Deviance Theory Analysis Essay - 1564 Words

Deviance Theory Analysis - Identify Deviance for situations and explain Within any given society, individuals are expected to behave and or conduct themselves in a given acceptable manner. However, there are instances when particular individuals act contrary to the set standards and violate the cultural norms. Such acts may include acts of crime, theft, defiance, breaking of rules, and truancy just to mention a few. Deviance could thus be viewed as the intentional or accidental violation of the particular behavioral aspects and ways that people are expected to act within a society (Hardy). When an individual breaks the societal rules of conduct, they are said to be involved in deviant behaviors. However, due to the dynamism of the†¦show more content†¦They include: conflict perspective; symbolic interactionist perspective; and structural functionalism/order perspective. The cultural transmission/differential association theory states that all human behaviors are learned. As such, it is also possible to acquire deviant behavior through learning. The theory puts that the level and magnitude of the deviant behavior is influenced by among other factors the key variables involved in learning. Such learning variables include: the learner’s age; the level and magnitude, as well as the length of interaction between the learner and the person instilling deviant behavior; and the association between the favorable and the unfavorable social encounters in the individual’s life. According to the theory young learners are likely to be introduced into deviant behaviors easily. Also more and enhanced interactions with the deviant instructor together with several relationships and associations with deviant individuals will lead to a high chance of the individual becoming deviant. The control theory on its part looks at the reasons as to why people act in a deviant or correct way (Sociological Theories to Explain Deviance). The theory states that social control mechanisms within a culture dictate how people behave. People are stopped from committing crimes due to the social bonds within their groups. Some of the key factors within a society that constitute social bonds amongst individuals include;Show MoreRelatedDeviance Essay1052 Words   |  5 PagesDeviance is a term which I was unfamiliar with prior to doing research and learning more about it in sociology. Whenever I would hear the word in society, it would usually be in pop culture and for me, it was most notably in those stereotypical â€Å"student misbehaving in classroom† scenarios. In these scenarios, the child would misbehave in some way, whether it be by throwing materials at other classmates, or bad mouthing the teacher in a disrespectful way. As a result, the student would be called aRead MoreThe Labelling Theory Movement Among Criminologist And Sociologists1594 Words   |  7 PagesHoward Becker is renowned as the person who established the modern labelling theory. Becker also developed the term moral entrepreneur to portray the person in power which campaign to make certain deviant behaviour outlawed (Becker, 1963). He suggests that most laws are founded on that basis, and the behaviour that is classified as criminal is ever changing. Thus, the criminal behaviour is impertinent to the labelling theory. What actually matters is which outlaws are arrested and processed by theRead MoreCrime And Deviance1550 Words   |  7 Pagesstudying crimes and deviance, sociologists look to explain what types of behavior are defined as deviant as opposed to criminal, who defines deviant behaviors, why people become deviant, and how society deals with deviant behavior. Deviance is defined by sociologists are behavior that significantly goes against expected rules and norms. Cr iminal behavior is behavior that violates the law. Sociology studies groups as opposed to individuals, so when studying crime and deviance, sociologists are lookingRead MoreNeutralization Theory And Positive Deviance923 Words   |  4 PagesI. Shoenberger, Nicole; Heckert, Alex; and Heckert, Druann. (2012). Techniques of Neutralization Theory and Positive Deviance. Deviant Behavior. 33, p. 774-791. II. Research question: The purpose of this study was to examine qualitative interviews, â€Å"in order to clarify how positive deviants also make use of techniques of neutralization specifically to minimize the stigma of over-conformity.† (p. 775) All participants were asked the following questions: 1)Read MoreSociology: Value Conflict1346 Words   |  6 Pageschanges for sociology to be fully objective? Observers have their own interpretation and interest, so they will take actions in accordance with their interest. They will alter evidence, add variables and ignore other possibilities to prove their theories. Values enter the study of sociology even before any experiments or hypothesis being made. Researchers will find areas that they find suitable and significantly what they think plays a greater role and has deeper impacts on sociology. Weber himselfRead MoreEvaluate the usefulness of Marxist theory to our understanding of crime and deviance1201 Words   |  5 PagesEvaluate the usefulness of Marxist theory to our understanding of crime and deviance (40 marks) Synopticity - Crime Deviance sociological theory Marxist explanations of crime and deviance, like their work on other areas like the family and education, rest on an economic and structural analysis of society that sees a class struggle between the proletariat and the bourgeoisie. This struggle comprises the attempts by the proletariat to free themselves from the domination of the bourgeoisieRead MoreFour Basic Elements Of Hirschis Social Bond Theory795 Words   |  4 PagesHirschi’s social bond theory is made up of four basic elements; attachment, commitment, involvement and belief. The element of attachment has to do with one’s involvement in society, and the bonds they form with others. Social bond theory is based on the idea that deviancy occurs in an individual when social connections are weak or non-existent, the element of attachment has to do with the bonds one forms with individuals or institutions. Attachment acts as an indirect control factor, as attachmentRead MoreDeviance : Deviance And Deviance1292 Word s   |  6 PagesCharacterizing deviance All Sociologists characterize deviant conduct as conduct that is seen as disregarding expected standards and principles. Deviance is significantly more than simply basic non-similarity; it is conduct that hauls out fundamentally from social desires. The sociological meaning of deviance puts accentuation on social connection, not ones conduct. Sociologists view abnormality as far as procedures inside of a gathering, judgements and definitions, not generally as curious individualRead MoreSociology Is The Study Of Individuals In Groups In A Systematic Way1611 Words   |  7 Pagesqualitative based research on the struggle to gain a firm grip on how society works. As a result, there are different sociological perspectives that hold valued theories in society. In this essay three perspectives will be assessed. How society operates in the view of these perspectives. Also, scrutinizing theories on the subject ‘crime and deviance’ aiming to outline how each perspective grasps the matter. Before one can observe society, one needs to take into account the ways in which it can be viewedRead MoreDefining Deviance1080 Words   |  5 Pagesï » ¿Defining Deviance Deviance- doing something different from the normal Sociological Perspectives on Deviance   Formal Deviance- breaking a law or rule example: crime   Informal Deviance- doing something different from the customary Social groups create deviance by applying rules to certain people, making them â€Å"outsiders† Behavior that is deviant or normal depending on the situation Deviance stabilizes society Durkheim thinks that societies use deviance to create and point out the standard norms The

Analysis Of The Cask Of Amontillado By Edgar Allan Poe

Analysis of â€Å"The Cask of Amontillado† In the short story â€Å"The Cask of Amontillado,† published in 1846, author Edgar Allan Poe writes about the revengeful plan composed by Montresor in which resulted in the passing of Fortunato. First, Poe describes the level of despise that Montresor has for Fortunate which was the ignition for Montresor’s revengeful and murderous plan. Next, Poe describes Montresor’s deceitful ways in which result in the lowering of Fortunate into the catacombs, where Montresor promised that wine was held. Finally, Fortunate inevitable death took place by being buried alive and abandoned in order to suffer. Edgar Allan Poe narrates the story using iron and symbolism in the dialogue and setting to foreshadow Fortunato’s inevitable death. Poe uses irony in a intellectual through the use of the setting in which Montresor conducts his murderous revenge on Fortunato. Montresor choose the day in which no one was home, but rather out celebrating; moreover, it was during the carnival season, which was a joyful time for all. Some would choose a legal route to celebrate this festive time; however, that was not case for Montresor whose joy was achieved through the death and suffering of the person he loathed. Not only was irony used in the setting, but also in the way in which the character was dressed. The character, Fortunato, was dressed in a costume which is both ironic and symbolic. Poe described Fortunato as â€Å"The man wore motley. He had on aShow MoreRelatedAnalysis Of The Cask Of The Amontillado By Edgar Allan Poe920 Words   |  4 PagesAnalysis of â€Å"The Cask of the Amontillado† A grudge towards someone is really hard to overcome sometimes especially towards someone that you really trusted, but the results very at times. The grudge towards someone goes away at some point. The pain or betrayal that may have been received may not always be forgotten but forgiven instead. Edgar Allan Poe describes this in the short story â€Å"The Cask of the Amontillado.† The short story is about a cold and ruthless killer who is wanting to commit crimeRead MoreAnalysis Of Edgar Allan Poe And The Cask Of Amontillado1358 Words   |  6 Pagesto be? And how can you tell this, before someone gets hurt? In The Cask of Amontillado by Edgar Allan Poe, Fortunato starts to view the speaker as a friend, and then he was tricked and killed, just so that the speaker could get his revenge on him. Likewise, in Porphyria’s Lover by Robert Browning, the girl was killed by the guy that she loved, because he wanted her to stay loving him forever, and he wanted the moment to last. Poe and Browning, use the devices Characterization, Conflict, and IronyRead MoreA Psychoanalytical Analysis Of Edgar Allan Poe s The Cask Of Amontillado 1758 Words   |  8 PagesA Psychoanalytical Analysis of Edgar Allan Poe s Use of Characterization in The Cask of Amontillado and The Tell-Tale Heart The mind is like an iceberg, it floats with one-seventh of its bulk above water. -From Sigmund Freud Sigmund Freud s topography model of the mind explains that a person s psyche has three levels of consciousness: 1.) the conscious, which holds what a person is aware of; 2.) the preconscious, which stores thoughts and information; and 3.) the unconscious, which warehousesRead MoreAnalysis Of Edgar Allan Poe s The Cask Of Amontillado 945 Words   |  4 Pagestrust, but do we truly know anyone in the way we think? In â€Å"The Cask of Amontillado† written by Edgar Allan Poe, a man named Fortunato is about to find out what kind of ‘friend’ Montresor really is. Montresor shows himself to be friendly with Fortunato, but deep down he feels nothing but hate for him. In different ways, both of these men are proud and appear upper class, yet both have faults which will be there undoing. Edgar Allan Poe uses language in a way which provides an understanding of theRead MoreAn Analysis Of Edgar Allan Poe s Cask Of Amontillado 873 Words   |  4 Pagesfiguratively repres ents or stands for something else (Mays, A12). In the short story Cask of Amontillado, Edgar Allan Poe uses symbolism to establish the true meaning of revenge behind this story. In short, this story is based upon an act of revenge carried out by Montresor over Fortunato. Montresor lures Fortunato into â€Å"the catacombs of the Montresors† where he carries out his plan of revenge by ultimately killing Fortunato (Poe, 109). The incorporation of precise decisions on the title, the characters namesRead MoreAnalysis Of Edgar Allan Poe s The Cask Of Amontillado 1912 Words   |  8 PagesEdgar Allan Poe is an American author whose writing style, full of mysteries and macabre, has fascinated generations. However, his works are more than just thrillers and morbidities. The writings of this author often contain other themes such as companionship, family bonds, longing passion, and perhaps the strongest of these is revenge. â€Å"The Cask of Amontillado† and â€Å"Hop-Frog; o r, The Eight Chained Ourang-Outangs† are two short stories that certainly demonstrate a recurring theme of revenge. PoeRead MoreAnalysis Of Edgar Allan Poe s The Cask Of Amontillado 1200 Words   |  5 Pages2015 Life of Edgar Allan Poe Edgar Allan Poe has become America’s first literary star. His tales or short stories are popular all over the world! Poe lived an unhappy life, when people came in contact with this â€Å"saddest strangest figure in American literary history† they were aware of some of his qualities (Fagin 1). Edgar Allan’s has a complex personality. Poe excelled at creating Gothic and Horror stories. Poe works with realism in â€Å"The Cask of Amontillado† (Buranelli 19). Poe writes about himselfRead MoreHumorous Analysis Of The Cask Of Amontillado By Edgar Allan Poe977 Words   |  4 Pagesin â€Å"The Cask of Amontillado† by Edgar Allan Poe Edgar Allan Poe is one of the most recognized and praised fiction writers in world literature. Not only does he masterfully create the atmosphere of suspense and danger in his short stories, he also builds up a sophisticated blend of horror and elegant irony that haunts the reader and reveals the complexity of Poe’s literary talent. â€Å"The Cask of Amontillado† is a perfect example of such combination. In this twisted short story of revenge, Poe puts anRead MoreAnalysis Of Edgar Allan Poe s The Cask Of Amontillado1018 Words   |  5 Pagesliterature. In order to accomplish this goal, the poet Edgar Allan Poe was rebellious and personal in his writing; and this explains the extraordinary creativity found throughout his work. Edgar Allan Poe had a unique and dark form writing style the mysterious style of writing showed emotion and drama. He used the themes of Gothic, death of the women he loved, and good vs. evil. These forms of writing styles are shown in â€Å"The Cask of Amontillado†, â€Å"The Raven†, and â€Å"Tell Tale Heart.† It demonstratesRead MoreAnalysis Of Edgar Allan Poe s The Cask Of Amontillado Essay1267 Words   |  6 Pagessignificance of Edgar Allan Poe s style of writing, which commands the use of both death and love most frequently throughout his works, are what really made his literary works become so well known. The nature of death and on questions about the afterlife is usually Poe’s main focus in most of his literary works. A woman who has died at the height of her youth and beauty, leaving a lover behind to mourn. Death and Love, these two main themes are discussed throughout Edgar Allan Poe s literary work

Housing Industry in Brisbane-Free-Samples-Myassignmenthelp.com

Question: Make a Research Proposal on Housing Industry in Brisbane. Answer: Introduction: The housing industry is one of the most revenue generating industries of Brisbane. However, as compared with the other parts of Australia, the nation is still lagging behind, with the fall in the median house price by 1.4 percent to $532,504 which is so far the sharpest quarterly decline reported by the local market since the September 2011 (Liu et al. 2016). The proposed research intends to evaluate the overall prospects and current trends of the Brisbane housing industry. Justification of the Topic: Brisbane housing industry has been currently encountering slow growth rate since the year of 2013. Although the annual growth of the industry is 3.4%, the market has been more or less volatile that is also evident in the shocking compression of market price. This will help the housing and construction companies like Hutchinson Builders to evaluate and address the factors that are leading to the fall in the profitability of the market in Brisbane. So far Brisbane has been able to enjoy a thoroughly sustainable and consistent growth in the housing industry until recently when the consumers have started exhibiting preference on Melbourne and Sydney. Nevertheless, Brisbane has huge prospects in the housing industry and thus the research will help to examine and critically analyze the factors that are affecting the growth of the housing business in Brisbane. The research is useful as with the help of a number of economic indicators, it will show there is a cause for concern in the propert y market. Literature Review: Brisbane is surely flourishing as far as its housing industry is concerned. Not only are new units and apartments getting set up here, but exciting developments in the construction projects such as Queen Wharf Project, are also transforming the housing industry of Brisbane. However, the growth rates of the industry is milder than expected, and it is worthwhile to mention here that the house values have been rising by only 2.6% over the past year across Brisbane, while the unit values have actually fallen by 3.1%.Out of Brisbanes weakest spots for growth, Sandgate has been declared as the worst performer, with prices falling just under 15 per cent (Byrant 2015). Brisbane has been found to experience a very sharp decline with the house prices increasing merely by 3.4% (Byrant 2015). It is important to note here that the recent record levels of apartment building in Brisbane is found to impact the Brisbane unit market with the median unit price falling by 3.8 per cent over the March quarter to as low as $376,760 (Hall 2017).The home price is remarkably down here as compared with other parts of Australia, such as Melbourne and Sydney, as demonstrated here: Figure 1: Brisbane Housing Market in Comparison with other Cities of Australia Source: (Hill 2017) Brisbane is likely to enjoy growth over the coming years owing to interstate immigration, improved job growth as well as the affordability factor otherwise absent in the larger capitals. The growth condition of Brisbane housing industry should also improve as rental yields are substantially much higher in Brisbane and the pricing strategy of most of the Brisbane housing companies is highly affordable. In case of suburb housing properties, the price should be kept low and one can charge high in case of the most popular localities of Brisbane such as Carindale, Camp Hill and others. There is an increasing demand for the secondary dwellings as well, also known as the granny flats. Methodology: The data to be collected for this research will be both primary as well as secondary. The primary data will be collected by organizing an interview session with selected five managers of Hutchinson Builders and asking them about what is the prospect, growth rate and annual profit rate of the company in its Brisbane market. The stratified sampling technique will be chosen for this selecting the respondents of the interview. The secondary data will be collected and critically analyzed with the help of the business journals, published business articles and business reports of the Brisbane Real Estate companies, case studies, and others. Desired Research Outcome: After the completion of the research project, it is expected that the study will help in enlightening about the prospects of investing in the Brisbane housing industry. It will help in giving a clear idea in the form of statistical data as well as personal responses of the managers, about the recent growth trend in the housing market, the causes behind the downturn in the industry and steps to overcome the same. The research will also give an insight into the dwelling preferences of the people living in Brisbane. Expected Timeline: Research Activities Weeks Weeks Weeks Weeks Week selection of Research topic Literature Review Data collection Data analysis Final business Research thesis Conclusion: The housing industry of Brisbane is expected to experience a growth in profitability considering the improvement in the economic condition of the people living in Brisbane and the high prices of the housing properties. However, the research project will help in giving a better insight into the condition of the housing industry. Reference List: Bryant, L., 2015. Developer charges and housing affordabilty in Brisbane, Australia. Bryant, L.E., 2015.Who really pays for urban infrastructure?: the impact of developer infrastructure charges on housing affordability in Brisbane, Australia(Doctoral dissertation, Queensland University of Technology). Hall, M., 2017.Brisbane house market primed for growth. [online] Weeklytimesnow.com.au. Available at: https://www.weeklytimesnow.com.au/real-estate/queensland/the-brisbane-property-market-ticks-most-of-the-boxes-for-future-price-growth-corelogic/news-story/6132fd12a1baa9991e71551d29baad3c [Accessed 9 Aug. 2017]. Liu, E., Easthope, H., Judd, B. and Burnley, I., 2016. Housing Multigenerational Households in Australian Cities: Evidence from Sydney and Brisbane at the Turn of the 21st century.Housing in 21st-Century Australia: People, Practices and Policies, p.21.

Movie Romero Essays - Scar Romero, English-language Films, Romero

Movie Romero In the movie Romero, Archbishop Romero changes very much in his understanding of love and in his understanding of true conscience. At first Romero is just a priest who isn't really concerned about the poor and how they are being oppressed, but when Romero is chosen to be the new Archbishop his friend, who is assassinated, I think has a slight impact on him. But I think when his friend is assassinated is when he really starts to realize what is happening to the country of El Salvador and how the government doesn't want anyone to speak out about this. So, now Romero is starting to action against the government and tries to speak out against them. Here we see Archbishop Romero's true conscience and love grow for the people around him because we see him taking more action against the government. I think that Archbishop Romero defines love as helping others who are in need and others who need his help whatever it may be. We see Romero do this when he starts to lead the revolt in trying to tell the El Salvadoran Government to stop oppressing the poor and treat everyone as human beings. I think Romero has to make a very big decision considering, the gorillas were sending out flyers that said ?Be a Patriot, Kill a Priest?. The decision that Romero had to make was whether or not to help the poor or just be a puppet for the cardinals that selected him to be a puppet in the beginning. I think the thing that made Romero choose to help out the poor was the love he had for them. I also believe that it was the right (moral) thing to do whether he would have done what he did or not. It wasn't right for the rich to richer and the poor to just keep getting poorer. Romero made a really important decision when he decided to help out the poor because he now became an enemy against the government. Romero grew immensely throughout the entire movie, his love for the people and his conscience (soul, ego) grew as well. Our notes tell us that love requires work it is not just a feeling you have. Romero did a lot work to find his love; he also made a lot of sacrifices. Some of the sacrifices that Romero made were, going into the church when it was taken over by the military Romero still went in knowing that he may be killed, but I think the biggest sacrifice that Romero gave his people was that he gave up his life so that maybe someday they could be free. This resembles Jesus very much, because Jesus gave up his life so that all of our sins would be taken away. Romero is a very brave man for doing this, I don't know many people who would give their lives up so others could be free this is a very non-selfish act. In my opinion there should be more people like this on the earth because there are so many problems that the world has to deal with in this day of age. I think that Oscar Anglo Romero y Glades was a great man for dieing for something that he truly believed in. Romero may have hesitated for a while on what to do, but in the long run what he did to help out the country of El Salvador was a major impact for the government to change. I wish there were more people like Romero in the world today, because there are not a lot of people that would still die for what they believe in like he did. I agree with all of Romero's decisions except one, the one I do not agree with is, how he waited so long to do anything about the countries condition. I hope the people who oppressed the poor and were killing the priests get what they deserve on their judgment day, because what they were doing is totally wrong according to moral standards. In my opinion, the idea of liberation theology is not right. I believe that God, treats every person the same, unless like in

Free Essays on Union

In colonial America, most of the manufacturing was done by hand in a home. Labor took place in workshops attached to the side of a home. As towns grew into cities, the demand for manufactured goods increased. Some workshop owners began hiring helpers to increase production. Relations between the employer and helper were generally harmonious. They worked side by side, had the same interests and held similar political views. The factory system that began around the mid 1800's brought great changes. The employers no longer worked beside their employees. They became executives and merchants who rarely saw their workers. They were less concerned with their welfare than with the cost of their labor. Many workers were angry about the changes brought by the factory system. In the past, they had taken great pride in their handicraft skills, and now machines did most of the work, and they were reduced from the status of craft workers to common laborers. The were also replaced by workers who would accept lower wages. The Industrial Revolution meant degradation rather than progress. As the factory system grew, many workers began to form labor unions to protect their interests. The first union to hold regular meetings and collect dues was organized by Philadelphia shoemakers in 1792. Soon after, carpenters and leather workers in Boston and printers in New York also organized unions. Labor's tactics in those early times were simple. Members of a union would agree on the wages they thought were fair. They pledged to stop working for employers who would not pay that amount. They also sought to compel employers to hire only union members.... Free Essays on Union Free Essays on Union In colonial America, most of the manufacturing was done by hand in a home. Labor took place in workshops attached to the side of a home. As towns grew into cities, the demand for manufactured goods increased. Some workshop owners began hiring helpers to increase production. Relations between the employer and helper were generally harmonious. They worked side by side, had the same interests and held similar political views. The factory system that began around the mid 1800's brought great changes. The employers no longer worked beside their employees. They became executives and merchants who rarely saw their workers. They were less concerned with their welfare than with the cost of their labor. Many workers were angry about the changes brought by the factory system. In the past, they had taken great pride in their handicraft skills, and now machines did most of the work, and they were reduced from the status of craft workers to common laborers. The were also replaced by workers who would accept lower wages. The Industrial Revolution meant degradation rather than progress. As the factory system grew, many workers began to form labor unions to protect their interests. The first union to hold regular meetings and collect dues was organized by Philadelphia shoemakers in 1792. Soon after, carpenters and leather workers in Boston and printers in New York also organized unions. Labor's tactics in those early times were simple. Members of a union would agree on the wages they thought were fair. They pledged to stop working for employers who would not pay that amount. They also sought to compel employers to hire only union members....

John James Audubon - Biography of Painter and Naturalist

John James Audubon - Biography of Painter and Naturalist John James Audubon created a masterpiece of American art, a collection of paintings titled Birds of America published in a series of four enormous volumes from 1827 to 1838. Besides being a remarkable painter, Audubon was a great naturalist, and his visual art and writing helped inspire the conservation movement. Early Life of James John Audubon Audubon was born as Jean-Jacques Audubon on April 26, 1785 in the French colony of Santo Domingo, the illegitimate son of a French naval officer and a French servant girl. After the death of his mother, and a rebellion in Santo Domingo, which became the nation of Haiti, Audubons father took Jean-Jacques and a sister to live in France. Audubon Settled in America In France, Audubon neglected formal studies to spend time in nature, often observing birds. In 1803, when his father became worried that his son would be conscripted into Napoleons army, Audubon was sent to America. His father had purchased a farm outside Philadelphia, and the 18-year-old Audubon was sent to live on the farm. Adopting the Americanized name John James, Audubon adapted to America and lived as a country gentleman, hunting, fishing, and indulging in his passion for observing birds. He became engaged to the daughter of a British neighbor, and soon after marrying Lucy Bakewell the young couple left the Audubon farm to venture into the American frontier. Audubon Failed in Business in America Audubon tried his luck at various endeavors in Ohio and Kentucky, and discovered that he was not suited for a life of business. He later observed that he spent too much time looking at birds to worry about more practical matters. Audubon devoted considerable time to ventures into the wilderness on which he would shoot birds so he could study and draw them. A sawmill business Audubon ran in Kentucky failed in 1819, partly due to the widespread financial crisis known as the Panic of 1819. Aubudon found himself in serious financial trouble, with a wife and two young sons to support. He was able to find some work in Cincinnati doing crayon portraits, and his wife found work as a teacher. Audubon traveled down the Mississippi River to New Orleans, and was soon followed by his wife and sons. His wife found employment as a teacher and governess, and while Audubon devoted himself to what he saw as his true calling, the painting of birds, his wife managed to support the family. A Publisher Was Found In England After failing to interest any American publishers in his ambitious plan to publish a book of paintings of American birds, Audubon sailed to England in 1826. Landing in Liverpool, he managed to impress influential English editors with his portfolio of paintings. Audubon came to be highly regarded in British society as a natural unschooled genius. With his long hair and rough American clothes, he became something of a celebrity. And for his artistic talent and great knowledge of birds he was named a fellow of the Royal Society, Britains leading scientific academy. Audubon eventually met up with an engraver in London, Robert Havell, who agreed to work with him to publish Birds of America. The resulting book, which became known as the double elephant folio edition for the immense size of its pages, was one of the largest books ever published. Each page measured 39.5 inches tall by 29.5 inches wide, so when the book was opened it was more than four feet wide by three feet tall. To produce the book, Audubons images were etched on copper plates, and the resulting printed sheets were colored by artists to match Audubons original paintings. Birds of America Was a Success During the production of the book Audubon returned to the United States twice to collect more bird specimens and sell subscriptions for the book. Eventually the book was sold to 161 subscribers, who paid $1,000 for what eventually became four volumes. In total, Birds of America contained 435 pages featuring more than 1,000 individual paintings of birds. After the lavish double elephant folio edition was finished, Audubon produced a smaller and much more affordable edition which sold very well and brought Audubon and his family a very good income. Audubon Lived Along the Hudson River With the success of Birds of America, Audubon purchased a 14-acre estate along the Hudson River north of New York City. He also wrote a book titled Ornithological Biography containing detailed notes and descriptions about the birds which appeared in Birds of America. Ornithological Biography was another ambitious project, eventually stretching into five volumes. It contained not only material on birds but accounts of Audubons many travels on the American frontier. He recounted stories about meetings with such characters as an escaped slave and the famed frontiersman Daniel Boone. Audubon Painted Other American Animals In 1843 Audubon set off on his last great expedition, visiting the western territories of the United States so he could paint American mammals. He traveled from St. Louis to the Dakota territory in the company of buffalo hunters, and wrote a book which became known as the Missouri Journal. Returning to the east, Audubons health began to decline, and he died at his estate on the Hudson on January 27, 1851. Audubons widow sold his original paintings for Birds of America to the New York Historical Society for $2,000. His work has remained popular, having been published in countless books and as prints. The paintings and writings of John James Audubon helped inspire the conservation movement, and one of the foremost conservation groups, The Audubon Society, was named in his honor. Editions of Birds of America remain in print to this day, and original copies of the double elephant folio fetch high prices on the art market. Sets of the original edition of Birds of America have sold for as much as $8 million.

Harold and Maude A Meditation on Life and Death Essay

Harold and Maude A Meditation on Life and Death - Essay Example It is also a well known fact that Carpenter Square Theatre opened its twenty-first season with Harold and Maude, the stage version of the 1970s cult classic film by the same name from 03-25 Sept. 2005. The main thesis of such a popular comedy is depiction of two scenarios of human life. One is an introvert, Harold, twenty year old, who has evolved as a dramatic recluse as a result of receiving consistent neglect from his mother. Secondly, it is Maude, a septuagenarian who is an extrovert and freely living woman having no hassles. Both are representing two extremes. The movie's real concern is that "there is a time to live and time to die" (Canby, 1971). All that occurs is on the road to life and As such, Harold (Bud Cort) loves feigning suicide attempts. He does them in front of his mother, Mrs. Chasen (Vivian Pickles). She is then infuriated instead of being frightened by such repeated attempts. Harold pretends to drown, shoot, hang, slit his wrists, chop off his hand and immolate himself. Nothing of this sort affects his mother. Yes, his mother arranges computer dates for Harold which he promptly scares away. Harold enjoys driving a hearse and frequents funerals of people he doesn't know. He is also fond of spending time at junk yards. Then there emerges his match in Maude (Ruth Gordon). ... Then there emerges his match in Maude (Ruth Gordon). She is an expert at stealing cars and so many other things. She is still full of life. Her friendship with Harold starts at a funeral where she is having a solo picnic of her own. Harold learns to love life, to embrace it and nurture it only from Maude. There is so much of happening on the highway to life and death in this film that Harold - representing death, and Maude - depicting life, have numerous 'meditations' to share mutually. This ultimately brings them, first, to the altar of marriage and, then, separation in the suicide of Maude. This is the communion of Death in Life and Life in Death. Author's last name HYPOTHESES 1. There are varied streams of consciousness in this film. These diverse levels of consciousness show "cinematic representation of mental processes occurring in the minds of fictional characters simultaneously with the external action, granting a penetration into their inner life" (Callev, 1997). This is reflected in Uncle Victor, Mrs. Chasen, Sunshine, Edith and other girls from Dating Service, Police Cops, Nurses and Priest etc. in the film Harold and Maude. 2. One of the most interesting aspect in this movie is its emphasis on 'self'. What 'this over-concern with self can bring about' is shown in diversity of character and their behavior. Different roles and dispositions are shown in the film. That is why it is also branded as a black comedy. For instance, Nurses do not listen to Harold when he is asking them to immediately treat Maude to save her life. Another similar example is there in the acts of Harold presenting Maude with an 'I Love You' memento and, Maude, on the other hand, throwing it into ocean depths instantly! 3. All these characters and

The Death Penalty for Drug Offences in Saudi Arabia A violation of Essay

The Death Penalty for Drug Offences in Saudi Arabia A violation of international human rights law - Essay Example Approximately two hundred years ago the history witnessed a war between the China and the United Kingdom on this issue. The drug barons in the different parts of the world caused higher number of casualties in the exchange of fire du between the drug dealers and the law enforcing agencies. To combat with this menace effectively, countries are focusing and funding on educating people, taking preventive measures and treatment program to save their future generation (Worldwide Drug Laws, 2012). It is a matter of fact that the United States of America today known as the largest illicit drug consumable country of the world. The American law enforcers, despite of their best efforts yet to see the desired results to weed out illicit drug consumption from its administrative jurisdiction and in the jurisdiction of other parts of the world. It is interesting to note that Americans while chasing the goose, sometimes even don’t mind to respect the boundaries and sovereignty of the indepen dent states. In this respect we may quote here the examples of Middle Eastern, South Asian and the African countries (Worldwide Drug Laws, 2012). In some parts of the world harmful drug control policies are strictly and rigidly enforced. Take the example of Malaysia and Thailand wherein the possessor of illegal drugs gets imprisonment of 15 to 20 years. Some countries are even more rigid in the drug policies they enforced. In Malaysia and Thailand possession of illicit drugs can result in 15 to 20 years in prison. In the mentioned countries, drug trafficking / distribution of illegal drugs amongst the users amounts to capital punishment in the shape of death sentence. The Indonesians are not far behind in awarding death sentence to drug traffickers irrespective of locals or foreigners. For the last seven years the Indonesian awarded ten Australians death penalty on the charge of drug smuggling into Indonesian territory (Worldwide Drug Laws, 2012). Death Penalty for Drug Offenders wo rldwide Hundreds of drug offenders met death penalty every year by rigidly enforced drug control laws. In this respect, we see two extreme scenarios i.e. increased executions and reduced moratorium. There are number of countries that have dropped death sentences whereas the other countries recommend death penalty to combat this menace effectively (IDPC, 2010). We have the best example in awarding death sentence to drug offenders are Malaysia and Singapore where many people in the yester years put to death on illicit drug related crimes. The exemplary punishment given to the law breakers helped above countries to reduce the number of crimes. Amongst 32 states, we have witnessed capital punishment on committing drug related crimes in Iran, Saudi Arabia, Singapore, Malaysia and China in the shape of death sentence. Although the majority of the European Scholars thought it to be the capital punishment for the drug offenders and a flagrant violation of international human rights law (IDP C, 2010). Due to best reasons known to the Chinese, China kept secret its statistics of death toll to the world. The exemplary punishment awarded to the drug offenders somehow proved instrumental in reducing the narcotics concerning crimes although much work to be done for its complete eradication (IDPC, 2010). Iran is no exception to it. In Iran such offences are unavoidable and attract

Moving to America in The Third and Final Continent by Jhumpa Lahiri :: essays research papers

RR - â€Å"The First and Final Continent† Rude Awakening Everyone has been there. Upon completing the interview process, you have just been hired for a job that will change your life as you know it. Besides learning the tricks of the trade, you also must learn to work with people who have different views and backgrounds. As days turn into years, you have adjusted to the job and people and reflect back to when you first started and conclude, â€Å"It wasn’t as bad as I thought it would be.† In the short story, â€Å"The Third and Final Continent† by Jhumpa Lahiri, a young man has to deal with life in America. Originally from India, he moves to London to continue his education and later accepts a position at MIT in Boston, Ma. Throughout the story he reflects back to when he first came to the United States and is content with how it has turned out. As the story begins, a young man who has recently married, moves to Boston to start his new job. His first night is spent at â€Å"the YMCA which is within walking distance to MIT† (150). He is unable to sleep because of the intolerable noises such as â€Å"sirens and flashing lights [that] heralded endless emergencies, and a succession of buses rumbled past, their doors opening and closing with a powerful hiss, throughout the night† (150). However, as days go by he adjusts to the noise and begins to search for a decent place to live. He finds a home on a quiet street that is renting a room for $8.00 a week and develops a relationship with his landlord, Mrs. Croft. With the help of her daughter Helen, he discovers she is over 100 years of age and supported her family alone by giving piano lessons for over 30 years. However, his stay is shortly lived because he is awaiting the arrival of his new wife Mala. The couple moves into another apartment and begin their new life together. In the beginning, it starts of rocky because their marriage was arranged by his older brother. â€Å"[He] waited to get used to her, to her presence at [his] side, at [his] table, and in [his] bed, but a week later [they] were still strangers† (150). Moving to America in The Third and Final Continent by Jhumpa Lahiri :: essays research papers RR - â€Å"The First and Final Continent† Rude Awakening Everyone has been there. Upon completing the interview process, you have just been hired for a job that will change your life as you know it. Besides learning the tricks of the trade, you also must learn to work with people who have different views and backgrounds. As days turn into years, you have adjusted to the job and people and reflect back to when you first started and conclude, â€Å"It wasn’t as bad as I thought it would be.† In the short story, â€Å"The Third and Final Continent† by Jhumpa Lahiri, a young man has to deal with life in America. Originally from India, he moves to London to continue his education and later accepts a position at MIT in Boston, Ma. Throughout the story he reflects back to when he first came to the United States and is content with how it has turned out. As the story begins, a young man who has recently married, moves to Boston to start his new job. His first night is spent at â€Å"the YMCA which is within walking distance to MIT† (150). He is unable to sleep because of the intolerable noises such as â€Å"sirens and flashing lights [that] heralded endless emergencies, and a succession of buses rumbled past, their doors opening and closing with a powerful hiss, throughout the night† (150). However, as days go by he adjusts to the noise and begins to search for a decent place to live. He finds a home on a quiet street that is renting a room for $8.00 a week and develops a relationship with his landlord, Mrs. Croft. With the help of her daughter Helen, he discovers she is over 100 years of age and supported her family alone by giving piano lessons for over 30 years. However, his stay is shortly lived because he is awaiting the arrival of his new wife Mala. The couple moves into another apartment and begin their new life together. In the beginning, it starts of rocky because their marriage was arranged by his older brother. â€Å"[He] waited to get used to her, to her presence at [his] side, at [his] table, and in [his] bed, but a week later [they] were still strangers† (150).

Transformational leader vs. transactional leader

In order to accept or reject the statement â€Å"Do you see your choice as transformational leader vs. transactional leader in line with the above statements by William and Susan Bridges?†, one has to study in details. Transformational leaders encourage others to perform better than they originally planned and frequently even better than they considered potential. Such leaders set more demanding expectations and classically attain higher performances. According to Bridges (2000) transformational leadership is an opening out of transactional leadership while transactional leadership highlights the transaction or exchange that takes place among leaders, colleagues, and followers. This exchange is founded on the leader conversing with others what is essential and identifying the conditions and rewards these others will obtain if they accomplish the necessities. Proper transformational leaders lift the level of moral development of those whom they lead. They convert their followers into leaders. They expand and enlarge the wellbeing of those whom they lead. They encourage their associates, colleagues, followers, customers, and even their bosses to go further than their personal self-interests for the good of the group, organization, or society. Transformational leaders concentrate on each follower's intellect of self-worth in order to engage the follower in true dedication and contribution in the endeavor at hand. This is one of the things that transformational leadership inserts to the transactional exchange. Transformational leadership is more effectual than transactional leadership in producing the additional attempt, pledge, and contentment of those led. Transformational leaders perform better with colleagues and followers than set up effortless exchanges. They act in manners to attain higher outcomes by employing one or more of the four components of transformational leadership. First, leadership is viewed through rose-tinted glasses when followers search to recognize with their leaders and imitate them. Second, the leadership motivates the followers with confront and influence that present connotation and understanding. Third, the leadership is rationally inspiring, expanding the followers’ use of their capabilities. Lastly, the leadership is independently caring, providing the followers with facilitation, mentoring, and coaching. Transactional leadership takes place when the leader rewards a follower based on the competence of the follower's recital. Transactional leadership depends on dependent underpinning, either optimistic reliant reward or the more unenthusiastic active or passive shapes of management-by-exception. (Bridges, 2000) It is concluded that transformational leadership supports to transactional leadership in its effects on follower contentment and recital. Transformational leadership does not substitute transactional leadership. That is, productive and in particular remedial connections may have only minor impact on followers unless accompanied by one or more components of transformational leadership for getting the most out of transactions. Hence the statement is accepted. References Bridges, William, and Susan Mitchell Bridges â€Å"Leading Transition: A New Model for C

The Major Causes of Students Dropping Out

Major Causes of Students Dropping Out There are four major causes of students dropping out of school: a. The child him/herself b. The family situation c. The community they live in d. The school environment In order to prevent students from dropping out of school, we must attack the causes listed above. Some of them are out of our control. For example, we cannot address the community they live in or in most cases, their family situation. But we can address the choices they make and the school environment. One of the ways of doing so is for educators to ask a serious of tough questions. More) How inviting a classroom environment is there for the student? Are the walls painted in â€Å"happy colors†? or are they drab institutional gray or green? Are your bulletin boards filled with student work, left blank or with commercial advertisements? Are all students encouraged to learn? Has the school created different classes for students – those designed to pass and those design ed to fail? Those who will go on to college and those who will drop out. What role can you, as a classroom instructor, play in overcoming this paradigm? How many students start in your school or system, graduate?Does the school track their progress through the system? Are â€Å"safety nets†? built in for those who are identified as at-risk? What â€Å"pillars†? support these safety nets? Are you one of these safety nets? Do you know how to get additional assistance in helping students graduate? (Is there additional counseling, mentoring, after school learning activities, service-learning projects designed to connect school to the world of work? As you track, is the largest reason for kids leaving school, â€Å"miscellaneous† How many students who dropouts are actually pushed out? (Students who are told, by word or action, â€Å"I do not want you in my class†? r â€Å"I don’t need you in my school. †? ) How close to graduation are students wh o dropout? Do they need one credit or ten? What has the school done to help them make up the credit? What role can you, as a classroom instructor, play in overcoming this paradigm? What is done to support the â€Å"psychological†? dropout – the child who is physically in the school but mentally is miles away. What role can you, as a classroom instructor, play in overcoming this paradigm? †¢ . Because classes were not interesting For many students, the material in the classes they're taking seem so far removed from daily life that it's hard to see the point.Many say this is one primary reason they decide to leave school before graduation. †¢ 2. Not motivated Beyond not connecting with the material, many students aren't given the encouragement and support they need to feel motivated to study and learn. Without motivation — and with plenty of other pressures pushing in — they lose the focus school requires. †¢ 3. Got a job The need to work whi le attending school is an unavoidable reality for many students, and once the job's requirement for hours starts making attendance at school difficult, the job often wins. †¢ 4.Became a parent Being a parent is a job in itself — and for many students in high school with children, it's impossible to reconcile having kids with getting a degree. †¢ 5. To care for a family member Like raising a child, taking care of a sick or aging relative is a big job, and one that sadly can make life difficult for even the most dedicated potential graduates. Dropping Out: Cause and Effect Dropping out of high school is an issue faced by many teens today. It results from a few main common causes, one is often a lack of involvement in extra-curricular activities.Another revolves around the parents not being forceful in demanding that their children commit to staying in school. A third cause is the absence of effort exerted by students to be successful in their studies. Why do teenagers lose their interest in school? When students are not successful with their studies it often starts a negative downward spiral in their commitment to school. When they feel less positive about school they generally are less interested in extra-curricular activities – sports, music, and clubs. For many students, it is their success in extra-curricular activities that fuels their desire to remain in school.If students have no success in either academic or extra-curricular activities they have no incentives to go to school. Consequently, they have no attachment to their school. Too many parentsare not firm enough with their children and their education. Parents fail to impress upon their children the importance of remaining in school and that dropping out is detrimental to their future. Sometimes teens drop out because of a lack of fear instilled into them by their parents; many teens have little or no parental supervision. Coupled with a lack of communication skills between par ents and teens, the result can be a lack of involvement with school.There is an absence of effort put forth by many of today's students. They seem quite lackadaisical and have no discipline when it comes to their studies. Continual failure is often a prescription for tremendous overload and stress. It tends to amount to the self-fulfilling prophecy of dropping out; which may feel like their only escape. It can be prevented however. Selling teens on the benefits of staying in school requires continual effort and a great expenditure of time. Parents have to be more in tune with their children's†¦

buy custom Organic Foods are Healthier essay

buy custom Organic Foods are Healthier essay Organic foods refer to foods that are naturally produced without the incorporation of chemical fertilizers, pesticides, and involvement of genetically modified organisms. The foods only involve natural processes of production and pure use of natural, organic ingredients such as decomposed cow dung. Organic foods are healthier. For instance, they have a high nutrient level, do not contain residues of pesticides, and do not involve use additives. However, opponents claim that organic foods contain bacteria that are harmful to human health. This paper explicates the view that organic foods are healthier. Organic foods contain a higher level of nutrients. Research asserts that organic foods have a higher nutrient content compared to conventional foods. Organic foods have naturally occurring nutrients that are an exceptional boost to the health of individuals. They contain phyto-nutrients that are vital for full health (Dangour, 78). The natural fertilizers used are the main contributors to the higher nutrient levels. This is because organic food crops are able to self-sustain themselves and utilize more of the natural fertilizers to produce the enormous minerals. In addition, they contain vitamin C that is vital for healthy cartilage, healing of wounds and for strong bones and teeth. Organic foods contain antioxidants that are vital for the entire functions of the body. When all these nutrients combine, they form a strong base for an individuals health. They make all the body parts strong, and the individual is able to function and work well. This summed up makes organic foods healthi er. They do not contain residues of pesticides and synthetic chemicals. These foods are planted using naturally occurring fertilizers such as animals wastes combined with other inputs. They do not involve they use of pesticides or synthetic fertilizers, to boost their rate of growth. This means that they are safe for an individuals health (K.Winter and Davis, 123). The absence of pesticide use eliminates the presence of pesticides when they are ultimately harvested. These foods are those healthier because they do not pose health risks associated with chemicals. These chemicals are only found in the conventional foods. Organic foods thus contribute positively to an individuals health as they eliminate the risk of internal harm arising from the consumption of these chemicals. This means individuals are going to consume the foods on their way to full health. The absence of the chemical residues also means that other diseases associated with these chemicals would not attack individuals (Inst itute, 2). They will minimize cases of other diseases such as heart problems or even high blood pressure leading to a healthier generation. Research indicates that the absence of residues relating to chemicals has lead to reduced numbers of people living with the threats of being affected with diseases linked to the problem. Organic foods have led to the reduction in the level of additives that are intended to make food more appealing. The rule behind organic foods asserts that no additives should be incorporated in these foods. According to research, organic foods are viewed to promote better healthy especially among children because they do not encourage the use of additives such as flavors and artificial sweeteners (Fookes, 22). This would thus reduce the level of hyperactivity among most individuals. The elimination of additives from these foods is vital for healthier living among individuals all over the globe. Research asserts that the use of additives could lead to other related problems such as high blood pressure or even heart attacks among people. The lack of additives in these organic foods makes them healthy because of the elimination of the looming health risks arising from flavors or sweeteners (Institute, 4). These additives could lead to further health effects such as the rotting of the t eeth. This is especially common among the sweeteners. The ellimination of the use of additives by organic foods is vital as individuals lead a life free from health threats and fears. On the other hand, opponents claim that organic foods contain some bacteria, which could be, consumed leading to health problems. Those who oppose the view that organic food is healthier claim that this food is planted using natural chemicals leaving bacteria in them. They claim that some bacteria come up in the process of decomposing the natural fertilizers. They further claim that these foods are unchecked especially in matters relating to the control of bacterial levels (Dangour, 100). Research asserts that the fertilizers used are naturally processed without being treated. In this line, opponents claim that individuals end up consuming the bacteria in the food leading to the liver and kidney diseases. They claim that these foods are unfit for human consumption because they are not monitored and treated during their growth period. According to research conducted by critics, animal droppings are not safe and ready to use until treated. They thus hold to the position that these food s are not healthier due to their high bacteria levels. In conclusion, organic food is healthier. Individuals would grow healthier through the consumption of organic foods. This would be because they contain a higher level of nutrients. They contain nutrients such as Vitamin C, which leads to stronger cartilage and teeth. Organic foods are not associated with pesticide and chemical residue. This is because they are grown naturally using natural fertilizers. This ensures the chemicals leading to healthier leaving do not affect individuals. In addition, these foods discourage the use of additives such as food colors. On the other hand, critics assert that these foods have a higher level of bacteria. They claim that the bacterium is consumed by individuals leading to poor health. Organic commodities are healthier and should be adopted all over the globe for better living among individuals. Buy custom Organic Foods are Healthier essay

Free sample - We at McDonalds. translation missing

We at McDonalds. We at McDonaldsIf you are trying to create a mob, you can just shout out and you will have a gathering in no minutes. But that is NOT a group in essence. A group is formed of likeminded individuals who are gathered on a same purpose and work on a systematic synchronization. But to form a group needs a comprehensive method or a system. In the year 1965, Bruce Tuckman gifted us with the model of group development in the typical Dr. Suess style. According to original system proposed by Tuckman, there were four stages to the group development process, as follows: a)  Ã‚  Ã‚  Ã‚  Ã‚   Forming – This is the stage where the group is just forming. Group members are getting introduced and coming to know each other. The shy members are not being favorable and the extravert members are asserting their leadership over the group. At this stage, the group is yet not a group and it still works on the psychology on an individual basis. b)  Ã‚  Ã‚  Ã‚  Ã‚   Storming – But the initial struggle to decide the hierarchy of dominance does not end in the previous stage. It continues on to the second stage known as ‘storming’. In this stage, a natural fight among who the leader will be and who the follower will be is decided, through extensive back and forth social momentum. c)  Ã‚  Ã‚  Ã‚  Ã‚   Norming – Now, let us say the social hierarchy is being set and we have a certain leader for us. This is the perfect time to set the norms, the objectives and policies of the group. This decides the basic structure and ideology of the group. At this stage, it is not about individual power but about establishing the group identity. This is highly susceptible to revert back to the Storming stage and that’s why communication is subtle and implicit most of the time. d)  Ã‚  Ã‚  Ã‚  Ã‚   Performing – Everything is determined at this moment and the group is supposed to head towards action now. With the stable internal structure and preset ideology and purpose, the group is all ready to take the plunge now. Even in McDonalds, we follow these same stages of group development. To start with the introduction, we are a group comprising of six members in our team. We work at the front end, which is catering food to the customers. Sometimes, if we have been contacted on a delivery at a certain place and time, and it is urgent, we take on that job as well. So, our job profile includes the food catering service mainly. In our group, the team members are supposed to be active during the work hours and that is why, we have chosen some young people for the group. The oldest member is twenty-nine years old and the youngest member is around nineteen years old. We are an efficient group of front-end workers and peering closely at the interaction sort of our group, it can be proclaimed that we are at the ‘performing’ stage of group development at this moment. The longest time was taken during the ‘norming’ stage. It was the time when group ideology, or identity, is being decided and instilling the vision and focus of the McDonalds can be somewhat hard to infuse into minds of the young people.   They had to understand that McDonalds is not just a burger company servicing people. It is important to understand that McDonalds is a people’s company first of all, and there goes more into the functioning of the company other than just producing burgers. This is basically instilled into every employee working for McDonalds - from the restaurant manager to the door attendant. And this is even more important for the food-catering end to understand and believe in. So, it can be easily said that our group has moved into the ‘performing’ stage and now the most crucial factor is to keep up the motivation and performance going.

CRJ 565 Responses Weeks 1 and 2 Essay Example | Topics and Well Written Essays - 750 words

CRJ 565 Responses Weeks 1 and 2 - Essay Example Arrange media promotions that positive stories on how its clients have accomplished their objectives. The solutions that Mary Chen has been offered can work effectively, if properly implemented, which in turn can help her be in control of everything, hence helping her regain her confidence as a leader. The crisis has made the company to lose its ability to remain competitive. Another issue is that, Mr. Todman, the company manager, is having problems with his attempts to adjust the company’s infrastructure, as is expected of him. He is also expected to focus his attention on specific changes, which might not be favor everyone, but in the long run will keep the company competitive enough. Possible solutions include, closing non-efficient plants which should help in reducing the high expenditures. He has also thought putting Maytag name into the Whirlpool family’s product lines could enable the company to be productive and survive the economic crash. It would be advisable for him to establish a good balance within the organization, by for example, displaying strategic thinking in re-building the company’s infrastructure and maintain focus on the people by educating them on the merged product before launching new ones. The case is about a bank manager developed issues with the company regarding employee, clients and the overall management issues. The main purpose is to provide Mary Chem with noble solution to her problems. The major issue is the employee moral conduct, and dealing with consequences arising from approving loans. This has come as a result of approving loans to individuals who have no sure means to repay their loans, thus resulting to foreclosures. Possible solutions include, reminding the employees of the main purpose for the department and reviewing the account details of client’s potential of foreclosure. Once reviewed, they

Using available documentary resources, you are required to write a Essay

Using available documentary resources, you are required to write a proposal for a research topic of your choice - Essay Example Many theories have been propounded by experts in the field of investment to help making investment decisions rationally. These rational investment decision theories stem from standard finance/ neoclassical economics. However, investment decisions by individuals are influenced not only by rational theories but irrational/behavioral theories as well. This acknowledgement develops a new branch of knowledge-behavioral finance- which deals with how investment decisions are taken in line with behavioral aspects of individuals. Behavioral finance has become one of the disciplines of great interest to investment firms and wealth management professionals. It is commonly understood as the application of psychological aspects of investors to financial planning and decision making. With the growth and development of UK economy, the need for planned investment among common investors has become a necessity and as a result the demand for wealth management has become phenomenal. Wealth management is the process of channelizing the funds of clients by professional wealth managers in conformity to the formers’ financial requirements and choice. The insights of personal financial planning and theories of rational finance are extensively used to make planned personal investment decisions. The rational finance which stems from neoclassical economics postulates that the economic decisions of investors are determined by the principles of perfect self-interest, perfect rationality, and perfect information. This is not going to be a logical view point as described by behavioral finance. Behavioral finance states that people are neither perfectly rational nor perfectly irrational: they possess diverse combinations of rational and irrational characteristics that govern their decisions on investment. This behaviour has been experienced and documented from the practical experience of wealth management professionals and investors. Thus,

Performance of ITV1 Through the Firms Strategic Analysis Research Paper

Performance of ITV1 Through the Firms Strategic Analysis - Research Paper Example A SWOT analysis is commonly used for the evaluation of a firm’s strategic decisions, both in regard to its internal and external environment. In the context of the SWOT analysis, four different aspects of the organization’s environment are explored: ‘a) strengths, b) weaknesses, c) opportunities and d) threats’. The first two categories refer to the internal organizational environment, while the last two are related to the firm’s external environment (Griffin 2011, p.68). Similar approaches have been used in order to explain the necessity of SWOT analysis as a tool for the strategic analysis of modern firms. According to Griffin (2011), the SWOT analysis is a valuable theoretical framework at the level that it emphasizes on both the firm’s internal and external environment, offering a clear view of the firm’s capabilities and challenges. Moreover, Hill and Jones (2009) note that the SWOT analysis proposes specific actions that a firm sh ould take in order to improve its performance: ‘to identify opportunities, to evaluate the threats, to emphasize on its strengths and to eliminate, as possible, its weaknesses’. In regard to the value of SWOT analysis, Henry (2008) notes that the particular framework can be more effective ‘in the context of a competitive environment than in a general environment’ (Henry 2008, p.61). It is implied that in non-competitive business environments the SWOT analysis could not be easily developed since no market pressures would exist, a fact that would minimize the value of certain of the elements of SWOT analysis.

The Errors Vs Mistakes English Language Essay

The Errors Vs Mistakes English Language Essay According to Brown in order to analyze a learner language, it is important to understand the distinction between errors and mistakes. A mistake refers to a performance error that is either a random guess or a slip, seeing as a failure to use a known system correctly. Mistakes can happen in both native and second language are the result of some sort of temporary breakdown, hesitations, slip of the tongue, random ungrammaticalities, or imperfection in the process of producing speech and can be recognized and corrected by native speakers. However errors are idiosyncrasies in the language of the learner. They are actually deviation from adult grammar of a native speaker. It shows the competence of the learner. Then mistakes are referred to performance errors in which the learner knows the system but fails to use it while errors are the result of ones systematic competence. It means that the learners system is incorrect. According to James cited by Brown (2007) the learner is not able to self correct the errors while mistakes if called, can be corrected by the learner. Then error correction can be used as a means for identification of errors and mistakes. However, Brown noted that making a distinction between errors and mistakes is difficult because if no such error correction occurs, we are not able to distinguish those (2007). Keshavarz (2008, p.49) also noted that there is a distinction between errors and mistakes. Errors are rule governed, systematic in nature, internally principled and free from arbitrariness. They show learners underlying knowledge of the target language that is his transitional competence. In contrast to errors, mistakes are random deviations and unrelated to any system. They are related to performance of the learner and might occur in the speech and writing like slip of the tongue, slip of the ear, slip of the pen, and false start. According to Keshavarz (2008) mistakes are due to non-linguistic factors such as fatigue, strong feeling, memory limitations, and lack of concentration and so on. These kinds of mistakes can be corrected by the learner if brought to his attention. He considered that distinguishing between learners errors and mistakes has always been problematic for teachers and researchers as Corder (1967) and Brown (1987) cited in keshavarz (2008) maintained this problem too. Nevertheless most error analyst use a general criterion for distinguishing between errors and mistakes the frequency of occurrence that is: errors which are low frequent are considered as mistakes or performance errors and those which are high frequent are systematic errors. However this criterion alone is not enough for distinguishing between errors and mistakes because low frequency of certain error may due to the low frequency of grammatical patterns or avoidance strategy that a learner uses. Then error analyst should consider casual factors of learners deviant structures as a means of distinguishing between errors and mistakes. According to Corder (1997) cited in Park (2010) errors refer to learners underlying knowledge of the language and mistakes refer to incorrect forms caused by memory lapses, slips of the tongue and other instances of performance errors. Corder considered that learners can correct their own mistakes but they cannot correct their errors because they do not have enough knowledge to distinguish their own utterance and that of the native speaker. He also pointed out two explanations with regard to learner errors. First, the occurrence of errors is merely a sign of the present inadequacy of the teaching techniques (p. 163). That is, if it were possible for teachers to achieve a perfect teaching method, there would be no occurrence of student errors in the target language. The second explanation is that despite teachers best efforts, the occurrence of errors is inevitable because errors occur for many reasons. The reasons can be: interference from L1, overgeneralization, an incomplete knowle dge of the target language, the complexity of the target language, and fossilization. Therefore, teachers should be more concerned with how to deal with students errors than the simple identification of them. For this study, I will use the terms errors and mistakes interchangeably because sometimes it is difficult to distinguish students errors from mistakes. Identification of Errors: (Categories of Error) Corder (1971) cited by Brown (2007) provided a model for identification of errors. Based on his model any sentences uttered by the learner can be analyzed for idiosyncrasies. According to his model there are two types of error: overt and covert errors. Overtly incorrect utterances are ungrammatical at the sentence level and covertly incorrect utterances are grammatically correct at the sentence level but are not interpretable within the context of communication. Then overt errors are sentence level and covert errors are discourse level errors. Burt (1975) cited in Park (2010) categorized errors as global and local ones. Global errors are errors that hinder communication and affect the overall organization of the sentence such as wrong word order, missing, wrong or misplaced sentence connectors however local errors do not usually hinder communication and affect single elements in a sentence such as error in noun and verb inflections, articles, and auxiliaries. He mentioned that the correction of global error clarifies the intended message more than the correction of several local errors. Moreover he argued that teachers should correct high frequent errors first. From another perspective Chaudron (1977, p.32) cited by Park (2010) classified the range of errors from linguistic (phonological, morphological, syntactic) to subject matter content (factual and conceptual knowledge) and lexical items. Valdman( 1975) cited in (salim shahin) provided the same division as Burt and said that in the case of global error the communicatio n between the student and teacher will be blocked and the student requires correction but in the case of local error, communication between the teacher and the student will not be blocked and it is up to the teacher to require the correction of the error, or let the error passes. Hammerley( 1991) cited in (Salim Shahin, 2003) classified errors into surface and deep. According to him surface errors need minor corrections and explanations while deep errors require explanation of why the error was made and what the correct form is. Hendrickson (1978) cited in (Salim Shahin, 2003) divided errors into three main types. 1) errors that hinders communication; 2) errors that have highly stigmatizing effect on the listener or reader but do not hinder communication; 3) errors that can be described as lapses that students usually have in their utterances. These errors are quite common in the speakers utterances yet they hardly block communication between the speaker and his interlocutor. Mackey et al. (2000) cited by Park (2010) categorized four types of errors in their analysis of L2 interactional data as phonological, morphosyntactic, lexical, and semantic ones.1) Phonological errors were non-target like pronunciation; 2) morphosyntactic errors were omitted plural-s and the preposition in; 3) lexical errors were inappropriate lexical items; 4) semantic errors were incorrect meaning or expression. Prabhu (1987) cited in (Salim shahin, 2003) divides errors on the basis of their treatment rather than their nature. According to his division there are two kinds of error: systematic and incidental errors. Systematic errors are those that deviate from the native speakers form and the teacher uses linguistic explanation, long interruptions, and exemplification to help and correct learners error. But Incidental errors do not require linguistic explanation or exemplification from the teacher, such as when the teacher corrects a pronunciation error or when he raises his eyebrows to draw the students attention to the error. Moreover Lennon (1991) cited by Brown (2007) identified different categories for description of errors: Errors of addition, omission, substitution, ordering Level of errors: phonology or orthography, lexicon, grammar and discourse Global and local errors: an error that hinders communication or prevents hearer or reader from understanding some aspect of a message is global and an error that does not prevent a message from being understood, usually due to a minor violation of one segment of a sentence, allowing a hearer or a reader to make an accurate guess about the intended meaning is a local error. (burtkiparsky, 1972 cited by Brown, 2007) Domain and extent error: domain error is the rank of linguistic unit from phoneme to discourse that must be taken as context in order for the error to become apparent. Extent error is the rank of linguistic unit that would have to be deleted, replaced, supplied, or recorded in order to repair the sentence. Other educators like Allwright (1975) cited in (Salim Shahin, 2003) believed that errors should be treated on the basis of their frequency, rather than on their classification. Then errors of high frequency should be given more attention and emphasis than errors of low frequency. Some Definitions in Error Correction: There are different terms when providing feedback in response to learner error in second language acquisition. These are repair, treatment, feedback, negative evidence and correction. Brown (2007, p.388) defined repair as correction by the learner of an ill-formed utterance, either through self-initiated repair or in response to feedback. Chaudron (1988) cited in Dabaghi (2006) defined treatment as any teacher behavior that follows error and shows the error to the learner. Ellis (1994a) cited by (Dabaghi, 2006) also identified feedback as a general cover term in which listeners provide information on the reception and the comprehension of the messages. Lightbown and Spadal (1999) cited in Dabaghi (2006) defined corrective feedback as an indication to the learners that they use target language incorrectly. According to Ellis (1994a) cited by Dabaghi (2006) correction has a narrower meaning than these terms. It is any attempt to provide negative evidence in the form of feedback that draw learners attention to the errors they have made. As Schachter (1991) cited by Dabaghi (2006) said corrective feedback, negative evidence and negative feedback are terms that are respectively used in the field of language teaching, language acquisition, and cognitive psychology. Most of the researchers use these terms interchangeably. In the present research we use error correction and corrective feedback interchangeably whenever the general sense of feedback provision was involve. Types of spoken error correction: According to Lyster Rantas model (1997) cited by Coskum (2010) the types of spoken error correction are as follows: Explicit correction: clearly indicating that the students utterance was incorrect, the teacher provides the correct form. S: there is a little milk in fridge. T: + in the fridge Recast: the teacher implicitly reformulates the students error, or provides the correction without directly pointing out that the students utterance was incorrect. In other words it is the teachers reformulation of all or part of a students utterance, minus the error. S: he like pop-music. T: yes, he likes pop-music Clarification request: the teacher indicates that the message has not been understood or that the students utterance included some kind of mistake and that a repetition or a reformulation is required by using phrases like Excuse me? S: there arent many /hotÄ ±ls/ in this town. T: again? à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã¢â‚¬Ëœ Metalinguistic clues: the teacher poses questions like Do we say it like that? or provides comments or information related to the formation of the students utterance without providing the correct form. Metalinguistic clues contain comments, information or questions related to the well formedness of the students utterance, without explicitly providing the correct form. Metalinguistic comments generally indicate that there is an error somewhere. Metalinguistic information generally provides either some grammatical metalanguage that refers to the nature of the error or a word definition in the case of lexical errors. Metalinguistic questions also point to the nature of the error but attempt to elicit the information from the student. S: there isnt any books. T: + there isnt gà ¶rà ¼nce uncountable, yani sayÄ ±lamayan bir Ã…Å ¸ey kullanmamÄ ±z gerekiyormuÃ…Å ¸. Ds: there isnt any money Elicitation: the teacher directly elicits the correct form from the student by asking questions (e.g. How do I ask somebody to clean the board?), by pausing to allow the student to complete the teachers utterance (e.g. He is a good à ¢Ã¢â€š ¬Ã‚ ¦..) or by asking students to reformulate the utterance (e.g. Can you say that again?). Elicitation questions differ from questions that are defined as metalinguistic clues in that they require more than yes/no response. It refers to at least techniques that teachers use to directly elicit the correct form from the students. First teachers elicit completion of their own utterance by strategically pausing to allow students to fill in the blank as it were. Second, teachers use questions to elicit correct forms. Such questions exclude the use of yes/no questions. The question likes Do we say that in English is metalinguistic feedback, not elicitation. Third teachers occasionally ask students to reformulate their utterance. S: there are a few books in my /lÄ ±brari/ T: in myà ¢Ã¢â€š ¬Ã‚ ¦? à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã¢â‚¬Ëœ Repetition: the teacher repeats the students error and changes intonation to draw students attention to it. S: How much money do you have in your /pakÄ ±t/? T: /pakÄ ±t/? à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã¢â‚¬Ëœ DS: /pokÄ ±t/ T: yes Sources of Error: According to Brown (2007, p.263) there are four sources of error: 1) Interlingual transfer: it is a significant source of error for all learners. It is the effect of one language (usually the first) on another (usually the second). At early stages of learning a second language, the linguistic system of the native language is the only system that a learner is familiar with. Then the native linguistic system can interfere or transfer and cause some errors in second language. 2) Intralingual transfer: Another source of error which goes beyond the interlingual transfer is intralingual transfer. It is the effect of forms of one language (usually the target language) on other forms within the same language. According to Odlin (2003), Jaszczolt (1995) and Taylor (1975) cited by Brown (2007) once learners have begun to learn the system of second language, it is the system of second language that cause error. In fact intralingual transfer that is generalization within the target language occurs. 3) Context of learning: The third source of error is context of learning which is called false concept by Richard (1971) and induced error by Stenson (1979) cited by Brown (2007). It overlaps two types of transfer and refers to classroom, materials and social situation that can lead learners to make faulty hypotheses about the language. 4) Communication strategies: The forth source of error is communication strategies. They are production strategies that learners use to enhance getting their message across, but these strategies can become a source of error. Moreover Corder (1975) cited by Keshavarz (2008, p101) distinguished three types of sources of errors: Inter lingual errors which are caused by first language interference Intralingual errors that are caused by the learners generalizing and over generalizing particular rules. Errors caused by faulty teaching techniques. Another classification was considered by Dualy and Burt cited by Keshavarz (2008, p. 101) for second language learners error which are called goofs: Interference-like goofs: errors which show native language structure and are not found in first language acquisition data of the target language. L1-developmental goofs: errors that do not reflect native language structure but are found in L1 acquisition data of the target language Ambiguous goofs: those errors that can be as either interference-like goofs or L1 developmental goof. Unique goofs: errors that do not reflect L1 structure and also not found in L1 acquisition data of the target language. Significance of errors: Many scholars in the field of error analysis have stressed the significance of second language learners error. For example Corder (1967) cited by Keshavarz (2008) remarked that errors are significant in three ways: First errors are significant to the teacher in that they help him to understand how much the learner has progressed and what remains for him to learn. Second errors provide evidence for the learner to recognize how language is learnt or acquired and what strategies and procedures are used by the learner to discover the language. Third errors are important to the learner himself in which they are a device the learner uses in order to learn. Moreover Richard (1971) cited by Keshavarz (2008, p.45) noted that errors are significant and of interest to: 1) Linguistics, because according to Chomsky the study of human language is the best way of understanding the human intelligence; 2) Psychologists, because by comparing childrens and adults speech, they can examine the nature of the mental processes that seem to be involved in language; 3) Teachers, because by analyzing learners errors, they would be able to discover their difficulties and devise a method for comparing them. Besides, Jain (1974) cited by Keshavarz (2008) maintained 2 reasons for the significance of error: Understanding the process of second language acquisition Planning courses incorporating the psychology of second language learning. Other researchers like Dulay and Burt (1975) cited by Dabaghi (2006) stressed the significance of error by indicating two major reasons: 1) error provides data from which interferences about the nature of the language learning processes can be made, and 2) it shows to the teachers and curriculum developers in which part of the language, learners have difficulty with and which error types detract most from the learners ability to communicate effectively. Historical perspectives of error correction: Russel (2009) noted that error correction is a controversial issue in the field of second language education (SLE) and second language teacher education (SLTE). How to correct errors depends on the methodological perspectives of teachers. In behaviorist teaching models such as audio lingual method that was popular in 1950s and 1960s, error correction was stressed at all cost. Behaviorists believed that errors were inevitable but they tried to provide the correct form immediately. Brooks (1960, p.56) cited by Russull (2009) considered that like sin, error is to be avoided and its influence overcomesà ¢Ã¢â€š ¬Ã‚ ¦ the best way to overcoming errors is to shorten the time lapse between the incorrect response and a presentation of correct form. However in 1970s the value of grammar instruction and error correction in behaviorist model was questioned. Russull (2009) considered that in 1970s and 1980s some scholars claimed that error correction was not only unnecessary but also harmful to second language acquisition. The most well known model which was against error correction was Stephan Krashens monitor model which has five hypotheses about language learning. Rashtchi keshavarz (2007) noted that the learners affective an d emotional status can act as filters which do not allow easy absorption of input. It means that affective filter will hinder the process of learning (p.76). Moreover they noted that according to natural order hypothesis all linguistic elements and skills are learned in a predictable order and this order is not influenced by the native language of the learners. Russell (2009) mentioned that Terrell created the natural approach which is a method that emphasizes the development of communicative competence. According to his approach affective rather than cognitive factors are primary concern in the language classroom and correction of learners error is negative in terms of motivation, attitude and embarrassment. In this approach teacher never correct the learner oral errors. Then learners themselves should study grammatical structures in order to correct their mistakes. Communicative language teaching approach became popular in 1980s and like natural approach focuses on communicative competence and notional functional concepts over the instruction of grammatical structures. (Richards Rogers (1986) cited by Russell (2009). The objective in CLT is the development of fluency and acceptable language use and since emphasize is on meaning over form, error correction is not of primary importance. However when learners accuracy is assessed, it is always done in context. (Omaggio Hadley, 2001 cited by Russell), and in 1990s some researchers assert that explicit grammar instruction, error correction and focus on form could promote SLA. (Aljaafreh Lantolf, 1994; Doughy Varela, 1993; Ellis, 1993, 1994; Fotos, 1994; Long 1996; Schmidt, 1990, 1993, 1995; Sharwood Smith, 1993). Error correction and second language acquisition: According to Dabaghi (2006, p. 25) there are different views and opinions about language teaching and learning in which the changes in methodologies, materials and attitudes toward second language learning have always been important to language experts. Since error correction cannot be separated from these views and opinions, it must be discussed in terms of its relation to the theories of second language acquisition. In the following sections, we can see a number of second language acquisition theories and models that in some way affect our understanding of error correction. Contrastive analysis model: In the era of contrastive analysis and audiolingualism, there was a negative approach towards errors. According to Stern (1983) cited in Dabaghi (2006, p.25) some of the scholars during 1950s and 1960s had a puritanical perspective about errors committed by second language learners and as Brooks (1960) cited by (Dabaghi, 2006, p.25) said like sin, error is to avoid and its influence overcome but its presence is to be expected. According to Dulay, Burt, and Krashen (1982) cited by Dabaghi (2006), in contrastive analysis, there is a comparison between learners native and target language and these differences cause the majority of an second language learners errors. Based on behaviorist view which was prevalent at that time, learning is a process of habit formation and errors from first language habits interfere with the learners attempt to learn new linguistic behaviors. Then to avoid errors, teachers should prevent and correct errors and shorten the time lapse between the incorrect response and the correct model. But as Dabaghi (2006, p.26) said, paying too much attention to prevention of errors and teaching learners to use language creatively in response to expected and unexpected stimuli in the environment are the drawback of contrastive analysis model and structural approach and caused the very foundation of contrastive analysis as a result of Chomskys transformational generative grammar, which emphasize d the active participation of the learners mind in processing data. In short, according to CA, learning is a process of habit formation and interfering language habits with learners attempts to learn new linguistic behaviors cause errors. Then the audio lingual approaches to teaching aimed to prevent learners from committing errors and believed that errors should be corrected immediately. Inter language model: In inter language era the second language learner was considered to be an autonomous creator of a language system who has a built-in-syllabus (Corder (1981) cited by Dabaghi (2006, p. 26)). It means that a learner is equipped with an internally programmed sequence which is sometimes in accordance with what teacher teaches and sometimes contradictory and learner follows his/her own build in syllabus. According to this view errors are the evidence of the learners present transitional competence and manifest the way the learner processes the input in her linguistic environment. Dabaghi (2006, p.27) mentioned that the inter language view of language acquisition believed on the whole role of language learning to the language learner and weaken the impact of negative evidence in second language development. According to this view, if negative evidence is provided within the syllabus predetermined in the mind of language learners, it can be effective otherwise it causes frustration and confusion for the learner and teachers. This view was strengthened by non-interventionist view taken by Dulay and Burt (1973), Krashen (1983) and Prabhu(1987) cited by Dabaghi (2006) who argued that grammar instruction should be abandoned in order to let the learner acquire the language from untutored language setting. The teacher should only provide the learner with opportunities for natural use of language. To sum up, the inter language model considered second language learners as self governing creator of a language system who follow their own built in learning program which c an sometimes benefit from error correction and sometimes not. Krashens Input Hypotheses: it is commonly known that for the acquisition of a second language, input that is provided either by a teacher or by another learner is essential. Corder (1967) cited by (Faqeih, 2012) distinguished input from intake. According to him, what is available to the learner is called input and what is actually internalized is called intake. According to Faqeih (2012) Krashen proposed the most influential theory of the role of input in second language acquisition in 1980. He noted that for the acquisition of second language, learners must be exposed to comprehensible meaningful input which contains linguistic data that are a little beyond learners knowledge (i+1) where i is the second language learners current linguistic competence and (i+1) is the next level of that competence achieved with comprehensible input ( Krashen, 1985 cited by Faqeih, 2012). He also suggested that production of the target does not directly aid acquisition. Krashen considered that learners can make use of three kin ds of contextual information: extra-linguistic information that is learners knowledge of the world and previously acquired linguistic competence; the input that can be available via interaction; and interaction in which meaning has to be negotiated e.g. when there is a communication problem. Krashen (1985) cited by (Faqeih, 2012) also distinguished learning and acquisition. He considered that acquisition uses unconscious processes and those grammatical rules are not helpful. In other words, second language is acquired more like first language and parents focus on communication and meaning instead of focusing on explicit instruction of the language. He also implied that if input is understood and there is enough of it, the necessary grammar is automatically learnt. He also argued that error correction (= negative evidence) do not improve second language performance. On the other hand learning is the conscious process that involves the memorization of many formal grammatical rules and error correction can have a role in this. According to him learning leads to grammatical and mechanical knowledge of the language, but it does not lead to fluency. Note that although Krashen distinguished between learning and acquisition, but this thesis uses them interchangeably. According to Faqeih (2012) Krashens input hypothesis is supported by some scholar such as Shwartz (1993) and Truscott (1996). They noted that for learners to acquire second language, only positive evidence that is a model from the target language is sufficient and negative feedback such as implicit and explicit feedback to any non target like feature in learners speech does not help learning and that structures learned through error correction cannot become part of internal grammar. They also proposed the negative effects of error correction such as confusing the learners, causing over use of a particular form or interfering with natural language acquisition processes. Others like Lightbown Spada 1993 cited by Faqeih (2012) said that excessive use of error correction lead to lower motivation. According to Krashens affective filter, classroom teachers should not focus intentionally or explicitly on errors of language from during class but should instead provide comprehensible input t o learners. Other scholars such as Mitchell Myles (2004) cited by Faqeih (2012) criticized this hypothesis because of lacking in empirical evidence and untreatable owing to its vagueness. Moreover White (1987) criticized Krashens input hypothesis for not considering the possible benefits of providing rules, said that certain types of errors may need rules instruction. Others like Ellis, Tanaka, Yamazaki (1994) cited by Faqeih 2012 considered that although interaction can solve communication problems through negotiation and increased comprehension, it does not mean that increased comprehension automatically leads to L2 acquisition; that is, learners may not necessarily retain the comprehended target language. Longs Interaction Hypothesis: Based on Krashens input Hypothesis in which input is important for acquisition to take place, Long suggested his own interaction hypothesis (Long, 1996, 2007 cited by Faqeih (2012)). He considered that input is not sufficient on its own for language learning to occur and some type of negative evidence may be beneficial role in acquisition and more attention should be given to the interaction that learners are engaged in. In 1996 he updated his hypothesis and mentioned that some controversial strategies such as repetitions, confirmation checks, comprehension checks, clarification request or recasts can solve communication problems. This kind of interaction involved components like negotiation, recasts, and feedback. According to Long (2007) cited by Faqeih (2012) interactional feedback is very important aspect for language development because it helps learners become aware of their error, and notice the mismatches between their inter language and the target language. It also encourage s learners to hypothesize the correct form and test them and modify their inter language. Long (2007) cited by Faqeih (2012, p.29) claimed that for error correction to be affective, simultaneous focus on form and meaning should be provided in a classroom context and the best strategy for the negotiation for meaning is recast, Because it is implicit and does not interrupt the flow of interaction. Dabaghi ( 2006, p.28) mentioned that according to Long, when there is a conversation between two interlocutors ( native speakers and non native speaker) there are both similarities and differences in the form of grammatical complexity between them. They use some conversational tactics such as clarification request, repetition or comprehension checks. It shows that the non native speaker or less component interlocutor is experiencing comprehension problems and using these tactics is very useful in language learning. In the process of interactional adjustments, both interlocutors make effort to understand each other. It means that they adjust their input to make it more comprehensible that is i+1 in Krashens term. However this hypothesis was criticized by Braidi (1995