Oral Essay Essays - Student Athlete, , Term Papers

Ellyas Alakozai Mr. Barghout ENG3U1-2 March 21st 2018 Should College Athletes Be Paid With so much money flowing into sports colleges the NCAA makes billions in revenue. Athletes should receive some sort of payment for playing for their college since their talents are what brings the scouts and fame and money to the school. Each year the athletes who make it happen aren't paid for the work. Colleges put in athletes who don't have enough money to satisfy their basic necessities for their semester. Almost 70 percent of student athletes come from low income homes that does not provide enough money for his/her tution fee. Some athletes are offered full ride scholarships to their college, however, some students aren't provided with this help. This means students don't have enough financially to help themselves while the NCAA is making billions of dollars from these athletes.Others argues that some athletes are not responsible with their money, which leads to athletes spending lavishly, taking advantage, and not being present in class. In the first place one could argue that, college athletes don't have enough money to support themselves or their families. Not all athletes come from a good income family which leads them to having no or little support for themselves, but the NCAA does not give the athletes the money that they deserve. According to Carmelo Anthony, a previous college athlete, " You got to think about a 16-year-old kid [or] a 17-year-old-kid going to college.Yeah, they get a free education if they get a scholarship but how are they surviving on those campuses. A lot of them can't afford food. They get in trouble for taking $10 or $20. A friend or a family member can't give them money".This means that athletes that come from high school don't have enough money to help themselves. Athletes need to get paid in order for them to satisfy their basic needs. College athletes deserve a lot of credit for the fans and revenue that they bring to the table. NCAA should consider helping college athletes s o they could help pay for their families and themselves. Secondly, NCAA brings in 11 billion in revenue off making money from athletes. This is more than the estimated total league revenues of both the National Basketball Association and the National Hockey League. The NCAA makes most of their money on March madness which is the biggest tournament for college athletes across the nation. According to journalist Michael Wilbon, "... seeing the $11 billion deal between the NCAA and CBS/Turner Sports for March Madness between 2011 and 2024 prompted him to change his mind about paying student-athletes" The deal shows how much students athletes bring in the month of March Madness. March Madness is the most watched and most popular tournament in the country. Athletes should at least get a "piece of the pie", due to the amount of hard work and dedication they bring everyday. The NCAA should help these college athletes have some change in their pockets rather than taking it for themselves. It's only right that athletes are given what they deserve for their contributions to their schools. According to Business Insider, "It is estimated that the University of Louisville has the most valuable players at $1.72 million per year based on the program's $45.6 million in annual revenue. Overall, the average Division I player is worth $170,098 per year with the 351 Division I basketball programs taking in more than 4.5 million in revenue on average each year." This means that athletes in the schools they play for brings in lots of revenue for the school they play for. Lastly, One might object that college athletes should not be paid because due to the numerous benefits the college has to offer them. Athletes are not supposed to be paid because they recieve scholarships. The money that athletes get is given back to them in grants and scholarships. For example, Notre Dame gives grants to student athletes which amounts to $5 million annually. Even if colleges produce millions in revenue they still need money for expenses. Secondly, people argue that student athletes receive the benefits of high quality education. Also, much money will make athletes feel more

European Expansion essays

European Expansion essays Bernal Diaz del Castillo accompanied Captain Hernan Cortez in his march on Tenichitilan (Mexico City) in 1519, resulting in the surrender of this Aztec capital in 1521. Castillo contends that he will give us the honest account of what happened and not to give a bias opinion of what happened. We read three different sections from his book. The first is his trip to the Caribbean, the second is his encounter in Cholula, and the third is the aftermath of the fall of Tenochtitlan. In theses sections we are trying to find the underlying themes, what the role of the conquerors was, and finally, what events does Castillo seem to refute. Since Castillo tried to give a pure account so it is hard to say that there are hidden controversies. The only hidden text that I could find was that of misconception intentionally given by the Indians of peace. They only presented the troop with peace so they could get the troop to follow them into an ambush. The trend seems to follow in the next section, were they the troop is greeted very hospitably by the men of importance from Cholula. While in the care of the Cholula they were striped of almost all food and resources. Cortes tried repeatedly to negotiate with the Caciques who had turned against them. Cortes told them that he was needed to talk to Montezuma who was the leader. The whole point of these journeys was to spread Christianity. Throughout the different times Cortes would say that God would prevent any harm that would come to the men. This was a tactic to give confidence to the men who doubted him. If God was on their side than no one could defeat them. At the end of the last section the men were mad at Cortes because they thought that he was keeping all the money for himself. Castillo seemed to have respect for Cortes, for he was a great warrior leader, and he never gave a bad opin ...

Major Wars and Conflicts of the 20th Century

Major Wars and Conflicts of the 20th Century The 20th century was dominated by wars and conflicts that often altered the balance of  power around the globe. The 20th century saw the emergence of total wars, such as World War I and World War II, which were  large enough to encompass nearly the entire world. Other wars, like the Chinese Civil War, remained local but still caused the deaths of millions of people. The reasons for the wars varied from expansion disputes  to  upsets in government to the  intentional murder of an entire people. However, they all shared one thing: an extraordinary number of deaths. Which Was the Deadliest War of the 20th Century? The largest and bloodiest war of the 20th century (and of  all time) was World War II. The conflict, which lasted from 1939 to 1945, involved most of the planet. When it was finally over, more than 60 million people were dead. Of that enormous group, which represents about 3 percent of the entire world population at the time, the huge majority (well over 50 million) were civilians. World War I was also bloody, with 8.5 million military deaths plus an estimated 13 million more civilian fatalities. If we were to add in the deaths caused by the  1918  influenza epidemic, which was spread by returning soldiers at the end of  World War I,  the WWI total would be much higher, since the epidemic alone was responsible for  50 to 100 million deaths. Third in the list of bloody wars of the 20th century is the Russian Civil War, which caused the deaths of an estimated 9 million people. Unlike the two world wars, however, the Russian Civil War did not spread across Europe or beyond. Rather, it was a struggle for power following the Russian Revolution, and it pitted the Bolsheviks, headed by Lenin, against a coalition called the White Army. Interestingly, the Russian Civil War was over 14 times deadlier than the American Civil War, which saw the deaths of 620,000. The American Civil War was by far the deadliest war in history for United States soldiers. The second deadliest war in terms of American deaths was World War II in which 405,399 Americans died. The List of Major Wars and Conflicts of the 20th Century All of these wars, conflicts, revolutions, civil wars, and genocides shaped the 20th century. Below is a chronological list of the major wars of the 20th century. 1898–1901 Boxer Rebellion1899–1902 Boer War1904–1905 Russo-Japanese War1910–1920 Mexican Revolution1912–1913 First and Second Balkan Wars1914–1918 World War I1915–1918 Armenian Genocide1917 Russian Revolution1918–1921 Russian Civil War1919–1921 Irish War of Independence1927–1937 Chinese Civil War1933–1945 Holocaust1935–1936 Second Italo-Abyssinian War (also known as the Second Italo-Ethiopian War or the Abyssinian War)1936–1939 Spanish Civil War1939–1945 World War II1945–1990 Cold War1946–1949 Chinese Civil War resumes1946–1954 First Indochina War (also known as the French Indochina War)1948 Israel War of Independence (also known as the Arab-Israeli War)1950–1953 Korean War1954–1962 French-Algerian War1955–1972 First Sudanese Civil War1956 Suez Crisis1959 Cuban Revolution1959–1975  Vietnam War1967 Six-Day War1979–1989 Soviet-Afgha n War1980–1988 Iran-Iraq War1990–1991 Persian Gulf War1991–1995 Third Balkan War1994 Rwandan Genocide

Nurses say hospital dangerous, but CEO denies charge Essay

Nurses say hospital dangerous, but CEO denies charge - Essay Example This case has garnered the attention of the nurses who claim that staffing problems are suppressing the quality of care. However, the CEO insists that the Hospital has to follow this path to ensure that the increasing health needs of the community are met through proper utilization of resources (The Star, 2014). The case of Humber Hospital brings about the issue of efficiency in the health care environment. The quality and quantity of healthcare in the society is a major concern for the bodies regulating public healthcare institutions. While there is need to provide a large population with health services, it is crucial for the health service providers to ensure that quality services are rendered. The Ontario Nurses Association is one of the bodies monitoring the health concern in the society. The major focus of the regulating bodies is that the community gets the right quality and quantity of healthcare within the available social amenities. The case of Humber hospital is interesting since it raises the question of whether health service providers should pay attention to the quality or the quantity of their services (The Star, 2014). While the CEO intends to increases the hospital capacity, he risks suppressing the quality of healthcare in this hospital by employing the Registered Practica l Nurses. For instance, neglection of 48 old year old woman with schizophrenia resulted to her death, a case which can be termed as poor quality of service. The fact that there is already a case of patient negligence, it is crucial for regulating bodies to intervene. The concerned bodies should assess if Humber Hospital has the capacity to provide the right quality and quantity of medical care within the society. Numerous groups may have an interest in the case of Humble Hospital. First, the regulating bodies may have a concern with respect to the quality of healthcare in this organization. These bodies have the

How are staff recruitment practices affecting Al Rayyan bank's Research Paper

How are staff recruitment practices affecting Al Rayyan bank's performance - Research Paper Example In this way, the bank’s recruitment process can negatively be perceived, as of its failure in promoting diversity, equality and fairness. This problem could negatively affect the bank’s image in the market but also its performance since employees who are not appropriately skilled could not respond to the needs of their position. Employers use different selection methods to recruit and select appropriate people for the organization, because it is not possible to extract maximum output from the employees if they are not hired according to the right selection process. Positivistic paradigm will be adapted for the research that supports quantitative research approach. The present research will apply regression analysis to evaluate questionnaire. Moreover, Cronbach Alpha will be used for testing validity and reliability of the responses, which will be collected from the employees of the bank. For evaluating interview with HR manager, Thematic Analysis will be used by the res earch for making the result more authentic. The sample size of the questionnaire will be 50, and it will be based on simple random sampling. On the other hand, the HR manager of Masraf Al Rayan bank will be interviewed to find out the relationship of recruitment and selection process with performance of the bank. The establishment of effective recruitment policies is often considered as a key criterion for the success of organizations in the global market. In highly competitive industries, such as the bank industry, banks tend to use recruitment processes, which have been successfully used by competitors. Still, there are banks that prefer to keep their recruitment process simple, probably believing that the ability of each employee to respond to the needs of his position can be only proved in practice, i.e. after exposing the employee to daily organizational problems. It has been seen from past empirical studies that

Research on Work-Family Balance Essay Example for Free

Research on Work-Family Balance Essay Introduction The mastering of a foreign language opens the roads for the transit of citizens whether for work, business, or tourism purposes, as well as for cultural and informational exchanges of all kinds. In this light, the status of English as a global language in politics, economics, education and the media, especially the Internet, is widely acknowledged. Typically, ESP has functioned to help language learners cope with the features of language or to develop the competences needed to function in a discipline, profession, or workplace. (Helen. Basturkman. 2006:6) Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words which is technical, related to their subject matter. †¦knowing the technical terms†¦is not a sufficient condition for successful reading of specialized material. It was, in fact, the non-technical terms which created more of a problem. (Cohen et al. 1988:162) For many people vocabulary, particularly specialist vocabulary (or terminology), is a key element of ESP. Despite this, vocabulary studies and, in particular, the teaching of vocabulary appear to have been somewhat neglected in ESP( Laufer p-167, Swales p224). Reading, for students of English for specific purposes (ESP), is probably the most important skill in terms of acquiring new knowledge. It does, however, often pose learning problems, especially with respect to vocabulary. The psycholinguistic model of reading widely favoured in linguistics and cognitive psychology in the 1960s and 1970s considered that the main constructs underlying reading are making predictions and deducing meaning from context (cf.Goodman 1976:127). However, during the 1980s, the interactive approach to reading became dominant, in which it was proposed that successful comprehension is achieved by the interactive use of two reading strategies: the top-down approach (i.e. making use of the readers’ previous knowledge, expectations and experience in reading the text) and the bottom-up approach(i.e. understa nding a text mainly by analyzing the words and sentences in the text itself: cf. Sanford Garrod 1981; Van DijkKintsch 1983; Carrell 1988. Research in ESP reading (e.gSelinker Trimble 1974; Cohen et al. 1988) provides empirical support for the interactive framework, finding morphonographemic word-processing skills to be a major component of reading. It has also, since the 1980s, been broadly agreed among researchers (cf. Kennedy Bolitho 1984; Trimble 1985; Cohen et al. 1988) that for non-native ESP readers the most problematic element in comprehending scientific and technical (ST) texts is a set of vocabulary items that has been variously labeled technical and semi-technical. Whatever the name given to the words in this group, if they appear to hinder students of ESP in comprehending texts in their discipline, it is worthwhile for language teachers and ESP practitioners to seek ways in which learners’ lexical repertoires can be raised to at least the threshold level of skilled readership in their chosen fields. It is known to most second language learners that the acquisition of vocabulary is a fundamental and important component in the course of their learning. A good mastery of vocabulary is essential for ESP/EFL learners, especially for those who learn for specific purpose or expect to operate at an advanced level in English. ‘It is wise to direct vocabulary learning to more specialized areas when learners have mastered the 2000-3000 words of general usefulness in English’ (Nation, 2001:187). I will identify the types of vocabulary in ESP texts and their relative importance. I will provide an overview of some key issues relating to the teaching of ESP vocabulary. Types of vocabulary In teaching and learning vocabulary, it’s essential to distinguish between different types of vocabulary because different types of vocabulary need different focus and treatment or some types of vocabulary will be given priorities and emphases in teaching and learning according to leaners’ different aims of learning. 1. Core and non-core vocabulary One way of looking at the status of words in lexical fields is to consider whether some words are more core, or central to the language, than others. The idea that there might be a core or basic vocabulary of words at the heart of any language is quite an appealing one to language educators, for if we could isolate that vocabulary then we could equip learners with a survival kit of core words that they could use in virtually any situation, whether spoken or written, formal or informal, or any situation where an absolutely precise term, might be elusive and where a core word would do. (McCarthy.1990:49) As the word ‘core’ suggests, core vocabulary refers to those words that are more central to the language than other words and tend to be the most frequently occurring ones. ‘People prefer to use such words because they do have core meaning-potential’ (McCarthy, 1990). They are thought to be more ‘core’ because it is easy to find an antonym, also t hey are neutral in formality and usable in a wide variety of situations. Furthermore, an important point is that such words can be used to paraphrase or give definitions of other words. For example, (McCarthy, 1990) the following instruction is given : [decide which is the core word in the set of words: slim, slender, thin, emaciated and scrawny and we can easily figure out that ‘thin’ is the core word] Core vocabulary: words of neutral meaning in any lexical set; core words collocate more readily with a wide range of words, they may be used in a wider range of registers, and are usually involved in the definition of non-core members of their set. In ESP teaching, we may come across subject-specific vocabulary, which is non-core as far as the language as a whole is concerned. ‘This is because it is not neutral in field and is associated with a specialized topic’ (Carter, 1988:172).They are subject-specific core vocabulary; conglomerate, sandstone, siltstone, limestone and dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igne ous rocks, metamorphic rocks. In fact that the need of ESP students is to learn such above mentioned core vocabulary in written and spoken language in their profession, ESP students with specific and academic purpose may need to acquire technical and semi-technical words in their specialist texts which are in need for them to learn and use it in speech and writing documents. Specialist vocabulary can be core in the job establishment where specialist use it frequently and in need, as well as during the ESP classes where ESP teacher and student’ fruitful interaction and it is very central for communication, especially, writing documentations where specialist uses core-specialist vocabulary as well as ESP student may learn that core vocabulary in texts which are full of technical and semi-technical vocabulary and which is central to learning. 2. Spoken and written vocabulary The spoken text is an example of what Ure(1971) calls ‘language-in-action’, that is , people are using language as an accompaniment to the action they are engaged in, and the feeling of lightness or heaviness of vocabulary is what Ure calls ‘lexical density’(McCarthy:1990:71) The written text is less dependent on physical context and its words make specific reference to items in the situation. Speaking versus writing is one important dimension affecting lexical density, but some spoken modes(e.g. oral narrative, or a formal lecture) might be lexically quite dense.(McCarthy.1990:71) Although most of the existing literature on vocabulary has grown out of the study of written texts. spoken texts seem less ‘dense’ than the most written texts in vocabulary items, which is characterized in language-in –action texts; repetition and lexical negotiation occur much more often in spoken discourse than in written texts; vague and rather general words are more frequently used in everyday talk than in written texts. Spoken vocabulary is what we got from written vocabulary to use orally, by contrast we can’t use full written information in speech as well as possible, there are a lot of written information in the past and in the present, for using significant ideas, at first, we should consider which is more available and more demanding for job and for daily life to use. ESP students who study the written texts, based on technical and semi-technical vocabulary, consequently, will product spoken vocabulary which is resulted from the information of written vocabulary. That’s why spoken and written vocabulary is essential in ESP courses. 3. Procedural vocabulary Vocabulary used to explain other words, to structure and organize their meaning. Procedural Vocabulary consists of words with a high indexical potential, which means that they can be interpreted in a wide range of ways. Identifying items in the lexicon that seem to carry a heavy work-load(e.g. the core vocabulary) must include a consideration of how some words are characteristically used to talk about other words, to paraphrase them and define them and to organize them in communication. Widdowson(1983) describes this kind of vocabulary as ‘procedural’. Robinson (1988) refers to ‘this simple lexis of paraphrase and explanation’ to illustrate procedural vocabulary and calls the procedural words ‘the main element in our interpretation and categorization of specific frames of reference’:Ver-mic-u-lite-type of Mica that is a very light material made up of threadlike parts, that can be used for keeping heat inside buildings, growing seeds in, etc.(McC arthy.1990:51) We need sense (relations between words) and denotation (relations between words and the world) in conjunction. However, learners at all levels will need to confront the procedural lexicon of the language they are learning (McCarthy.1990:52) Widdowson (1983:92) makes a distinction between words which are schematically bound and words of high indexical (or procedural –they are synonymous) potential. The schematically bound words narrow the frames of reference and identify particular fields; ‘hydrometer’ has low indexical potential and will occur in a narrow range of texts identifiable within certain scientific and technical fields (McCarthy.1990:51) Procedural vocabulary is characteristically used to talk about, paraphrase, define and organize words in communication. They are commonly used in dictionaries to give definitions. Students of Petroleum engineering may find them useful when learning other words for the accumulation of their vocabulary. It is true that students are required procedural vocabulary that helps them understand the technical vocabulary used in the process of establishing word meaning. The important role of procedural vocabulary lies, therefore, in the assumption that meaning is not static, but can be negotiated through interaction between participants hence, demanding when? and why? Because of unknown technical and semi-technical vocabulary, which is quite complicated to understand, and is the main tool in the texts to apprehend their own specialty. ESP teachers should give definitions by using procedural vocabulary, which may give a specific description of the word. On the other hand, to use procedural vocabulary, ESP students need to know, approximately 2000 vocabulary words. After having gained them, students are able to define the technical and semi-technical vocabularies which are very complicated to comprehend and to predict. However, with the help of procedural vocabulary use, I believe that ESP teachers, after having used the procedural vocabulary, could give the exact definition of the unknown word. Consequently, ESP students may guess what it is in L1. That’s why the use of procedural vocabulary is essential in ESP classes. 4.Technical and semi-technical vocabulary Many ESP teachers have found that vocabulary can be one of the major problems that effect students’ understanding of scientific and technical texts. According to Kennedy Bolitho (1984), Trimble(1985) and Nation (1990), the difficulty lies not with technical vocabulary as such but, as Cohen et al. (1988: 153) put it: †¦even students with mastery over the technical terms become so frustrated in reading technical English that they seek native-language summaries of the English texts, or native-language books covering roughly the same material, or do not read the material at all, but concentrate rather on taking verbatim lecture notes. ESP students generally find their difficulties in reading Petroleum engineering texts because of not knowing technical and semi-technical vocabulary in L2, and this does indeed appear to be one of their major problems in comprehending texts of their subject area, especially during second and third years of study. Many of the problems that the students encounter in using English are related to comprehension, and are caused by their limited knowledge of vocabulary, including crucially, a lack of awareness of polysemy. Increasingly researchers have favoured the view that such an area of vocabulary creates significant barriers to students’ understanding of (ST) texts, but the discussion has been complicated by the use of several different terms for what appears to be the same intermediate-level area of difficulty, for which commentators such as Cowan (1974), Robinson (1980), Trimble(1985) and Tong(1993a, 1993b) use the term sub-technical vocabulary, while others use non-technical with or without (cf. Barber 1962; Nation 1990; Tao 1994), and still others use semi-technical (St John Dudley-Evans 1980; Farrell 1990; McArthur 1996b). We cannot teach our scientific and technical students the whole of the scientific vocabulary: this is beyond the capacity of any individual. Nor do we normally want to teach them the specialized technical terms of their own subject†¦.what the English teacher can usually hope to do is to teach a vocabulary which is generally useful to students of science and technology-words that occur frequently in scientific and technical literature of different types. Some of these words will be technical ones, but many will not. The real justification for having highly specialized texts is to achieve face validity. Learners may be more motivated by them, because they make the language seem more relevant. But learners can be fickle. And if the use of such texts makes work in the classroom difficult, learners will soon lose their liking for such texts (Tom Hutchinson and Alan Waters.1995:162) Coxed and Nation(2001) categorize vocabulary for teaching and learning into four groups of words: high frequency words, academic vocabulary, technical vocabulary, and low frequency vocabulary. They argue: ‘when learners have mastered control of the 2,000 words of general usefulness in English, it is wise to direct vocabulary learning to more specialized areas depending on the aims of the learners’ (p. 252-253).( Helen. Basturkemn.2006:17). According to Bloor and Bloor(1986), teaching a specific variety of English (ESP) can start at any level including beginners. Moreover, learning from the specific variety of English ( for example, English for doctors, English for hospitality), is highly effective as learners acquire structures in relation to the range of meanings in which they are used in their academic, workplace, or professional environments (Helen. Basturkmen. 2006:17) Sager(p-98) writes: terminology is an applicable field of study concerned with the creation, collection and ordering of the vocabulary of special languages†¦..this work is carried out by relatively few people for the benefit of all users of special languages. Sager notes the assumption that specialized communication can be made more effective If terms are formed according to certain prevailing patterns which have a predictive value. Alber-De Wolf( p-167) suggests that a good knowledge of term-formation processes improves the reading skills necessary for reading foreign LSP but most work in terminology is aimed not at teachers but at translators and, increasingly, at machine translation and the development of term banks( Ross, Thomas). Sager makes the important observation that terminology is not so fixed as might be supposed. (Pauline Robinson. 1991:27) Voracek compares terminology across the natural sciences and social sciences. He suggests that because political terminology can never be emotionally neutral, it can be hardly accurate and unambiguous and it will always cause problems for translators and interpreters. Economic terms, while emotionally neutral, also cause problems of translation across economic systems (Pauline Robinson.1991:27). In fact, technical terms which are used only in a specialized field are sometimes less troublesome than vocabulary that looks familiar. Students recognize the need to find meanings for technical terms, and most dictionaries define them. On the other hand, students assume they already know the meaning of an ordinary word, so they do not try to find a specialized meaning for it (Virginia French Allen.1983:88). Technical vocabulary is words or phrases that are used primarily in a specific line of work or profession. Similarly, engineer of petroleum engineering field needs to know technical words such as organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks and may acquire technical and semi-technical vocabulary in the Petroleum engineering texts where they come across frequently, and words which most people outside of that industry never use. In terms of language content, there is little reason why , say, a Biology text should be more useful to a Biology than, say, a Physics text. There is no grammatical structure, function or discourse structure that can be identified specifically with Biology or any particular subject. Such things are product of the communicative situation (lecture, conversation, experiment, instructions) and the level (engineer, technician, manager, mechanic, university)there are only two ways in which the subject has any kind of influence on the language content We can distinguish four types of vocabulary: -structural: are, this, only, however; -general: table, run, dog, road, weather, cause; -sub-technical: engine, spring, valve, acid, budged; -technical: auricle, schist some, fissure, electrophoresis. Technical vocabulary was used far less frequently than the non-technical. These technical terms are also likely to pose the least problems for learners: they are often internationally used or can be worked out from knowledge of the subject matter and common root. (Tom Hutchinson and Alan Waters.1995:166) Comprehension in the ESP classroom is often more difficult than in real life, because texts are taken in isolation. In the outside world a text would normally appear in a context, which provides reference points to assist understanding (Tom Hutchinson and Waters.1995:16) In terms of teaching in ESP, it is most important to make a distinction between the two types of vocabulary: technical and semi-technical because they are of great importance for learners to study English for specific purposes and academic purposes. Baker(1988) lists six categories of vocabulary, all of which relate to EAP. They are: 1. Items which express notions general to all specialized disciplines; 2. General language items that have a specialized meaning in one or more disciplines; 3. Specialized items that have different meanings in different disciplines; 4. General language items that have restricted meanings in different disciplines; 5. General language items that are used to describe or comment on technical processes or functions in preference to other items with the same meaning, for example occur rather than happen. 6. Items used to signal the writer’s intentions or evaluation of material presented (Dudley-Evans and St John. 1998:83). Dudley-Evans and St John (1998:83) suggest resolving the overlapping six categories (Baker, 1988:91) into two broad areas: A) Vocabulary that is used in general language but has a higher frequency of occurrence in specific and technical description and discussion. B) Vocabulary that has specialized and restricted meanings in certain disciplines and which may vary in meaning across discipline. It is quite clear that the first area would be referred to as semi-technical and the second area would be regarded as technical vocabulary. We can examine the following text to illustrate the difference among them below. Some extracts are taken from the texts of Petroleum engineering field, to analyze which is technical and semi-technical and what students of this area study during the class and what kind of information a ESP teacher should provide within the class. These texts are central in the heart of learning and there is a need, lack, desire of students to be competent with. In the second and third year courses, students of the Petroleum engineering field, in Karshi Engineering-Economics institute, the faculty of Oil and Gas, in Karshi, Uzbekistan, study this specialty in English during English classes. How may we inform them about the specific knowledge of their profession if we are not subject matter teachers? We are English language teachers who did not study the specialty of these students at all. Consequently, only the job for us to do is to teach these texts, which are written in English and specially contain technical and semi-technical vocabulary. 1. The thickness of the layers of sedimentary rocks may vary greatly from place to place. They can be formed by the mechanical action of water, wind, frost and organic decay. Such sedimentary as gravel, sand, and clay at the beginning and conglomerates, sandstones and clay schists later are the result of the accumulation of materials achieved by the destructive mechanical action of water and wind (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 2.The most principal kinds of sedimentary rocks are conglomerate, sandstone, siltstone, limestone and dolomite. Many other kinds with large practical value include common salt, gypsum, phosphate, iron oxide and coal (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 3. Fossils are usually found in sedimentary rocks, although, sometimes they may be found in igneous and metamorphic rocks as well. They are most abundant in mudstone, shale and limestone, but also found in sandstone, dolomite and conglomerates (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977: 108-109) 4. Liquid fuels are derived almost from petroleum. In general, natural petroleum, or crude oil, as it is widely known, is the basis of practically all industrial fuels. Petroleum is a mixture of hundreds of different hydrocarbons-compounds composed of hydrogen and carbon together with the small amount of other elements such as sulphur, oxygen and nitrogen. Petroleum is associated with water and natural gas(extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) 5. Of gaseous fuels the most important are those derived from natural gas, chiefly methane or petroleum. Using gaseous fuels makes it possible to obtain high thermal efficiency, ease of distribution and control. Today, gas is widely utilized in the home and as a raw material for producing synthetics. (extract from the text ‘Fossil Fuels) (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) The technical vocabulary is quite obvious. The items are: organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks, and etc. The semi-technical vocabulary items are as follows: mechanical action, liquid fuels, petroleum, industrial fuels, natural gas, raw material, layers, abundant, accumulation, destructive and chiefly, ease of distribution and control etc. As every specialist has their own specific vocabulary to use in speech and writing, the technical and semi-technical vocabulary is also the main source for Petroleum engineering students to go through. In fact, to succeed in comprehending the written vocabulary and spoken language in this area, ESP students should have access to these technical texts where they can find a way to know about this specialty in English. Technical and semi-technical vocabulary is the main instrument for survival in this area of study. As we can see from above, learners who will do academic study in English must focus on academic vocabulary which is variously known as ‘general useful scientific vocabulary’ (Barber, 1962) and semi-technical vocabulary (Farrell, 1990), because they need to exhibit a wide range of academic skills like reading about research papers in their own fields, listening to teachers speak about their work, writing academic papers and presenting oral or written evaluations of methods or results in many cases, or writing documentations of the industrial company where the learner may use technical words , which is very needful , and use it for communication with foreign company by doing export or import business. Technical and semi-technical vocabulary, which is used in this text, may not be occurred in the texts of other fields of study, for example, medicine, business, but it can occur in other parts of engineering areas. We may use general vocabulary in all fields of study where technical and semi-technical vocabularies of petroleum engineering field occur. With its importance shown above, technical vocabulary or semi-technical vocabulary should be given priority in teaching by ESP teachers because, according to Dudley-Evans and St John (1998:83), this type of vocabulary is used in general life contexts but has a higher frequency of occurrence in scientific and technical descriptions and discussions, especially in their specific field and conferences, meetings referring to specialty. ESP teachers should teach learners general vocabulary as well as technical vocabulary that has a higher frequency in a scientific field such as: -general: thickness, place, wind, frost, value, common, and etc. -petroleum engineering: organic decay, conglomerates, siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics and etc. -verbs: vary, achieve, found, form, derive from, include, compose, associate, obtain, utilize, produce. -collocations: destructive mechanical action, organic decay, accumulation of materials, hydrocarbons-compounds, associate with. The issue of teaching technical vocabulary It is often claimed that it is not the job of the ESP teachers to teach technical vocabulary (Barber, 1964; Higgens, 1966; Cowan, 1974). In general, we agree it is not but it may be the duty of ESP teachers to teach vocabulary in certain circumstances. Beyond the duty of ESP teacher In discussing the teaching of ESP it has often been said (Hutchinson and Waters, 1987; Higgins, 1966)that the teaching technical vocabulary is not the responsibility of the EAP teacher and that priority should be given to the teaching of ‘semi-technical’ or ‘core vocabulary’. The technical vocabulary is rather more complicated than the simple notion that the ESP teacher should not touch it. While in general we agree that it should not be the responsibility of the ESP teacher to teach technical vocabulary, in certain specific contexts it may be the duty of the ESP teacher to check that learners have understood technical vocabulary appearing as carrier content for an exercise. It may also be necessary to ensure that learners have understood technical language presented by a subject specialist or assumed to be known by a subject specialist (Dudley-Evans and St John. 1998:81) In any ESP exercise which exploits a particular context, that context will use certain technical vocabulary. It is important that both the teacher and the learners appreciate that this vocabulary is acting as carrier content for an exercise, and is not the real content of the exercise. However, students usually need to be able to understand the technical vocabulary in order to do exercise (Dudley-Evans and St John. 1998:81) How do we deal with this technical vocabulary? In some circumstances a term will be cognate with the equivalent term in the students’ first language and will not therefore cause difficulty. If the term is not cognate and is unfamiliar, then it may need to be introduced and explained before the exercise is tackled. In many cases there is a one-to-one relationship between the terms in English and the learners’ L1 and so it will be enough to translate the term into the L1 after a brief explanation (Dudley-Evans and St John. 1998:81) A technical word is one that is recognizably specific to a particular topic, field or discipline. It is likely that they can only be learned and understood by studying the field. Such words are considered to be the responsibility of the subject teachers. Strevens (1973:223) claims ‘that learners who know the scientific field may have little difficulty with technical words; but a teacher who may not have a great deal. We can examine the examples in the given text. Technical words like organic decay, sedimentary, igneous, metamorphic rocks, limestone, clay schist, methane and others are specialized words in the field of petroleum engineering, which may be quite easy for a student in L1, who studies the petroleum engineering. However, it is a different matter for ESP teachers. There are some other technical words that are quite familiar to learners even if learners are not studying the specific discipline to which the technical words belong because the words are widely, even internationally, known. Some very frequently occurring words in computer science, such as browser, program, log, hypertext and internet, are quite familiar to learners and these technical words have a high frequency occurrence in the texts of computer sciences and in information. The English teacher is an ideal informant, who may inform the students of the petroleum engineering field with the information of their profession in L2 for non-native speakers. Even if it is the beyond of his/her duty, the English teacher should certainly explain the technical and semi-technical words in L1 or in L2 for successful learning. As a matter of fact that English teacher teaches texts, which are full of technical and semi-technical vocabulary. That’s why ESP teacher should know the subject matter in L1 and in L2, if not, not be able to teach the students of petroleum engineering field because of not knowing specialist knowledge. Furthermore, even he/she can’t translate the text. As a result, no well-designed teaching will be done. A teacher of General English may not know the technical and semi-technical words because she/he is not a specialist of this area. For example, the English teacher who teaches medical students should know the medical terminology. If she/he does not know the technical vocabulary relating to medicine, how can she/he help the translation of meaning of medical treatments or drugs which is being manufactured in Foreign country, most medicine production instruction is written and explained, given information about medical drugs, and available devices in English. That’ why the role of Technical and semi-technical vocabulary is not only valuable in the Petroleum engineering field, but also important in other fields of study. The ESP teacher should corporate with subject matter teacher in order to know subject matter for successful teaching. Which vocabulary type should the ESP teacher teach? According to Hutchinson and Waters, (1987) ESP should be seen as an approach to language teaching, which is directed by specific and apparent reasons for learning. The main of their vocabulary acquisition is surely academic vocabulary and they mainly learn technical and semi-technical vocabulary of their specialty in texts, which are main support for learning their specific field through unfamiliar words. The text is an informant where has full of special information for learners’ desire, and learners try to predict what the word is about with his/her specific background knowledge and define the word. Nowadays, a lot of Educational grant programmes demand English knowledge as well as with specific disciplines, where learners study subject matter in English. That’s why learner, who is willing to study in European or US, Foreign universities and desires to make a progress in profession, consequently, needs to learn technical vocabulary. Learning technical and semi-technic al vocabulary is the most essential need for such desire, and teaching technical and semi-technical vocabulary is more demanding. Learnability Ease or difficult in the learnability of vocabulary is not unconnected with the notion of frequency, since the most frequent words will probably be absorbed and learnt simply because they occur regularly. But words may be easy or difficult for a variety of other reasons, and may need special attention or focus in teaching. 1. Words may present spelling difficulties. Even native speakers of English have difficulty remembering whether single or double consonants appear in words like ‘occurrence’, ‘parallel’, and ‘beginning’. Languages with more regular spelling patterns present fewer difficulties of this kind. 2. Words may present phonological difficulties, either because they contain awkward clusters of sounds ( English ‘thrive’, ‘crisps’), or because spelling interfaces with perception of what the sound is (English ‘worry’ is regularly pronounced by learners as if it rhymed with ‘sorry’). Such words may be effectively learned in all other respects, but pronunciation may remain a long-term difficulty, especially where old habits are ingrained. 3. The syntactic properties of words often make them difficult. In English, ‘want’ presents fewer syntactic difficulties than ‘wish’, ‘want’ is followed by an infinitive and / or an object; ‘wish’ may be followed by a variety of verb patterns in ‘that’ clauses, as well as by the infinitive. 4. Words may be perceived as very close in meaning by the learner, and therefore difficult to separate one from another. ‘Make’ and ‘do’ are notorious in this respect in English. Learners of Spanish often find it difficult to separate ‘ser’ and ‘estar’, which to the English-speaker seem both to mean ‘be’. The difficulty, or lack of difficulty, a word presents may override its frequency and/or range, and decisions to bring forward or postpone the teaching of an item may be based on learnability. Published materials handle features of learnability and difficulty in different ways.p-86 (McCarthy) Difficulty and learnability cut right across the notions of frequency and range. We cannot predict that just because a word is frequent it will be learnt quickly and thoroughly or, conversely, that, because a word is infrequent, it will not be easily learnt. Technical and semi-technical vocabulary has also difficulties for pronunciation and for communication to study.

Louis Pasteur: Greatest Achievements Essay -- essays research papers

To: From: Re: Louis Pasteur Louis Pasteur: Greatest Achievements   Ã‚  Ã‚  Ã‚  Ã‚  Louis Pasteur was one of the most important scientists of our time. The foundation of our knowledge about health and disease comes from the discoveries of this one man. He made many discoveries and solutions for problems of the every day life that are still in effect today.   Ã‚  Ã‚  Ã‚  Ã‚  Pasteur was born on December 27, 1822 in a little town called Dà ´le in the foothills of the Jura Mountains of eastern France. When he was five years old his family moved to Arbois where he grew up with his father, mother, and three sisters. While attending primary school Pasteur was only an average student. Some considered him to be slow because he worked so hard on an exercise problem to make sure that he had the right answer. While in high school Monsieur Romanet, Pasteur’s principal, became interested in Pasteur and began to help him with his studies. With this encouragement Pasteur became a very good student. The principal suggested that he aim to attend Ecole Normale in Paris where he could become a professor at one of the great universities, however his father felt that this was far-fetched and preferred that Pasteur attend a more local school (Burton, 5-7).   Ã‚  Ã‚  Ã‚  Ã‚  Although his father had other plans for him, Pasteur had the opportunity to attend a preparatory school in Paris before going on to Ecole Normale, however when he got to Paris he became very homesick and his father soon arrived to take him home. After returning to Arbois Pasteur attended a local school named Besancon where he worked very hard and became one of the top students in his class. In 1842 Pasteur passed the admission tests to attend Ecole Normale however he was rated fifteenth of twenty-two candidates and this was not good enough to satisfy him. He continued to study and finally in 1843 Pasteur sailed through his admission tests and was awarded fourth place among the other candidates (Burton, 7-11).   Ã‚  Ã‚  Ã‚  Ã‚  Although Pasteur is sometimes considered to be the father of microbiology and immunology, he actually launched his career as a chemist who studied the shapes of organic crystals. Crystallography was just emerging as a branch of chemistry and his project was to crystalize a number of organic compounds. While working on this project he began... ..., the boy made a full recovery (Nicolle, 199-200).   Ã‚  Ã‚  Ã‚  Ã‚  After making his discovery about rabies his health began to deteriorate and he suffered from paralysis on his left side from a serious stroke. This made his work in the laboratory extremely difficult. Pasteur died in 1895 after suffering from additional strokes. Pasteur was a great man with a great mind. Because of his many discoveries there are many people that owe him their lives. Without his brilliance the medical sciences would be at a complete loss today.   Ã‚  Ã‚  Ã‚  Ã‚   Works Cited   Ã‚  Ã‚  Ã‚  Ã‚  Benz, Francis E.. Pasteur Knight of the Laboratory. New York, New York: Dodd, Mead and Company, 1938. 73-141.   Ã‚  Ã‚  Ã‚  Ã‚  Burton, Mary June. Louis Pasteur Founder of Microbiology. New York, New York: Franklin Watts, Inc., 1963. 5-77.   Ã‚  Ã‚  Ã‚  Ã‚  Cohn, David V.. â€Å"The Life and Times of Louis Pasteur.† University of Louisville School of Dentistry. 11 Feb. 1996. 45 pars. 7 Mar. 2004.   Ã‚  Ã‚  Ã‚  Ã‚  Nicolle, Jacques. Louis Pasteur The Story of His Major Discoveries. New York, New York: Basic Books, Inc., 1961. 192-200.

Advantage of English over Folk Language in Education Essay

I. Acknowledgement The researchers wish to acknowledge and thank with profound gratitude, heartfelt appreciation and warmest sincerity the assistance extended by the people who helped them in making this research possible. II. Introduction Nowadays, elementary teachers are using folk languages in teaching due to the DepEd-implemented curriculum, thus, using English only to the subject itself and introducing another subject, the native folk language. This study was conducted due to the urge of witnessing the good and bad effects of the said curriculum.  This study was also conducted by the researchers to prove that English in elementary education makes learning easier than the implemented usage of folk language. III. Statement of the Problem Is the usage of English better than the usage of native folk language in teaching, specifically in elementary education? IV. Scope and Limitation This research was focused on the comparison between the effects of English and folk language on primary education. The study was conducted in the Tumbar Elementary Education. Twenty Grade-II students were used to test the problem. V. Presentation, Discussion and Findings A demonstration on how to make an origami crane was done in front of the Grade II students. Ten students were used for the demonstration using the English language and another 10 students was used for the demonstration using folk language, specifically, Pangasinan. After the demonstration, the students were asked to make their own origami crane individually.  The students that were used in the demonstration using English made 6 neat, proper and good-looking cranes. On the other hand, the students that were used in the demonstration using Pangasinan made 4 cranes. VI. Conclusion and Recommendation Based from the data gathered, it is obvious that using the English language, the students were able to cope faster and make a beautiful crane using paper. Therefore, the researchers concluded that the usage of English is better than the usage of native folk language in teaching, specifically in elementary education. For further improvement, the researchers recommend to have not just a demonstration but also a long-term study and analysis concerning the problem. VII. Glossary Origami – art of folding paper to create three-dimensional figures of animals, people, objects, and abstract shapes. The word is Japanese, literally meaning to fold (oru) paper (kami) Folk language – traditional language used in a small area or a province; local language Crane – any of 15 species of tall wading birds of the family Gruidae (order Gruiformes). Superficially, cranes resemble herons but usually are larger and have a  partly naked head, a heavier bill, more compact plumage, and an elevated hind toe. In flight the long neck is stretched out in front, the stiltlike legs trailing out behind. VIII. Bibliography http://www.monkey.org/~aidan/origami/crane/ http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html http://www.ccc.commnet.edu/mla/index.shtml http://www.britannica.com/EBchecked/topic/141746/crane

Current Ethical Issues Paper

Current Ethical Issues Paper Heidi L. Hinckley XMGT/216 December 16, 2012 Dan Mitchell In creating this paper I have decided to use the Kudler Fine Foods organization, due to the fact that I enjoy trying new flavors from around the world. Kudler Find Foods is â€Å"a local upscale specialty food store† (Kudler website) located in California. Kudler Fine Foods currently has three locations in the state of California. There focus is to bring the finest foods and finest team members they can to their potential customers.They offer a wine steward at each location, as well as monthly classes for customers to lean about various wines in the store. Kudler Fine Foods wants to promote the best in food and service. The Kudler Fine Foods organization first opened their doors on June 18, 1998. The owner and creator, Kathy Kudler, decided to take her passion for gourmet cooking and turn it into a business that she could be successful at as well as enjoy doing. That success has been proven in the opening of two additional stores one in 2000 and another in 2003.Kudler Fine Foods offers a variety of ingredients, fresh baked goods, meats, local seafood, cheeses and wines. Kudler Fine Foods is a one stop shop for any gourmet cook or even want to be gourmet cook in the family. One large ethical issue is the lack of leadership on the part of the owner Kathy Kudler. She lacks interaction with her customers as well, spending most of her time doing all of the ordering for all three of her stores. This can create large ethical issues in that she is not in touch with what her customers really want.There is also the ethical issue of using family to when referring to legal issues. First is the issue of nepotism and secondly there is the advice to always settle on customer accidents. This action makes the business appear as if they are always at fault and not taking the customers safety into consideration. Another issue that jumped right out is in the wording of certain areas of he r website. If she truly wants to bring the best to everyone, then she needs to remove statements from her website that list herself as upscale.I understand that she is trying to create an atmosphere, but in that statement it would seem that she only want to work with certain kinds of customers. This could lead some consumers to think that they are not welcome in her stores. .Kathy Kudler has a moral and ethical obligation as a business owner to promote an atmosphere that is open and welcoming to all. There is also the questionable promotion on Kudler Fine Foods website on how they only hire the best employees.Although I personally understand the statement, it can be considered unethical in the terminology. There is an insinuation that in that way that terminology is presented. There should be a change there in that all Kudler Fine Foods employees are trained to assist customers with any questions they may have on the products that are available in the store. There is also an ethical issue in the description of the stores themselves. The website promotes the locations as â€Å"8,000 square feet of retail space in a fashionable shopping center† (Kudler Fine Foods).Again the terminology in that statement may be perceived as condescending as if certain individuals would not be welcomed within the locations. With a store like this it is important that if you are promoting the flavors of the world they you would also represent the people of those regions. A diverse workforce that is familiar with these ingredients and foods would also show that the owner take a strong diverse attitude with her business. This would also bring a welcoming atmosphere to all in the neighborhoods around these store locations.If Kathy Kudler makes that type of promotion that her store is diverse and open then her stores will be considered a gem in their neighborhoods and she will continue see more growth, and it may even be faster than she planned. Offering top services to her cust omers, by offering the best training and information for her employees, will help to lead to a business that Kathy Kudler can not only be successful at but that she can also enjoy doing. Reference: https://ecampus. phoenix. edu/secure/aapd/cist/vop/index. html https://ecampus. phoenix. edu/secure/aapd/cist/vop/Business/Kudler2/internet/index. asp

Free Essays on Daughters Of The Late Colonel

From this anthology of short stories, many lessons can be learnt and each one is entertaining in its own way but the one that stands out is Katherine Mansfield’s Daughters of the Late Colonel. The first lesson this story teaches is the importance of having a mind of your own. It is the sisters’ lack of decisiveness and a mind of their own that leads to their sad unfulfilment in their lives. Years of dependence on their domineering father has sapped them of any decision-making powers. Their inability to make decisions for themselves are shown when they cannot come to a consensus regarding Kate - â€Å"on this one subject I’ve never been able to quite make up my mind† – and their dismay towards their first ever decision of burying father. Helpless without their father to make their decisions for them, both sisters end up being bound forever to the memory of their father and forgetting â€Å"what it was (they were) going to say†. They will continue to live in the void created by the demise of their father, never being able to step out. The second lesson that can be learnt is the effects of parental influence. Throughout the whole story, the huge extent of control their father wields over them can be seen. All their lives, everything that Josephine and Constantia have done are out of fear of their father. And we can see that even after the colonel has died, his presence lingers on â€Å"in the top drawer with his hankerchiefs and neckties, or in the next with his shirts and pyjamas, or in the lowest of all with his suits.† He is in the wardrobe â€Å"among his overcoats†, he lives on in the hearts and minds of Josephine and Constantia and he lives on through Kate and Nurse Andrews. The fact that Josephine and Constantia hold on to this twisted belief that their father is never really gone show the extent their dysfunctional childhood with the colonel. Another lesson is how to deal with death. As this story spans â€Å"the week aft... Free Essays on Daughters Of The Late Colonel Free Essays on Daughters Of The Late Colonel From this anthology of short stories, many lessons can be learnt and each one is entertaining in its own way but the one that stands out is Katherine Mansfield’s Daughters of the Late Colonel. The first lesson this story teaches is the importance of having a mind of your own. It is the sisters’ lack of decisiveness and a mind of their own that leads to their sad unfulfilment in their lives. Years of dependence on their domineering father has sapped them of any decision-making powers. Their inability to make decisions for themselves are shown when they cannot come to a consensus regarding Kate - â€Å"on this one subject I’ve never been able to quite make up my mind† – and their dismay towards their first ever decision of burying father. Helpless without their father to make their decisions for them, both sisters end up being bound forever to the memory of their father and forgetting â€Å"what it was (they were) going to say†. They will continue to live in the void created by the demise of their father, never being able to step out. The second lesson that can be learnt is the effects of parental influence. Throughout the whole story, the huge extent of control their father wields over them can be seen. All their lives, everything that Josephine and Constantia have done are out of fear of their father. And we can see that even after the colonel has died, his presence lingers on â€Å"in the top drawer with his hankerchiefs and neckties, or in the next with his shirts and pyjamas, or in the lowest of all with his suits.† He is in the wardrobe â€Å"among his overcoats†, he lives on in the hearts and minds of Josephine and Constantia and he lives on through Kate and Nurse Andrews. The fact that Josephine and Constantia hold on to this twisted belief that their father is never really gone show the extent their dysfunctional childhood with the colonel. Another lesson is how to deal with death. As this story spans â€Å"the week aft...

What Does It Really Take to Get Into Dartmouth?

Each year, thousands and thousands of hopeful college applicants wait with bated breath to hear back from Dartmouth College, the smallest of the Ivy Leagues. With the number of college applicants on the rise, college admissions have never been so competitive, but the good news is that there are some things that savvy applicants can do to stand out. In this post, we’ll share our top tips for scoring that increasingly rare acceptance to Dartmouth College. Keep reading to unlock our unique insights, gained through our experience with thousands of Ivy League applicants. It should come as no surprise that we’ve written about getting into Dartmouth before. In fact, for a comprehensive overview of all the nitty gritty, including school statistics, requirements, and deadlines, don’t miss our post The Ultimate Guide to Applying to Dartmouth College . In this post, we’ll focus specifically on your application and how you can ensure you’re optimized your chances of getting in. Of course, the first thing you need to do is make sure you meet the basic requirements. This includes getting your application in before the deadline and ensuring that it includes all the required elements. Dartmouth College accepts both early decision (ED) and regular decision (RD) applications. The deadline for ED applications is November 1st. Remember that if you apply early decision, you may only apply to one school and are committed to attending should you be accepted. For more information, don’t miss our post Early Decision versus Early Action versus Restrictive Early Action . The regular decision deadline is January 1st. Dartmouth College accepts the Common Application and the Coalition Application (CAAS). They do not accept the Universal Application. To learn more about the Common Application, don’t miss our post A User’s Guide to the Common App . To complete your application to Dartmouth College, you’ll need to be sure you include: In addition, it is recommended (though not required) that you submit scores from at least two SAT Subject Tests and a recommendation written by a peer. Again, these elements are not required, but they are recommended and you should submit them wherever possible. Dartmouth College is among the most selective colleges in the country. It accepted just 8.7% of its 22,033 applicants to the class of 2022. Applications to Dartmouth have risen 10% over the last year and its most recent admissions cycle was its largest applicant pool in five years. Dartmouth has also increased its yield recently, meaning that it has recently begun to garner a higher percentage of accepted students than in prior years. For this reason, the admissions committee is handing out fewer acceptances than in years past. The yield for the class of 2022 was 61%, the highest in 25 years. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. With such a competitive selection process, Dartmouth College has the ability to be very picky about who it accepts. Ultimately, admissions are offered to students who meet its standards both in terms of academics and achievements outside of the classroom. Dartmouth is of course very selective academically. Students admitted to the class of 2022 achieved a mean SAT score of 1497 or a mean ACT score of 33. 97% of students whose high schools rank students were ranked in the top 10% of their graduating class. Doing well academically is definitely a top priority for students who want to attend Dartmouth, but it is not the only factor considered. Dartmouth values diversity of all kinds. 15% of its admitted students were first-generation college students this year, and 50% are students of color. 11% of the admitted class are foreign citizens and 60% applied for financial aid. Dartmouth also places high value on community, a stance that was reinforced by President Philip J. Hanlon when he welcomed the class of 2022 to campus. â€Å"The search for truth is a team sport, most effectively done when ideas and opinions are exchanged in an open and respectful manner,† he reminded students. To get into Dartmouth, you’ll need to prove that you’re not only a strong student academically, but also that you’re a positive contributor to your community. This is hard for the admissions committee to glean from an application, so you should strive to highlight it through your essays, extracurriculars, and recommendations. Start Early . Don’t rush your college application. You’ll need plenty of time to mull over your essays and short answer questions, and even more time to edit and proofread. If you’ve left your college applications to the last minute, you’ll be at a disadvantage at selective schools like Dartmouth. Highlight Your Value to Your Community. Dartmouth values respectful discourse, cooperative work, and students who work to change the world. You can most easily highlight these skills through your extracurriculars. Try to engage in activities that give back to your community in some way and that show a commitment to civic duty and teamwork.   Ã‚   Consider Early Decision. Of the 1,925, students offered admissions to the class of 2022, 525 were accepted through the Early Decision program. This means that your odds of getting in are significantly increased by applying early. Be Yourself. Admissions committees see a lot of applications over admissions season and they are well trained at recognizing when a student is being true to him or herself. Be authentic and genuine and unapologetically you. If you don’t get in, at least you’ll know if was the real you who didn’t fit, and you can take comfort in knowing the real you will do better elsewhere. Dartmouth is extremely selective and many top students ultimately are rejected. In fact, far more academically qualified students apply to Dartmouth than it is able to accept each year. This means that it routinely turns away students who present top SAT scores and high GPAs. While it can be hard to move past a rejection, try not to dwell on it. Dartmouth does not accept admissions appeals, so don’t waste your time formulating any compelling arguments to change their mind. Dartmouth does accept transfer students, though, and you are allowed to reapply as a freshman another year if you choose to take a gap year. While neither of these should be your knee-jerk reaction after a rejection, they are opportunities to consider if you are well suited to them in other ways too. To learn more about gap years, check out our post What Are the Pros of Taking a Gap Year? and What You Need To Know When Applying to Colleges After a Gap Year . For more about transferring, see our post Transferring Colleges: Opportunity Costs to Consider . Sometimes, the easiest choice after rejection is simply to set your sights elsewhere. While this can initially be a bitter pill to swallow, it’s important to remember that ultimately it’s not where you go to college that matters, but what you do with your time there. For our advice on adjusting to life at a college that wasn’t your first choice, read our post Envisioning a New Future: Preparing for Life at Your Second-Choice (or Third, or Fourth) School .

Capital Punishment and Execution in the US Research Paper

Capital Punishment and Execution in the US - Research Paper Example The major methods of execution used in the past included the exposure of the defendant to a firing squad. There was also the use of gas chambers as well as hanging and electrocution (Weisenberg). Another method which was introduced later, and is mostly used today, is the use of lethal injection to poison the criminal. One of the most talked of execution is that of Pedro Medina in March 1997; one that most people have criticized and termed notorious (Gromer and Gromer). Initially adopted by 38 states, capital punishment has since been banned by law in 34 states. Some more states have put it on hold while a few still think that it should just be practiced extensively (CNN 1). Capital punishment has been an issue of social contention in the US, of late. Many Americans have maintained a support for it, particularly in murder cases. However, the support has been in the decline following strong criticism from some sectors of the American community. I concur with many that there is nothing good in taking someone’s life, and therefore, more humane ways need to be in place for carrying out the duty. I hereby beg to admit that, despite the cruelty in it, sometimes our emotions push us towards seeing the positive side of it. There has also been a widespread debate on whether or not the executions should be televised. My paper seeks to look at the pros and cons associated with both the idea of capital punishment and the television of the executions. It is a fact that many court TV and other television networks today attempt to cover proceedings on criminal cases. They also go as far as televising the cases to interested viewers from homes. Some media executives and lawyers have foreseen a possibility of a future broadcast of the executions too. They use the case of San Francisco’s KQED-TV as an indicator. This television station hit news headlines a few years ago when it asked for permission to record a murderer’s execution. The station intended to sho w the unedited tape of Robert Alton Harris’ execution, though late in the night when children had slept (Weisenberg). It is interesting to note that both proponents and opponents of capital punishment sometimes, ironically, find themselves as strange bedfellows whenever there is a debate on whether the executions should be broadcasted on TV or not. It is common to find a person who is against capital punishment yet they support the idea of televising the executions. Likewise, some proponents of the punishment also tend to strongly oppose the idea of televising the executions. For those who support capital punishment, televising executions will only serve to promote sympathy for the criminals. This sympathy may blind the general public to an extent that they may not realize the injury the criminal meted on their victim. The opponents of capital punishment, on the other hand, oppose the idea of television on grounds that it has the ability to reduce the death penalty to a few m inutes’ affair. This is so false because the pain covers even the time a criminal spends several sleepless nights in anticipation of the fateful day. Some people also think that showing the executions on TV may give a haunting picture to the viewers, especially the emotionally and psychologically unstable ones, including young children (Bender 1). Televising the executions may also make the execution seem, to many people, as a form of