Wednesday, August 26, 2020

Business and Management Essay Example | Topics and Well Written Essays - 3000 words

Business and Management - Essay Example is uncovers that as opposed to having heaps of shortcomings, the association increased higher benefits in contrast with the earlier year and industry normal. Augmentation in the business volume and deals sum had the most noteworthy commitment to make this conceivable. Powerful cost administration can likewise be considered as the contributing element. Lower Gearing Ratio: Basically outfitting proportion demonstrates the connection between the value capital and obligation. The purpose for ascertaining this proportion is to decide the drawn out budgetary situation of the firm and hazard factor related with the association. Outfitting proportion uncovers the supportability of capitalization of the association. All things considered, it tends to be reasoned that being relatively low outfitted in contrast with the business, the organization has an extent of taking more obligation. Lower Acid Test Ratio: Acid test proportion is a higher priority than the current proportion as CR doesn't think about estimation of stock. In this manner, it tends to be expected that basic analysis proportion shows more exact money related situation of the association than the current proportion. Essentially as per the general guideline, the standard proportion is seen to be 1 for this specific proportion however it is very lower for this situation. Indeed, even the analysis proportion of the organization of 2009 isn't just lower than 2008 yet in addition from the business normal. Along these lines it tends to be considered as the soft spot for the organization. Here it is essential to make reference to that there is enormous contrast in the aftereffect of the two years. There is a 57.59% fall in basic analysis proportion in the time of 2009 when contrasted and 2008. Zero bank parity can be accused for this noteworthy change. Again in 2008, there was no bank overdraft, which again had the commitment to upgrade the analysis proportion. A lower liquidity proportion alludes that the money related situation of the organization isn't sufficiently sound to meet the current commitment right away. Lower Current Ratio: The current proportion of the association in the year 2009 is 1.15 and it alludes that current

Saturday, August 22, 2020

Motivation Theories Within Organization Free Essays

string(78) most of us can all the while be at a few degrees of the hierarchy. These days it is broadly acknowledged that the most significant asset of any organization are its representatives; subsequently skillful supervisor need to have the reasonable understanding what spurs their subordinates to accomplish powerful execution as from proficiency of their work the achievement of the association depends. Subsequently, the undertaking of director comprises in however much as could be expected viably to utilize work force openings. In freedom on the supervisor choice the impact from it very well may be gotten possibly in the event that if this choice would effectively be exemplified in the employees’ undertakings. We will compose a custom paper test on Inspiration Theories Within Organization or then again any comparative theme just for you Request Now Also, it can happen possibly in the event that if laborers are keen on consequences of the work. Hence, it is important to propel the individual, to actuate to activity. â€Å"Motivation is a mix of requirements that impact conduct and action† (Kressler, 2003). On the off chance that if a representative is to effectively finish an undertaking in any association, the individual in question requires inspiration, execution limit and improvement potential so as to enact abilities, encounters, gifts and inventive energies, and arrive at organization goals.The principle reason for this task is the thought and examination of inspiration hypotheses (content procedure speculations), on which based the cutting edge the board inside association, for powerful human asset the board. In this manner it is important to look at these hypotheses as far as its quality and shortcomings and furthermore functional significance in getting what and how to propel worker for association. So as to pick up the essential information about the speculations of inspiration the Maslow’s hypothesis of need will be thought of and broke down as far as its quality and shor tcomings and furthermore handy pertinence in organization.In his notable hypothesis Abraham Maslow suggested that people have a fundamental arrangement of requirements and that this needs are masterminded as chain of importance of necessities. (Maslow, Abraham H. , 1987) Maslow (1987) additionally guaranteed that singular conduct relies upon which need among the chain of importance of necessities is command at present second. Simultaneously, every individual has necessities of every one of the five needs, while the power of every prerequisite, during any solid time, relies upon individual needs of the individual.Thus, contingent upon these needs the pecking order of requirements is assembled. Without a doubt, chief who educated about the degree of necessities of his subordinates will ready to foresee which sort of requirements will be overwhelmed in their conduct; subsequently the best inspiration can be picked. For the most part, the hypothesis proposes the five phases of requirements as indicated by Maslow (1987). So as to have the away from of Maslow’s pecking order of requirements the essential phases of the hypothesis will be considered quickly below.At the base of the progressive system is mental need which dependent on physical drives including fundamental and essential needs of the person. Concerning association it is requirements for a compensation, occasion, arrangement of annuities, the breaks, great working conditions, light, warming and ventilation. In the wake of fulfilling fundamental physiological needs the security became individual’s principle concern. This need reflect want to keep up grants and position previously got and furthermore to shield themselves from risk, hurt, dangers, injuries, misfortunes or deprivations.Within the associations this need have the type of representatives battle for wellbeing work, presentation of the status framework and the association of worker's organizations, safe working conditions, side advantages, the protection and the severance pay (Kreitner, 2007). Since the natural and wellbeing needs are arrived at the consideration of individual spotlight on his requirement for fellowship, love and his frill. The person as â€Å"social being† feel want to be appealing for other people and need to fulfill their social n eeds in the organization.It happens by method of entering in formal and casual work gatherings and by cooperation with others (Kreitner, 2007). Maslow (1987) guaranteed that once individuals start to fulfill their connection needs, they need to be regarded by others. Such need as regard coherently can be isolated onto two sorts. The first is a requirement for confidence or fulfillment without anyone else. The confidence is firmly associated with sentiment of direction accomplishment, ability, information, a development and conditions. The subsequent sort is requirement for regard by others. This need is associated with notoriety, social acknowledgment, the status into work group.In any association of an honor which can fulfill requirement for regard incorporate privileged titles, different types of the acknowledgment, extra commitments and advancement (Maslow, Abraham H. , 1987). Maslow organizes the need of self-realization as the most noteworthy in the chain of importance of need. At the point when the requirements of four base levels are fulfilled the individual concentrates on fulfillment the need of self-completion. By attempting to arrive at it the individual endeavor to understand the entire potential to build his capacities and to be â€Å"the best†. Such requirement for self-articulation is most elevated of every single human need as per Maslow (1987).In short, the way that the human needs conceivable to orchestrate in a progressive request has an extraordinary significance. Right off the bat, the requirements of the base levels ought to be fulfilled as a matter of first importance, simply after that it is conceivable to deliver to necessities of more significant levels. In addition, it is important to consider that the necessities of the most minimal levels structure the establishment on which the requirements of the most elevated levels fabricated. Possibly in the event that if the requirements of the most reduced level stay fulfilled the chief gets an opportunity to get fruitful by spurring subordinates through fulfillment of more significant level needs.The thought of adequacy is additionally significant as the individual will never has sentiment of full fulfillment of their needs. Most of individuals need more wellbeing, companions, regard and self-assurance independent of what number of they have just accomplished. Along these lines, the individual moves upwards on the pecking order not for a situation when his needs are totally fulfilled and when they are sufficiently fulfilled. As Frank J. at al. (2010) guaranteed that Maslow hypothesis is more a hypothesis of human improvement than one of work inspiration. To be sure, the primary job of this hypothesis plays the instinct which is the best clarification of its popularity.However, from the perspective of solid administration activities Maslow’s approach has various insufficiencies. As a matter of first importance, most of us can at the same time be at a few degrees of the chain of command. You read Inspiration Theories Within Organization in classification Papers Also it is the very hard to characterize level of the necessities by fulfilling which it will be conceivable to propel individual at certain second. Mostly the issue happens because of it is extremely hard to separate little, minor adjustments in needs which happen every day, from progressively extensive changes in human needs. (Sapru, 2006). Intricacy is likewise emerges at estimation of the individual needs. Most of worker experiences issues by the meaning of their own needs and at plan of needs. The supervisor, who ought to make the inspirational condition for his subordinates, faces the most confounded issue. Most of the cutting edge process speculations of inspiration think about inspiration as a procedure of decision the board (Vroom, 1995). Such meaning of inspiration was given first by Victor Vroom. Vroom (1995) is likewise attested that the individual continually are in an inspiration condition.Thus, as indicated by Vroom (1995) to be the fruitful supervisor it is important to show to subordinates that the course of their endeavors to accomplishment of the reasons inside the association will prompt the brief accomplishment of their own motivations. As per the anticipation hypothesis of inspiration the subordinates would work the most beneficially in the event that they are guaranteed that their hope in next three regions will be legitimized: (1) the possibility of taking care of business, and (2) the instrumental connection among execution and prizes, (3) the estimation of rewards.These key components of the hope hypothesis will be thought of and dissected underneath. Right off the bat, the exertion †execution anticipation: When the individual ask himself, â€Å"In what degree I can expect that my endeavors will prompt quantitative and subjective outcomes which are fundamental for my manager†, the appropriate response is communicated by the term â€Å"expectancy in the connection â€Å"the exertion performance† It implies that as more grounded hope that the endeavors will prompt alluring outcome as greater likelihood that this individual will achieved task well.Secondly, the presentation reward instrumentali ty. On the off chance that if worker will evaluate clearness of that he ready to play out the given work effectively, he asks himself: â€Å"If I appropriately play out this work, so which grant I can expect and whether it is the honor which I need to get? † Uncertainty emerges all things considered when the specialist is constrained to depend on others. As more grounded the certainty of person that the supervisor will pay the pay guaranteed as the likelihood of that the laborer starts to perform progressively profitable higher. Thirdly, the valence of remunerations. Regardless of whether representative sure about that they ready to play out their work successfully, which the chief anticipate from them, the subordinates ask themselves an inquiry: â€Å"If will I get the honor which I needed to pick up, whether will it be sufficient significant or not so as to fulfill my essential needs? † According to Vroom (1995) the response to this inquiry comprises in estimation the estimation of the honor. Plus, the estimation of remuneration is the most significant component of the inspiration hypothesis and, sadly, not generally is contemplated by manag

Sunday, August 16, 2020

the sun sets on another summer

the sun sets on another summer im writing this post while sitting at an LAX waiting to board my flight to boston. this summer went by weirdly fast but in a way that i cant quite describe. i feel like ive been in LA forever, but i also feel like i left boston to start my internship about 3 seconds ago. i talked to a friend whos an LA native about this feeling and he said that its because time doesnt really pass in LA every day looks exactly the same and its like youre caught in a time loop. i dont know if i like that. i like seasons which show you the passage of time. there are some things ill miss and some things i wont. ill miss the lovely people and studio culture of santa monica studio. the people who make the games that inspire me are just as inspiring themselves. i wont miss being coming to work on a tuesday to bash my head on the same bug ive been bashing my head on since last thursday. ill miss the satisfaction of getting my code to work. i wont miss my long morning commute and getting around LA without a car. ill miss playing smash every lunch break. i wont miss being too tired to function properly after getting home from work. ill miss the nice sea breeze around playa vista. i wont miss the air pollution that prohibited me from running, which in turn prohibited me from actually getting any exercise this summer. i dont think id want to live in LA. it has everything i want in theory but theres something about it that is lonely. i have more thoughts but not very much time to write them down cause im boarding soon. ill have an entire flight to stew on my summer though. heres some pictures of some sunsets. LA is terribly air polluted but it does make for some great sunsets.

Sunday, May 24, 2020

Harriet Tubman s Original Birth - 2119 Words

Harriet Tubman, an African American slave during the early 1800s, believed she deserved to be treated with respect and have a better life. What stopped her were her surroundings, she saw others like her who were treated like a piece of trash on the side of a road and wanted them to have a better life as well. Harriet Tubman’s many contributions as the â€Å"conductor† of the Underground Railroad and a civil rights activist helped many African Americans thrive. Harriet Tubman’s original birth name was Araminta â€Å"Minty† Ross but she changed it after she freed herself from Maryland. Some people were curious as to where she had thought of the name â€Å"Harriet† they came to the conclusion that it was to honor her mother, and because she had gotten†¦show more content†¦He ended up in the store that Tubman was at. The slave was trying to escape the general store because he was trapped in the tiny store, but the slave’s overseer blocked the door way. As the overseer blocked the door he commanded Tubman to help tie the slave down but she refused knowing that it was wrong to help capture an African American man going through the same hardships as her and knowing that he must have suffered as much as she did. As she was refusing the slave broke free and ran yet again, the overseer had gotten angry and threw a heavy metal object toward the slave but missed and hit Harriet Tubman in the head. â€Å"Tubmanâ₠¬â„¢s early act of defiance against the overseer and the system he represented served to strengthen her resolve that she would one day attempt her own flight to freedom.† (National Women’s History Museum par. 1). She would not let her â€Å"sleeping spells† get in her way for what she was going to do, but that hit in the head gave her a motivation to fight for freedom for all African Americans slaves. As many people in the world, Tubman had wanted to get married and have a family. Harriet Tubman had met John Tubman in 1844 and was granted permission to marry him. â€Å"By the laws of the slave-holding states, she is still enslaved†¦until the passage of the Fugitive Slave Act, in the free states she can live a free life.† (Lowry 151). He was a free African American although if they decided

Wednesday, May 13, 2020

My Observation On Early Childhood Essay - 899 Words

Early childhood I choose to complete my observation on a three year old boy. His name is Brayden and he was born 01/12/12. He is on the younger side of this observation. The observation was completed at his home and in his yard. Some of the objects we used where a ball, cups, a bowl, water, MM candies, crayons, coloring books and play-doh. Being that Brayden is at a very active age, I started with the calmer task first. Therefore, I observed his socio-emotional development first. Brayden goes to daycare 1-2 days a week. The rest of the days he is with his mom or grandmother. I was able to observe Brayden playing with another child his age at his home. He appears to play well interacting with the other child. Sharing seems to be difficult at times for him. I then asked Brayden several questions about girls and boys. At this age, I would think he really does not know the true differences between girls and boys. When I asked him what a girl looks like he responded with, â€Å"like mom my†. Then when asked what a boy looked like he responded with, â€Å"like daddy and me†. He could not describe any specific characteristics of a boy or girl. When I asked about their hair, he went off into his own conversation about hair not related to boy or girl characteristics. I also noticed his use of the words such as him, his, he, she and her are not always at appropriate times. I asked Brayden, what can boys and girls do equally? Brayden responded with, â€Å"a boy can flip and a girl can flip†.Show MoreRelatedA Pleasurable And Educational Preschool Observation1271 Words   |  4 Pagesï » ¿ A Pleasurable and Educational Preschool Observation: Option E I observed a 4 year old preschool class during playtime in Staten Island, New York. The class consisted of eight children, and one certified preschool teacher. There were 4 boys and 4 girls in the class. During my sixty minute observation I noticed several instances of dramatic play, peer relationships, relationships with adults, and self-control. Dramatic Play During my observation, I witnessed a group of two- one boy and one girl-playingRead MoreChild Study1040 Words   |  5 PagesWhat an observation is Important factors to consider when carrying out a child study Five areas of child development P.I.L.E.S Types of observations I used. Were the study took place. Child profile/description of the child. Child observation 1 – Physical narrative Child observation2 – language Flow chart Child observation 3- cognitive- Narritive. Child Observation 4 social -check list. Observation 5 language. Overall Evaluation Biblography Aim My aim is toRead MoreDeveloping A Safe And Healthy Environment1471 Words   |  6 Pageschild (Early Learning for, 2007, p. 3). In November 2004, the Ontario administration created a great plan called the â€Å"Early Learning for Every Child Today† (ELECT). 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I also use interactive activities that include questions and answers with the students. If we are pretending to be animals, I might ask, what is an animal that begins with a K (I usually use letters that come from the students names). Then I mightRead MoreThe Assessment Process Of The Early Childhood Classroom942 Words   |  4 PagesModule 1 Assessments Explain the Assessment process as used in the early childhood classroom The assessment process in the classroom can be completed in several different ways, but they are effective in helping children. Some steps may include observations, testing, and evaluations. These assessments can help the caregivers provide the children with the best care possible and available for them. These observations and test may be completed from several sources and situations to ensure the test areRead MoreObservation Paper1649 Words   |  7 PagesObservation In order to be a good educator, it is critical to observe children during their learning experiences. Observations allow the educator to determine what the child knows, can do and understand (Early Childhood Australia, 2012, p.1). Observations help the educator to implement experiences, which are of interest to the children helping to build on their knowledge. According to Curtis Carter (2013, p. 16) educators have many demands and distractions; therefore learning to pay attention requiresRead MoreMy Observation Of Children During Family Settings981 Words   |  4 PagesFamily Demographics For my observation of children in family settings, I observed my nephew Maison inside his home. This observation occurred on October 24, 2015 from 6:00-8:30. This observation took place in their home on a school day so no major activities in the home were going on at this time. It was an average day for the family where the children were picked up from after school daycare due to the fact that both parents are working. During the observation, Maison’s entire family was home.Read MoreWhat Are The 3 And Their Meanings?1402 Words   |  6 Pages†¢ Becoming recognises the process and significant change that children develop through in the early years. Children’s identities, knowledge, understandings, capacities, skills, and relationships begin to change during childhood as they learn and grow (DEEWR, 2009). Personal Professional Reflection: How can young children fully and actively participate in society? As children develop through the early years they begin to actively participate in society through various events and experiences that

Wednesday, May 6, 2020

How to Score A1 Grade in English Subject of Ssc Free Essays

English – Study Plan Planning your study helps in making it extensive and thorough. Given below are some guidelines that may help you to score high in each section of SSC English papers. Answering questions based on the lessons in the main reader: Start by studying the questions for comprehension asked after each lesson at least a few times, which helps in grasping the important topics that can be asked in each lesson. We will write a custom essay sample on How to Score A1 Grade in English Subject of Ssc or any similar topic only for you Order Now Then take up a more detailed approach for a deeper understanding of each lesson-to understand questions better and know the necessary points to be written for each question. Make a note of the important topics-whichever can be asked as questions. Don’t depend entirely on the questions given after each lesson. Meanings: Keep a dictionary beside you while reading lessons to look up the meanings of words you are not so sure of the meaning. Also a dictionary/thesaurus gives a list of similar meaning words. Meaning of the underlined word: Knowing the different ways a word can be used and the meaning it conveys in each context helps you score marks in the ‘meaning of the underlined word’ section. Ask the teacher for the subtle differences in meanings and usages of those words. Pronunciation: Listen carefully when the teacher pronounces unfamiliar words. Listening is the way to recognize sounds in a language. This will help in recognizing similarly pronounced words and rhyming words. Spellings: While reading a lesson, observe the spellings and make note of words which may be mis-spelt. E. g. : enmity, pilgrimage, austere etc. This helps in recognizing the wrongly spelt words and correcting them. Read the exercises after each lesson also with a critical eye. Practice solving old question papers, bit banks etc and keep evaluating yourself-your strengths and areas that need more work. Rewriting sentences as directed: Practice the different sentence structures (Direct- Indirect speech, Active-passive voice, conditional clauses, participial clauses, relative clauses etc). Structures taught in 8th and 9th classes also need to be revised. Passages for comprehension: Practice the passages for comprehension-the unseen passages of Paper I and the passages from the supplementary readers in Paper-II. The questions following these passages are for one mark each. So they have to be answered briefly, in a sentence or two. After reading the passage, read all the questions, before attempting to answer them. Two or more questions might seem similar. You need to understand how each question is different from another, to answer them well. Read the relevant part of the passage repeatedly to arrive at a concise, precise answer. Answering questions based on the lessons in the supplementary readers: This is the only section in English question paper that allows the students to choose the questions which they can answer the best. The questions may not be the ones that are given after each lesson in the supplementary readers. So a thorough reading of the lessons is absolutely necessary. Scrambled sentences: The sentences in a passage are jumbled up. The order of the sentences doesn’t convey the meaning correctly. It is necessary to re-arrange the sentences logically, so that they become coherent and connect to each other. Only the letters corresponding to the sentences are to be written in the right order. Writing an argumentative passage based on the given dialogue: Understand the topic being discussed and express your views on the topic. Depending on the topic under discussion, you may argue on one or both sides. It is advisable to divide the argument into a few paragraphs-at least three. State briefly your opinion in the first paragraph. Then go on to express your views, and finally give your conclusion in another paragraph. Letter-writing: Go through the letters given in the previous SSC exams. Practice writing different letters. Understand the difference in style of writing different kinds of formal letters. Business letters: A business letter-answering an advertisement, is different from a letter written to the Editor of a newspaper to be read by the general public. In a business letter we focus on the purpose of writing the letter-applying for a job or educational course. When you are applying for some educational course you need to tell them what attracted you to the course and why you think that course would be helpful to you. When you are applying for a job, you have to mention that your qualifications suit those required for the job. Lay emphasis on the qualities in you that you think would make you a suitable candidate for the job. Express your eagerness to impress the employer with your sincerity. Â ¤ Understand each new word introduced-the subtle differences in similar meaning words-and how they are used. Â ¤ Pay attention to the textual exercises given after each lesson. They are valuable guidelines to develop a good understanding of the language. Link every new word, to words of similar meaning you learnt earlier. Â ¤ The SSC exam tests the knowledge of the student-it includes words and usages introduced in the earlier classes as well. Â ¤ Listen and read extensively-to develop a better vocabulary. Â ¤ Use the words you have newly learnt at every opportunity-in writing letters and in writing your argument based on a dialogue. Â ¤ Understand the difference between formal and informal expression s. Know the vocabulary to be used in each context. Â ¤ Last but not the least-WRITE IN A NEAT, LEGIBLE HANDWRITING. Avoid striking off or overwriting. How to cite How to Score A1 Grade in English Subject of Ssc, Essay examples

Monday, May 4, 2020

Nitration of acetanilide free essay sample

The experimental procedure was conducted as per instructions from the chemistry 220 manual. We were told to add 5grams of Acetanilide but due to time constraints I had added 5. 05grams. Whilst preparing the mixture of Nitric acid and sulphuric acid, I misjudged the reading on the measuring cylinder once again due to time constraints and consideration toward my fellow peers. As indicated, we were instructed to add the mixture drop wise; I had allowed the tap to run due to a confusion of the tap mechanism. The mixture therefore went up to 20 degrees and dropped gradually back to 11 degrees . After adding a little over 45mL of methanol, in order to start the process of recrystallization, my product was still cloudy. I feel I therefore may have added too much to re-dissolve the product. It took time for my product to break down over the steam and dissolve, yet eventually, suggested by the demonstrator I left it to become fully crystalized once again therefore becoming a ice cold slurry. We will write a custom essay sample on Nitration of acetanilide or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Thereafter filtration took place. Reaction Mechanism: Reference:www. kshitj-school. com en. wikipedia. org Melting point of substance prepared: Para-nitroacetanilide= 214-217 degrees Celsius(http://content. hccfl. edu/faculty/bertrubini/2211%20-%20Electrophilic%20Aromatic%20Substitution. pdf) Melting point of substance prepared: Expected yield: Calculation of yield Limiting agent –acetanilide Moles for limiting agent=5. 05g/135. 16g/mol=0. 0374mol Moles of product=1/1*0. 0374=0. 0374mol Mass product expected=0. 0374*180. 16g/1mol=6. 74g Short discussion: Critical point in this experiment is, due to aromatic nitration of Acetanilide being an exothermic reaction, the temperature must constantly be monitored and there must be slow additions of all reagents. Also every acid must be removed due to hydrogen ions, catalysing the hydrolysis of the amide to p-nitroaliline. Nitronium ion is formed by mixing the concentrated sulphuric acid and nitric acid. An improvement that could be made to the experiment is that the steam baths should have been singular units so we could monitor our substances more thoroughly.

Saturday, March 28, 2020

Americas Teens Up In Smoke Essays - Smoking, Tobacco, Habits

America's Teens Up In Smoke America's Teens Up in Smoke On every street corner in America, you will find a teen smoking. Even though a number of commercials and school orientations have given the effects of smoking, the kids feel they are invincible to the effects smoking can cause. ?Tobacco companies have targeted the youth, ages eleven to seventeen, because they are the future of their industry? and very influential (Britannica online). Yes it is true; the future of America has been the focus of their progression. However, how can we have a healthy outlook on the future if 34.8 percent of our youth are inhaling five hundred chemicals into their bodies (Britannica online)? Society needs to focus on telling teenagers the numerous effects of smoking, so they can live a healthier life. The effects of smoking have long been proven to destroy out bodies. The number one disease caused by smoking is cancer. Ola James' husband died of lung cancer this past summer. She says ? Every time I see someone light a cigarette, I think of how sick Richard was and it breaks my heart.? She has watched the one person who meant more to her than anyone else in the world, die from a disease that TV has advertised for years. Although a smoker for many years, Richard James might be alive today if he had quit smoking when he was young. Smoking can also cause emphysema, which is a condition of the lungs marked by distension and frequently by impairment of heart action. Smoking has also been known to cause yellow stains on teeth, inflamed gums, periodontal disease, and other diseases of the mouth (Britannica online). With that in mind, who wants to have a cigarette hanging out of their mouth? Well the answer to that question can be answered in two words . . . today's youth. While no one really understands why teenagers take their first puff, whether it's peer pressure or another reason, the fact is that they do. Obviously they don't have a high regard for their health. After repeatedly being told that smoking is bad, teenagers just do not seem to care. Another problem with smoking is the effects it has on others around you. Studies have shown that second hand smoke is more dangerous than first hand smoke (askjeeves.com). It causes those around them to be more susecptable to getting respritory problems and cancer. Now the 34.8 percent of the youth are not only bringing themselves down, but they are bringing down the rest of the population with them. If teenagers continue to smoke while they are pregnant, it will result in low birth weights and/or severe birth defects. This is not making America's future look to bright. Although teenagers have been warned of the effects of smoking, they will continue to light up whenever and wherever they please. We as citizens must fight to make teenage smoking harder to start. We must make new laws, ensure that America follows these laws, and punish those who break them. I don't know who had it worse, teenagers fifty years ago who didn't know the effects of smoking, or teenagers today who do know the effects and just don't care. Smoking is doing nothing but harming the youth through diseases, and hurting those around them. If they knew more about the effects, then maybe they would not be so quick to start.

Saturday, March 7, 2020

Hewlett Packard Company in Vietnam Essays

Hewlett Packard Company in Vietnam Essays Hewlett Packard Company in Vietnam Paper Hewlett Packard Company in Vietnam Paper Meeting with Dry Vow Van Mat, Managing Director of HIP, distributor In Vietnam: Dry Maim expected the IT market in Vietnam to hit US$500 million by the year 2000. The market size had doubled each year for the past few years and Dry Maim expected the IT market to grow even more rapidly in the next two years. Currently, IT took the form of mainly personal computers (PCs) with some limited local area networks. Vietnam, being an IT Greenfield, looked likely to adopt client-server technology In a big way, bypassing legacy and proprietary systems common In most developing and developed countries. The PC brands available in Vietnam included Compact, HP. ACRE, Weariness, SAT, Digital, Unions and IBM. Dry Maim felt that the most attractive segments of the IT market would be finance, utilities, telecommunications, petrochemical and airlines. Today, within Vietnam, the primary means of data transmission was using phone lines and modem. Between Hanoi and Ho Chi Mining City, more sophisticated and higher bandwidth transmission methods were available through Fiber Optic Links and X. 25. Dry conclusions were that it would be three to four years before the Vietnamese market became really significant In IT revenues. He felt that the next two years would be critical In establishing a presence and building relationships and awareness AT products Ana services. Totaling Outages Tort II expenditure was still a problem. The IT-2000 plan, however, was a clear indication of the commitment to IT. Meeting with Ross Nicholson, General Manager of DHAL Worldwide Express: Ross Nicholson felt that it had access to good market information as DHAL had been operating in Vietnam since 1988. DHAL worked through the Vietnam Post Office as the Vietnamese government still controlled the provision of mail and postal services eighty. Ross told us that things had not boomed as expected since the American embargo was lifted. Some obstacles, like chaotic taxation laws and investment risks, still plagued potential investors. In the short-term, the Mexican peso incident was likely to affect the investor outlook, especially in emerging economies like Vietnam. In opinion, the finance industry had the highest prospects for growth in the immediate future. In time, more technologically advanced production activity would take place. DHAL would then have the opportunity to sell logistics arrives to these new entrants, leveraging on their long experience in the Vietnamese market. DHAL would like to get itself integrated into these companies, which would be very happy to listen because they were in start-up mode. Nicholson believed that there would not be anything spectacular for two or three more years. He cited lack of skilled IT personnel as one of the obstacles to IT growth. Still, he felt that it was well worth the investment of establishing a presence in Vietnam now, so that when the boom came, companies like DHAL would be well positioned to capitalize on the ensuing growth. DHAL currently used a standalone PC for its IT needs. This was certainly not suitable for the anticipated growth. Ross intended to upgrade to a nationwide system comprised of two HP 9000 Sees. Meeting with Dry Triune Gig Bin, Managing Director of FTP: The Corporation for Financing and Promoting Technology (FTP) was a wholly owned government company incorporated under the auspices of the Ministry of Science, Technology and the Environment (MOST). Dry Bin, the managing director of FTP and son-in-law of a prominent general in Vietnam, elaborated on the difference in status teen a representative office and an operating office. Basically, a representative office could only acquire goods required for the operation of the office. It was not allowed to receive payment for any products or services rendered but could provide marketing and support services as part of its distributor support service. Commenting on the attractiveness of the IT market, Dry Bin felt that the financial sector would be very attractive, due to high growth prospects and the prominence placed on it by the Vietnamese economy in the next three to four years. Walt Hal scan Dud, Director AT electrical services Ana operations, Vietnam Mobile Telecommunication Services: Ha Chaos Dud expressed that he looked forward to a long term relationship with HP. He mentioned the tremendous opportunities in Vietnam Mobile Telecoms Services (VIM) to build network. Today VIM supplied cellular services to 9000 subscribers in Ho Chi Mining City and Hanoi. The IT projects needed to facilitate the provision of cellular services were in operation, transmission, business support, finance, end-user computing and emailing. He also mentioned that the next project would involve some management system software for the telecommunication network. Meeting with Unguent Train, Chairman of HCI Computer Association: Unguent Train was a very influential personality in IT and chairman of Ho Chi Mini City Computer Association. The Vietnam IT 2000 plan would be driven centrally from Hanoi. The city also had a board, which would oversee the implementation of the IT 2000 plan. The plan had been approved and Mr.. Unguent revealed details regarding the two other projects. One was IT applications for municipal and government administration in the areas of rainspout and traffic control, financial control, industrial administration, land property, city planning, trade services and manpower development. The other was governmental IT infrastructural development. This included the setup of units such as the Centre for System Analysis and Design and the Center for Manpower Development and projects such as the feasibility study for Ho Chi Mini DEED, a museum for IT development and an Internet gateway for Vietnam. In his estimate, the market size of the Vietnamese IT industry would be IIS$500 million by the year 2000. Market Entry Decision Options Vietnam represented a promising market with untapped potential. There were, however, risks. Despite all the recent rapid progress toward a free economy, the basic political structure in Vietnam had not changed. Although Vietnam had recently adopted an open door policy, economic development in the country was only beginning to take off, and the pace and direction of reform was still uncertain. Although the economy was robust, the economy suffered from high inflation and the dong was expected to depreciate against the U. S dollar. There were gaps in Vietnam? gal framework with two instances where business firms were subjected to different interpretations of the law by authorities at different levels in the government, which resulted in different applications of the same law. This had caused uncertainties and delay on the business setup. Although ten International technology (l l) market In Valetta Ana potential, ten market was currently small and the market growth was uncertain. HEAP management needed to weigh the positive and negative factors before deciding if the company should enter the Vietnam market in a more strategic manner. HEAP had to decide the market entry options which were available to them. They could appoint one or more independent organizations as distributors; or set up a joint venture partnership. Other options included franchising, direct presence through a wholly owned subsidiary or representative office to provide marketing, sales support and management services. John knew he had to make a decision soon. Many of its competitors had already made strategic moves in Vietnam. If HEAP did not act quickly, they might be left behind. (Adapted from by John S. Hill)

Wednesday, February 19, 2020

Cold War era Presidents Coursework Example | Topics and Well Written Essays - 500 words

Cold War era Presidents - Coursework Example Issues that we consider to be at the core of the United States democratic experiment, like individual freedom, were trumped by the political realities of the Cold War whenever the two came into conflict. Sadly, they came into conflict more than we might like. On the one hand, we can accept the idea that Soviet-style communism was not a source of or way of providing real freedom. The Soviets were authoritarian and controlling, and the centrally-planned structure of the Soviet system was often enforced with violence, as well as with harsh, politically motivated punishments. In this sense, the fight against communism, whether it involved funding Afghani fighters resisting Soviet occupation, or fighting the North Koreans, or embargoing Cuba, can all be seen as effort to promote freedom abroad by curtailing and containing the spread of such a vicious and draconian form of communism. On the other hand, Cold War Presidents tended to make decisions that were so committed to fighting the spre ad of communism that they often sacrificed the freedom of many to do so. This happened both domestically and in foreign policy. On the domestic front, many core civil rights issues were left to droop, creating an uncomfortable proximity between the message America was trying to transmit abroad and the reality of freedom and equality at home.

Tuesday, February 4, 2020

Staff Motivation Essay Example | Topics and Well Written Essays - 1750 words

Staff Motivation - Essay Example The organization and the group’s primary objective is to help employees transition towards a better career and to help individuals with their talent. The group also aims to target organizations through better talent hunting and management programs. The problem at hand with the group is that outplacement has become more of a commodity as a result of which price in the industry is being cut and the group is losing business to its peers in the ensuing fierce competition. With several players in the market, margins have reduced significantly and thus the service offerings by the group are not earning enough revenues for the organization. The primary aim of the organization is now to earn a significant revenue stream that will help boost its share price. The company has set up a benchmark to improve its share prices from 31.5p currently to ?2 in the future. With this aim, the management will need to earn about ?20 million in revenues and about ?4 million in profit. The management i s also of the view that despite the state of the economy, the business is well placed and thus can earn this stream of revenues. The paper aims to evaluate the various options that the management has along with developing a theoretical framework that will help in deciding the plan of action that the management should undertake in order to boost its revenue stream. A diagnostic as well as change model will also be presented that will help the organization towards improved revenues. Literature Review Human resource management is one of the key support functions within an organization and helps leverage the organization’s performance through the usage of human resources. Some of the key areas within the realms of human resource management include hiring, promotions, appraisals, training, placement and talent management, along with coaching and outplacement of employees. Human resource management is now critically integrated with organizational learning as well as strategic manag ement making it one of key fields that organizations should focus on for better results. The key human resource problems that are part of today’s economy include globalization where diversity has various ranges and a spectrum that is difficult to define. (Papalexandrisa, 1996; Boxall, 1996; Garavan, Costine and Heraty, 1995; Garavan, Heraty and Barnicle, 1999; Becker and Huselid, 1999; Stewart, Marhine and Hall, 1999; Stewart, 1996; Garavan, 1991; Gilley and Eggland, 1992) Other issues include problems with finding the right talent with respect to the job description and the creation of various jobs with descriptions that are difficult to fill up due to their technical nature. Retention is also one of the key areas where human resource management is important and where organizations need to be focused on. Retaining employees is one of the cheaper alternatives to hiring another resource where hiring takes long hours and resources to actually fulfil. One of key ways through whi ch human resource management consultancies help includes helping find the right resources towards the jobs that need to be filled by organizations, along with helping in training these employees, equipping them with the tools and techniques on getting the work done

Monday, January 27, 2020

Pronunciation Teaching Within A Theoretical Framework English Language Essay

Pronunciation Teaching Within A Theoretical Framework English Language Essay Although a number of studies have been reported regarding segmental over the past fifteen years for an overview, see Ekman, 2003; Strange, 1995, there are only a small number of studies focusing on L2 stress in an EFL context. On the other hand, suprasegmental properties, including stress, play an important role in second language acquisition. They are shown to be closely related to foreign accent perceived in L2 production and to difficulties in L2 perception. Researchers have attributed the problems with stress to the influence of the L1 prosodic system. However, these studies are inadequate, as their focus on stress acquisition mainly relies on the comparison of the phonological systems of L1 and L2. As Flege (1987) pointed out in research on L2 speech development at the segmental level, it is important to take phonetic details into account in order to gain a better understanding of the possible transfer of L1. The same is true for studies of prosody. It is possible that the influence of L1 lies in the difference between L1 and L2 in the employment of relevant phonetic correlates. 2.2. The history of pronunciation teaching within a theoretical framework Popular opinion regarding the place of pronunciation training in the ESL or EFL curriculum has ebbed and flowed along with the historical framework of language learning theories and methodologies. Prior to the popularity of the direct method in the late nineteenth century, pronunciation received little overt focus within the language classroom. Advocates of the direct method claim that an initial emphasis on listening without pressure to speak allows learners to acquire grammar inductively and to internalize the target sound system before speaking, much the way children acquire their first language (Celce-Murcia, Brinton, Goodwin, 1996, as cited in Aufderhaar, 2004). Although popular in elite private European schools, the direct method was rejected by the public schools and by most language schools in the United States as impractical due the classroom time, effort and background required of both the teacher and students for the success of this approach. Criticism centered around the time-consuming nature of this instruction at a time in which most students only studied foreign language for two years, along with a lack of qualified teachers who had a comfortable, native-like fluency at their command. As a result, this essentially intuitive-imitative approach gave way to the return of the grammar translation approach of the reading era, with very little attention to pronunciation (Celce-Murcia et al., 1996, as cited in Aufderhaar, 2004). According to Aufderhaar (2004), both the direct and grammar translation methods were more emphasized when there was a sudden and urgent need for qualified interpreters and intelligence to learn English with the advent of World War II. Rooted in Skinners (1957) theory of behaviorism which treated the acquisition of verbal skills as environmentally-determined stimulus-response behavior, the audiolingual method required intensive oral drilling for entire working days, six days a week (E. R. Brown, 1997). In contrast to the grammar-translation method, pronunciation was now considered to be of the highest priority, with phonetic transcription and articulation explicitly taught through charts and demonstrations, along with imitation (Celce-Murcia et al., 1996, as cited in Aufderhaar, 2004). While generally proving successful within the military environment of small classes of highly motivated instructors and students whose well being depended in part on their command of the target language, the theoretical foundation of audiolingualism was shaken by the reality of the post World War II language classroom that was not conducive to this military regimen. Its strongest critic was Chomsky (1957), whose introduction of the generative-transformational theory viewed the underlying meaning of the whole as being more important than any one part. His focus on the creative, rule-governed nature of competence and performance led many educators to the conclusion that pronunciation should remain inductively within the context of morphology and syntax (Kreidler, 1989). At the heart of this hypothesis was the suggestion that all language skills, including listening comprehension, verbal production and pronunciation, are so integrated that there is no need to address them as separate an d distinct features (Brown, 1997). The influence of Chomskys generative-transformational theory, along with the cognitive-code theory of the 1960s, which focused on listening at the discourse level and discarded skill ordering, paved the way for the trend to avoid or ignore direct pronunciation teaching altogether. The advent of the communicative approach in the late 1970s and early 1980s likewise deemed the teaching of pronunciation as ineffective and hopeless, instead it emphasized language functions over forms with the goal being overall communicative competence and listening comprehension for general meaning: MacCarthy (1976) stated that at present any teaching of pronunciation is so ineffective as to be largely a waste of time. (p. 212). At that time, many instructors of the communicative approach assumed that pronunciation skills would be acquired naturally within the context of second language input and communicative practice. However, pronunciation was not entirely ignored in the time period of the 1960s through the mid 1980s. Remnants of the audiolingual approach lingered within structural linguistics, which viewed language learning as a process of mastering hierarchies of structurally related items for encoding meaning (Morley, 1991). When pronunciation was addressed, instruction was generally oriented toward the drilling of individual sounds via articulatory descriptions and minimal pair contrasts (Chun, 2002). It is the reliance on this traditional phonemic-based approach which Leather (1987) mentions one of the reasons for the demise of pronunciation teaching during this era: The process, viewed as meaningless non-communicative drill-and-exercise gambits, lost its appeal; likewise, the product, that is, the success ratio for the time and energy expended, was found wanting. (Morley, 1991, p. 486). Attitudes ranged from serious questioning as to whether pronunciation could be overtly taught and learned at all (Chun, 2002), to unwavering claims that adults were simply unable to acquire second language pronunciation (Scovel, 1988). According to Madsen and Bowen (1978), the lack of attention to pronunciation, which was prevalent in the communicative approach of the late 1970s and early 1980s and the direct assertion by many that pronunciation could not be taught, resulted in a great number of international students who were failed communicate effectively or even intelligibly although they had been instructed for a long time. This situation sparked research in second language acquisition that suggested a departure from the traditional, bottom-up phonemic-based approach to pronunciation teaching toward a top-down orientation focusing on suprasegmental or prosodic aspects such as rhythm, intonation, and duration. Defined by Wennerstrom (2001, as cited in Aufderhaar, 2004) as a general term encompassing intonation, rhythm, tempo, loudness, and pauses, as these interact with syntax, lexical meaning, and segmental phonology in spoken texts (p.4), prosody has historically been ignored or relegated to the fringes of research and pedagogy, due in large part, according to Chun (2002), to its inherent complexity and difficulty mastering it. Considered notoriously difficult to acquire and define, Bolinger (1972) labeled the most controversial aspect of prosody, intonation, the greasy part of language. Despite its historical back-seat status, an undercurrent of research regarding prosody has spanned several disciplines. The first documented study of speech melody has been traced back to Steele (Couper-Kuhlen, 1993, as cited in Aufderhaar, 2004), who, in 1775, used musical notation to identify pitch variations that occur in regular forms upon syllables. Unfortunately, his materials, based on five features he identified as accent, quantity, pause, emphasis and force were dependent upon fixed and absolute musical pitches rather than flexible and relative tones, apparently lacking in practical applicability (Pike, 1945). 2.3. Pronunciation research in applied linguistics Although attaining native-like pronunciation that facilitates mutual intelligibility is considered important for many language learners and teachers alike, there have been few empirical studies of pronunciation in applied linguistics (Derwing Munro,2005; Levis, 2005). For example, Derwing and Munro (2005, p. 386) state that it is widely accepted that suprasegmentals are very important to intelligibility, but as yet few studies support this belief. This claim is supported by other researchers such as Hahn (1994) and Levis (2005) who states that over the past 25 years there has been encouragement to teach suprasegmentals though very little pedagogy has been based on empirical research. The usefulness of empirical research for developing more effective pronunciation teaching is obvious. As Levis (2005) states, instruction should focus on those features that are most helpful for understanding and should deemphasize those that are relatively unhelpful ( pp. 370-371). Munro (2008) echoes this point when stating that it is important to establish a set of priorities for teaching. If one aspect of pronunciation instruction is more likely to promote intelligibility than some other aspect, it deserves more immediate attention. (p. 197). Of course, we must first know what the most important elements are to ensure optimal instruction and learning outcomes. As Munro (2008) argues, because prosody encompasses a wide range of speech phenomena, further research is needed to pinpoint those aspects of prosody that are most critical (p.210). Hahn (2004, p. 201) agrees that there is little empirical support for claims that teaching suprasegmentals is helpful and that knowing how the various prosodic features actually affect the way native speakersà ¢Ã¢â€š ¬Ã‚ ¦process nonnative speech would substantially strengthen the rationale for current pronunciation pedagogy. For that reason, Hahn (2004) reiterates that it is important to identify the phonological features that are most salient for native listeners. Due to the complex relationship between suprasegmentals and intelligibility, Hahn (2004) argues that it is helpful to isolate particular suprasegmental features for analyses (p. 201). Hahns argument supports the importance of the research in this dissertation in which the acoustic correlates of English lexical stress are isolated and manipulated individually to identify which are the most pertinent to the perception of speech intelligibility and nativeness. Levis (2005) states that pronunciation teaching has been a study in extremes in that it was once considered the most important aspect of language learning (when audiolingual methods were favored) and then became very much marginalized in communicative language teaching. Of the research that has been carried out, such as that on intonation patterns, little of it finds its place in pronunciation textbooks (Derwing, 2008; Derwing Munro, 2005; Levis, 2005; Tarone, 2005). Therefore, there is a need to first fill a gap in empirical research treating aspects of second language pronunciation and then to ensure that these findings are relayed to professionals in the fields of education and applied linguistics so that L2 students can benefit from these findings. Once a general framework for the delivery of instruction is chosen, the next step in designing a course of any type is to consider the needs and desires of the students and create course objectives and learning outcomes. As stated earlier, ESL students are typically concerned with issues such as intelligibility, accent and nativeness. Students often voice their goals regarding attaining proficiency in these areas and teachers should consider which goals are realistic (Avery Ehrlich, 1992). To do so, the students current abilities must be assessed in order to target strategies that will help achieve these goals. Assessing students abilities is crucial in planning pronunciation teaching. Derwing (2003; 2008) stresses that each student should be assessed individually to identify the students strengths and weaknesses and determine individual needs in pronunciation. These assessments can be done in a formal or informal way by the teacher and can include self-reports or self-assessments by the students. Self-assessments by students can provide insight into the students perceived needs, although these needs may be biased by the students previous experience with pronunciation instruction. Derwing (2003) found that of the pronunciation problems identified [by the students], roughly 79% were segmental [in nature], while only 11% were related to prosody.(p.554). In other words, students are simply more aware of segmental elements than they are of prosodic ones due to more previous instruction on segmental elements. Once evaluations have been completed, the question becomes how to address the language learners pronunciation issues. A complication arises at this point because students in ESL classes typically come from very mixed language backgrounds. Even the varying needs of students in EFL classrooms, where all learners are from the same native language background, can be challenging as individual students have individual needs. Therefore, integrating pronunciation lessons into class activities can be challenging in ESL classrooms as a particular speaker (or group of speakers) may have little difficulty with a particular element of pronunciation while others have great difficulty. A well-known example is Japanese speakers difficulty acquiring /r/ and /l/ (Bradlow, 2008) which does not cause any trouble for Spanish speakers. As Derwing (2003) advises, focusing heavily on segmental instruction in mixed classrooms is inappropriate due to the variety of language backgrounds and, therefore, prosody should be emphasized as it can have greater importance for a larger diversity of students. Derwing (2008) also argues that instruction in prosody transfers better to spontaneous speech than instruction on segmentals. Many instructors are reluctant to teach pronunciation and often unsure how to go about doing it (Derwing Munro, 2005; Hewings, 2006) as they feel underprepared or have little support in terms of course materials. Derwing (2003) estimates that only about 30% of pronunciation teachers have formal linguistic training in pronunciation pedagogy. To address this issue, it is important that empirical research on pronunciation be conveyed in a clear manner to language teachers so that they can pass this information along to students. To be certain, pronunciation should be considered an important element of ESL classroom instruction. It has been noted above that pronunciation is implicated in critical elements of communication such as speech intelligibility, and can also affect perception of nativeness. In addition, accurate pronunciation is critical for students needing to pass standardized English tests such as the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) for entrance into colleges and universities in English-speaking countries, or when interviewed by entities such as the Foreign Service Institute which assesses not only a persons grammar and vocabulary but also comprehension, fluency and accent in oral interviews (Varonis Gass, 1982). Pronunciation is also a key element in programs that prepares international teaching assistants to become teachers in American classrooms (Hahn, 2004; Wennerstrom, 1998). 2.4. The reasons for teaching pronunciation One of the most urgent reasons for effective pronunciation instruction centers on the large number of non-native English speakers attending American colleges and universities. According to The Institute for International Education, these students numbered 547,867 in the 2000/2001 school year, with a substantial number serving as graduate teaching assistants. The increase in the hours of classroom instruction given by non-native speakers has led to a corresponding decrease in student satisfaction with the quality of instruction, due mainly to the reported difficulty following non-native classroom presentation (Ostrom, 1997, as cited in Aufderhaar, 2004). A survey by Shaw (1985, as cited in Aufderhaar, 2004 ) revealed that having an instructor with foreign-accented speech is the highest of six areas of potential frustration for college students. Accordingly, previous studies conducted by Hinofotis and Bailey (1980) on non-native university teaching assistants revealed a threshold level of understandable pronunciation in English, below which the non-native speaker will not be able to communicate orally regardless of his or her level of control of English grammar and vocabulary. While some instructors and administrators within the field have historically dismissed these problems simply as a matter of not having enough exposure to the spoken target language (Moy, 1986), other well-meaning instructors attempting to deal with this need have often relied on minimal pair drills, repetition and articulatory instruction with poor results (MacDonald, Yule, Powers, 1994). According to Aufderhaar (2004), research in second language acquisition that suggested a departure from the traditional, bottom-up phonemic-based approach to teaching from a top-down orientation emphasizing suprasegmental or prosodic aspects such as rhythm, intonation, and duration revealed a need to increase the adult learners awareness of suprasegmental patterns of the target language at the discourse level. Chun (2002) advocates five principles for teaching intonation, including sensitization, explanation, imitation, practice activities, and communicative activities, and stresses the need for focused listening practice requiring the identification of suprasegmental features within a context of various authentic speech samples representing different speaker roles and relationships. 2.5. The sound system of English According to the Contrastive Analysis Hypothesis (CAH) the unequal features between languages are the main source of errors. Lado (1957, as cited in Gass Selinker, 2008, p.96) claims that those structures that are different will be difficult because when transferred they will not function satisfactorily in the foreign language and will therefore have to be changed. In order to understand the role of the first language in the phonological acquisition of the second language, emphasis has been given to the studies that have focused on the differences between English and Persian phonological systems. As Celce-Murcia, Brinton, and Goodwin (1996) state: all languages are unique in terms of their consonant and vowel systems. In linguistics, these distinctive characteristics have been divided into segmental and suprasegmental features. The segmental features of a language relate to consonants and vowels, whereas suprasegmental aspects of a language are involved with word stress, intonation, and rhythm (p. 35). 2.5.1 English Consonants and Vowels Standard American English includes 24 consonants and 22 vowels and diphthongs; however, a study performed on American English asserted that there are similarities among consonants that permits us to classify them into groups; the classification can be done according to various criteria (Olive, Greenwood, Coleman, 1993, p. 22). They suggested that consonants could be classified based on voice, place, and manner of articulation; therefore, according to their common characteristics, which include their location inside the mouth, they can be grouped together (Olive, Greenwood, Coleman, ibid, p. 22). Table 2.1 presents the English consonants. Table 2.1. English Consonants p pour 0 thorough r writer b ball e this m man t tool s sack n none d door z Zip ņ¹ sing k key h ham I lab g gear r shawl J rude ʆ uh 3 garage w word f fish tʃ match W what v vast d3 jelly j you The most common vowels in English have been classified in accordance with how the tongue shapes them, and while the consonant sounds are mostly articulated via closure or obstruction in the vocal tract, vowel sounds are produced with a relatively free flow of air (Yule, 2006, p. 38). Therefore, vowels can be classified based on the movement of the tongue, lips, and jaw. The vowels of English have been characterized as low, mid, or high, which describe the height of the tongue, whereas features such as front, central, or back refer to the position of the tongue inside the mouth (Barry, 2008, p. 21). Table 2.2. English Simple Vowels i deed ÊÅ   could É ª sit Ɇ bought Ɇº set a pot à ¦ bad ÊŒ but u push Ç  above 2.6. The Pronunciation Errors of Persian Speakers and the Negative Transfer of Learned L1 Habits into English Major (2001) addressed the issues in L2 phonology and how L1 phonological features can be transferred to the L2 when the sound pattern and word stress of the L2 differs from the L1. A foreign or nonnative accent can be detected more easily in a formal and longer conversation because in short conversation the speaker can produce words or sounds that are similar to the L2 in terms of segmental and suprasegmental features of language. Therefore, then overall impression concerning native speakers from whether or not and to what degree a person sounds native or nonnative is called global foreign accent (Major, 2000, p. 19). The measurement of global foreign accent is essential as it indicates at what stage of language development pronunciation is acquired. Moreover, Nation and Newton (2009) stated that the goal of pronunciation instruction is to increase the intelligibility of second language speakers although factors such as age, L1, perspectives, and attitudes of the learner can affect the learning of second language phonological system. There is clear evidence that there is a relationship between the age at which a language is learned and the degree of foreign accent (Patkowski, 1990, as cited in Nation Newton, 2009, p. 78). However, pronunciation has been identified as one of the important aspects of second language acquisition as it plays a crucial role in spoken conversational interactions and intelligibility. Although some studies indicated that it is impossible for adult learners to acquire native-like pronunciation, Boudaoud and Cardosos (2009) study suggested that learners proficiency level in English could affect their pronunciation. They compared the phonological features of Persian with four languages: Spanish, Japanese, Portuguese, and Arabic and asserted that these languages prevented their speakers from producing the /s/ consonant when learning English. The study focused on four research questions related to the production of /s/ consonant by Persian speakers and the factors that affect the acquisition of English as a second language. The findings indicated that /st/ and /sn/ were more difficult to produce than /sl/ and suggested that error production decreased as the proficiency level increased. Furthermore, Paribakht (2005) examined the relationship between first language (L1; Persian) lexicalization of the concepts represented by the second language (L2; English) target words and learners inferencing behavior while reading English texts (p. 701). This study emphasized the pronunciation errors that English majors produce in Iran when they read English texts. The study asserted that students errors in reading stemmed from their lack of knowledge in English vocabulary rather than the inability to produce the English sound system. The research questions examined whether lexicalization helped students identify the meaning of unfamiliar words. The findings also showed that students relied on their L1 when they were not provided with the synonym of an unfamiliar word. Sadeghi (2009) focused on collocational differences between the L1 and L2 and [suggested] implications for EFL learners and teachers (p.100). This study addressed the errors that Iranian EFL students make when they learn English, and it stated that these errors stemmed from the differences between Persian and English. The study compared Persian and English collocations and focused on the transfer of L1 habits into L2. The aim of the study was to find out whether students made the same errors based on their proficiency level in the English language. Lower level students tend to transfer L1 habits into L2 more frequently as a result of their lack of knowledge in the target language. However, transferring Persian vowels and diphthongs into English pronunciation can also be observed by advanced learners of English. Research related to the difference between phonological systems in English and Persian provide a general overview of the difficulties ESL students may encounter when teachers focus on pronunciation, intonation, and word stress. 2.6.1. Common consonant errors of Iranian EFL learners Persian speakers tend to place a vowel after each consonant; therefore, the following errors can be predicted when Persians pronounce English words: Bread, script, and scramble are pronounced as [bɆºÃƒâ€°Ã‚ ¹Ãƒâ€°Ã¢â‚¬ ºd], [ɆºskiÉ ¹ipt], and [ɆºskɆºÃƒâ€°Ã‚ ¹Ãƒ ¦mbɆºl]. Furthermore, according to the contrastive analysis of English and Persian conducted by Yarmohammadi (1969, 1996) and Wilson and Wilson (2001), the following negative transfer of learned L1 habits into English can be expected from Persian speakers of English. 1. Stop consonants such as /p/, /b/, /t/, /d/, k/, /g/ are articulated with a stronger puff of air. /k/, /p/, /g/ and /t/ become aspirated when they are placed in the post coda position. Words such as bank, tap, king, and rest are pronounced as [bà ¦nkÊ °], [tà ¦pÊ °], [kÉ ªngÊ °], and [È ·Ãƒâ€°Ã¢â‚¬ ºstÊ °]. 2. Fricatives such as /v/, /ÃŽÂ ¸/, /ÃÆ' °/, and /s/ are substituted and articulated for other consonants such as /w/, /t/ and /s/, /z/ and /d/, /Ɇºs/ (no initial consonant cluster). West, three, father, and school are pronounced as [vɆºstÊ °], [sɆºÃƒË†Ã‚ ·i] or [tɆºÃƒË†Ã‚ ·i], [fÃŽÂ ±dɆºÃƒË†Ã‚ ·], and [Ɇºskul]. 3. Nasal consonant /ņ¹/ is articulated as /n/ and /g/. Therefore, sing is pronounced as [sÉ ªngÊ °]. /m/ and /n/ are also articulated with a stronger puff of air and they may sound like /Ɇºm/ and /Ɇºn/. 4. Lateral liquid consonant /l/ can be pronounced with a stronger puff of air /Ɇºl/ when it is placed at the end of a word such as tell. 5. The retroflex liquid /È ·/ is trilled and it is produced with the vibration of the tongue. 6. The glide consonant /w/ is replaced by /v/ since /w/ does not exist in Persian consonants. Therefore, flower is articulated as [fɆºlavɆºÃƒâ€°Ã‚ ¹]. 2.6.2. Common vowel errors of Iranian EFL learners According to the contrastive analysis of English and Persian conducted by Yarmohammadi (1969, 1996) and Wilson and Wilson (2001), the following negative transfer of learned L1 habits into English can be expected from Persian speakers of English: 1. /Ɇº/ and /à ¦/ can substitute for one another; therefore, [bà ¦t] is articulated as [bɆºt]. 2. /ÊŒ/ replaces /ÃŽÂ ±/. [lÊŒk] is articulated as [lÃŽÂ ±k]. 3. /ÊÅ  / replaces /u/. [ful] is pronounced as [fÊÅ  l]. 4. /É ª/ replaces /i/. [bit] is articulated as [bÉ ªt]. 5. /j/ replaces /i/ if placed in initial position. [twin] is articulated as [tujin]. 2.7. The Importance of suprasegmentals and stress in L2 acquisition 2.7.1 The importance of suprasegmentals Pronunciation is always a difficult step in learning a second or foreign language, especially for adults. Learners may have acquired perfect reading and writing skills while still being unable to communicate functionally in L2. Problems in pronunciation can be traced to segmental as well as suprasegmental difficulties. Although most previous research has been conducted on the segmental level, recent studies show that suprasegmentals may play a more important role than segmentals in the acquisition of a second language phonological system (Anderson, Johnson Koehler 1992, Derwing, Munro Wiebe, 1998). Anderson, et al (1992) investigated the nonnative pronunciation deviance at three different levels: syllable structure, segmental structure and prosody. The correlation between the actual deviance at the three levels and nonnative speakers performance on the Speaking Proficiency English Assessment Kit (SPEAK) Test was calculated. It was shown that while all three areas had a significant influence on pronunciation ratings, the effects of the prosodic variable were the strongest. In Derwing, Munro, and Wiebes (1998) study, native speakers were invited to evaluate the final results of three types of instruction, i.e. segmental accuracy, general speaking habits and prosodic factors, and no specific pronunciation instruction, after a 12-week pronunciation course. Treated in three different ways, three groups of ESL learner reading sentences and narratives at the beginning and end of the course were recorded. Both the first and second groups, who received pronunciation instruction, showed significant improvement in sentence reading. However, only the second group, where prosodic factors were included in the instruction, showed improvement in accentedness and fluency in the narratives. In Johanssons (1978, as cited in Wang, 2009) study of Swedish-accented English speech, segmental and non-segmental errors were compared in terms of accentedness scores. Native English judges were presented with two kinds of production, those with native English intonation but segmental errors on the one hand, and those with nonnative intonation (Swedish-accented) but no segmental errors on the other. Higher scores were assigned to productions with native-like suprasegmental characteristics but poor segmentals. In a more recent study, Munro (1995, as cited in Wang, 2009) used low-pass filtered English speech produced by Mandarin speakers for accent judgment. Untrained native English listeners were invited to rate the speech samples. It was found that non-segmental factors such as speaking rate, pitch patterns and reduction contribute to the detected foreign accent in Mandarin speakers production and that their foreign accent can be detected based solely on suprasegmental information. In addition, some recent studies have, therefore, focused on stress production with nonce words of English. For example, Pater (1997, as cited in Altmann, 2006) investigated the stress placement patterns for English nonce words by both English native speakers and French learners of English. While this study varied syllable weight within words, it used a rather small set of items. The native English speakers exhibited a stress placement pattern that was basically identical to the Latin stress rule (i.e., stre

Sunday, January 19, 2020

Brisingr- Eragon Book Report

Discuss how the author engaged the reader in your chosen fiction book, using setting, plot, theme and characterization. Also convey your idea/s about the author's message. The book â€Å"Brisingr† by Christopher Paolini is an astonishing adventurous fantasy story that is part of the Eragon trilogy. It is an intriguing story that is loved by millions all around the world. The book takes a lot of reference from the famous world known book – Lord of the Rings – and therefore is recommended for the fans of it. This book report will tell you about its setting, plot, theme and characterization. The setting in â€Å"Brisingr† takes place in various places because the characters Eragon and his dragon, Saphira are led to different adventures. At first, Eragon and Saphira are inside of the country named Surda, helping his cousin Roran, rescue his future wife from the horrible creatures called the Ra’zac. After they rescue her, they set out to see the crowning of the next dwarf king in the dwarf city of Tronjheim. Later, they find themselves going to their elf teacher Oromis and his dragon Glaedr in the elf city named Ellesmera. Brisingr† is told in a three-person view point including, Eragon, his cousin, Roran and the leader of the Varden, Nasuada. The plot starts when Eragon goes off with his cousin Roran to rescue his betrothed, Katrina from the Ra’zac. They kill one of them and rescue Katrina safely. Eragon tells Roran to go on to Surda while he will be killing the other Ra’zac. Eragon kills him and when he comes back to the Surda, Roran is marrying Katrina and asks his cousin to hold the wedding. Eragon agrees but alas, a sudden attack from the Empire came up in the middle of the wedding. Elven spell-casters aid Eragon and Saphira and cause Murtagh, his past friend who was captured by the evil Emperor Galbatorix and his dragon, Thorn to flee, winning the battle. After that battle Eragon realizes how strong Murtagh had become in the past few weeks. He thinks his teacher, Oromis and his dragon, Glaedr know how to defeat the evil Galbatorix and why Murtagh’s power grows so fast. Therefore, when Nasuada sends them to witness the coronation of the next dwarf king, he pleads her to let him go to the elven city of Ellesmera, in order to ask his teachers. Nasuada considered the idea and then agreed after perhaps a tenth argument with Eragon. So later, when Eragon finds out the secret of Galbatorix’s power, he has to start thinking how to defeat Galbatorix, which will come out in Paolini’s next book. The theme in â€Å"Brisingr† is redemption. When the Ra’zac captured Roran’s beloved Katrina, he blames himself for that mistake. He keeps blaming himself over and over again until he finally rescues her. Then he finds his redemption. Eragon finds his redemption after he defeated Murtagh. In the previous book â€Å"Eldest† he had lost easily to Murtagh and he thought it was his fault that he wasn’t learning enough until he defeats him during Roran’s wedding. Oromis, Eragon’s teacher and the only other Dragon Rider not counting Eragon, Murtagh and Galbatorix, was hidden with the elves for over a century, watching his comrades slowly fall, unable to do anything. He was really sorrowful, but he knew he had to stay alive and hidden in order to teach one Rider that might have to face Galbatorix in the future. Still, the doubt was growing every year, and when he finally gets to fight again at the end, he is still very sick and not as strong as he ones been. Galbatorix gives him a chance to surrender, but Oromis refuses, and dies, but deep inside, he finally feels calm and peaceful because of his redemption. Eragon, the main character in the book, changes throughout the story. It seems in the beginning, he was feeling really miserable after he discovered the awful truth of his father. Murtagh told him that Morzan, one of the Forsworn, the one who betrayed his comrades and helped Galbatorix kill all the Riders, was his father, and Murtagh, was his brother. He was bearing a huge weight on his shoulders, thinking of his horrible parents, until Oromis tell him that his real father was Brom, his past teacher who died. In his heart, Eragon always knew that was the truth, he knew that Brom was like his father, but he never accepted the truth. When he finally heard the real story of his parentage, he changes to a more proud person, a person who wants to be like his parents. Eragon grows up and becomes more mature as the book progresses, getting to be more and more like Brom, which is probably going to make him one of the best Dragon Riders in the future. The message in â€Å"Brisingr† is that Eragon went from being a farm boy to one of the most important people in the whole Empire. Paolini is saying that anyone can be anything, and greatness is not dictated by circumstances of you birth. Paolini is a wonderful writer, and he is certainly very talented in writing cutting edge situations. This book proved to be very intriguing and is recommended to anyone who loves fantasy stories.

Saturday, January 11, 2020

Expanding Nation Essay

In the 1830’s and 40’s the westward movement of population left the valley of the Mississippi behind and penetrated the Far West all the way to the Pacific. Pioneers pursued fertile land and economic opportunity beyond the existing boundaries of the United States and thus helped set the stage for the annexations and international crises of the 1840’s. Some went for material gain, others for adventure, and a significant minority sought freedom from religious persecution. But whatever their reasons for migrating, they brought American attitudes and loyalties into regions that were already occupied or at least claimed by Mexico or Great Britain. Whether they realized it or not, these pioneers were the vanguard of American expansionism. The domestic controversies aroused by the Mexican War and the propaganda of Manifest Destiny revealed the limits of the mid-nineteenth century American expansionism and put a damper on additional efforts to extend the nation’s boundaries. Concerns about slavery and race impeded acquisition of new territory in Latin America and the Caribbean. Resolution of the Oregon dispute clearly indicated that the United States was not willing to go to war with a powerful adversary to obtain large chunks of British North America, and the old ambition of incorporating Canada rapidly faded. After 1848, American growth usually took the form of populating and developing the vast territory already acquired. The expansionists of the 1840’s saw a clear link between acquisition of new territory and other forms of material growth and development. In 1844 Samuel F. B. Morse perfected and demonstrated his electric telegraph, a device that would make it possible to communicate rapidly over the expanse of a continental nation. Simultaneous, the railroad was becoming increasingly important as a means of moving people and goods over the same great distances. Improvements in manufacturing and agricultural methods led to an upsurge in the volume and range of internal trade, and the beginnings of mass immigration were providing human resources for the exploitation of new areas and economic opportunities. After gold was discovered in newly acquired California in 1848, a flood of emigrants from the East and several foreign nations arrived by ship or wagon train, their appetites whetted by the thoughts of striking it rich. The gold they unearthed spurred the national economy, and the rapid growth of population centers on the Pacific Coast inspired projects for transcontinental telegraph lines and railroad tracks. When the spirit of Manifest Destiny and the thirst for acquiring new territory waned after the Mexican War, the expansionist impulse turned inward. The technological advances and population increased of the 1840’s continued during the 50’s. The result was an acceleration of economic growth, a substantial increase in industrialization and urbanization, and the emergence of a new working class (Billington, 1956). The first movement west aimed not for the nearby plains but for California and Oregon on the continent’s far shore. It started in the 1849 Gold Rush to California and in the next three decades perhaps as many as half a million individuals made the long journey. Some walked; others rode horses alone or in small groups. About half jointed great caravans, numbering 150 wagons or more, that inched across the 2000 miles between the Missouri River and the Pacific Coast. More often than not men made the decision to make the crossing. Wives either went with their husbands or faced being left behind. Four out of five men on the overland trail had picked up stakes and moved before, some of them several times. People moved west for many reasons. Some sought adventure; others wanted to escape the drab routine of factory or city life. Many moved to California for their health. What ever the specific reasons most people moved west to better their lot. On the whole their timing was good, for as a nations population grew, so did the demand for the livestock and the agricultural mineral and lumber products of the expanding West. Opposite to older historical views the West did not act as a major safety valve or an outlet for social and economic tensions. The poor and unemployed did not have the means to move there and establish farms. Most people moved West in good times, in periods of rising prices, of expanding demand, when the prospects for making money from this new land looked brightest; and this aspect characterized the whole pattern of settlement and greatly improved the whole of the economic growth for the U. S. In the last three decades of the nineteenth century a flood of settlers ventured into America’s newest and last west (Jones, 1960). The West became a great colonial empire, harnessed to eastern capital and tied increasingly to national and international markets. Western economies depended to an unusual degree on the federal government, which subsidized their railroads, distributed their land, and spent millions of dollars for the upkeep of soldiers and Indians. Regional variations persisted and Westerners remained proud of their hardy, individualistic traditions. Yet they imitated the East’s social, cultural, and political patterns. By the 1890’s the West of the buffalo and Indian was gone, and instead there were cities and towns, health resorts, Paris fashion and the latest magazines. The frontier line had reached the edge of the timber country of Missouri by 1840. Beyond lay an enormous land of rolling prairies, parched deserts, and rugged, majestic mountains. Emerging from the timber country, travelers first encountered the Great Plains. These lands were treeless, nearly flat, and an endless sea of grassy hillocks. The Prairie Plains, the eastern part of the region, enjoyed rich soil and good rainfall; it included parts of present day Wisconsin, Minnesota, the Dakotas, Nebraska, Kansas, Oklahoma, and Texas. To the west covering Montana, Wyoming, Colorado, New Mexico and Arizona were called the High Plains. They were rough, semiarid, rising gently to the foothills of the Rocky Mountains (Faragher, 1979). The original incentive to mechanize northern industry and agriculture came in part from a shortage of cheap labor. Compared with the industrializing nations of Europe, the United States of the early nineteenth century was a labor-scarce economy. Since it was difficult to attract able-bodied men to work for low wages in factories or on farms, women and children were used extensively in the early textile mills, and commercial farmers had to rely heavily on the labor of their family members. In the face of such limited and uncertain labor supplies, producers were greatly tempered to experiment with labor saving machinery. By the 1840’s and 50’s industrialization had reached a point where it could readily absorb a new influx of unskilled workers. Factories required increasing numbers of unskilled operatives, and railroad builders needed construction gangs. The growth of industrial work opportunities helped attract a multitude of European immigrants during the two decades before the Civil War (Fishlow, 1965). Between 1820 and 1840 an estimated 700,000 immigrants arrived in the United States, mainly from the British Isles and German-speaking areas of continental Europe. During the 1840’s this substantial flow suddenly became a flood. No less than 4,200,000 crossed the Atlantic between 1840 and 1860, and about 3 million of these arrived in the single decade between 1845 and 1855. This was the greatest influx in proportion to total population that the nation has ever experienced. The largest single source of the new mass immigration was Ireland, but Germany was not far behind. This massive transatlantic movement had many causes; some people were pushed out of their homes, while others were pulled toward America. The great push factor that caused a million and a half Irish to forsake the Emerald Isle was the great potato famine. Escape to America was made possible by the low fares then prevailing on sailing ships bound from England to North America. The million or so Germans who also came in the late 1840’s and early 50’s were somewhat more fortunate. Most of them were also peasants, but they fled hard times rather than outright catastrophe. What attracted or pulled most of the Irish, German and other European immigrants to America, was the promise of economic opportunity (Jones, 1992). By 1860 industrial expansion and immigration had created a working class of men and women who seemed destined for a life of low paid wage labor. This reality stood in contrast to America’s self image as a land of opportunity and upward mobility. Wage labor was popularly viewed as a temporary condition from which workers were supposed to extricate themselves by hard work and frugality. According to Abraham Lincoln in 1850 of the North’s free labor society, â€Å"there is no such thing as a freeman being fatally fixed for life, in the condition of a hired laborer. This ideal still had some validity in rapidly developing regions of the western states, but it was mostly myth when applied to the increasingly foreign born industrial workers of the Northeast. Both internal and external expansion had come at a heavy cost. Tensions associated with class and ethnic rivalries were only one part of the price of rapid economic development. The acquisitions of new territories became politically divisive and would soon lead to a catastrophic sectional controversy. From the late 1840’s to the Civil War, the United States was a divided society in more than one sense, and the need to control or resolve these conflicts presented politicians and statesmen with a monumental challenge (Gutman, 1976). Many have searched for the underlying causes of the crisis leading to the disruption of the Union but have failed to agree on exactly what they were. Some have stressed the clash of economic interests between agrarian and industrializing regions. But this interpretation does not reflect the way people at the time expressed their concerns. The main issues in the sectional debates of the 1850’s were whether slavery was right or wrong and whether it should be extended or contained. Disagreements over protective tariffs and other economic measures allegedly benefiting one section or the other were clearly secondary. It has never been clear why the interests of northern industry and those of the South’s commercial agriculture were irreconcilable. From a purely economic point of view, there was no necessity for producers of raw materials to go to war with those who marketed or produced them. The critical period of Civil War diplomacy was in 1861 to 1862 when the South was making every effort to induce foreign powers to recognize its independence and break the Union blockade. The hope that England and France could be persuaded to involve themselves in the war on the Confederate side stemmed from the fact that these nations depended on the South for three quarters of their cotton supply. In the case of Britain, the uninterrupted production of cotton textile appeared essential to economic prosperity (Stampp, 1950).

Thursday, January 2, 2020

The, By Hip Hop Duo, Macklemore And Ryan Lewis - 1375 Words

â€Å"Wings† is a song by hip hop duo, Macklemore and Ryan Lewis that was released as their first debut single from their studio album The Heist. This song follows a young Macklemore on his pursuit of identity through the means of buying new Nike shoes. Macklemore states that he the shoes would make him better, would make him stand out above everyone else. On the surface, this song tells us the story about shoe culture and how it effects todays youth, however, this song explores the ideas around consumerism all over the world and how it completely controls todays youth more than ever. Personally, I love this song as Macklemore has perfectly portrayed a relevant and very alarming topic of consumerism mainly through the use of symbolism and really made every single one of his listeners think about their issue with consumerism and how we can overcome it. One way he gets his topic across in the text is through his use of symbolism. This song follows the early years of a young Macklemore and his pursuit for identification through the means of consumerism. Macklemore starts the song by saying that he bought his first pair of $100 Nikes to impressing his friends and make him feel better. He explained it as being in an air bubble momma, this air bubble right here, it s gonna make me fly meaning that he was already totally submerged in the consumerism culture at only seven years old. The air bubble symbolises how he has been sucked into consumerism and he is trapped in thisShow MoreRelatedSame Sex, Same Love910 Words   |  4 Pagesas a human right. Macklemore and Ryan Lewis made a song for supporters in reference to the February 2012 bill that would legalize same-sex marriage in the state(s). Same Love by Macklemore and Ryan Lewis portray a rap song that explicitly defends same-sex love by calling out hip-hop’s history of homoph obia and eliminate the injustice involving same-sex couples. Macklemore and Ryan Lewis is an American hip hop duo from Seattle, Washington formed in 2009. Macklemore and Ryan Lewis teamed up with MaryRead MoreCritical Analysis Of Same Love By Mackkleore Ryan Lewis827 Words   |  4 Pagesarticles, movies, and television shows, but it’s about time that we ask the same question with the music that we call our â€Å"jam†. The purpose of this paper is to critically analyze Macklemore Ryan Lewis’s single â€Å"Same Love†, a song with one of the best stories about same-sex marriage. Influential hip-hop artist Macklemore, who has gained a strong base through his hit songs, made his strongest stance yet through his song â€Å"Same Love†. Using his popularity to further the dialogue regarding same-sex marriage