The Large Hadron Collider and the Frontier of Physics

The science of particle physics looks at the very building blocks of matter — the atoms and particles that make up much of the material in the cosmos. Its a complex science that requires painstaking measurements of particles moving at high speeds. This science got a huge boost when the Large Hadron Collider (LHC) began operations in September 2008. Its name sounds very science-fictiony but the word collider actually explains exactly what it does: send two high-energy particle beams at nearly the speed of light around a 27-kilometer long underground ring. At the right time, the beams are forced to collide. Protons in the beams then smash together and, if all goes well, smaller bits and pieces — called subatomic particles — are created for brief moments in time. Their actions and existence are recorded. From that activity, physicists learn more about the very fundamental constituents of matter. LHC and Particle Physics The LHC was built to answer some incredibly important questions in physics, delving into where mass comes from, why the cosmos is made of matter instead of its opposite stuff called antimatter, and what the mysterious stuff known as dark matter could possibly be. It could also provide important new clues about conditions in the very early  universe when gravity and electromagnetic forces were all combined with the weak and strong forces into one all-encompassing force. That only happened for a short time in the early universe, and physicists want to know why and how it changed.   The science of particle physics is essentially the search for  the very basic building blocks of matter. We know about the atoms and molecules that make up everything we see and feel. The atoms themselves are made up of smaller components: the nucleus and electrons. The nucleus is itself made up of protons and neutrons. Thats not the end of the line, however. The neutrons are made up of subatomic particles called quarks. Are there smaller particles? Thats what particle accelerators are designed to find out. The way they do this is to create conditions similar to what it was like just after the Big Bang — the event that began the universe. At that point, some 13.7 billion years ago, the universe was made only of particles. They were scattered freely through the infant cosmos and roamed constantly. These include mesons, pions, baryons, and hadrons (for which the accelerator is named). Particle physicists (the people who study these particles) suspect that matter is made up of at least twelve kinds of fundamental particles. They are divided into quarks (mentioned above) and leptons. There are six of each type. That only accounts for some of the fundamental particles in nature. The rest are created in super-energetic collisions (either in the Big Bang or in accelerators such as the LHC). Inside those collisions, particle physicists get a very fast glimpse at what conditions were like in the Big Bang, when the fundamental particles were first created. What is the LHC? The LHC is the largest particle accelerator in the world, a big sister to Fermilab in Illinois and other smaller accelerators. LHC is located near Geneva, Switzerland, built and operated by the European Organization for Nuclear Research, and used by more than 10,000 scientists from around the world. Along its ring, physicists and technicians have installed extremely strong supercooled magnets that guide and shape the beams of particles through a beam pipe). Once the beams are moving fast enough, specialized magnets guide them to the correct positions where the collisions take place. Specialized detectors record the collisions, the particles, the temperatures and other conditions at the time of the collision, and the particle actions in the billionths of a second during which the smash-ups take place. What Has the LHC Discovered? When particle physicists planned and built the LHC, one thing they hoped to find evidence for is the Higgs Boson. Its a particle named after Peter Higgs, who predicted its existence. In 2012, the LHC consortium announced that experiments had revealed the existence of a boson that matched the expected criteria for the Higgs Boson. In addition to the continued search for the Higgs, scientists using the LHC have created whats called a quark-gluon plasma, which is the densest matter thought to exist outside of a black hole. Other particle experiments are helping physicists understand supersymmetry, which is a spacetime symmetry that involves two related types of particles: bosons and fermions. Each group of particles is thought to have an associated superpartner particle in the other. Understanding such supersymmetry would give scientists further insight into whats called the standard model. Its a theory that explains what the world is, what holds its matter together, and the forces and particles involved. The Future of the LHC Operations at the LHC have included two major observing runs. In between each one, the system is refurbished and upgraded to improve its instrumentation and detectors. The next updates (slated for 2018 and beyond) will include an increase in collisional velocities, and a chance to increase the luminosity of the machine. What that means is that LHC will be able to see ever more rare and fast-occurring processes of particle acceleration and collision. The faster the collisions can occur, the more energy will be released as ever-smaller and harder-to-detect particles are involved. This will give particle physicists an even better look at the very building blocks of matter that make up the stars, galaxies, planets, and life.

Factors Persuading Criminal Justice Staff Conduct Paper

Factors persuading criminal justice staff conduct paper University of Phoenix Factors persuading criminal justice staff conduct paper Many things play a role influencing how criminal justice officers will act and how the actions will affect the criminal justice system and the society that they have to protect and serve on a daily basis because of the influences of their actions. In the paper, it will be discussed the assess risk, responsibility, and financial effect working together with discretionary power worked out. By staff in the criminal justice system, and What part does a civilian oversight committee have in guaranteeing authoritative forces not manhandled as it applies to policies, procedures, risk, monetary elements, and†¦show more content†¦The reputation can also obtain easy to lose, also, on the bottom line; the implication can feel because of this too. The organizations sometimes have suffered losses for the reason of the illegal acts of their employees every so often. It can have disastrous effects the Barings banker Nick lesion who was trader set up illegal accounts, also made significant a mounts of debt as consequences of illicit trade gambling. He sentenced to the prison term after they captured him when he had run his left in the bank so much debt that they had declared bankruptcy because of him (Davies, S.J., heating, C.A., 2008). This procedure for what it is inside of this article it discusses the accompanying inconspicuous wonder, which inheres in the system of criminal procedure deciding. The criminal procedures system of choice making, stretch the Supreme Court, to delegate discretionary power to police authorities. At that point the courts constitutional objectives can make right with the meaning, this system over delegation does not form the Supreme Court’s opposition. To secure rights in the criminal procedures in its place it goes up from a set, of institutional stresses that within the mixture distinguish criminal procedures from various types of constitutional decision-making. The recognizing the situation of the structure ove rde within the article it helps make sense that complicates normative with the debate about the Supreme Court’s decisions in criminal procedures (ORourke,Show MoreRelatedExaming the Cultural Practice of Ukuthwala and Its Impact on the Rights of the Child13071 Wor ds   |  53 Pagesthroughout their lives. Harmful traditional and cultural practices maintain the subordination of women in society and legitimize and perpetuate gender based violence. This paper attempts to closely examine the practice of ukuthwala in the Eastern Cape which is proving to be a harmful traditional practice. 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Mattel Case Study Free Essays

Recently Mattel faced challenges regarding their toys manufactured in China. They found out that these toys made in China have high lead content that can poison children. Mattel immediately recalled these toys, specifically: 253,000 â€Å"Sarge Cars,† â€Å"345,000 batman, 683,000 Barbie and Tanner sets and 1 million Doggie Day Care Sets (iVillage, 2007). We will write a custom essay sample on Mattel Case Study or any similar topic only for you Order Now Mattel immediately asked their retailers to recall these toys. How did the management of Mattel arrive to this kind of decision in order to solve this problem? This study will examine the decision process. Mattel believes in proper management is important to ensure the success of the company. And to be able to achieve it, a good manager is needed. Managers are vital ingredient of a company’s success because they are the ones responsible i company (Long, 1998). Ethics is also vital in an organization. Several times we hear about organizations being hit by scandal dealing with issues of ethics, integrity and trusty. In reality, several organizations are ethical and are not beset with scandal, lawsuits and investigations. The reason most organizations considered ethical are not dealing with this negative press is because many have instilled a culture of ethics and integrity. Since Mattel believes that ethics will be helpful to their productivity and survival, as contrast to what is perceived on television, for example, where people at all means do whatever they could to achieve something, even if it meant being dishonest. (p. 208) Mary Guy (1990) wrote that individuals who are considerate with regards to making ethical decisions influence the new comers of the organization, and will later on develop their own sensitivity on ethics. (p. 161) Ethics requires the decision maker to consider things based on important values. (p. 5). According to Jacobs and Jaques (1987), the skill requirement at the organizational level requires ethics because it is responsible for the organization’s reputation of their products and services. The company should respond to the social and community needs and it should also be concerned with public relations. (p. 31) The influence of ethics in decision making is crucial because the company or organization judges a situation based on what is morally right and fair for their clients or consumers. Not only will they lose their regulars if they fail, but they will also lose potential patrons (McGregor, 2004). They also base their decisions on how wise it should be. Seldom are there companies who are gearing towards unethical decisions just for the sole reason of achieving a goal (Minor, 2002). Usually, success comes with the right, ethical, decisions; and it has been proven for many years that is why organizations are required to make these sound judgments. References Guy, M.E. (1990). Ethical Decision Making in Everyday Work Situations. Westport, CT: Quorum Books Jacobs, T.O., Jaques, E. (1987). LEADERSHIP IN COMPLEX SYSTEMS. In J. Zeidner (Ed.). Human Productivity Enhancement: Organizations, Personnel, and Decision Making Vol. 2. Volume: 2, (pp. 7-31). New York: Praeger Publishers Long, B.C. (1998) Coping with Workplace Stress: A Multiple-Group Comparison of Female Managers and Clerical Workers. Journal of Counseling Psychology. 45(1): 65 McGregor, G. (2004, October 8). Service Network. Journal of Counseling Psychology. 45(1): 65 Miner, J.B. (2002) Organizational Behavior: Foundations, Theories, and Analyses. Oxford University Press. New York: Oxford University Press. iVillage.com (2007) Mattel Toys Recalled from China. www.iVillage.com How to cite Mattel Case Study, Free Case study samples

Myotome Poem Example For Students

Myotome Poem C1,2 I nod to you -Neck flexion/extension C3 Dont tickle me -Neck lateral flexion C4 Im not sure shoulder elevation C5 Feel alive Shoulder flexion, abduction and lateral rotation C6, 7, 8 Close the gate Shoulder extension, adduction and medial rotation C5,6 Pick up sticks Elbow flexion C7,8 Lay them straight Elbow extension C5, 6 Flick my wrists Forearm supination C7,8 The time is late -forearm pronation C6, 7 Fly up to heaven Wrist flexion and extension C7 Paper finger extension C8 Rock Finger flexion T1 Scissors Finger abduction and adduction L2, 3 Lift my knee Hip flexion L3,4 Kick the door knee extension (and knee jerk reflex) L4,5 Foot points to the sky ankle dorsiflexion L4, 5 Extend my thigh Hip extension L5, S1, (S2) Kick my bum, (run to poo) knee flexion S1,2 Stand on my shoes Ankle plantarflexion (and ankle jerk) (Babinski in L5,S1,S2) L2,3,4 Modestly close the door Hip adduction internal rotation L4- S2 The opposite is true Hip abduction and external/lateral rotation C3,4,5 Keeps diaphragm alive Innervates diaphragm S2,3,4 Keeps shit off the floor innervates bowel, bladder, sex organs, anal sphincter, melvic muscles (anal wink reflex)

An Evaluation of Complexities and Difficulties of Learning Second and Third Conditionals for Iranian Students

Introduction With regards to the comprehension of the second and third conditionals in pedagogical grammar, this study analyses the complexities and difficulties Iranian students face in learning the second and third conditionals.Advertising We will write a custom essay sample on An Evaluation of Complexities and Difficulties of Learning Second and Third Conditionals for Iranian Students specifically for you for only $16.05 $11/page Learn More This aspect of analysis is important because Iranian students, learning English as a second language, are often faced with the challenge of composing, comprehending and pronouncing English words in their second language (Allwright 2009). This difficulty comes from the fact that, Iranian students are heavily under the influence of the Persian language, and it interferes with their comprehension of the English language (Lambton 1953). However, there are many more dynamics to the Iranian language in the sense that var ious languages are spoken all across Iran. For instance, Persian is mainly a spoken in central Iran, while other Iranian geographical areas speak Azerbaijani, Kurdish, Arabic, Balochi and Turkmen (Herzing 1995). The differences between Persian and English are immense and this is the reason why many Iranian students experience many challenges in learning English as their second language; for instance, it is noted that, in both formal and informal Parsi, the subject does not normally appear at the beginning of a sentence when explaining a given event; instead, the subject is represented as a pronoun that is attached to the verb at the end of the sentence and, in the same manner, verbs are normally used before adverbs but they can also be placed in any part of the sentence (Odlin 1994; Allwright 2009). Another significant difference between Persian and English is that adverbs are normally placed after nouns but, in the English context, Adverbs generally modify a verb, not a noun (Behza d 2008). Considering these dynamics, it is important to acknowledge the fact that Iranian students experience many challenges in pedagogical learning. To understand the complexities Iranian students face in understanding the second and third conditionals, this study analyses the difficulties Iranian students face regarding the comprehension of the form, meaning and use of the second and third conditionals.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Also, to understand the difficulties Iranian students face in this regard, the grammar rules, teaching styles (such as inductive and deductive teaching) and practice exercises of two grammar books entitled, How English Works (Swan Walter 1997) and Advanced Grammar in Use (Hewings 2005) are used to evaluate how learning second and third conditionals challenges Iranian students. From this analysis, this essay aims to help instructors understand the uni que challenges Iranian students face with regards to learning the second and third conditionals but, more importantly, the insights into this essay can be used to improve how the second and third conditionals are taught to Iranian students. Therefore, this essay first describes what pedagogical grammar is, then, briefly describes what the conditional is and, then, it will establish the differences between the second and third conditionals, according to the two grammar books described above. This is followed by an analysis of the problems faced by Iranian students when learning the second and third conditionals, through the two grammar books. Finally, a conclusion will summarize the findings of the study. What is pedagogical grammar? Pedagogical grammar is a concept advanced by few language experts such as Larsen-Freeman (2000). Nevertheless, Pedagogical grammar is a new concept that has been applied by several language instructors to impart new language knowledge to students (Nordqu ist 2011: 1). The teaching methodology has its own structures, in the sense that, it is divided into two aspects: the first talks about the grammatical composition of language, while the second talks about the articulation of language rules (of the new language). Pedagogical grammar is different from general linguistic rules (especially regarding grammatical composition) because it cannot be compared to conventional grammar due to the difference in functions and uses (Odlin 1994). The difference between the two concepts (pedagogical grammar and general linguistics) emanates from the fact that pedagogical grammar is of a hybrid nature and linguistic grammar is not (Chalker 1994).Advertising We will write a custom essay sample on An Evaluation of Complexities and Difficulties of Learning Second and Third Conditionals for Iranian Students specifically for you for only $16.05 $11/page Learn More For example, drawing on several concepts derived from certain disciplines such as linguistics, psychology and second language acquisition theory, we can establish that pedagogical grammar is more in-tune with the unique needs of the learners, but linguistic grammar does not (Thomann 2002). Pedagogical grammar is especially used in foreign language studies and it has been advanced as an effective teaching module. Such assertions are supported by Larsen-Freeman (2000) who admits that, in understanding the dimensions of language, three aspects of language ought to be properly comprehended: form, meaning and use. From the understanding of the form, meaning and use of language, Larsen-Freeman (2000) does not organize language structures in a hierarchical manner. Instead, she views the three aspects of language as strongly interconnected with one another, and no specific language component is stronger or weaker than the other. In understanding the three components of pedagogical grammar learning, Larsen-Freeman (2000) explains the structure of the f irst part of pedagogical grammar (form) as denoted by the auxiliary have/has/‘s/ + been + verb+ing. The second part of the pedagogical grammar learning is the â€Å"meaning† part, and it is denoted by a specific verb repeating itself over a specific period of time. This understanding is fundamental because second and third conditionals normally expose different functionalities. According to Larsen-Freeman (2000), the last part of pedagogical grammar (Use) is explained as a verb that started in the past; is continuing at present, or has just stopped happening. With regards to the â€Å"Use† part of language, reference should be made to the present use of the verb being referred to. The following diagram shows these differences: Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Source: Larsen-Freeman (2003, cited in Sommer n.d.) What are Conditionals? Conditionals are sentence structures used to refer to real life, imaginary and unreal situations (sometimes they are referred to as the ‘if-clauses’). In other times, â€Å"whether† is used instead of â€Å"if†. In subsequent sections of this study we will analyze how this poses a problem to Iranian students when learning the second and third conditionals. Nonetheless, like their abstract meaning, real conditionals refer to real or practical situations, while unreal conditionals refer to imaginary or unreal situations or sentences in grammar use. For example, a real conditional would be: if I studied hard, I would pass the exam. An unreal conditional would be: if I was a girl, I would get the scholarship. Due to different sentence structures, English grammar conditionals are divided into four categories: zero, first, second and third conditionals (where all categories possess differ ent sentence structures) (Thomann 2002). Since this study focuses on the second and third conditionals, it is important to understand that, when using the second conditional, we often use the past simple tense to express a future conditional but, in understanding the second conditional, it is essential to understand how the sentence framework is formed because different sentence structures may have different meanings (Bryndal 2009). Under the Form of second conditional, there are two clauses: the first is the â€Å"if† clause and the second is the main clause, whereby, in an example sentence, this would be, If I had a million dollars, I would buy the car (Welter 2010). In the second conditional, a different form of verb is normally applied. This means that, in the first clause, the sentence structure would be â€Å"if + subject + simple past verb†. The main clause of the sentence would also be â€Å"subject + would + verb†. The third conditional also has two cla uses like the second conditional in the Form but when using different verb forms, the past perfect verb in the â€Å"if† clause is formed with an auxiliary verb. The â€Å"if† clause would, therefore, be â€Å"if + subject + past perfect verb† and the main clause would be â€Å"subject + would (or could or might) have + past participle†. Difference between Second and Third Conditional Form The second conditional has been known to bear close similarity to the first conditional (Bryndal 2009). The similarity comes from the fact that the second conditional talks about the future, the same as the first conditional does. This analysis exposes the form of the second and third conditionals. Meaning With regards to meaning, the second conditional talks about an unreal possibility such as winning a lottery to do something or the ability to possess some supernatural powers to change a given situation (and the like) (Welter 2010: 1). From this understanding, we see that the second conditional in its true â€Å"meaning† talks about an unreal possibility. This fact emphasizes the meaning rule. However, in this analysis, the unreal possibility bears no possibility that it may be real in any way (however, sometimes, if the situation is right, it may be factual). This aspect of analysis is especially very important in drawing the distinction between second conditional and third conditional because a second conditional would not bear its qualities if the verb in question did not have an unreal possibility of happening. Use With regards to use, another difference between the third conditional and the second conditional is that the third conditional is expressed in the past tense while the second conditional (and first) is expressed in the future tense. From this understanding, we can see that the â€Å"use† of the second and third conditionals also follows the same sequence. Another difference is that, in the third conditional, the even t in question did not actually occur and this is the reason why the said condition is non-existent. The third conditional, however, shares the same concept with the second conditional in the sense that both talk about a dream but the distinction is that, in the third conditional, the possibility of the dream actually materializing is nonexistent. This scenario can be best explained through a conversation (cited in Bryndal 2009: 24) between two people where one tells the other that â€Å"You did not win a million pounds yesterday and so you cannot buy the house you wanted†. The condition in this sentence is the winning of a million pounds and the result is buying the house. Problems Experienced and Difficulties in Form of Second and Third Conditionals by Iranians How English Works and Advanced and Grammar in Use are two pedagogical grammar books used to teach the second and third conditionals to students learning English conditionals. Advanced Grammar in Use is especially appl icable to this study because it is a Self-Study Reference and Practice Book for Advanced Learners of English (With Answers), and therefore, its exercises provide a good analysis to the understanding of the problems faced by Iranian students when learning second and third conditionals. How English works adopts a more general approach to the teaching of English conditionals. The problems experienced by Iranian students when learning the second and third conditionals are vast. However, these problems are majorly experienced from the guidelines exposed in pedagogic grammar books. It is from this understanding that this study focuses on the books How English Works and Advanced and Grammar in Use, specifically because they are focused on teaching the second and third conditionals, the main focus of this study. Teachers teaching the second conditional to Iranian students have often expressed concern over the fact that Iranian students do not understand that the second conditional is not ta lking about the past (Herzing 1995). This view is especially evidenced in Advanced Grammar in Use because, in explaining the â€Å"if† conditional, it explains future tenses using a present tense verb (Hewings 2005: 166). This teaching approach is almost always problematic for Iranian students. Also, in How English Works, the same problem is witnessed in the first sentence of page 257 because the book simply explains that the second conditional uses the past form to refer to present future situations, without explaining how the students should comprehend the past, present and future tenses (Swan and Walter 1997: 257). This explanation is perplexing for most Iranian students because the use of the word â€Å"if† changes the timeline of various verb uses in the second and third conditionals because Swan and Walter (1997: 260) in their first sentence on page 260 explain that present and future verbs can all be used to refer to the present and future situations if they are used with the word â€Å"if†. For instance, in their first sentence on page 260, the explanation is that the use of the words â€Å"if I go†¦.I will† and â€Å"if I went†¦I would† would all be used to represent both the present and future scenarios (Swan and Walter 1997: 260). However, in Iran , it is understood that â€Å"if I go† represents the present scenario and â€Å"if I went† represents the past tense. This understanding is, therefore, contradicted when learning the second conditional because both verbs have been used interchangeably. With this sort of explanation abounding, it remains very puzzling for the Iranian learners to understand what tense structures should be used to explain the second conditionals. Advanced Grammar in Use uses inductive reasoning to explain the form of the second and third conditionals through Practice Exercise 84 where students are required to complete conditional sentences in whichever form they deem appropriate (Hewings 2005: 172). Since inductive teaching is known to have an ambiguity in the expected objectives, this teaching methodology (inductive teaching) may prove problematic for any student learning second and third conditionals. If and Whether The use of the two conditionals words â€Å"if† and â€Å"whether† is prominent in explanations of the second and third conditionals for Iranian students. Often, when explaining the second and third conditionals, the two words are used to explain a made up scenario where the speaker is not sure about something. However, the use of both words is often problematic for Iranian students who are not conversant with when to use â€Å"if† and â€Å"whether† because, at face value, they sound the same as one another. Advanced Grammar in Use seems to contradict itself in this regard because in Practice Number 86 (c), it explains that when teaching the second and third conditionals, the two words, â€Å"if† and â€Å"whether† can be used interchangeably to mean the same but, several examples later, it explains that there are unique situations where â€Å"whether† would be preferable to â€Å"if† and â€Å"if† would be preferable to â€Å"whether† (Hewings 2005: 172). For example, in the third sentence, â€Å"They could not decide if/whether it was worth resitting the exam†, Hewings (2005: 168) explains that â€Å"if† and â€Å"whether† can both be used interchangeably but, in the fourth sentence, â€Å"We argued about whether butter or margarine would be better for you†, â€Å"whether† is used in place of â€Å"if†. This explanation is normally confusing for Iranian students because their understanding of the second and third conditionals is clouded by using â€Å"if† for â€Å"whether† and â€Å"whether† for â€Å"if†. In other words, the students may find that when they use the conditional word â€Å"if†, â€Å"whether† may have been more appropriate. Problems Experienced and Difficulties in Meaning of Second and Third Conditionals by Iranians Learning the meaning of second and third conditionals sometimes poses a big problem for Iranian learners because they are unable to predict (at different levels) the characteristic of the reading process and, therefore, they develop an unfound fear when learning the second and third conditionals (Erdal 2004). This is the problem evidenced from Advanced Grammar Use because most of its teaching approaches are taught in very sophisticated vocabulary that would normally send a learner looking up the meaning of the words in a dictionary. For instance, in Practice Exercise 85.1, the book uses technical legal terms such as â€Å"libel† in its exercises to explain conditional sentences (Hewings 2005: 171). This scenario is often retrogressive to the understanding of second and third conditionals for Iran ian students because the meaning of the words used in the exercises is not clear. Moreover, the book does not show any follow up of student comprehension to the understanding of the meaning. This means that when Iranian students are taught the second and third conditionals, they are given complex examples which may shift their attention from understanding the grammar point effectively. Sometimes, this problem is enhanced by the fact that some students experience sophisticated meaning and high density grammatical compositions when learning the second and third conditionals, especially when the speech level used is beyond their category of comprehension. Often, the problem is normally experienced because Iranian students do not use English as their first language. They would, therefore, not understand complex English terms. Also, sometimes the problem is normally represented by some students failing to understand that some combinations of sentence items are likely to occur more freque ntly than others. Erdal documents a teacher’s personal experience in the above problem by stating that: From my teaching experience, it seems that, this problem is particularly noticeable with pre-intermediate and intermediate students who have made or are just making the transition from relying on an L1 dictionary to using a bilingual dictionary and developing higher tolerance of ambiguity, but still having a strong need to understand almost every new word they encounter in the text. (Erdal 2004: 245) This assertion only reinforces the fact that simpler English terms should be used to teach second and third conditionals for Iranian students. In Advanced Grammar in Use, teaching the second and third conditional is taught using inductive reasoning through the understanding of both conditionals in practice exercises. In Practice Exercise 84, Advanced Grammar in Use shows the use of inductive reasoning where students are required to understand general sentences and come up with conditionals (Hewings 2005: 169). This form of inductive reasoning is problematic for Iranian students when establishing the meaning of second and third conditional sentences because, through the teaching methodology (inductive reasoning), students may be convinced that whatever meaning they have deduced from the generalization is true; but, in a real sense, the meaning could turn out to be false. In other words, in deductive reasoning, the students are trying to establish the meaning of conditional sentences that may or may not exist and, in this manner, the chances of the occurrence of errors may be high. Problems Experienced and Difficulties in Use of Second and Third Conditionals by Iranians In understanding the second and third conditionals for learners who do not use English as their first language, the use of English beyond the classroom context is highly encouraged. In this regard, the context of second and third conditional understanding should be taught as a natural part o f the student learning progress. The problems identified in this context, in learning the second and third conditionals, almost always emanate from the fact that Iranian students are nervous and find the use of the second and third conditional a daunting and insurmountable task (in the natural environment) (Herzing 1995). Also, considering most students do not enjoy using the second and the third conditionals in their normal language conversations, they do not use the grammatical dynamics out of the classroom context. This is the problem experienced when teaching the second and third conditionals in How English Works and Advanced Grammar in Use analyzed in this essay because the learning objectives of the books do not exceed the expectations of students learning both conditionals in the classroom context. For instance, from their exercises, it occurs that both books only aim at making the students understand how the second and third conditionals are used; making students understand the characteristics and functions of the second and third conditionals; and, ultimately, enabling students to understand how both conditionals can be used when making sentences. The complexities in both books emanate from the fact that they do not advocate the use of second and third conditional sentences out of the classroom context because, for proper language comprehension, the language concepts learnt (second and third conditionals) ought to be practised not only in the classroom, but also out of the classroom. Moreover, the purpose of learning is normally spoilt by the fact that learning the second and third conditionals is only aimed at improving English language proficiency. Also, it has been identified by many Iranians students that learning the second and third conditionals is normally not a mainstream concept of English; in this regard, they would rather focus their time on learning mainstream concepts of the language (Bryndal 2009). Learning unfamiliar concepts of grammar in pedagogy has been associated with an increase in anxiety among students and many of them have a negative expectation of second language study outcomes in such situations (Bryndal 2009). This analysis, therefore, shows confusion among students and instructors with regards to the aims of studying the second and third conditionals. This attitude obviously dents a blow to the understanding of second and third conditionals for Iranian students because they approach the learning of the conditionals as a less important concept of English. On the contrary, the understanding of conditionals should be a natural course of learning second and third conditionals, rather than a basic concept of its application (Bryndal 2009). This is one problem experienced from both books analyzed in this study because the second and third conditionals often rely on the use of imaginary sentences and unreal situations, as evidenced in the first practice exercise, unreal conditionals which may counter the aim of using the second and third conditionals out of the classroom context (Hewings 2005: 166). Moreover, the books also use many hypothetical examples in their exercises which cannot be used in the real-world use of the second and third conditional sentences. It would, therefore, be more beneficial for the authors of the books to use real examples which can be applied in the practical environment of the Iranian students. This would encourage them to use both conditionals out of the classroom context. With regards to the use of the second and third conditionals, How English Works uses inductive reasoning to show how the second and third conditionals should be used. In Practice Exercise 4 (â€Å"if: ordinary tense use†), the book expects students to complete conditional sentences by providing half-completed sentences. Since inductive teaching is known to have an ambiguity of the expected objectives, the teaching methodology (inductive teaching) may prove problematic for Iranian students when using the second and third conditionals because the outcome of the use of conditional sentences could be many, and one may be wrong. From the teaching methodologies applied in both grammar books, we see that the understanding of the form, meaning and use of the third and second conditionals is problematic for Iranian students with regards to the use of inductive and deductive reasoning. Reading exercises meant to explain conditionals should also be authenticated with the purpose of undertaking the learning process in the first place (meaning that when learning the second and third conditionals, the learning process should be centered more on the meanings of the second and third conditionals, as opposed to the text that accompanies the learning process). There is, therefore, a problem when referring to the materials teachers use to teach the second and third conditionals because, if teachers use the right teaching materials, then the goals and comprehension levels of th e students learning the second and third conditionals will be improved. The lack of preexisting knowledge about English and, more so, second and third conditionals, makes the understanding of second and third conditionals extremely difficult for Iranian students. This is, however, a problem identified to affect most foreign language learners. The problem emanates from Iranian students deriving their understanding of the second and third conditionals by applying concepts of their first language in second and third conditionals comprehension (Herzing 1995). In this regard, therefore, there is a clash of language understanding because of the eminent differences between English and Persian. One area identified to be of great complexity to Iranian students is the text structure of the Persian language influence that affects English comprehension and the ability of students recalling how to structure sentences in the second and third conditionals (Gerngross 2007). Moreover, in Iran, there are several language groups (for example Kurdish, Persian and the like) which affect the sentence structure and ability of Iranian students to recall the sentence structures applied in the second and third conditionals. For instance, it has been identified that Iranian students with an authentic Arabic language background tend to remember expository texts better (but with comparison structures), whereas Iranian students who have a strong inclination to Asian language backgrounds are identified by Gerngross (2007:6) to â€Å"speak Kurdish recall texts best from text with either problem-solution or causation structures† The absence of formal content schemata for Iranian students also compounds the problem in the sense that students are unable to make predictions of how to structure sentences in the second and third conditionals because they lack the ability to resonate with the meaning of the sentences made. This is a problem evidenced in Iranian students since one reason why most students resist learning the second or third conditionals is because they have not properly mastered the rules of grammar and, therefore, they are not in a position to apply what they have learnt (Gerngross 2007: 6). This makes most students assume that learning the second and third conditionals is a difficult exercise and so they usually become reluctant in participating in the learning activity. Studies that purport this view have been seconded by other studies on Asian students who expressed the same reluctance in learning second and third conditionals if they were heavily characterized by European referents (Bryndal 2009). Other problems identified to worsen the situation are associated with the characteristics of Iranian students because they are sometimes identified to have negative expectations in their learning outcomes (therefore, ‘killing their spirit’ of learning second and third conditionals in the first place). An example is cited in Nitschke (2010: 3) explaining that â€Å"the general assumption by students (not only Iranian students) that understanding second and third conditionals is difficult also affects the attitude most students approach to learning second and third conditionals†. This would no doubt negatively affect their cognitive ability regarding the topic of study (Nitschke 2010). However, many researchers such as Jones (2010) and Bryndal (2009) have studied the reasons for such negative attitudes among Iranian students and many have concluded that most students are normally affected by previous negative experiences or some just have a negative expectation of the subject of study (Nitschke 2010). How does this analysis relate to the earlier discussion of Iranian students’ problem? Complexity of English Rules Many languages, such as Latin or even Persian (which many Iranian students are more conversant with), do not have many exceptions to their rules (Rich 2008: 544). Though these rules are majorly flex ed because they are aimed at facilitating the understanding of English for learners, they sometimes end up being more complex and sophisticated for most Iranian students when comprehending the second and third conditionals (Jones 2010: 1). This is the problem experienced with Advanced Grammar in Use because its comprehension of the second and third conditionals is heavily reliant on understanding English grammar rules. For instance, in explaining the rules of the real conditional sentences in Unit 86, the author explains that â€Å"unless† and â€Å"if† can be used interchangeably, though they do not necessarily have the same meaning (Hewings 2005: 172). Understanding when to use â€Å"unless† and â€Å"if† can be understood from English language comprehension. However, this is normally not as simple as it sounds because the approach is not admissible for Iranian students, since they do not have a strong command of English in the first place. Some Iranian students have often identified that the application of grammatical rules in the second conditional amount to a blockage of thought (Jones 2010: 1). For example, in the real life application of tenses, the uses of past tense in hypothetical situations seem not to apply all times. For instance, many Iranian students have often identified that when they come across native English speakers, they are often confused by the fact that they do not really observe the rule of using past tenses in hypothetical situations (Jones 2010: 1). The way native speakers pick their verb of choice when using the second conditional, therefore, seems somewhat perplexing for most Iranian students because, even from the above example, it is difficult to establish whether there is also an exceptional rule in English which states that when the verb is happening at present, a present tense should be used (Baecker 1995). In How English Works, the comprehension of English rules cannot be overemphasized, especiall y when determining the right tense use in the second and third conditionals because the determinations of the right tense is entirely a matter of proper comprehension of the right English rule. For instance, in the third sentence of page 263, the authors use â€Å"should† and â€Å"would† interchangeably to represent unreal situations in the second and third conditionals, but later acknowledge that there are unique situations where â€Å"would† is more suitable than â€Å"should†. The explanation stems from â€Å"would† being more common than â€Å"should†. In comprehending tense use in the second and third conditionals, such â€Å"grey† areas prove problematic for Iranian students. This problem has often been associated not only with Iranian learners, but also English native speakers (especially those at elementary and high school levels) (Nitschke 2010). It is, however, estimated that when students graduate or enter college, they no rmally know how to use the second conditional well. Some students have often cited instances where they experience a lot of difficulty making a hypothetical thought using the second conditional because of the difficulty in selecting the right tense to use. For instance, often times, many students have identified the fact that when they try to select a given tense, the sentence flow that comes out of the entire sentence is normally awkward and does not sound the same way as native speakers would speak (Postman 1969). With regards to this complexity, Dahl (2004: 93) narrates further by stating that â€Å"We often use cases like â€Å"if I were†, â€Å"if she were†, â€Å"if you were† in our daily life, some thoughtful ones would even make long hypothetical thoughts for everything, like Einstein, Newton, Pascal etc†. Conclusion In summary, there are significant similarities in the manner second and third conditionals are explained in the two books analyzed i n this study How English works and Advanced Grammar in Use. This essay acknowledges that Iranian students develop a problem understanding the second and third conditionals as they are taught in the textbooks, majorly because they have a unique Persian influence and other native languages spoken in Iran. This affects the way they comprehend English sentence structures and word arrangements. Moreover, they often experience a lot of communication challenges in augmenting the two parts of the sentences observed in the second and third conditionals, as is explained in both textbooks. In conclusion, most Iranian students experience problems that result from the grammatical complexities and sophisticated lexical terms that may be used in learning second and third conditionals (especially evidenced in the textbook, Advanced Grammar in Use). This problem is especially observed at the onset of learning the second and third conditionals. This study also affirms that Iranian students experience significant challenges in determining the right tense to use when inverting the two segments of the second and third conditional sentences. Both textbooks highlighted in this study fail to explain the conditional events for Iranian students (as cited in their examples), probably because they are not written for a specific audience. This problem is sometimes exacerbated by English having multiple rules and most students tend to find their comprehension quite challenging as well. When combined, these dynamics lead us to the conclusion that both textbooks cited in this study pose unique challenges to Iranian students in their own right and, therefore, they ought to be improved to address the needs of Iranians students. However, comprehensively, we can conclude that they both expose the complexities Iranian students face with regards to learning the second and third conditionals. References Allwright, D. (2009) The Developing Language Learning: An Introduction to Exploratory Practice. Basingstoke: Palgrave MacMillan. Baecker, R. (1995) Readings in Human-Computer Interaction: Toward the Year 2000. London: Morgan Kaufmann. BBC World Service. (2008) The Sinking of the Third Conditional. Teaching English. (Online) Available at: http://www.teachingenglish.org.uk/try/activities/sinking-third-conditional . Behzad. (2008) Other Languages/The difference between English and Persian. (Online) Available at: http://en.allexperts.com/q/Other-Languages-656/2008/7/difference-English-Persian.htm . Bryndal, M. (2009) The Importance of Predicting and Interacting with Texts in Developing Learners’ Reading Skills. (Online) Available at: http://www.developingteachers.com/articles_tchtraining/readingpf_malgorzata.htm . Chalker, S. (1994) Pedagogical Grammar: Principles and Problems: Grammar and the Language Teacher. London; Prentice Hall. Dahl, O. (2004) The Growth and Maintenance of Linguistic Complexity. London; John Benjamin Publishing Company. Erdal, M. (2004) A Grammar of O ld Turkic. London: BRILL. Herzing, E. (1995) Iran and the Former Soviet South. London: The Royal Institute of International Affairs. Hewings, M. (2005) Advanced Grammar in Use: A Self-Study Reference and Practice Book for Advanced Learners of English: With Answers. Cambridge: Cambridge University Press. Jones, C. (2010) If Only It Were True: The Problem with the Four Conditionals. (Online) Available at: http://eltj.oxfordjournals.org/content/early/2010/04/22/elt.ccp101.abstract . Lambton, A. (1953) Persian Grammar. Cambridge: Cambridge University Press. Larsen-Freeman, D. (2000) Techniques and Principles in Language Teaching. Oxford: Oxford University Press. Lester, F. (2007) Second Handbook of Research on Mathematics, Teaching and Learning. New York: IAP. Nitschke, S. (2010) First language transfer and long-term structural priming in comprehension. Language and Cognitive Processes, 25(1), 94-114. Nordquist, R. (2011) Pedagogical Grammar. (Online) Available at: http://grammar.about. com/od/pq/g/pedagrammterm.htm . Odlin, T. (1994) Perspectives on Pedagogical Grammar. Cambridge: Cambridge University Press. Postman, L. (1969). Role of response availability in transfer and interference. Journal of Experimental Psychology, 79(1), 168-177. Rich, E. (2008) Automata, Computability and Complexity: Theory and Applications. London: Prentice Hall. Swan, M. C. Walter (1997) How English Works: A Grammar Practice Book: With Answers. Oxford: Oxford University Press. Thomann, J. (2002) LFG as a Pedagogical Grammar. Proceedings of the LFG02 Conference. Stanford, CSLI Publications. (Online) Available at: http://csli-publications.stanford.edu/LFG/7/lfg02thomann.pdf . Welter, B. (2010) ESL Teaching – Third Conditionals. (Online) Available at: http://www.suite101.com/content/esl-teaching-third-conditionals-a191158 . This essay on An Evaluation of Complexities and Difficulties of Learning Second and Third Conditionals for Iranian Students was written and submitted by user Rene K. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

assisted suicide or euthanasia essays

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People that were not of Mexican descent were shown what was happening in other social and economic groups. Local organizations gained strength and many started to campaign together in an attempt to raise public awareness. Education was at the top of this organizations priority list. People actively involved in the movement saw the need for a change in the system that for so long satisfied a narrow-minded society. There are several events that initially sparked the kindling of the Chicano Movement. The huge outcry by lower-middle class Mexican citizens was publicized more as people began to take action. These actions were not always legal or morally justified, but they did show the power behind the movement. The public saw many acts of violence against policemen and white businessmen. These acts were often the only thing seen by the general public, due in part to the press. There was much more to the movement than just this, however. Education for Mexican-Americans, or Chicanos, was something that was fought long and hard for. Years of oppression and social inequality were ingredients for an unpleasant time of protest, and violence, and incriminating actions. For many years, Chicanos in California and the Southwest had to deal with segregation, police brutality, and unlawful convictions. The children were thought of as future laborers so they werent taught with the same standards as other children. There was an ongoing struggle with Chicanos all over the country along with the African-Americans who felt cheated in similar ways to gain the civil rights that the Anglos had. These actions were eventually brought to the attention of The Supreme Court and overturned and set new standards for the events to come. The 1960s were a time of movement and struggle for the Chicanos in the United States. Chicano students felt that they were being deprived their education and that it was becoming a big problem. This had been the first time that they had actually begun making actions since there were some in college, and they realized that what was being done was unfair. High school students had begun to talk and begun to plan their walkouts. They had many reasons to Many schools that were predominantly made up of Mexican Americans, as well as African American were funded less than the Anglo schools of other areas. In Texas in 1970, Mexican American schools only received 3/5 of the Federal appropriations that Euro American schools were receiving. In Bexar County, a poor Chicano district, with five times less property value than the Euro American district, received less state aid per pupil than its wealthier Euro American neighbor. (Acuna, 413) The Chicanos realized that without educational equality, access to higher education was impossible. So once again, as in other instances, the people took it to the courts. This time there was more than one case involved in gaining progress. 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World War Two and Its Impact on the Role of American Women in Society World War II is an event that has marked history like no other. Originating from a European struggle, war broke out in 1939 and continued for six years. From the years 1939 through 1945 more than half the earth's surface was battling in war. American society was greatly affected. People of every age, race and class were deeply affected. Women's place in society took a leap forward like it never had before. As an effect of the second world war women's traditional roles in society were drastically altered. The 1940's brought innovative opportunities along with hardships to American society. After the Depression it looked as though there was no hope for the traditional role of women to be changing. Women had very few job opportunities, especially married women. In William Henry Chafe's book The American Woman, he explains: Legislative bodies enacted laws restricting the employment of married women. Labor, government, and the mass media all joined in a campaign urging females to refrain from taking jobs. And the overwhelming majority of average citizens--including women--showed little interest in modifying the existing distribution of sexual roles. (Chafe 135) The role of women in society was unchanging. It was quite remarkable how stable their role remained for so long (135). While still recovering from the Depression, Europe managed to mark the beginning of the biggest war in history. They first took over Norway, Denmark, the Netherlands, Belgium, and France. And after Pearl Harbor was bombed by the Japanese, the United States entered the war. The main transformation World War II made for women in American society was there were man... ...o work, keeping the economy going while the men were fighting the war. Other women joined the army and navy out in combat. Organizations that are still present to this day were founded, such as the American Red Cross Association, the Women's Army Corps (WAC), the Women Accepted for Volunteer Emergency Service (WAVES), and the Army Nurse Corps. Overall, World War II changed the role of American women for the better. It marked the beginning of an ongoing advancement of women's economic position in American society. Works Cited Brokaw, Tom.  The Greatest Generation.  New York: Random House, 2004. Print. Chafe, William H. The American Woman; Her Changing Social, Economic, and Political Roles, 1920- 1970. New York: Oxford UP, 1972. Print. Daniel, Robert L.  American Women in the 20th Century. The Festival of Life. San Diego: Harcourt Brace Jovanovich, 1987.

Research Task for Childcare

Unit 4 – Keeping Children Safe Hand in Date – 21st May 2012   Explain how strategies to establish and maintain healthy, safe and secure environments in early years settings are supported by legislations. E1. Identify legislation which influences healthy, safe and secure environments for early years settings. List 10 of the main laws that underpin the provision of healthy, safe and secure environments for young children. Give the full title and date. D1.Explain how legislation can support strategies to establish and maintain healthy, safe and secure environments in early years settings. Write about how relevant laws support ways to keep the environment of settings healthy, safe and secure. At least 3 ways which may include: having policies and procedures, regulatory body inspections, staff ratios, CRB checks, working with parents and other professionals, training, resources. ——————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Task 2 Describe the environment and procedures necessary to keep children safe who: * Receives a bump on the head Has an asthma attack * Has sickness and diarrhoea * Shows symptoms and signs of meningitis E2. Describe the procedures which will keep a child safe for each accident, illness or emergency. For each accident, illness or emergency listed in the assignment task, describe the procedures that will keep the child safe. State the main aims of the procedures, e. g. asthma attack – Administration of medicines procedure will clearly set out what the practitioner should do. D2. Explain how establishing a safe environment can support the procedures necessary for accidents, illnesses and emergencies. Associated essay: Childcare Level 2, Unit 2 AssignmentWrite about how creating an environment in the setting which is safe will help appropriate procedures for accidents, illnesses and emergencies to be written, implemented and understood by everyone in the setting. Produce a booklet covering all these accidents and emergencies. ————————————————- Task 3 Plan the care for a child aged 1 year and a child aged 3 years for a full day in the setting AND: * Consider ways to maintain the security and privacy of the children and to respect their wishes. E3. Plan the appropriate care of a child aged 1 for a full day in the setting.Provide a care plan that shows understanding of how to meet the overall care and development needs of a child aged 1 year for a full day in the setting. E4. Plan the appropriate care of a child aged 3 years for a full day in the setting. Provide a care pla n that shows understanding of how to meet the overall care and development needs of a child aged 3 years for a full day in the setting. B1. Consider possible ways to maintain the safety and privacy of children and respect their wishes. Think about and give information about how the practitioner can maintain safety, privacy and respect for children's wishes.Give 4 examples which could include: following policies/procedures, understanding children's rights, consulting children, sensitive understanding, confidentiality, working with parents, multi-agency team working. Must include a reference. ————————————————- Task 4 Write a handout for a staff meeting to consider how the practitioner can provide an enabling physical environment for children. The handout should include: * The issues that affect the planning of a challenging environment for children. * An evaluation of TWO in itiatives that influence the provision of challenging environments for children. The importance of helping children to manage risk and challenge in their environment. E5. Describe the issues that affect planning of a challenging environment for children. Write about what affects the planning of a challenging environment for children. Give 5 issues which may include: policies/procedures, children's rights, type of setting, resources, health and safety, supervision, age/stage/abilities of children, consulting children. E7. Explain the importance of helping children to manage risk and challenge in their environment. Give reasons why it is important for children to be helped to learn to assess and manage risk and challenge.Reasons could include: why children need adult help, the benefits of risk and challenge – develop life skills, understand consequences of actions, explore limits in a controlled environment, learn to take responsibility/ balance their rights against those of ot hers, make choices/decisions, effects on holistic development. E6. Describe the initiatives which influence the provision of challenging environments for children. Write about an international, national and local initiatives/schemes that influence the provision of challenging environments for children, e. g.Forest Schools, children's play initiatives, local play policies. C1. Evaluate how the TWO initiatives contribute to the provision of an enabling environment for children. A development of E6. Consider how TWO (2) of the initiatives described in E6 help to ensure the environment for the children supports their development through appropriate experiences and empowerment. ————————————————- Task 5 Include in the handout an explanation of the ways that meeting the care needs of children can affect practitioners and possible sources of support for practitioners.A1. Discuss t he effect on practitioners of meeting the care needs of children. 5 detailed considerations of how and why practitioners may be affected when meeting the care needs of children and the range of support available. Effects must be positive and negative. Task 4 and 5 will be in form of a handout. Remember throughout to include: E8. Show an understanding of diversity and inclusive practice. This criterion will be met if throughout you show understanding of the importance of identifying and meeting the individual needs and rights of children and their families.AND E9. Include references and a bibliography. At least TWO (2) references must be made in the text to relevant books, articles, magazines or websites. These are sources of information and the sources used should be listed at the end of the assignment in a bibliography. Sources of background reading can also be included in the bibliography. YOUR COMPLETED WORK SHOULD NOT EXCEED 3500 WORDS. THERE IS NO LOWER WORD LIMIT. WORK THAT IS MORE THAN 10% ABOVE THE WORD LIMIT WILL NOT BE MARKED. REFERENCES AND QUOTATIONS WITHIN THE TEXT ARE NOT INCLUDED IN THE WORD LIMIT.

The Effects of Religion

The Effects of Religion Religion affects society in various ways throughout human life. In Alexandre Dumas' novel The Three Musketeers, as well as Josef Skvorecky's The Miracle Game, religion is not only a way of living and practise, but also has severe affects on the government and an individual's feelings for love. The government has a sense of corruption due to religious background and a person's love towards another may also be judged due to their faith. Therefore, from the two books it is clearly illustrated that religion can affect the reign on a nation as well as how it can affect one's decision on love.Religion is able to cause a ruling body to implement ideas in different ways. In The Three Musketeers, Cardinal Richelieu attempts to manipulate King Louis in order to rule over France. "Not the Queen, Sir! God forbid the Queen should suffer the smallest injury for my sake! Her Majesty's convinced I'm working against her, although as you know I always take her side, even against you" (Dumas, 210).Alex andre Dumas, photo by Nadar.The Cardinal, who is of high religious stature, is able to make the King stay on his side since the King is quite naÂÆ'Â ¯ve; the Queen would be discredited in the King's eyes and the Cardinal would attain greater power. The Cardinal has a religious title and seems harmless, but he is able to use others to get what he desires. Moreover, Milady is able to utilize religion as her scapegoat out of government confinement. Dumas states, "She spoke so humbly and looked so chastened that Felton's faith in her was restored... she was in distress, she was deeply religiousMilady had acted her part to perfection" (Dumas, 606). Milady is able to use religion in order to escape from prison by swaying the officer, Felton who is a Puritan,

Be A Lean Author, with Patrick Vlaskovits

Be A Lean Author, with Patrick Vlaskovits "Be A Lean Author", with Patrick Vlaskovits Today we interview bestselling author and entrepreneur Patrick Vlaskovits, whose constant search for better ways of working has turned him into a formidable thought-leader in technology and business. His writing has been featured in the Harvard Business Review, the Wall Street Journal, and The Browser and he speaks at technology conferences nationally and internationally.We asked Patrick about how he applied his thinking to his into self-publishing with his two books The Entrepreneur’s Guide to Customer Development and The Lean Entrepreneur. In his no-nonsense style, he reveals his approach and why a â€Å"Build It and They Will Come† mentality is bad for business as well as books.Hi Patrick, great to have you here! As well as being a serial entrepreneur and startup mentor, you’re also the author of The Entrepreneur’s Guide to Customer Development and The Lean Entrepreneur. What prompted you to write these books?With The Entrepreneur’s Guide to Cust omer Development, back in 2009, I had just come off wasting a lot of time and a lot of my own money building a web startup that failed. Someone mentioned The 4 Steps to the Epiphany to me and I started reading it.At the time, Steve Blank’s work was highly unorthodox – he was the only (?) person saying that â€Å"Build It and They Will Come.† is not a good strategy.I recommended my friends start reading Steve’s book so we could discuss his ideas – but few of my friends took me up on it. Meeting up with Brant Cooper and Hiten Shah in late 2009, they had similar problems – I believe it was Hiten who said â€Å"Someone needs to write the Cliff Notes to Steve’s book.†To which I said, â€Å"Why not us?†We self-published the book in early 2010.The Lean Entrepreneur, published by Wiley in 2013, was an entirely different experience. Multiple publishers had approached us because the Customer Development book had been so successful and they all wanted us to do a book with them.None of the deals made sense until we spoke to Wiley. They made a good deal for us financially and supported our vision for the book, a book that would expand upon Lean Startup and talk about Lean Startup and how to apply it in industries and sectors beyond tech. We wanted a book that would also tell stories visually with fakegrimlock’s artwork.The idea behind the â€Å"lean methodology† is that startups should build their products iteratively, testing and getting customer validation on each new feature before even building it. How is this concept applicable to non-fiction authors? Did you interact with your target audience while writing the books? Are you a lean author?We absolutely interacted and engaged with our readers before, during and after writing the book.For the Customer Development book, we did a lot of price-testing and talking about what was clear or unclear in their understanding of Customer Development.For T he Lean Entrepreneur, we pre-sold +500 books before we even started writing. We cobbled this video together on a landing page -Later on, we had a professionally done book trailer done:For both books, we threw a lot of ideas at them in our in-person talks and presentations, and noted what worked and what didn’t.You self-published The Entrepreneur’s Guide to Customer Development back in 2010. What made you go â€Å"indie† back then? And why did you choose to sign with a publisher for The Lean Entrepreneur?For the CustDev book, we had strong reason to believe that no publisher would want to touch a book that was a derivative of another cult self-published book!Self-publishing made perfect sense. I think it was the right choice and we learned a ton.For The Lean Entrepreneur, we wanted to try some new things from a different platform (to us).The main struggle for many authors is marketing, reader-acquisition and discoverability. These challenges similar to those of s tartups, right? How do you think your background in tech/startups helped you approach marketing your book?I think my background in marketing technology helped me tremendously.First, I understood the tools available to market products online – but paramountly, I had no hang-ups about marketing or acquiring customers/readers. Too many authors are too wrapped up in being â€Å"artistes† and mistakenly believe that someone else (i.e. the publisher) should market their ‘art’.Big mistake.We recently wrote a piece on whether it is worth indie authors partnering with a book marketer. You worked with Casey Armstrong on The Lean Entrepreneur. What did Casey do for you? More generally, do you think it makes sense for authors to â€Å"outsource† (part of) the marketing of their books?Casey was a tremendous help. If you can afford Casey, do your best to engage him. He was instrumental in the success of The Lean Entrepreneur.Amongst the many ways he helped â€⠀œ including multiple cool growth-hacks – he helped us prioritize, scale and leverage all of our marketing activities from blog and media outreach, from retargeting to email marketing.I don’t think that authors should ‘outsource’ marketing of their books – but should try to bring a marketer onto their team, define the goal, and figure out what crossing the finish line looks like – and this is important: together hand-in-hand with the marketer.1,000 books sold? 10,000 books sold? 100,000 books sold? And then work backwards from there to derive strategy and tactics as needed, be they SEO, social media, etc.As entrepreneurs, founders or early employees, we live through some pretty amazing experiences, which we often want to share with the world. What would be your #1 piece of advice to aspiring authors from the startup world?You’ll have to wait till my next book for that. 🙂But really, in the meantime, read The War of Art by Steve n Pressfied as soon as possible. Thank me later.Follow Patrick and Reedsy on Twitter:  @Pv  and  @ReedsyHQDo you agree that too many authors still think someone else (i.e. the publisher) should market their books? Or are expectations changing amongst authors?

Truth and Represenation Essay Example | Topics and Well Written Essays - 1000 words - 1

Truth and Represenation - Essay Example The issue has drawn attention from all over the world due to massive and innocent abduction of students and teachers. The issue of Boko Haram rose over religious differences between the northeastern where majority of citizens are Islamic and the Christian south. Since 2012 over 100 students reported dead as the Boko Haram gunmen burst into dormitories and set their residents with fire while the students were asleep. In addition over 400 students especially girls are missing their main agenda is to introduce Islamic sharia law and culture in the entire nation of Nigeria2. The kidnappers are forcing the abducted girls to cook for them and collect water. According to the residents of Chibok village, when more than 300 girls abducted last month the kidnapping being facilitated by Boko Haram leader, Abubakar Shekau who claims to have been abducting the girls and selling them in Chad and Cameroon border as slaves, while other are given out as brides for $ 12 dollars each3. Collection of the People of Cultural traditions for Proselytism and Jihad is now a concern of the entire continent and the whole world’s is clear from the reports being revealed by the media that the military forces are being involved in the kidnapping and the abduction4. Therefore, the only approach to solving the inhuman situation is through engagement of international bodies and non-governmental charitable groups 3 According to Langton Marcia, 1951 the critique of political and anti-religious conflicts needs a critical theory in an attempt to find a truth image without interfering with the cultures of society 4. The problems on abduction of Nigerian students has spread over too many people through the social media where the public is aware of the situation and offer their own opinions on how to help rescue the disappeared girls as well as finding solutions to help curb the inhumane act of the Boko Haram and their followers. Mitchell Obama the

Business environment and strategic planning Essay

Business environment and strategic planning - Essay Example Various factors which are specific to the industries in which firms operate such as - economies of scale, product differentiation, degree of concentration of various firms in that industry as well as barriers to market entry; significantly affect their performance (Hoskisson et al., 2008). This paper aims to discuss the impact of reclassification of a firm’s industry sector, on the industry, and the factors affecting its strategic management. It also includes an analysis of the company’s value chain; five forces analysis of the industry it operates in; core competencies and key issues the five forces framework. The leading construction firm – Carillion Plc., UK is selected for the purpose of this study. Carillion Plc., is one of UK’s leading support services companies, with a substantial portfolio of Public Private Partnership (PPP) projects and extensive construction capabilities. It has its business operations in various countries including the UK, Middle East, Canada, North Africa as well as the Caribbean, employing about fifty thousand people worldwide, and annual revenues worth more than  £5bn. It operates in various market sectors such as – defence, education, health, building, facilities management and services, roads, rail, civil engineering and utilities services etc. (Carillion, 2010a). Its key business strategy is to aim for sustainable growth in the support services and PPP projects; create, develop and market bespoke integrated solutions to its customers in the areas of project finance, design and construction as well as maintenance and lifetime asset management solutions. It also aims to maintain a strong and selective construction capability for long-term support service customers. As a part of this strategy the company has undergone significant changes over the years, primarily in the industry sector to which it belongs. Carillion has been reclassified as a

Academic Misconduct Research Paper Example | Topics and Well Written Essays - 2500 words

Academic Misconduct - Research Paper Example Through such a level of discussion and analysis, it is the hope of this author that the reader will gain a more informed and rational understanding with respect to societal norms, the means through which individuals seek to engage with cheating as a means of benefiting themselves The innate and tacit drive for cheating (as well as what causes it), the benefits as compared to the risks, and the types and variety of cheating that is represented throughout scholastics within the current era. Further, a cursory analysis with regards to the scope and impacts of unlimited cheating will be discussed. Firstly, it must be understood cheating is something of a social phenomena within the world. Although the impacts of cheating within scholastics have only recently come to a broad level of understanding, the fact of the matter is that cheating is a type of social problem that traces its origins back to the innate desire for an individual to gain a competitive advantage over his/her peers with the least amount of effort. Ultimately, the human spirit is one that continually seeks for self betterment and a level of advantage over their fellow students (Bing et al. 29). Oftentimes, this desire to be better engages the individual to try harder and exert their selves more fully. However, oftentimes, the case is that the individual seeks a shortcut with regards to maintaining an advantage and reaching a desired goal. This shortcut can either be the reduction in the overall quality of the work that they represent or it can be referenced with regards to the fact that the seek to cheat in one form or the other as a means of providing themselves the benefits that had previously been mentioned. Regardless of the way in which cheating is defined, it must be understood cheating is not localized to the University or secondary education systems. Rather, from an early age, children are made aware

Suspense in the Film North by North West Essay Example for Free

Suspense in the Film North by North West Essay Alfred Hitchcocks film North by Northwest reflects an extraordinary use of setting combined with brilliant camera angles and techniques to evoke emotion and to create suspense. The films exciting and suspenseful tone is established very quickly once Thornhill is shockingly kidnapped by two thugs while socializing with friends in a safe and public environment, the Plaza Hotel. Also the film displays scenes in which the viewer is placed in the point of view of the characters. Therefore immediate suspense and emotion captivates the audience because each viewer feels as though they are in the actual scene themselves. In addition, real-life suspense is created through the films brilliant use of various camera angles and techniques. The film has the ability to create suspense through its unique use of setting, combined with its remarkable use of different camera angles. In the beginning of the film, Thornhill is kidnapped while at a busy and sophisticated bar within the Plaza Hotel. This is a unique setting for a kidnapping scene because Thornhill is abducted while socializing with friends in a safe and familiar setting. Normally characters are kidnapped dark, scary, and secluded settings where there are no witnesses. Instead, Hitchcock does the opposite by having Thornhill kidnapped in a busy bar during the middle of the day. He is surprisingly captured in a comfortable setting that was very much a part of his upscale and suave lifestyle. Hence the audience is stunned to see the plot change dramatically during the most unexpected moment and setting. Along with great use of setting, the film also uses spectacular camera techniques in order to create suspense and evoke the emotions of the viewer. For instance, the crop field scene features an astonishing setting combined with great camera angles. The scene has a suspenseful tone because it occurs during a bright sunny day, and in the middle of an empty crop field. As Lang Thompson wrote in his article North by Northwest, The famous scene of Cary Grant being chased through a cornfield by a crop duster is an example of Hitchcock at his best. It came about because he had noticed that when most directors try to make a suspenseful scene they use tight alleyways, shadows barely visible through the gloom and the slow building tension of the approaching menace. So Hitchcock did exactly the opposite: full daylight, completely open space and a very fast machine. This desolate, eerie setting causes the viewer to feel sympathy for Thornhill, because one immediately realizes how vulnerable and alone he is during this moment. In addition to setting, suspense is created through the scenes use of point of view shots. This camera shot causes the plane to appear as though it is coming directly toward the screen as it gets gradually gets closer to Thornhill. As a result the audience feels as though they are being attacked by the plane themselves. The scenes eerie setting combined with excellent point of view shots create a tone of suspense that can rarely be matched. Hitchcock uses brilliant camera angles to heighten the amount of suspense and emotion. The excellent use of different camera angles can especially be seen during the scene in which both Thornhill and Eve depart from the train in Chicago. Throughout this scene, there are only a few subtle changes within each preceding camera angle and shot. Although the change between camera angles is subtle, they are astonishingly powerful because of the way they are able to create suspense and spur emotion. For example, when both Thornhill and Eve get off the train he camera is focused only on Eve while she walks toward the police officers. At this point the audience has no idea where Thornhill is, and have no idea if he had already been caught or not. Knowing this, Hitchcock decides to slowly change the focus off of Eve and onto the unknown transit employee carrying her bags. At this moment the camera is angled in a way that hides the facial identity of the transit employee. Immediately after , the viewer is slowly brought to the next camera angle which shockingly reveals that the unknown man is actually Thornhill disguised in uniform. The use of camera angles within this scene are truly brilliant, because for the first time the audience actually knows less about Thornhills situation than does Thornhill himself. In conclusion, it is quite evident that the unique settings, extravagant shooting techniques, and brilliant use of camera angling can all be credited for making North by Northwest one of the most suspenseful films ever made. One is immediately captivated by the films suspensful tone once Thornhill is surprisingly kidnapped during the most unexpected and unusual setting imaginable. In addition, the film has the ability to create an unrivaled feeling of suspense through its clever combination of both unique settings matched with extraordinary camera techniques. For example, point of view shots are used to increase the suspense and horror felt during the scene in which Thornhill is chased by a plane in a desolate crop field. Also the film is able to evoke fear and emotion by using different camera angles in order to hide or reveal things that are currently happening within the film. North by Northwest is truly a special film because it reflected an unrivaled tone of suspense by critiquing basic film elements.