials, assignments, undertakings ) . LMS solutions purpose besides to increase involvement in larning and learning among scholars and teachers, severally ( Mahdizadeh et al. , 2008 ) . Furthermore LMS enhance learning procedure efficiency and consequence in cost-savings ( Aczel et al. , 2008 ) . Prior Studies on LMS LMS have been adopted by academic and developing establishments to back up their distance instruction and/or supplement their traditional manner of instruction ( Rainer et al. , 2007 ) . Users ‘ satisfaction of LMS, as any other information system, is critical to their uninterrupted success ( DeLone & A ; McLean, 2003 ) . There are a figure of surveies that have investigated the scholars ‘ credence, usage and/or satisfaction of LMS such as Arbaugh ( 2000 ) , Pituch and Lee ( 2006 ) , Roca et Al. ( 2006 ) , Liaw et Al ( 2007 ) , Raaij and Schepers ( 2008 ) , Sun et Al. ( 2008 ) , and Wu et Al. ( 2006 ) . However, limited quantitative surveies have investigated teachers ‘ credence, usage and/or satisfaction of LMS. In the LMS context, research workers have studied LMS credence and success, from teachers ‘ position, in assorted ways. Liaw et Al. ( 2007 ) assessed factors act uponing scholars ‘ and teachers ‘ behavioural purpose to utilize e-learning, which is influenced by sensed utility, perceived self-efficacy, and perceived enjoyment. Ball and Levy ( 2008 ) investigated the impact of teacher ‘s single features on teachers ‘ purpose to utilize LMS. Teo ( 2009 ) assessed the instructors ‘ perceived utility of LMS and perceived easiness of usage. However, users ‘ satisfaction of an information system is critical to its uninterrupted usage and resulted benefits ( DeLone & A ; McLean, 2003 ) . Furthermore, cardinal factors that might impact the teachers ‘ acceptance of LMS can be related to their single features ( Ball & A ; Levy, 2008 ; Liaw et al. , 2007 ; Raaij & A ; Schepers, 2008 ; Teo, 2009 ) , LMS features ( Pituch & A ; Lee, 2006 ; Roca et al. , 2006 ) and organisation features ( Sumner & A ; Hostetler, 1999 ) . None of these surveies, nevertheless, investigated the direct impact of teachers ‘ features, LMS ‘ features, and/or an organisation ‘s features on teachers ‘ satisfaction. User satisfaction is an of import index of IS success ( DeLone & A ; McLean, 2003 ) . In add-on measuring the impacts of organisation features along with teachers ‘ features and LMS features on teachers ‘ satisfaction is critical.Teacher FeaturesThe acceptance and satisfaction of LMS may, to a great extent, be determined by the features of its users. Several dimensions of users ‘ features have been proposed and investigated as determiners of engineering credence. In the context of e-learning, few surveies have investigated the impact of teachers ‘ dimensions on LMS credence. Ball and Levy ( 2008 ) investigated the impact of self-efficacy, computing machine anxiousness, and engineering experience on teachers ‘ purpose to utilize emerging larning experience in a l ittle private university in the US and found that self-efficacy was the lone major determiner of teachers ‘ purpose. Teo ( 2009 ) found that computing machine self-efficacy straight impacts pre-service instructors ‘ perceived utility, perceived easiness of usage, and behavioural purpose in Singapore. Liaw et Al. ( 2007 ) found that perceived self-efficacy determines teachers ‘ behavioural purpose to utilize e-learning in Taiwan. Albirini ( 2006 ) investigated the perceptual experience of school instructors of the usage of ICT in instruction in Syria, and the consequences highlighted the importance of instructors ‘ vision of engineering, their experiences with it, and the cultural conditions on their attitudes toward engineering. Mahdizadeh, Biemans, and Mulder ( 2008 ) found that instructors ‘ old experience with e-learning environments and easiness of usage explain instructors ‘ perceptual experience of the utility of e-learning environments and their existent usage of these environments. Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij & A ; Schepers, 2008 )LMS FeaturesThe features of LMS may hold a great impact on the teacher ‘s credence and usage of LMS. Features of any information system, including LMS, may be related to system, information, and service support quality as classified by DeLone and McLean ( 2003 ) . E-learning systems ‘ quality was found to be important on the teachers ‘ perceived utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom ( Liaw et al. , 2007 ) . In the e-learning context, few surveies have examined the general quality of engineering or specific dimension. For case, from teachers ‘ and scholars ‘ position, Liaw et Al. ( 2007 ) investigated the impact of e-learning systems ‘ general quality on sensed utility, perceived enjoyment, and perceived self-efficacy, which accordingly affect their purpose to utilize the system in the schoolroom, and found it important. Albirini ( 2006 ) indicates that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction. Two important surveies on the impact of engineering on users ‘ credence of LMS are Pituch and Lee ‘s ( 2006 ) and Roca et Al. ‘s ( 2006 ) , but they are from the scholars ‘ position. Roca et Al. ( 2006 ) investigated scholars ‘ perceived system quality from three dimensions ( system quality, information quality, and service quality ) . They found that scholars ‘ sensed system factors ( system quality, information quality, and service quality ) straight affect their e-learning satisfaction and purpose to utilize and indirectly their sensed utility. Pituch and Lee ( 2006 ) examined the impact of system quality from three dimensions: the system ‘s functionality, interactivity, and response. As indicated, limited surveies provide a elaborate scrutiny of the influence of the three dimensions ( system quality, information quality, service quality ) of LMS on teachers ‘ satisfaction. This survey integrates these three dimensions of LMS on the teachers ‘ satisfaction.Organization FeaturesAn organisation ‘s features play a major function in the behaviours of its employees, including the credence usage and satisfaction of any engineering such as LMS. Corporate civilization plays a cardinal function in the success of any undertaking. Schein defines civilization as â€Å" the manner we do things around here † ( 1985, p. 12 ) . Cultural values shape an organisation ‘s norms and patterns, which accordingly influence employees ‘ behaviours such as LMS use. Some of an organisation ‘s features that might be relevant to the use of LMS are direction support, inducements, and preparation. There is a deficiency of empirical surveies that capture the influence of organisation factors on the credence and usage of LMS by and large. In the e-learning context, senior direction support and the alliance of e-learning with the section and university course of study are of import for its acceptance ( Sumner & A ; Hostetler, 1999 ) . Incentives are besides an of import factor for teachers ‘ credence to incorporate the engineering in learning. Incentives or inducements for teachers can be enforced by holding the usage of the engineering as a factor in a nomination for learning award, publicity, and term of office ( Sumner & A ; Hostetler, 1999 ) . Finally, developing end-users is of import, and can be in signifier of workshops, on-line tutorials, classs, and seminars. In add-on, Teo ( 2009 ) found that easing conditions, measured by proficient support, preparation, and administrative support, indirectly affect instructors ‘ credence of engineering in instruction. Teachers ‘ SATISFACTION OF LMS Framework Development This survey aimed to analyze the impact of teacher ‘s single features, LMS ‘ features, and organisation ‘s features on teachers ‘ satisfaction of LMS in blended acquisition, and accordingly, on their uninterrupted usage in blended acquisition and pure usage purpose for distance acquisition. As indicated, few surveies have examined this incorporate probe of teachers ‘ LMS credence and use. This survey assessed the single features based on teachers ‘ computing machine anxiousness, engineering experience and personal innovativeness, LMS features based on system, information, and service quality ; and organisational features based on direction support, inducements policy and preparation. The impact of teachers ‘ ego efficaciousness was besides ab initio considered as portion of teachers ‘ features, but was dropped out after the analysis because of low dependability and cogency of the concept in this survey. Figure 1 illustrates this survey theoretical account. Figure 1: Teachers LMS Acceptance and Use Model Instructor Individual Characteristics HypothesesComputer Anxiety HypothesisComputer anxiousness is â€Å" the fright or apprehensiveness felt by persons when they used computing machines, or when they considered the possibility of computing machine use † ( Simonson, et al. , 1987, p. 238 ) . Computer anxiousness is an of import factor for the credence of the engineering ( Ball & A ; Levy, 2008 ; Piccoli et al. , 2001 ; Raaij & A ; Schepers, 2008 ; Sun et al. , 2008 ) . Fear of computing machines may negatively impact the credence of LMS and the user ‘s sensed satisfaction ( Piccoli et al. , 2001 ) . Empirical grounds of the impact of computing machine anxiousness was assorted. Ball and Levy ( 2008 ) did non observe a important nexus between computing machine anxiousness and teachers ‘ purpose to utilize the e-learning ; nevertheless, Sun et Al. ( 2008 ) found that computing machine anxiousness significantly impacts the scholars ‘ sensed satisfaction of e-lear ning, and Raaij and Schepers ( 2008 ) found the computing machine anxiousness impacts the scholar ‘s sensed easiness of usage of e-learning. Therefore we hypothesized that: Hypothesis 1: Teachers ‘ computing machine anxiousness is negatively associated with their satisfaction of LMS.Technology Experience HypothesisUsers ‘ experience with the engineering ( EUT ) besides plays a major function in the credence of engineering ( Venkatesh & A ; Davis, 2000 ; Thompson et al. , 2006 ) . An person ‘s EUT is his/her exposure to the engineering every bit good as the accomplishments and abilities that are gained through utilizing a engineering ( Thompson et al. , 2006 ) . Therefore, EUT may impact teachers ‘ credence of LMS for their categories. Although empirical quantitative research, such as that of Ball and Levy ( 2008 ) , found no important impact of EUT on teachers ‘ purpose to utilize LMS, research workers Sumner and Hostetler ( 1999 ) indicated that current degree of computing machine accomplishments and extent of usage of calculating accomplishments in learning are of import for teachers ‘ credence of ICT in instruction . Likewise, Wan et Al. ( 2007 ) highlighted the importance of engineering experience on the acquisition procedures and, accordingly, larning results. Mahdizadeh et Al. ( 2008 ) suggested that teachers ‘ anterior experience with e-learning may explicate their perceptual experience of the utility of e-learning environments and their existent usage. Therefore we hypothesized: Hypothesis 2: The teacher ‘s experience with the usage of engineering is positively associated with their satisfaction of LMS.Personal innovativeness HypothesisPersonal innovativeness is another issue that may be critical factor on teachers ‘ satisfaction of LMS. Personal innovativeness in information engineering context means individual ‘s attitude reflecting his inclination to experiment with and to follow new information engineerings independently of the communicated experience of others ; â€Å" Bing used to accommodating to new systems and procedures might uncover the utility and easiness of usage more rapidly to an advanced individual than to a non-innovative individual † ( Schillewaert et al. , 2005 ) . Teachers ‘ innovativeness is of import to the satisfaction of e-learning ( Raaij & A ; Schepers, 2008 ) Hypothesis 3: The teacher ‘s personal innovativeness is positively associated with their satisfaction of LMS. LMS Characteristics HypothesesSystem Quality HypothesisSystem quality is indispensable for the user ‘s satisfaction of any engineering, including LMS. Researchers, such as DeLone and McLean ( 2003 ) , and Seddon ( 1997 ) highlighted the impact of system quality on engineering credence, usage or satisfaction and have introduced several ways to mensurate it. Teachers ‘ credence of LMS may be determined to a great extent by system quality. The more functionalities, interactivity, and response of LMS, the better is its credence and use ( Pituch & A ; Lee, 2006 ) . Quantitative empirical surveies found a important impact of system features on e-learning credence: dependability ( Wan et al. , 2007 ; Webster & A ; Hackley, 1997 ) , handiness ( Wan et al. , 2007 ) , and system functionality, interactivity, and response ( Pituch & A ; Lee, 2006 ) . Albirini ( 2006 ) indicated that teachers ‘ vision of engineering impacts their attitudes toward the usage of ICT in instruction . Therefore, we hypothesized that: Hypothesis 4: Lumen system quality is positively associated with the teacher ‘s satisfaction of LMS.Information Quality HypothesisInformation quality is besides of import for teachers ‘ satisfaction of LMS, and refers to the perceived end product produced by the system. Information quality with great truth, relevancy, seasonableness, sufficiency, completeness, comprehensibility, format, and handiness are of import for the success of an information engineering ( Seddon, 1997 ) . There is a deficiency of research on the impact of information quality on teachers ‘ satisfaction of LMS. Some research was conducted from the scholars ‘ position. Roca et Al. ( 2006 ) measured information quality of LMS by indexs related to relevance, seasonableness, sufficiency, truth, lucidity, and format, and proved that information quality was straight important for scholars ‘ satisfaction and indirectly for sensed utility. Likewise, Lee ( 2006 ) found content quality was imp ortant for scholars ‘ perceived utility. Consequently, we hypothesize that: Hypothesis 5: LMS information quality is positively associated with the teacher ‘s satisfaction of LMS.Service Quality HypothesisService quality refers to the quality of support services provided to the system ‘s end-users. Teachers ‘ credence of LMS may be related to the quality of the support services. Common measurings of service quality are tangibles, dependability, reactivity, confidence, and empathy ( Parasuraman et al. , 1988 ; Kettinger & A ; Lee, 1994 ) . Few surveies have investigated the impact of service quality on LMS acceptance and success. For case, Roca et Al. ( 2006 ) assessed service quality by indexs related to responsiveness, dependability, and empathy, and confirmed its direct significance on scholars ‘ satisfaction and indirect significance of sensed utility in the e-learning context. Therefore, we hypothesized that: Hypothesis 6: LMS service quality is positively associated with teacher ‘s satisfaction of LMS. Organization Features HypothesissManagement Support HypothesisManagement support is a cardinal factor for the credence of any organisational enterprise. Senior directors ‘ unfastened blessing and indorsement of LMS acceptance promote teachers ‘ acceptance and credence of LMS. Directors may back up an LMS by promoting teachers to follow it and place a clear vision of the aim of the LMS and how it is aligned with the university vision. Small research has investigated the impact of direction support on teachers ‘ credence of LMS. However, in the e-learning context, senior directors should clearly place the end of LMS for the university course of study ( Sumner & A ; Hostetler, 1999 ) . This directors ‘ support assures teachers that utilizing LMS is portion of the organisation ‘s civilization and is utile and encourages them to follow and utilize the system. Directors are recognized as a high authorization ( Ali, 1990 ) ; therefore, teachers ‘ acceptan ce and credence of LMS may be associated with the indorsement of their senior directors. Management support of end-users significantly improves computing machine use ( Igbaria, 1990 ) . Facilitating conditions, including administrative support, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Consequently, we hypothesized that: Hypothesis 7: Management support is positively associated with the teacher ‘s satisfaction of LMS.Incentives Policy HypothesisIncentives, in footings of inducements, are of import factors to promote teachers to incorporate LMS in their instruction. Incentives can be â€Å" non-trivial † pecuniary and non-monetary inducements. E-learning research lacks the appraisal of inducements on LMS credence. Incentives or inducements for teachers can be enforced by utilizing the LMS as a factor in nomination for a learning award, publicity, and term of office ( Sumner & A ; Hostetler, 1999 ) . These inducements ‘ policies push teachers to follow and use LMS for their instruction. Therefore, we hypothesized that: Hypothesis 8: An inducement policy is positively associated with teacher ‘s satisfaction of LMS.Training HypothesisSupplying end-users with preparation is of import, as preparation improves teachers ‘ acceptance of LMS and illustrates its possible utility, and encourages its usage in learning. Limited research has investigated the impact of developing on teachers ‘ satisfaction of LMS. Training can be in signifier of workshops, on-line tutorials, classs, and seminars ( Sumner & A ; Hostetler, 1999 ) . Facilitating conditions, including preparation, indirectly affect instructors ‘ credence of engineering in instruction ( Teo, 2009 ) . Therefore, we hypothesized: Hypothesis 9: Training is positively associated with the teacher ‘s satisfaction of LMS. Use and Future Intention HypothesesContinuous Blended Learning Intention HypothesisThe purpose to utilize the engineering is significantly determined by users ‘ sensed easiness of usage and perceived usefulness ( Venkatesh & A ; Davis, 2000 ) . The higher the teachers ‘ perceived utility of LMS, and existent usage, the more likely it is that they will go on to utilize it. Continuous purpose to e-learning usage is determined by sensed usefulness and satisfaction ( Hyashi et al. , 2004 ) . Therefore, we hypothesized: Hypothesis 10: The teachers ‘ satisfaction of LMS is positively associated with their purpose to continuously utilize LMS in blended acquisition.Pure Use Intention hypothesisMany organisations begin their LMS acceptance as a auxiliary tool to traditional schoolroom instruction, trusting that this auxiliary acceptance will finally advance the pure usage of LMS for distance instruction. Perceived easiness of usage, perceived usefulness, and existent usage may hold an of import impact on uninterrupted purpose for auxiliary usage and purpose for pure usage of the LMS for instruction. When teachers believe that LMS is utile, and can be utilized for auxiliary intents, they are more likely to follow it strictly for distance instruction. The sensed utility of a engineering is found to be important determiner of the purpose to utilize the engineering ( Venkatesh & A ; Davis, 2000 ) . Perceived usefulness and auxiliary usage are important determiners of scholars ‘ usage of e-learni ng for distance instruction ( Pituch & A ; Lee, 2006 ) . Thus we hypothesized: Hypothesis 11: The teachers ‘ satisfaction of LMS in blended acquisition is positively associated with their purpose to strictly utilize LMS for distance instruction. Methodology Participants ‘ Profile This survey included 82 teachers from Oman. Teachers can voluntarily follow Moodle LMS to supplement their traditional categories. The teachers were from different colleges in the university and with different demographics. About 62 per centum of them were male and 38 per centum were female. About 5 per centum of them were adjunct lectors, 27 per centum were lectors, 50 per centum were adjunct professors, 13 per centum were associate professors, and 5 per centum were full professors. The teachers ‘ age varied from 20s to above 50s: approximately 8 per centum were in their 20s, 26 per centum were in their 30s, 16 per centum in their 40s, and 32 per centum were 50 or over. Almost 44 per centum had less than six old ages of work experience, 30 per centum had less than 11 old ages, 16 per centum had less than 16 old ages, 7 per centum had less than 21 old ages, and 2 per centum had more than 20 old ages. Most indicated that their computing machine accomplishments were above norm. Almost 71 per centum have above mean computing machine accomplishments ; 23 per centum, approximately norm ; and merely 6 per centum were below norm. The bulk, approximately 59 per centum, has used the LMS for categories for three old ages or more ; 30 per centum have used it for one to two old ages ; and 11 per centum have used it for less than one twelvemonth. Research Questionnaire The questionnaire was distributed to SQU teachers. An invitation electronic mail was sent to teachers to finish the survey questionnaire either online or on an affiliated MS Word papers. A reminder was sent two hebdomads after the initial invitation. Most of the teachers filled the questionnaire online ( about 95 per centum of them ) . The questionnaire included the concepts to be measured for quantitative analysis, along with demographic inquiries ( e.g. , gender, age, grade, LMS use experience, work experience, and occupation rubric ) . Concept measurings points were phrased harmonizing to a five-point Likert graduated table ( 1= strongly disagree ; 2=disagree ; 3=Neutral ; 4= agree and 5=strongly agree ) . To statistically measure the survey model, 28 indexs were used. Tables 1 and 2 show the entire indexs used for each concept. The LMS characteristic concepts ( system quality, information quality, and service quality ) were adopted and modified from Roca et Al. ( 2006 ) and Pituch and Lee ( 2006 ) . Individual features concepts ( computing machine anxiousness and engineering experience ) were adopted from Ball and Levy ( 2008 ) ; while the personal innovativeness concept was adopted from ( Raaij & A ; Schepers, 2008 ) . Organizational features ‘ concepts ( direction support, inducements, and developing ) were self-developed, based on Sumner and Hostetler ( 1999 ) . The user satisfaction concept was adopted from Sun et Al. ( 2008 ) , and uninterrupted blended acquisition and pure LMS purpose were adopted and modified harmonizing to Pituch and Lee ( 2006 ) . DATA ANALYSIS & A ; RESULTS PLS Analysis Methodology Data was analyzed by PLS-Graph 3.0 package. PLS ( partial least square ) is a variance-based structural equation theoretical account ( SEM ) technique that allows way analysis of theoretical accounts with latent variables ( Chin, 1998 ) . The PLS attack is a variance-based SEM that assists research workers in obtaining determinate values of latent variables for prognostic intents. The PLS does that by minimising the discrepancy of all dependent variables instead than utilizing the theoretical account to explicate the co-variation of all indexs ( Chin, 1998 ; Chin and Newsted, 1999 ) . Therefore, the theoretical account waies are estimated based on the ability to minimise the residuary discrepancies of the dependent variables. The PLS algorithm uses an iterative procedure for the appraisal of weights and latent variables tonss. The procedure about converges to a stable set of weight estimations. The rating of the theoretical account is based on ( 1 ) the appraisal of the theoretical a ccount measurings by measuring their cogency, dependability, and discriminant cogency, ( 2 ) the analysis of the waies of the structural theoretical account ( Chin, 1998 ) . Table 1 and Table 2 show the independent and dependent concepts ‘ steps and lading severally.Table 1: Independent Constructs Measures and LoadsConcept MeasuresLoadingComputer AnxietyI believe that working with computing machines is really hard. 0.8717 Computers make me experience uncomfortable. 0.9493 I get a sinking feeling when I think of seeking to utilize a computing machine. 0.8961Technology ExperienceI feel confident utilizing the e-learning system 0.7617 I feel confident downloading/uploading necessary stuffs from the Internet. 0.8460 I feel confident utilizing on-line communicating tools. 0.6333Personal InnovativenessI like to experiment with new information engineerings. 0.6713 Among my equals, I am normally the first to seek out new information engineerings. 0.9735System QualityThe system offers flexibleness in learning as to clip and topographic point. 0.7046 The system offers multimedia ( audio, picture, and text ) types of class content. 0.7225 The response clip of the system is sensible. 0.7017 The system enables synergistic communicating between teacher and pupils. 0.8190Information QualityThe information provided by the system is relevant for my occupation. 0.8537 The information in the system is really good. 0.9060 The information from the e-learning system is up-to-date. 0.8457 The information provided by the system is complete. 0.8186Service QualityThe system support services give me prompt service. 0.8485 The system support services have convenient operating hours. 0.8388 The system support services are dependable. 0.8859 The system support services are easy to pass on with. 0.8769Management SupportSenior decision makers strongly back up the usage of e-learning system. 0.8811 I get support by section chair or dean on my usage of e-learning system. 0.8253 My troughs highlight the importance of e-learning system on my course of study. 0.8624 Senior decision makers clearly identify the importance of e-learning to the course of study. 0.7517IncentivesThe usage of e-learning is a factor in the nomination for learning award. 0.9396 The usage of e-learning system is a factor in finding publicity. 0.9620 The usage of e-learning system is a factor in one-year lift of instruction. 0.9685TrainingI receive developing workshops on how to utilize e-learning tools. 0.8015 I receive online manuals on how to utilize e-learning tools. 0.7993 I receive seminars on the usage of e-learning tools. 0.8761Table 2: Dependent Concepts Measures and LoadsConcept MeasuresLoadingUser Satisfaction ( SAT )I am satisfied with the public presentation of the e-learning system. 0.8078 I am pleased with the experience of utilizing the e-learning system. 0.9133 My determination to utilize the e-learning system was a wise one. 0.8684Continuous Intention to LMS Use in Blended Learning ( CUI )I will often utilize e-learning system to make a instruction undertaking. 0.8743 I will utilize e-learning system on regular footing to supplement my categories in the hereafter. 0.8645 I will ever seek to utilize the e-learning system to make a instruction undertaking whenever it has a utile characteristic. 0.8917Purpose to Pure LMS Use ( PUI )I plan to learn strictly on-line classs for distance scholars. 0.9393 I will utilize e-learning system to learn strictly on-line classs. 0.9594 I plan to learn strictly on-line classs in every bit many occasions as possible. 0.9304 Concepts Validity and Reliability The dependability and the cogency are two standards used by research workers to measure the pertinence of their measurings to their investigated theoretical account. Reliability refers to the consistence of the steps ( indexs ) of a specific latent variable ; whereas, cogency refers to how good the construct is defined by the steps ( Hair et al. , 1998 ) . With PLS, the dependability of the measurings was evaluated by internal consistence dependability, and the cogency was measured by the mean discrepancy extracted ( AVE ) , which refers to the sum of discrepancy a latent variable gaining controls from its indexs. AVE was developed by Fornell and Larcker ( 1981 ) to measure concept cogency. The recommended degree for internal consistence dependability is at least 0.70, and is at least 0.50 for AVE ( Chin, 1998 ) . Tables 1 and 2 show the theoretical account concepts ‘ measurings and lading. Table 3 shows that the survey concepts ‘ dependability and AVE are above the recom mended degrees for all the concepts.Table 3: Concepts Reliability and ValidityConceptEntireItemsDependabilityAVEComputer Anxiety ( CA )3 0.932 0.821Technology Experience ( TE )3 0.794 0.566Personal Innovativeness ( PI )2 0.818 0.699System Quality ( SQ )4 0.827 0.545Information Quality ( IQ )4 0.917 0.734Service Quality ( SvQ )4 0.921 0.744Management Support ( MS )4 0.899 0.692Incentives ( IN )3 0.970 0.915Training ( TR )3 0.866 0.683User Satisfaction ( SAT )3 0.898 0.747Continuous auxiliary Use Intention ( CUI )3 0.909 0.769Pure Use Intention ( PUI )3 0.960 0.889 To accomplish the discriminant cogency of the concepts, Fornell and Larcker ( 1981 ) suggest that the square root of AVE of each concept should transcend the correlativities shared between the concepts and other concepts in the theoretical account. The discriminant cogency is used to guarantee the differences among concepts ( Chin, 1998 ) . Table 4 shows that the theoretical account constructs satisfy that regulation, as the square root of the AVE ( on the diagonal ) is greater than the correlativities with other concepts. Therefore, all the theoretical account concepts have a satisfactory discriminant cogency concept.Table 4: Concept ‘ Correlations and Discriminant ValidityConceptCalciumTelluriumPiSQIntelligence quotientSvQMultiple sclerosisInchTRSaturdayCUIPUIComputer Anxiety( CA )0.906Technology Experience( TE )-0.1530.752Personal Innovativeness( PI )-0.295 0.5510.836System Quality( SQ )-0.092 0.159 0.2600.738Information Quality( IQ )-0.078 0.179 0.209 0.6330.857Service Quality( SvQ )-0.027 0.056 0.128 0.472 0.6890.863Management Support( MS )0.199 -0.174 0.125 0.298 0.226 0.2290.832Incentives( IN )0.227 -0.224 -0.106 0.158 0.124 0.142 0.5300.957Training( TR )0.020 0.003 0.165 0.271 0.348 0.353 0.241 0.2970.826User Satisfaction( SAT )-0.338 0.182 0.333 0.491 0.497 0.324 0.226 0.209 0.3880.864Continuous auxiliary Use Intention ( CUI )-0.329 0.373 0.493 0.488 0.365 0.191 0.173 0.163 0.340 0.7640.877Pure Use Intention( PUI )0.008 0.123 0.374 0.103 0.054 -0.026 0.072 0.094 0.113 0.355 0.4350.943Model Evaluation and Paths Analysis With PLS, R-square values are used to measure the prognostic relevancy of a structural theoretical account for the dependent latent variables, and the way coefficients are used to measure the effects of the independent variables ( Chin, 1998 ) . The significance of the theoretical account waies was assessed based on their t-values.Table 5: Model Evaluation & A ; Paths AnalysisWayBeta( I? )p-valueHypothesisCAi? SAT– 0.3058 & lt ; 0.0005 H1: supportedTEi? SAT0.0587 & gt ; 0.5 H2: non supportedPIi? SAT0.1115 & lt ; 0.025 H3: supportedSQi? SAT0.1808 & lt ; 0.025 H4: supportedIQi? SAT0.2371 & lt ; 0.001 H5: supportedSvQi? SAT0.0398 & gt ; 0.5 H6: non supportedMSi? SAT0.1272 & gt ; 0.5 H7: supportedINi? SAT0.1476 & lt ; 0.01 H8: supportedTRi? SAT0.2046 & lt ; 0.001 H9: supportedSATi? CUI0.7693 & lt ; 0.0005 H10: supportedSATi? PUI0.3592 & lt ; 0.0005 H11 supported Table 5 shows the R2 values of the endogenous dependent concepts. The analysis indicated that the theoretical account explains 47.1 per centum of discrepancy in the teachers ‘ satisfaction of LMS in blended acquisition. The analysis besides showed that teachers ‘ satisfaction of LMS in blended acquisition explains 58.4 per centum of discrepancy in their purpose to continuously utilize LMS in blended acquisition, and 12.6 % of their purpose to utilize LMS strictly for distance instruction. Table 5 besides shows the waies ‘ coefficients analysis between the exogenic independent concepts ( teachers ‘ features, LMS ‘s features, and organisation ‘s features ) and the endogenous dependent concept ( teachers ‘ satisfaction of LMS in blended acquisition ) , and, accordingly, purpose ( uninterrupted LMS usage in blended acquisition, and LMS pure usage for distance instruction ) . The analysis showed that most of the teacher ‘s features, the LMS ‘s features and the organisation ‘s features to some extent have impact on the teacher ‘s satisfaction of LMS in blended acquisition. First, teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS ( Beta -I? = – 0.3058, P & lt ; 0.0005 ) ; therefore hypothesis 1 is supported. Second, the impact of teachers ‘ experience with the engineering is non important on their satisfaction of LMS ( 0.0587, P & gt ; 0.05 ) ; therefore hypothesis 2 is non supported. Third, teachers ‘ personal innovativeness positively impacts their satisfaction of LMS ( I? = 0.2371, P & lt ; 0.001 ) ; therefore, hypothesis 3 is supported. Fourth, system quality significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1808, P & lt ; 0.025 ) ; therefore, hypothesis 4 is supported. Fifth, information quality significantly impacts teachers ‘ satisfaction of L MS ( I? =0.2371, P & lt ; 0.001 ) ; therefore, hypothesis 5 is supported. Sixth, service quality is non important on teachers ‘ satisfaction of LMS ( I? = 0.0398, P & gt ; 0.05 ) ; therefore hypothesis 6 is non supported. Seventh, direction support significantly impacts teacher ‘s satisfaction of LMS ( I? = 0.1272, P & lt ; 0.025 ) ; therefore, hypothesis 7 is supported. Eight, incentives policy significantly impacts teachers ‘ satisfaction of LMS ( I? = 0.1476, P & lt ; 0.01 ) ; therefore, hypothesis 8 is supported. Ninth, developing significantly impacts the teachers ‘ satisfaction of LMS ( I? = 0.2046, P & lt ; 0.001 ) ; therefore, hypothesis 9 is supported. In add-on, teachers ‘ satisfaction of LMS in blended larning significantly impacts their purpose to continuously utilize LMS in blended acquisition ( I? = 0.7693, P & lt ; 0.0005 ) , and their purpose to strictly utilize LMS for distance instruction ( I? = 0.3592 P & lt ; 0.0005 ) ; therefore, hy pothesis 10 and hypothesis 11 severally are supported. DISCUSSION & A ; CONCLUSIONS Discussion of Findingss and Deductions LMS include several tools that provide academic and preparation establishments an efficient and effectual agencies to back up distance instruction and supplement their traditional instruction. Furthermore, LMS enable these establishments to capture their educational stuffs and continue them for future reuse. This survey examined the impact of teachers ‘ features ( computing machine anxiousness, engineering experience and personal innovativeness ) ; LMS ‘ features ( system quality, information quality, and service quality ) ; and an organisation ‘s features ( direction support, inducements, and developing ) on teachers ‘ satisfaction of LMS in blended acquisition, and, accordingly, their future purpose of utilizing LMS in blended acquisition and in pure e-learning for distance instruction. The consequences showed that teacher ‘ single features, LMS ‘ features, and organisation ‘s features have assorted impacts on teachers ‘ satisfaction of LMS in blended acquisition. Sing the teachers ‘ single features, the survey, foremost, found that teachers ‘ computing machine anxiousness negatively impacts their satisfaction of LMS. In fact, the survey showed that teachers ‘ computing machine anxiousness is the chief cardinal factor act uponing teachers ‘ satisfaction of LMS. As indicated earlier, empirical surveies showed assorted impacts of computing machine anxiousness on LMS acceptance ( sensed easiness of usage, perceived usefulness and satisfaction ) . These assorted consequences might be linked to computing machine literacy or cultural issues. Nevertheless, organisations need to look into the causes of persons ‘ computing machine anxiousness in order to extinguish it and accordingly better the acceptance of LMS in their organisations. Second, even though qualitative research has suggested that persons ‘ engineering experience might lend to the LMS acceptance and satisfaction, this empirical survey was unable to happ en a important impact of this factor on teachers ‘ satisfaction, which is consistent with Ball and Levy ‘s ( 2008 ) empirical survey. Third, the survey found that teachers ‘ personal innovativeness is another positive key factor to their satisfaction of LMS in blended acquisition, which is consistent with ( Raaij & A ; Schepers, 2008 ) . Therefore, bettering teachers ‘ personal innovativeness will better their satisfaction of LMS. Refering the LMS ‘s features, the survey found system quality and information quality are besides positive cardinal factors to teachers ‘ satisfaction of LMS. This determination is consistent with Roca and his co-workers ‘ ( 2006 ) empirical survey on scholars ‘ satisfaction of e-learning. Therefore, for a successful deployment of LMS organisations should guarantee that system is with high functionalities and contains good information quality. Unfortunately this survey was unable to observe a important impact of service quality on teachers ‘ satisfaction inconsistent with Roca and his co-workers ‘ ( 2006 ) happening. This survey, compared to Roca and his co-workers ‘ survey on scholars, investigated more factors. Refering the organisation ‘s features, the survey significantly found that direction support, inducements policy and preparation are cardinal factors to teachers ‘ satisfaction of LMS. Even though much qualitative research has suggested this issue, non much empirical quantitative research has asserted this impact on LMS satisfaction. Therefore, organisations and their senior directors should invariably back up the LMS enterprise and promote teachers ‘ usage. Senior directors should besides incorporate LMS usage in their inducements policy such as a factor in nomination for a learning award, publicity, and term of office. Finally, senior directors should supply sufficient preparation to teachers ; this preparation plan can be in signifier of workshops, online manuals or/and seminars Finally, the survey found that teachers ‘ satisfaction of LMS is a cardinal determiner of their uninterrupted usage of LMS in blended acquisition. The survey besides found that teachers ‘ satisfaction of LMS in blended acquisition is a cardinal determiner of their purpose to strictly utilize LMS for distance instruction. Few surveies have examined the nexus between teachers ‘ usage of LMS in blended larning to their purpose of pure e-learning. Therefore, this survey showed organisations that are non ready for pure e-learning, that the usage of LMS in blended acquisition is a valuable option to fix organisations and teachers to finish digital transmutation through the usage of LMS strictly for distance instruction. In decision, LMS is assuring for developing states, as they provide tools to expeditiously construct human resources. This survey offered important findings for research workers and practicians. The survey has demonstrated that single features, LMS ‘s features and organisation ‘s features are cardinal factors to teachers ‘ satisfaction of LMS in blended acquisition, and that teachers satisfaction of LMS is important factor on their hereafter purposes for blended acquisition or pure e-learning. Therefore, this survey provided utile penetrations for practicians ( teachers and academic establishments ) . Organizations, particularly in the Middle East where computing machine and Internet literacy is non every bit high as in developed states, should supply developing to decrease teacher ‘s computing machine anxiousness, and accordingly better their satisfaction of LMS. In add-on, organisations should follow high-quality LMS ( in footings of system quality and infor mation quality ) to advance their acceptance and usage by teachers. Furthermore, direction support and inducements are of import to better teachers ‘ satisfaction of LMS in blended acquisition. Restrictions and Future Research This survey has few restrictions. First, the sample was from one academic establishment in Oman ; more research can be conducted in several organisations in different states to better the generalisation of the findings. Second, the survey assessed LMS use from teachers ‘ position ; farther research may measure it from scholars ‘ position. Third, this survey was unable to measure the impact of self-efficacy ; new measurings might be developed to better its dependability and cogency across different states. Furthermore, future research could besides analyze in item the benefits of LMS for teachers and the critical factors act uponing organisations ‘ deployment of LMS.