Brazil Macroeconomics Essay

The country of choice is Brazil for the following reasons: it is a booming economy, which provides some stark contrast with the stagnation and ever-mentioned phrase ‘double-dip recession’ which now commonly used in the West. Macroeconomics is concerned with the study of aggregate economy, which embodies all nationally relevant economic indicators. The common indicators are the unemployment rate, the rate of inflation, the GDP per capita, economic growth, the economic cycle, and the labor force. Since 2003, Brazil’s economy has been growing steadily. It has been improving its macroeconomic stability despite a small crisis in 2008 which saw its growth rate decline to 2.6%. In 2010 it grew by 7.6% amid renewed confidence from foreign investors. Part of the reason for this is the high interest rates which make it attractive to foreign investors. Note also that this was its highest growth in 25 years, whilst people especially given that many economies were struggling a t the same time. Furthermore, the continuing flows of investment into the manufacturing sector have provided greater backbone to the economy. Note that a commonly cited reason for the economic struggle of the UK for example is its everlasting trading deficit. It does not export enough, it does not manufacture enough. With natural resources such as tin, clay, uranium, platinum, petroleum, cocoa, gold, wood, and hydroelectric power (and much more), Brazil is generally recognized as one of the naturally richest countries on Earth in terms of quantity and probably the richest in terms of variety of resources. The subject being treated here is not a comparative analysis between Brazil, an emerging economy and the declining economies of the West. Comparative analysis will only be used briefly in order to further confirm the great performance of this economy since 2003. In the arena of macroeconomics, it is essential to look at things from a national and international standpoint and therefore the performance of one economy is not only relative to its past performance but also relative to other economies in the world. In the past decade Brazil’s Government has combined fiscal policy has been used at times to stave off excessive inflation and encourage consumption. The reason why this has worked out is that in the long-run, the country has consistently been creating jobs both in the manufacturing and the services sectors, which in unison with fiscal policy have helped keep a lid on inflation in the past ten years. This point of success will be analyzed inn depth given that this country was previously known to have huge inflationary problems prior to the last decade. http://www.bbc.co.uk http://www.indexmundi.com/brazil/economy_profile.html http://www.thomaswhite.com/explore-the-world/brazil.aspx

Intellectual thought Essay

An intellectual is a person who primarily uses intelligence in either a professional or an individual capacity. As a substantive or adjective, it refers to the work product of such persons, to the so-called â€Å"life of the mind† generally, or to an aspect of something where learning, erudition, and informed and critical thinking are the focus, as in â€Å"the intellectual level of the discourse on the matter was not high†. Jacques Barzun, a French-American intellectual.  The intellectual is a specific variety of the intelligent, which unlike the general property, is strictly associated with reason and thinking. Many everyday roles require the application of intelligence to skills that may have a psychomotor component, for example, in the fields of medicine, sport or the arts, but these do not necessarily involve the practitioner in the â€Å"world of ideas†. The distinctive quality of the intellectual person is that the mental skills, which he or she demonstrates, are not simply intelligent, but even more, they focus on thinking about the abstract, philosophical and esoteric aspects of human inquiry and the value of their thinking. Traditionally, the scholarly and the intellectual classes were closely identified; however, while intellectuals need not necessarily be actively involved in scholarship, they often have an academic background and will typically have an association with a profession. More broadly, any work of the mind may be termed intellectual property, whether or not its content is â€Å"intellectual† in the sense covered in this article. Intellectuals include not only philosophers, interested in epistemology, but also others in the arts and sciences, plus the humanities, with no boundaries as to fields of study.

Homebound Furniture

To provide a unique and modern furniture products. To provide a high quality product in an affordable price. To be client-oriented. Vision To be the leading manufacturer of furniture and to elevate the quality of furniture products in the country. Business Concept Statement Homebound product varies from a wide array of homes, offices and various establishments' furniture's. The company sees to it that delivers high quality products from the world-class raw materials made in the Philippines. It's unique, innovative and functional designs suited to the taste of meticulous customers.Its products cater customers who have furniture needs. Homebound furniture only gives customers top of the line products that will last long and give full customers satisfaction. Homebound furniture's can be bought in its own store. The company also reaches a lot of people to promote their products by joining expositions, bazaars and hosting our own exhibit. Business and its Management Team A Homebound is a company that manufactures and sells furniture's for homes, offices and establishments. Its product is made of high quality materials and designs that are unique and innovative.The products are mostly made of world class materials made in Philippines. Rationale The proponents establish this business because it is a good to be a direct seller/ manufacturer of furniture products than to hire a distributor. The key people who will invest 1. CEO/president Job Description: Holds and liable for all transactions of the business. Job Specifications: College graduate, have a skills in business management and business financial, computer literate Qualifications: Has an experience as board director in a many Estimated Salary per month: PH 180,000 per month Job Status: Full time Capital: 10 Million 2.Marketing and Sales Director Job Descriptions: Liable for maintaining and establishing marketing strategies and sales production. Job specifications: College graduate, have a skills and talent in ma rketing strategies and good in sales. Qualifications: Has an experience and knowledge in handling marketing and sales department Job Status: Full time 3. Production and Operation Director Job Description: Spearheads the production and operation department JobSpecifications: College graduate, have good skills in supervisory manufacturing department Qualifications: Has an experience in handling operations department Job Status: Full time Relationship Statement 1. CEO/President Supervises: Finance Director, HRS Director, Marketing and Sales Director and Production and Operation Director Coordinates: All departments Outside the company: IT, City Office 2. Production and Operation Director Reports to: CEO/President Supervises: Maintenance Head, Assembly, Finishing, Creative Design, Quality Control Coordinates: All executive management

Police Subculture Essay Example | Topics and Well Written Essays - 2250 words

Police Subculture - Essay Example police officer sets individuals apart from society and that it is difficult for them to manage non-police relationships which might be compromised by the requirements of the job or which, according to Stanley (2002), might compromise their job. Chan (1997) documents Australian police and offers new conceptualization of police culture. The author notes that policeminority relations have engaged substantially with reform, and 'the routine brutalism of the cops' seemed to signal not for the need for reform but its failure. She criticises their existing conceptualizations for 'their inability to account for differences in culture, their neglect of the active role played by officers in the reproduction or transformation of culture, their failure to situate police culture within the political and social context of policing, and their silence about the scope and possibility for cultural change' (Chan, 1997; p.12). Police officers working at the 'street' level function in a highly stressful and dangerous professional role. Numerous studies have examined whether police officers exhibit personality traits different from those of the general population (e.g., Carpenter & Raza, 1987; Fenster & Locke, 1973; Hanewicz, 1978; Lefkowitz, 1975; Sheppard, Bates, Fracchia, & Merlis, 1974; Simon, Wilde, & Cristal, 1973). Adlam (1982) concluded that the personality and social attitudes of police personnel change over time. Veteran police officers are more cynical, suspicious, and socially isolated than other people (e.g., Goolkasian, Geddes, & DeJong, 1985; Niederhoffer, 1967; Norvell & Belles, 1990; Skolnick, 1976). Officers are exposed to much more tragedy and human suffering over time than the vast majority of the general population. In addition, police officers become increasingly... Chan (1997) documents Australian police and offers new conceptualization of police culture. The author notes that police\minority relations have engaged substantially with reform, and ‘the routine brutalism of the cops’ seemed to signal not for the need for reform but its failure. She criticises their existing conceptualizations for ‘their inability to account for differences in culture, their neglect of the active role played by officers in the reproduction or transformation of culture, their failure to situate police culture within the political and social context of policing, and their silence about the scope and possibility for cultural change’ (Chan, 1997; p.12). Police officers working at the ‘street’ level function in a highly stressful and dangerous professional role. Numerous studies have examined whether police officers exhibit personality traits different from those of the general population (e.g., Carpenter & Raza, 1987; Fenster & Locke, 1973; Hanewicz, 1978; Lefkowitz, 1975; Sheppard, Bates, Fracchia, & Merlis, 1974; Simon, Wilde, & Cristal, 1973). Adlam (1982) concluded that the personality and social attitudes of police personnel change over time. Veteran police officers are more cynical, suspicious, and socially isolated than other people (e.g., Goolkasian, Geddes, & DeJong, 1985; Niederhoffer, 1967; Norvell & Belles, 1990; Skolnick, 1976). Officers are exposed to much more tragedy and human suffering over time than the vast majority of the general population. In addition, police officers become increasingly aware that many citizens feel uncomfortable interacting with them, even when they are off duty; some people acti vely dislike the police. [Newburn, 2005] Police subculture is often considered as both a cause of police deviance and an obstacle for police reform.

SMOKING AS A HEART DISEASE FACTOR Essay Example | Topics and Well Written Essays - 1500 words

SMOKING AS A HEART DISEASE FACTOR - Essay Example A direct link has been identified between lung cancer and tobacco smoking, as well as other links to respiratory conditions such as bronchitis and emphysema, and to coronary heart diseases (Pocket Dictionary of Biology 1999.) Several clinical trials support these findings as well (Kunz1, Pechlaner, Ho, & Pfister 2005). Smoking increases the risk of developing heart disease and is the leading cause of premature and preventable deaths in the United States alone (Cohen 1999). Smoking is a major risk factor for developing heart disease as it indirectly affects how the heart works and creates an imbalance in the cardiovascular system. For example, smoking causes emphysema, where the lungs lose their elasticity and the individual is often left short of breath. One of the heart's functions is to deliver oxygen, so the reduced surface area in the lungs results in an increased demand for oxygen by the lungs and other muscular organs and tissue. As a result of this increased demand, the heart has to work harder to compensate for this imbalance. If this happens over a long period of time, the heart muscles will weaken and/or change (e.g. heart enlargement, hardening of arteries, fatty deposits) and combined with other risk factors, will lead to heart disease. N The following points summarise the ways in which smoking affects the cardiovascular system. Smoking increases the levels of carbon monoxide which is a poisonous gas. In the long term this gas contributes to the damaged lining of blood vessels and artery hardening (Black 1992). Smoking raises blood levels of fibrinogen which is a clotting agent that causes blood platelets to stick together, increasing the risk of blood clots and blockages in the vascular system (Black 1992). Nicotine raises blood pressure and the heart rate which results in the heart working harder. It also constricts the coronary arteries which results in less supply of blood and oxygen to the heart (Black 1992). However, it is important to be aware of the nature of the various forms of heart disease, as this will increase our understanding of how smoking directly affects the working of the heart and the cardiovascular system. Heart Disease Heart disease consists of a variety of diseases that directly affect the workings of the heart. Arteriosclerotic disease is a result of the occurrence of fatty deposits inside the coronary arteries and blood vessels that supply blood to the heart muscle. When the blood supply from these vessels is slowed down or ceases, the individual will most probably experience angina or a heart attack. High blood pressure occurs when the heart encounters a higher resistance in the blood vessels outside the heart. This results in the enlargement of the heart and thickening of the heart muscle. (Cohen 1992) These factors contribute to reduced efficiency in the cardiovascular system as the heart now requires more oxygen to function and strains its muscle. It also speeds up the process of atherosclerosis by driving blood fat and cholesterol into the blood vessel walls increasing the risk of a heart attack or stroke. Heart failure occurs when the heart becomes excessively stiff or fatigued from worki ng too hard, either because it must pump against too strong a resistance or because there has been a loss of heart

A topic about any scienes Essay Example | Topics and Well Written Essays - 500 words

A topic about any scienes - Essay Example However in the recent decade, these accidents have almost doubled, which have alarmed scientists. Accidents in which chlorine has spilled in factories have also been unknowingly mixed with other chemicals. Undoubtedly, thousands of people have been in at risk for exposing to this reaction and have been evacuated to address the issue. The worst incident occurred in 2005, when the crash of 18 freight trains occurred, exposing chlorine gas to a whole community in which 9 people were killed and at least 1400 were exposed to this fatal combination. The worst part about chlorine gas is the fact that it even small exposures can cause choking and wheezing. In addition, it can burn the eyes, skin and throat. The gravity of this issue can be depicted here as Mary Anne Duncan, an epidemiologist at the federal Agency states, â€Å"Exposure to high levels of chlorine gas from a release can cause severe health effects, including death.† Researchers insist that these conditions lead to fatal heart disease and continue to rise at a shocking rate. Throughout history, Chlorine has been used to not only for killing purposes in war but also to infuse fear. The body has no control over the metabolic rate as an individual is exposed to it. The gloomy depiction painted here is exactly what occurs during these incidents. Chlorine had a high percentage with victims, 30.9 percent, second only to carbon monoxide, which had 41.7 percent with victims. Clearly, this is a threat that should be addressed. From my perspective, this clearly seems to be an issue that must be approached from a very serious manner. This will continue to be a hazardous agenda on the minds of the several residents who can seriously develop tragic medical conditions. Since chlorine is lethal, the government should try to enact some laws for companies that can safely handle these type of sensitive chemicals. Additionally, all residents should be well-aware of the dangers of

Epstein-Barr Virus and the disease it causes Infectious Mononucleosis Research Paper

Epstein-Barr Virus and the disease it causes Infectious Mononucleosis - Research Paper Example The research paper "Epstein-Bar Virus and Infectious Mononucleosis" is directed to review the main symptoms, causes, and reasons of persistent Eppstein-Barr virus infection, the connection between viremia and manifestation of Infectious mononucleosis, as a typical disease among children and youngsters. The author mentions that EBV is a gamma-group herpes virus, and it occurs worldwide and can affect any person at all points of the lifecycle. Once the virus infects a human, it can remain with them for their entire life, and one of the most significant aspects of the virus is that it has been associated with numerous diseases, most commonly with infectious mononucleosis. The EBV genome is made up of double-stranded and linear DNA molecule, which has a length of 184 kb. Its genome encodes for approximately one hundred proteins, most of which are critical in viral DNA replication, viral genes regulation, monitoring how the immune response of the human responds to the virus, and provision of structural elements of the virion.IM may be suspected and diagnosed based on the presented symptoms and signs, a physical examination to check for enlarged spleen, liver, tonsils, and lymph nodes, and the duration of the symptoms. Lab tests are normally not required but, in case additional confirmation is needed, some of the more common ones include the antibody test to check antibodies for EBV, although this test may require a longer time. Finally, specific treatment has not been invented yet, that makes this disease some kind of challenge for modern medicine.

Advertising in the 21st century Unit 9 Project Essay

Advertising in the 21st century Unit 9 Project - Essay Example This piece of research work addresses the relevance of IMC in today’s business world and examines how this can be implemented as a strategic step for advertising campaign. This paper identifies three companies at different levels, one from the Fortune 500 lists, one form the INC lists and one from the major online shopping companies and describes how these companies can effectively use IMC as basic strategy for their marketing. Lamb, Hair and McDaniel (2004) described that integrated marketing communication is a careful combination of all promotional messages like traditional advertising, sales promotion, personal selling, event marketing, public relation, interactive marketing and so on so as to assure consistency in whatever messages being communicated to the targeted markets (p. 413). Belch and Belch (2007) emphasized that IMC is a marketing process of planning, designing and developing brand communication program with customers, employees and associates in order to build short term financial benefits and long term brand value (p. 11). Various communication tools are effectively coordinated based on company’s goal to reach different target market more effectively and thus to create short term profitability and long term brand equity and brand loyalty among the customers. IMC is a process in which companies accelerate its revenues and returns by aligning communication objectives with business goals (Schultz and Schultz, 2004, P. 3). Business goals normally include profitable operation as well successful marketing of goods or services being offered to the customers. IMC helps companies achieve their objectives by aligning and coordinating various elements of communication including advertising, sales promotion, direct selling, public relation etc. IMC has become relevant in today’s business because it not only

Chapter 11 & 12 Coursework Example | Topics and Well Written Essays - 500 words

Chapter 11 & 12 - Coursework Example In my opinion, allowing the judges the discretion of setting bail, helps them in dealing with the conflicting reality associated with reason for setting bail; whether bail is used to ensure that a defendant appears in court for trial or for the purpose of protecting the society (Neubauer and Fradella 261). This is a dilemma that faces judges in their day-to-day administration of bail. This law may be seen to violate a defendant’s constitutional right to bail; however, it should be noted that, it considers the rights of the society at large. It would politically infeasible to free all violent crime offenders on bail knowing very well that they may commit violent crimes again; similarly, jailing all those accused of violent offenses might not be feasible since jails are not enough to accommodate them. This law, therefore, not only protects the society, ensures that defendants’ rights to bail is not infringed, identifies the dilemma judges face and thus equips them with th e power to balance these competing demands-protecting the society, and protecting defendants constitutional rights. It should be noted that, constitutional rights such as the right to bail, are only meaningful when they do not infringe on the rights of others. Additionally, according to the Eighth Amendment Right, there is no absolute provision for the right of bail to all citizens irrespective of crime and logistical nightmares, as such to protect the citizens’ right to bail, despite the judge’s discretion; it grants that bail must not be excessive. Q#2 FIU police receive an anonymous tip that a white male, wearing an orange Miami Hurricanes jersey and blue jeans is standing in the breezeway of the Green Library. The anonymous 911 caller states the subject is concealing a handgun in his waistband. The subject is observed acting in a casual manner and nothing about his appearance or actions indicate

Deaf culture. This paper contains answers for two questions about Deaf Essay

Deaf culture. This paper contains answers for two questions about Deaf Again Book - Essay Example Even though he faced all of these problems and difficulties, he was not able to stand up for himself. The reason for that was the unfavorable attitude of his grandparents, hearing relatives, and medical professionals toward his deafness, which in turn contributed to solidification of deafness as a bad thing in his consciousness. Thus he failed to defend himself. Moreover, the other reason for this was that he never thought that he was treated unfairly just because he was deaf. Therefore, he believed if he wasn’t able to grasp what was going on in the Hebrew School, this should have been his fault. 2- Mark confronted several important issues during this part of his life. Pick one issue you find distributing and/or thought provoking then explain in several sentences how this particular one affected you. From my standpoint, the educational options for deaf children were the most important issue that might negatively affected the lives of deaf individuals. In chapter five, the author described his experience of attending the Germantow Friends School, which was a huge school with about nine hundred students. Furthermore, he indicated to the deep pain when he felt isolated among hearing students; he wasn’t even able to understand conversations around him. He also pointed out on the frustrating experience and how difficult it was for him to make a friendship with hearing students and read or grasp others’ lips. He explained the feeling of loneliness because he could not communicate easily with his classmates and teachers. In addition, he described his disappointment when his teacher asked him to wear his hearing aids and sit in the front. Actually all these feelings of pain, frustration, and isolation strongly affected me. Especially when the author described his impressio n about the time he spent at the Germantow Friends School†I was often like a fish out of water.† (Drolsbaugh, 1997, p.43). This quotation makes me feel his fear of being powerlessness,

Flaws in Twains The Adventures of Huckleberry Finn Essay Example for Free

Flaws in Twains The Adventures of Huckleberry Finn Essay Mark Twains novel The Adventures of Huckleberry Finn is by any means a classic. However, there are several flaws. First of all the coincidence that everything happens with in my mind detracts some from the story. The other major problem is that the book seems to drag on and on the closer you get to the end, as if Twain had a page quota to fill and was not worried about the story. The other problem brought up on our hand-out was Hucks lack of seriousness in what was a very serious situation for Jim. As for the coincidence part, it appears most obviously as you read towards the end. For example Huck ends up at Aunt Pollys, and I was thinking, yeah right those chances are about one in a million. And then after Huck tells Aunt Polly that he is Tom, Tom shows up uh-huh, I bet. It is things such as those I just mentioned that make it very difficult for me to read a book without becoming frustrated. It is probably because I am used to real life and like it or not real life is just not that perfect. My other gripe was that Twain seems to ramble on and on and on an.. To me it seems as if the story that he was writing became faint shortly after the time when Huck says, Its me. George Jackson, sir(pg. 95). I do have to give him that the feud was interesting filler, but you can only take so much filler. Then when John Wayne (The Duke) and Elvis (The King) come along there seem to be four or five stops along the river that except for one little detail, are the same. Please excuse the jump back, but how coincidental is it that you have a Duke and a King on the same raft in the middle of the Mississippi river (yes I do know they are not really royalty but that does not matter)? Even during all of this complaining I have done I did find humor in such things as when Huck was observing some local loafers and their discussions about borrowing and lending chewing tobacco. Here, gimme back the chaw and you take the plug. (pg. 138). I can just picture four or five guys laying around chewing tobacco with spit/tobacco juice running down their chins, probably in dirty overalls with no shirts on underneath and boots, to complete the look, three or four days of beard waiting to be shaved, and oh yeah, a nice old straw hat. The picture of this I have in my head is just so vivid that it disgusts me now. I think that is one of the reasons this is such a great book, the imagery. The final thing mentioned was Hucks lack of seriousness or that he was too humorous or too wrapped up in fantasy for the situation both he and Jim were in. Here as opposed to the things I attacked above I will have to be on the side of the defense. My foremost reason is that I do not think Huck realizes the seriousness of the predicament. Huck is a boy that lives in Hannibal, MO during the times of the Civil War, he probably does not know any other ways to deal with anyone who is a slave or is trying to escape. Put yourself in his shoes once and think of the trouble you might have. Then think how you would deal with these problems. Would it be in the way many kids do, with a bit of fun to try to alleviate some of the tension? Take the time when Jim thinks Huck is dead and he shows up scaring Jim to the point of carrying out a conversation with a ghost. Jim says I alwuz liked dead people, en done all I could for ? em (pg. 40). Read that section over and see if it does not seem to be in good taste, if you can call anything done by Huck tasteful. I think it does. My final task is to come up with a new ending. I think my ending goes like this: Huck and Jim find the mouth of the Ohio river as planned and venture upstream by any means available. As they continue up the river the bond between the two runaways becomes ever stronger. When they reach the free states and Jim is officially free. After waiting around a while the two begin to get money in any way they can. When it is enough Jim buys his wife and children out of slavery, and Huck takes a cut (not too much, just enough to get home). Once home Huck starts all over with his ever interesting plots (not without the help of Tom Sawyer). Time passes and over the years Huck misses Jim and eventually embarks on a quest. The quest to find Jim. This journey would be much like the journey he and Jim took just a few years ago. This time though, there is no John Wayne and Elvis to make the story drawn out and boring towards the end. Then Huck finds Jim, meets the wife and kids, and goes back home to lead a normal (or as normal as can be) life working as little as possible and living off his $6000.

The length of the hydrocarbon chains affects Essay Example for Free

The length of the hydrocarbon chains affects Essay The aim of this experiment is to find out whether the length of the hydrocarbon chains affects how runny the oil is. Preliminary work needed: With the apparatus that is available in the school laboratory there are 2 different possible ways in which to carry out this experiment. From doing preliminary work testing both methods we hope to find out which one will give the most accurate reliable results. This will then be the experiment we carry out in the actual experiment itself. The two different methods we could use are as follows: 1. To simply take a slide, place it at an angle and drip oil down timing how long it takes to get to the bottom. 2. The other way would be to have a thin long tube filled with the oil, and timing how long it takes a small ball bearing to travel through each different oil. Preliminary results: From testing these two methods we immediately found that method 1 would be somewhat inaccurate. We found that each time we dropped oil onto the slide it took a different path every time. Therefore each different oil will be travelling a different distance. To gain any sort of accurate results the oil must travel the same distance each time. However, we found that we could make the oil go down in a straight line, but only if the slide was placed at a much greater angle. We initially tested this with the C12 oil, and with this it was fine. Then when we tried to ensure that the angle was ok for the C6 oil also we encountered problems. The oil fell down the slide so fast it was impossible to time. From the preliminary work we soon realised that method 2 would be far more accurate. From testing various different angles to place the tube at we found that 15i let the ball bearing roll through the oil at a manageable pace to be able to time it. We also found suitable start and finish marks for which the ball could pass through. Also using this method is far more practical, engine designers, for example, have to work out how long a liquid will take to pour down a tube. The diagram below shows how many different paths the oil could take going down a slide, with a tube the U shape at the bottom keeps the ball going in a straight line. This gives us far better results to take speeds of the ball from. Method: We are going to drop ball bearings into a small narrow but relatively long tube of oil, and time how long it takes for the ball to get past a given points: We will fill the tube up with oil, starting with C6 the going all the way through up to C16. ON each oil we will drop the ball bearing in from the top, start the timer when it goes passed the start mark and stop the timer when it goes past the finish mark. It is important that we ensure there is exactly 1. 5ml of oil in the tube and also the tube is placed at 15i. We plan to take 5 readings of each oil and then take an average of the results. Apparatus needed: 1. Clamp stand 2. Stop clock 3. Semi permanent marker pen (to mark start finish points) 4. 5 ball bearings 5. Protractor 6. Oils 7. Pipette 8. Safety goggles It is important to wear safety goggles throughout this experiment as we are dealing with oils. Maintaining a fair test: Two things need to be measured in this experiment and these are the amount of oil to use and the start and finish lines. From the preliminary work we found that 1. 5ml of the oil would sufficiently fill our tube up to a given point. When deciding where to mark the start and finish points we made sure that at the bottom of the tube was enough space for 5 ball bearings to lay. When marking the finish point we took this into consideration and marked the finish point accordingly, 1. 5cm up from the bottom of the tube. This was so that when we dropped each ball bearing in the same oil we wouldnt have to keep tipping all the oil out to get the ball bearing out each time. This would have made the experiment far more messy and time consuming. When marking the start point we made sure that for the runniest oil we had, the ball baring had enough distance to pick up a greater speed than what it would be travelling through the oil. Therefore for every oil we had, the ball would immediately hit the oil and slow down. The distance this gave us from start to finish was 10cm. There will only be one controlled variable in this experiment and that is the chain length of the oils we use. For accurate results we will be using 5 different oils, these are: C6, C8, C10, C12, and C16. We are unable to use a C14 oil but hopefully the graphs plotted from the results will allow us to see what result we would have gained from a C14 oil. Everything else in the experiment will be kept a constant. That is the angle of the tube, the ball bearings, and the same person stopping and starting the clock. To ensure that our results are even more accurate and reliable we will run the test through once before we actually start to take any results. This is because when the ball bearings have been in the oil once it is extremely difficult to remove all the particles of oil, there will always be an oily residue left on the ball. So the only way to solve this would be to ensure that before taking any results the ball already has this thin layer of oil over it for every different test on each of the oils. In addition to this it is important that the ball is placed into the tube right at the top and left to roll down pushing the ball down into the tube will provide inaccurate results. Prediction: I predict that as the chain length of an oil increases, the runniness of the oil will decrease, (the ball bearing will take longer to travel through the oil). If you compare a hexane molecule (C8 H12) to an octane molecule (C8H18) it is clear that the octane molecule has more carbon atoms and hydrogen atoms: The difference between them is to do with the overall size of the molecule.

Pronunciation Teaching Within A Theoretical Framework English Language Essay

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

Puritan Culture :: essays research papers fc

The Puritan pilgrims as a society based many of their practices and customs on religion. Once in America and away from the prejudices they faced in England they were able to freely practice their beliefs as they saw fit. This led to a very strict society in which members were expected to live and behave according the theological rules which they had set for themselves. This strict society also directly influenced the way children were brought up and educated in New England.   Ã‚  Ã‚  Ã‚  Ã‚  Since the pilgrims followed the writings and teachings of John Calvin they believed all men have predetermined destinies set for them at birth by God. In order to be â€Å"saved† in the afterlife they must live their lives according to God’s will and in a sense, fulfill his plan for them. Another strong factor as to why their society must be so reformed is the fact that they were in a new world. They must create a â€Å"new† England for themselves and build an uncorrupted society for their people. They saw themselves as â€Å"a ‘saving remnant’ chosen by God to preserve the true faith in America and inspire religious change in England† (Henretta et. al. 53). To achieve these ideals the settlers must instill the same values they held true in their children so that future societies could lead faithful lives in New England.   Ã‚  Ã‚  Ã‚  Ã‚  Since the children were highly educated in religion this directly affected the way they behaved. Even the laws of their communities were deeply rooted in religion. The Bible was established as a legal guide and instances where there was no law, local magistrates should rule â€Å"as near the law of God as they can† (Henretta et. al. 54). So, to live properly in this society according to its laws a child must live in a Godly fashion.

Daniel Pearl :: essays research papers

WASHINGTON (CNN) -- Intensive negotiations are under way with Pakistan for the extradition to the United States of Ahmed Omar Saeed Sheikh, the top suspect in the kidnapping and killing of Wall Street Journal reporter Daniel Pearl, the White House said Monday. Other government officials said that federal prosecutors from the U.S. attorney's office in Washington are working on bringing criminal charges in the case. But officials refused to comment on how soon a grand jury might bring any indictments. Asked Monday if the United States is interested in bringing a criminal case against Sheikh, President Bush said, "We're always interested in dealing with people who have harmed American citizens." White House press secretary Ari Fleischer said that the United States "would very much like to get our hands on Omar Sheikh and anyone else responsible for the killing of Daniel Pearl," noting that Pakistan is a sovereign nation and will continue its judicial process. "We will work closely with Pakistan to try to achieve that outcome of bringing them to the U.S.," Fleischer said. A Pakistani Embassy official in Washington, Asad Hayauddin, said that the two countries are engaged in discussions about the issue. Hayauddin said he doesn't know the status of the talks, adding that "Pakistan has always cooperated in bringing people to justice if required" and if there's a legal justification for a transfer of a suspect to U.S. custody. The United States signed an extradition treaty with Pakistan in 1931, and it went into effect in 1942, when Pakistan was under British control, Fleischer said. Hayauddin said that treaty was used to extradite Ramzi Youssef, convicted in the 1993 World Trade Center bombing, and Mir Amil Kasi, convicted in the 1993 shooting deaths of two CIA employees, from Pakistan. Bush expressed satisfaction with Pakistani President Pervez Musharraf and his government's handling of the Pearl case. "I could tell from the tone of his voice how distraught he was, how disturbed he was that this barbaric act had taken place in his country," Bush said, referring to a recent phone call from Musharraf. "He knew full well that those killers did not represent the vast majority of the people in his own country, and he vowed to me on the phone that he would do everything in his power to chase down the killers and bring them to justice." U.S. indicted suspect last year

Our Child of Poverty Essay -- Poverty Essays

Our Child of Poverty From the writer: This paper was inspired by my work on "The Community Child Project" and the book "Amazing Grace" by Jonathan Kozol. The project was a children's literacy initiative that included discussions which pointed to poverty as being a deterrent in children's educational success. I then began to think about perceptions of poverty held by myself an others. I have here attempted to capture those attitudes and identify why I see them as problematic. From the teacher: Sarah found her project for this course (Writing With Theory) in her work in a service learning course she was taking with Rosaria Champagne in ETS. As Sarah began to write, she thought the differences between her own life and the lives of the young girls she was "helping" were extremely large. As she explored her own interests and the conversations she was having with other SU students, she came to think that the differences were much more subtle. Her way of describing the differences, then, came in her use of metaphor and juxtaposition. Sarah was the student in this course who was the most dedicated to the writing--process as well as product. From the editors: This piece addresses the impoverished conditions faced by urban families in America, confronting the issues that many of us dismiss. Smith integrates the novel Push, by Sapphire, with anecdotes of her childhood and reflections upon her experiences with children as a maturing adult. Through application of social theory, textual analysis and literary narrative, this paper demonstrates the author's developing cognition about the hardships endured by the underprivileged and calls for the reader to apprehend these ideals. As Veronica's sisters drove home in their black Lex... ... the negative effects of our behaviors on others. This is apparent in classism with what I'll call the "us-not-them" phenomenon. When we are able to separate ourselves from the other, more specifically the other living in poverty, there is no desire to remedy the situation. When we neglect to foster a sense of community between them and us there is no bond, no relationship. When there is no community it is easy to separate our actions from others. It is impossible to realize the ramifications of classism from within a culture that lacks any cohesive community. We sometimes ask why those living on the streets and in poverty do nothing to help themselves? Let's try to imagine what the reality of their existence is. Try to see what they see. Veronica reminds me as she gives me a ride in her new Pathfinder, "No one would have all those factors beating them down." Our Child of Poverty Essay -- Poverty Essays Our Child of Poverty From the writer: This paper was inspired by my work on "The Community Child Project" and the book "Amazing Grace" by Jonathan Kozol. The project was a children's literacy initiative that included discussions which pointed to poverty as being a deterrent in children's educational success. I then began to think about perceptions of poverty held by myself an others. I have here attempted to capture those attitudes and identify why I see them as problematic. From the teacher: Sarah found her project for this course (Writing With Theory) in her work in a service learning course she was taking with Rosaria Champagne in ETS. As Sarah began to write, she thought the differences between her own life and the lives of the young girls she was "helping" were extremely large. As she explored her own interests and the conversations she was having with other SU students, she came to think that the differences were much more subtle. Her way of describing the differences, then, came in her use of metaphor and juxtaposition. Sarah was the student in this course who was the most dedicated to the writing--process as well as product. From the editors: This piece addresses the impoverished conditions faced by urban families in America, confronting the issues that many of us dismiss. Smith integrates the novel Push, by Sapphire, with anecdotes of her childhood and reflections upon her experiences with children as a maturing adult. Through application of social theory, textual analysis and literary narrative, this paper demonstrates the author's developing cognition about the hardships endured by the underprivileged and calls for the reader to apprehend these ideals. As Veronica's sisters drove home in their black Lex... ... the negative effects of our behaviors on others. This is apparent in classism with what I'll call the "us-not-them" phenomenon. When we are able to separate ourselves from the other, more specifically the other living in poverty, there is no desire to remedy the situation. When we neglect to foster a sense of community between them and us there is no bond, no relationship. When there is no community it is easy to separate our actions from others. It is impossible to realize the ramifications of classism from within a culture that lacks any cohesive community. We sometimes ask why those living on the streets and in poverty do nothing to help themselves? Let's try to imagine what the reality of their existence is. Try to see what they see. Veronica reminds me as she gives me a ride in her new Pathfinder, "No one would have all those factors beating them down."

A theology or philosophy of education

Education is an essential part of our lives. Without education we fail to understand the greater meanings of life. True education does not only contain achievement of academic degrees.It involves learning the meaning of life and the greater virtues of life and unless we understand the virtues and the philosophies of life we will not be in a position to intake the academic knowledge fully. In order to get proper education it is necessary that we get a true mentor who will strive to imbibe the philosophies of life into our minds.A mentor is able to impart academic knowledge only when he or she prepares the mind of students philosophically and morally. Moreover a mentor or an instructor should always walk in the path of virtue. Getting deviated from the path makes him unfit for teaching a bunch of young men.This paper aims to look at the various theories of life and the value of virtues in life and hence tries to relate it with teaching. It tries to focus on the fact that a mentor shoul d believe and follow some theories while he or she is instructing the students.The paper also has tried to tell how the teachers should help their students to understand the meaning of their lives and also guide them in the true path of religion. The main aim of the paper remains in pointing out the role which an educator should play in order to bring about over all human development so that the society is able to get more number of sensible citizens who will adhere to the path of righteousness.There are actually many theories and many views of virtue which can be incorporated by an educator while imparting knowledge to the students. For instance The Divine Command Theory states that morality is associated with God’s commands. Divine Command Theory focuses that anything not approved by God is immoral. Therefore it actually tries to say that we must all carry out acts those are approved by the God. For example torture is an act not approved by the God hence we can say that tor ture is an immoral act.The theory is of prime importance because it gives us a reason as to why we need to be moral in our lives. An important thing which we tend to believe from the theory is that only the persons who are morally upright secure happiness in their lives. Hence we can say that with the help of the Divine Command Theory we get directed towards the path of morality. (Austin, 2006).As an instructor or a mentor we can take cue from this theory and try to imbibe the virtue of morality into their minds. We can use it by making our students understand that the ultimate aim of our lives should be morality.Unless we lead a moral life we will not be in a position to achieve happiness. It should be our attempt as a facilitator to make the students realize that unless they adhere to the path of morality they will not be able to get the blessings of the Almighty and in turn will not be able to get success in their lives. Incorporating of this theory into the teaching curriculum i s important because unless the students are moral by nature they will not be able to take in the academic lessons properly. They will also not be able to use the lessons learnt in their future lives unless they have a moral foundation in them.The theory of virtue ethics is in close association with the Christian philosophy of ethics. The virtue theory is teleological in nature that is true human nature involved in true human good. The virtue ethics is of tripartite structure. It contains firstly human-nature-as-it-exists.Secondly it consists of human-nature-as-it-could-be. And the third element consists of all those habits, desires, perceptions which will transport human from one stage to the other stage. The virtue ethics focuses on the fact that there are certain habits and desires in human beings which prevent our journey towards a true human nature.Thus it is clear that in order to achieve the true good of our lives we may have to renounce certain habits of our lives. The theory deals with the journey from the stage of who we are to what we could be. It goes on to say that human nature is worth only when it is a good human nature and in order to become a good human nature it is absolutely necessary that we carry out functions which are true in nature and which adds to the true well being of humans.Therefore according to this theory we are permitted to carry out only those acts which contribute to the well being of the people and at the same time keep away from those which are not considered as true acts.(Kotva, 1997). Thus we can say that even the theory of virtue ethics can be incorporated within our teaching curriculum.That is we can make the students understand that the ultimate goal of life is well being and well being is only possible when we carry out true acts. True acts in the sense those acts which are virtuous in nature. We should also encourage the students to give up all those acts which are not true acts that are all those acts which do not co ntribute to the well being of man. In this way we can direct the students towards proper acts and keep them away from all ill acts.It is necessary to guide the students in such a direction because unless they carry out acts which are true by nature they will be unable to use their academic learning’s in proper channels. Instead they may use all their academic learning’s for accomplishing acts which are not proper. Hence it is very necessary to develop a moral guard in them right from their tender years so that they do not even get the desire to undertake an act which is improper.According to John Stuart Mill utilitarianism is basically the measure of human action based on the consequence received by that action. He was of the opinion that any human action which produces happiness among the human beings is a morally correct one. On the other hand an action which fails to generate human happiness is termed as morally wrong. Therefore according to Mill all human actions s hould be directed towards generating human happiness.Rather it should be the goal of all human beings to bring in happiness to others and not to one self.(West). Taking cue from the theory of J.S. Mill we can go further to say that the essence of utilitarianism is to maximize social welfare. We can take the happiness of others in a collective form and refer to it as the common good of the society.Thus according to the theory we can say that our ultimate aim should be to bring in the overall welfare of the society through our actions. Utilitarianism can be synonymous with â€Å"welfarism†. Therefore using utilitarianism we can say that all individuals are given an equal status as because a common good of the society has been mentioned. Unless all individuals are given an equal status they will not have a common welfare.Thus utilitarianism also incorporates egalitarianism.(Roemer, 1998). Even the theory of utilitarianism can be of much help in imbibing values within the student s. We can use the theory to make the students understand that the aim of all our actions should be to secure happiness of others.Our actions should not be directed by self interests. By happiness of others it means that we should teach the students to work for the common good of the society because if we do not put effort for the betterment of our society we will also not achieve any betterment in our moral lives. Moreover the ultimate goal of education remains self-enlightenment and that enlightenment do not involve seeking happiness for the self but it comprises bringing in positive transformation of the society through our knowledge and education.Therefore it is a must that the students are made to realize the true purpose of education at a very early stage. It is necessary to make the students realize that the purpose of their education is a great one otherwise they in the later stages of life will not be able to do justice with their education.

Starbucks CSAs and FSAs

Their lifestyle, fashion nd actress activity would be preference for people who are really fanatic with their culture. Besides that, their military equipment and technology always make other nation worried and respect to this country. Lastly, coffee addicted among American people and society. Starbucks firm specific (FSAs) advantages are location of their coffee house. Most of Starbucks coffee house are located in strategic area like urban area. This location has high traffic that can be easily reach and access by customer.Then, Starbucks offer high quality of facility and convenience to their customer. The mbience in the coffee house can make people relax and enjoy having a meeting and doing their work. Furthermore, the brand name of Starbucks itself is their FSA. When enter in the coffee house, we feel like in American style and perception that people that drink Starbucks coffee are wealth people. The chain's success of Starbucks for those advantages is because of the strong cultur e of drink coffee for American and Italian people.This culture gives an opportunity for Starbucks to increase their chain success. Then, convenience that they offer to their customer. Starbucks usually would e destination point for doing a meeting and doing homework. The ambience inside the coffee house really comfortable and encourage people to visit their shop. Besides that, location of the Starbucks coffee house really strategic that place in high traffic area. This area can be easily reach and access by customer. As a result, Starbucks increase their chain success in the U.S. market. Question 2 How internationally mobile is the Starbucks concept? Any barrier to entry? Starbucks Corporation is an American global coffee company and coffeehouse chain based in Seattle, Washington. Starbucks is the largest coffeehouse company in the world. The first Starbucks opened in Seattle, Washington, on March 30, 1971 by three partners that met while students at the University of San Francisco: English teacher Jerry Baldwin, history teacher Zev Siegl, and writer Gordon Bowker.The three were inspired to sell high-quality coffee beans and equipment by coffee roasting entrepreneur Alfred Peet after he taught them his style of roasting beans. Originally the company was to be called Pequod, after a whaling ship from Moby-Dick, but this name was rejected by some of the co-founders. The company was instead named after the chief mate on the Pequod, Starbuck. From 1971-1976, the first Starbucks was at 2000 Western Avenue. It then moved to 1912 Pike Place Market; it then was sell.During their first year of operation, they purchased green coffee beans from Peet's, then began buying directly from growers. The first Starbucks location outside North America opened in Tokyo, Japan, in 1996. Starbucks entered the U. K. market in 1998 with the $83 million acquisition of the then 65-outlet, UK-based Seattle Coffee Company, re-branding all the stores as Starbucks. In September 2002, Starbuc ks opened its first store in Latin America, at Mexico City. In 1999, Starbucks experimented with eateries in the San Francisco Bay area through a restaurant chain called Circadia.These restaurants were soon â€Å"outed† as Starbucks establishments and converted to Starbucks cafes. In October 2002, Starbucks established a coffee trading company in Lausanne, Switzerland to handle purchases of green coffee. All other coffee-related business continued to be managed from Seattle. In April 2003, Starbucks completed the purchase of Seattle's Best Coffee and Torrefazione Italia from AFC Enterprises for $72m. The deal only gained 150 stores for Starbucks, but according to the Seattle Post-Intelligencer the wholesale business was more significant.In September 2006, rival Diedrich Coffee announced that it would sell most of its company-owned retail stores to Starbucks. This sale includes the company-owned locations of the Oregon-based Coffee People chain. Starbucks converted the Diedric h Coffee and Coffee People locations to Starbucks, although the Portland airport Coffee People locations were excluded from the sale. In August 2003, Starbucks opened its first store in South America in Lima, Peru. In 2007, the company pened its first store in Russia, ten years after first registering a trademark there.In March 2008 they purchased the manufacturer of the Clover Brewing System. They began testing the â€Å"fresh-pressed† coffee system at several Starbucks locations in Seattle, California, New York and Boston. In early 2008, Starbucks started a community website, My Starbucks Idea, designed to collect suggestions and feedback from customers. Other users comment and vote on suggestions. Journalist Jack Schofield noted that â€Å"My Starbucks seems to be all sweetness and light at the moment, which I dont think is possible without quite a lot of censorship†. The website is powered by the Salesforce software.In May 2008, a loyalty program was introduced for registered users of the Starbucks Card (previously simply a gift card) offering perks such as free Wi-Fi Internet access, no charge for soy milk ; flavored syrups, and free refills on brewed drip coffee or tea. A store in Seattle known for its use of the corporation's new ideas reopened in the fall 2010 with a modified interior design in which the espresso machines were placed in the middle of the store. On November 14, 2012, Starbucks announced it will purchase Teavana for $620 million ollars in cash and the deal was formally closed on December 31, 2012.Question 3 Franchising would seem a natural entry mode for Starbucks, but the chain sometimes arrangement where one party (the franchiser) grants another party (the franchisee) the right to use its trademark or trade-name as well as certain business systems and processes, to produce and market a good or service according to certain specifications. The advantage of franchising that Starbucks would receive is easy to control. Starbuc ks can reduce their difficulty to control their coffee house at around the world by franchising method. Then, can standardize their product or service to all franchise.This will help to maintain and standardize their high quality of product and service that will increase customer loyalty. Besides that, rapid expansion for Starbucks company to increase their market. In todays marketplace, the window of opportunity for a new or unique business concept closes very quickly. Franchising permits multiple units to be opened simultaneously, gaining a foothold over would-be competitors. The disadvantage of franchising is the cost of maintaining and developing company owned units is very expensive and often difficult to obtain. There are also many potential problems associated with the franchising system.The franchisor will lose freedom of operation unless they establish a franchise system. The franchise agreement or contract will become a legal document binding the franchisor and the franchi see to specific business codes and conducts. The franchisor will also be faced with recruitment in signing of good franchisees. One of the most difficult situations a franchisor will also face is how to deal with disgruntled franchisees. Then, a problem associated with franchising is simply the communication which must exist between a franchisor and franchisee. Question 4 Do Illy and Starbucks compete or not?How likely are they to compete in the future? No, Illy and Starbucks not compete with each other. It is because both are in different business mode although both sell coffee. For Illycaffe, they enter the U. S market mainly through 82B. Most of their products are sell to hotel, cafes, restaurant and coffee house. They are focusing on b2b business that is different with Starbucks. So, for customer that really want to purchase and taste the true coffee from Illycaffe product they need to purchase it either from hotel, restaurant or cafes that cooperate with Illycaffe brand. For th e other side, Starbucks entered U. S. arket mainly through retail market and dominates the market. Starbucks product can be directly purchase by customer from their coffee house because of their focusing on B2C business. Starbucks sell their product directly to end user that is different from Illycaffe. As a result, both company are not directly compete in the market although sell almost same product. In the future, Starbucks and Illycaffe are going to compete about their product for example new innovation in coffee taste. Then, service offering would be the element that they compete in the future. Besides that, loyalty from the ustomer will differentiate between both companies.If you were Andrea Illy, what strategic plan would you develop? The strategic plan that should be considered must be perform internal and external analysis of the company. The company would be affected by political, economic, social and technological changes. The strategic plan should be concern about all of those factors. In order for the company to maintain their competitive edge, it has to remain the innovative skills and continue offering new differentiated products. Besides that, investing in its partners and its ethical values towards the environment would be a ood plan.Furthermore, Illycaffe also need to strengthen their distribution channel to access and reach all potential customers. Then, Illycaffe also should involved and compete in the retail market. This retail market has a large opportunity to expend their business and territory area. Understand and adapt their product with local culture and taste of their market needs. Then, making the export coffee more suitable for the market region to ensure their product can be accepted by local people. Lastly, increase their service offering and high quality of convenience to attract customer enter their coffee house.

Willy Loman

The American Dream is the idea that with hard work and perseverance, anyone can succeed in America, the land of opportunity.   However, as time went by, the idea of the American Dream came to mean working to buy material possessions, and no matter how hard someone works, there is always more to buy.   As people struggle to achieve the American Dream, companies downsize and fire people who have given their lives to that company.   Capitalism in America causes a very few people to gain wealth while the rest of society just continues to struggle. The unforgettable Willy Loman and his family demonstrate the dangers and downright destructive forces of capitalism.   Willy Loman has simply unrealistic expectations of his own life and his family members.   He does not face his own flaws and just cannot seem to get ahead.   Willy Loman shows the dangers of getting too wrapped up in the very values of capitalism such as the idea that money equals character and material possessions defines self-worth. As Willy continues to be unsuccessful, he feels more and more inadequate and depressed.   He is courted by the grand idea of the American Dream without understanding that it is almost unattainable for many.   He suffers from this system as well as his own inability to change the dream or to cope with the unrealistic nature of the dream.   Capitalism kills his American Dream. Willy raises his children by transferring his own unrealistic version of the dream to them in myriad ways.   Willy’s focus in raising his children is that they be both attractive and popular. By raising his children this way, they never learn any skills that will sustain them in life.   In fact, they learn really the opposite of capitalism in making the effort to get ahead. Biff, who thinks he is above it all because he is so popular and well-liked that he doesn’t devote any time to schoolwork and ends up flunking high school math.   He doesn’t make it up in summer school so he cannot go to college.   He actually ends up stealing from his boss, and is basically floundering in the world.   He, like his father, always has grandiose ideas about success.   Happy, on the other hand, turns out another way.   Happy believes that Bill Oliver (the boss Biff stole from) will lend them money for one of their half-baked plans about selling sporting goods.   He is completely unrealistic and has no ambition.   Happy is well-liked, especially by women, but spends all his time trying to â€Å"score.† No effort is devoted to actually getting a job or being self-sufficient.   Because Willy is so focused on the idea that his children will achieve the American Dream, he teaches them horrible values.   When Biff steals a football, Willy praises him.   When Biff flunks math, he ignores the fact that Biff cheated.   He pumps up their self-esteem so much that they cannot hold down jobs.   They cannot seem to stoop to taking orders from anyone.   And Willy cannot seem to avoid making these false promises to them. For example as he tells his boys, â€Å"the man who makes an appearance in the business world, the man who creates a personal interest, is the man who gets ahead. Be liked and you will never want.   You take me, for instance.   I never have to wait in line to see a buyer.   â€Å"Willy Loman is here!†Ã‚   That’s all they have to know and I go right through.† (Miller 33)   However, he is a salesman for the same company who lets him go without a second thought, as he becomes less useful to them.   Willy is not preparing his children for a world of capitalistic corporate downsizing and such. He pumps his children up for life but goes way too far in avoiding the truth.   When Biff talks about working for Bill Oliver, he says, â€Å"How the hell did I ever get the idea I was a salesman there?   I even believed myself that I’d been a salesman for him!   And then he gave me one look and –I realized what a ridiculous lie my whole life had been!   We’ve been talking in a dream for fifteen years. I was a shipping clerk† (Miller 104).   In this quote Biff summarizes the idea that Willy has filled them both full of hot air, to the point that they cannot even live in the â€Å"real† world.   Biff cannot even admit that he was only a lowly clerk and so he ends up getting angry and stealing from his own boss.   Willy has not allowed the boys to truly see reality. Another capitalistic idea presented is that everyone must work and work in this world to provide for their families, to keep them in the newest things.   However, people never really get to see the benefits of all their hard work.   As a society, most families are in debt for everything they â€Å"own,† and they never get to see the end product of that.   As Willy says, Figure it out.   Work a lifetime to pay off a house.   You finally own it, and there’s nobody left to live in it† (Miller 15). By the time Willy works enough years in his life to pay off the house and the stuff in it, the kids are grown and he is on the verge of retirement.   And as he says, â€Å"I gotta be at it ten, twelve hours a day† (Miller 37).   He works so hard to provide for his family but never actually gets to spend time with them because he is always working to pay for all that stuff.   In a capitalistic world, things are made to be replaced and to keep their owners paying on them.   â€Å"Once in my life I would like to own something outright before it is broken. I just finished paying for the car and it's on its last leg (Miller 36). The same idea is expressed again by Willy in talking with Linda about the refrigerator.   They are discussing the expensive General Electric which functions well versus the cheaper Hastings model that they bought.   â€Å"Whoever heard of a Hastings refrigerator?   Once in my life I would like to own something outright before it’s broken!   I’m always in a race with the junkyard!   I just finished paying for the care and it’s on its last legs.   The refrigerator consumes belts like a goddam maniac. They time those things.   They time them so when you finally paid for them, they’re used up† (Miller 73).   Like the products that are all around him, Willy is also used up himself, and his company will prove this by letting him go after his dedication all these years. The idea that everyone must work really hard and advance their way up the ladder in order to make a good living is also presented.   â€Å"To suffer fifty weeks of the year for the sake of a two-week vacation, when all you really desire is to be outdoors, with your shirt off.   And always to have to get ahead of the next fella.   And still—that’s how you build a future† (Miller 22). Ben and Charley are both presented as foils to this idea, and Willy is depressed that he does not live the lifestyle of either of these men, but he â€Å"missed the boat† so to speak.   These men both kind of â€Å"luck† into things as is often the case in a capitalistic society.   Many times, it makes no difference how hard one works or how liked he is or anything else; it is about being in the right place at the right time. People can be discarded in this capitalistic world when they no longer serve their â€Å"purpose.†Ã‚   Willy is fired after devoting his life to the company with the horrible epithet of capitalism, â€Å"business is business.†(Miller 80).     Willy has given his adult life to sales for this company, and when he is no longer â€Å"useful† to them, he is fired.   â€Å"[Y]ou can't eat the orange and throw the peel away — a man is not a piece of fruit!† (Miller 82) The Wagner Company has sucked the life out of him and then fired him, discarding him like a useless piece of orange rind.   â€Å"I don't say he's a great man. Willie Loman never made a lot of money. His name was never in the paper. He's not the finest character that ever lived. But he's a human being, and a terrible thing is happening to him. So attention must be paid. He's not to be allowed to fall in his grave like an old dog. Attention, attention must finally be paid to such a person† (Miller 56). Linda is making a statement to America here about the way workers are treated in such a capitalistic society.   When everyone wants to â€Å"get ahead,† humanity is lost.   Willy is a person, and he deserves to be treated like one.   â€Å"He works for a company thirty-six years this March, opens up unheard-of territories to their trademark, and now in his old age they take his salary away† (Miller 56). Humanity is lost.   Workers should have pensions for devoting their lives to a company.   As he says to Charley, â€Å"you end up worth more dead than alive† (Miller 76).   His life insurance policy left to his family will provide better for them than he ever could.   This again, is the sadness of many corporate lives when they have reached the end of their â€Å"usefulness† according to the powers that be. Willy even has grandiose ideas about his own funeral and his importance in this dehumanized world.   Willy has given his life for the business, and feels that his funeral will be spectacular.   All the people he sold to will be there.   People from all over New England will attend because he was so well-liked but in reality, no one attends—his family and Charley. In all, Willy Loman was destroyed by the capitalistic society.   Capitalism kept him working in a job to â€Å"keep up with the Jones’† he was able to buy all the things that society sells to us with the idea that they are indispensable.   He devotes his life to his job in sales, never spending much time with his family because he was always on the road.   In the end, what does he have to show for it?   Nothing.   His boys are not productive and suffer from false illusions of their own.   He kills himself so that his life insurance policy will provide for his family.   Arthur Miller provides this play is a kind of indictment on the way the world is progressing today, particularly America.   He provides Willy Loman as a sort of tragic hero who wants to hold to some of the â€Å"old† ideas but is continually beaten down by the new trends.   Capitalism kills the American Dream. Works Cited Miller, Arthur, Death of a Salesman, Penguin Books, Middlesex England, 1949.