Othello and the Outisder Essay

The play Othello by William Shakespeare, the book A Clockwork Orange by Anthony Burgess and the visual representation enrich understanding of the concept of the outsider through their use of both visual and literary techniques to depict outcast characters. The book A Clockwork Orange by Anthony Burgess enriches and explores the concept of the outsider through its use of first person narrative, motifs and rhetorical question and enriches our study of the outsider through its portrayal of Alex, the protagonist, as an outsider. â€Å"So I waited and, O my brothers, I got a lot better munching away at eggiwegs† A Clockwork Orange is written entirely in first person narrative, effectively making readers sympathetic towards Alex’s character and by repeatedly addressing the audience as â€Å"O, my brothers† as shown in the above quote, we are implicated in the actions taken by Alex. But in addressing the audience Alex separates himself from the action in the novel and presents himself as an outsider. Nadsat is a form of slang, a motif in this novel, created by Burgess solely for the novel. The effect of its use is a disjointed one, readers begin the novel feeling disoriented and confused. In turn, this alienates the audience. However as we begin to understand the language, it becomes a distinctive trademark of Alex, and thus estranges him from everyone else in the novel, as we begin to associate its use solely with him. â€Å"Like some bolshy gigantic like chelloveck, like old Bog Himself (by courtesy of Korova Milkbar) turning and turning and turning a vonny grahzny orange in his gigantic rookers† This quote is taken from the end of the novel. The use of nadsat at the end of the novel, when it has been discovered that his fellow droogs no longer use it, further alienates Alex. â€Å"What does God want? Does God want goodness or the choice of goodness? Is a man who chooses the bad perhaps in some way better than a man who has the good imposed upon him? † In this quote, Burgess uses rhetorical question to make the audience think about the reconditioning that Alex has been subjected to and how, because his ability to make choices has been taken away from him, his actions become meaningless. Forcing the audience to consider this highlights Alex’s outsider status. Using these literary techniques, Burgess establishes Alex as an outcast which in turn enriches our understanding of the outsider as in this novel we are able to explore the characterisation and actions of an estranged character. William Shakespeare’s Othello makes use of repetition, soliloquies and juxtaposition to depict Othello and Iago as outsiders, consequently enriching our study of the concept of the outsider. The repetition of racial epithets throughout the play cement Othello’s outsider status. Examples include: â€Å"a Barbary horse† and â€Å"an old black ram† The animalistic nature of these insults are a reflection of the racist attitudes that were commonplace in the society Shakespeare has created. Additionally, use of these epithets throughout the play continually degrade Othello and highlight his outcast status. Shakespeare uses soliloquies throughout Othello to reveal Iago’s plan. However, the use of soliloquy by Iago as a means to communicate with the audience casts him as an outsider as he connects more with the audience rather than his fellow characters, effectively ostracising himself. An example of this can be seen in Iago’s soliloquy in Act 2, Scene III: â€Å"And what’s he then that says I play the villain? When this advice is free I give and honest†¦ †¦ And out of her own goodness make the net That shall enmesh them all. † It is soliloquies like these, wherein Iago explains his actions, which also assist in estranging him from the audience, as the reader is never given a otive for Iago’s action – only what they entail. Shakespeare also makes use of juxtaposition to illustrate Othello’s alienation from society. In the quote: To fall in love with what she feared to look on? Shakespeare juxtaposes the ideas of love and fear to describe Brabantio’s disbelief that his daughter, Desdemona, would marr y a man like Othello. It highlights the racist attitudes of the Venetian society Shakespeare re-creates in his play, and emphasises Othello’s outsider status. Shakespeare’s use of a variety of literary techniques to portray estranged characters enriches our study of the outsider as we are able to study and analyse these characters and therefore understand the nature of the outsider. The visual representation uses visual techniques such as: gaze, motif, colour and tone and texture to depict the outsider. The use of direct gaze forces a connection between both the character and the viewer, influencing the viewer. The use of colour, or lack thereof, places emphasis on the window frame – hinting that the frame itself has a deeper meaning. The framing itself becomes a motif, as it is a depiction of how the way an alienated persona sees the outside world in the exact same way, no matter whether or not the person and surroundings change. In the visual representation, the use of colour on the framing only emphasises this feature giving it salience and it points out the fact that the framing is the only element that is repeated.. Additionally, the variety in tone and texture has a confusing and chaotic effect, reflecting the nature of the outsider. The visual produced, together with the original image, enriches study of the outsider as it passes comment (the nature of the outsider is perplexing and chaotic, yet is relatively the same no matter who is outcast) on the nature of the outsider, thus we develop a deeper understanding of this concept. The play Othello, the book A Clockwork Orange and the visual representation make use of both visual and literary technique to enrich the study of the outsider. The use of these techniques assist in the exploration of characters that have been alienated, hence we are able to learn more about the concept of the outsider.

Devil in the white City Summary

The World's Fair was an amazing event for our country. It represented how capable we were and how amazing our technology could become. It negated many of the stereotypes surrounding Chicago that it was only a city of animal butchery. It set a standard for how cities should be run and it picked up the economy with all of the work and tourism It created. But, hidden within all of this good was evil. Although pick pockets and thieves were very common, largely represented In the book Is murder.Holmes takes advantage of this situation and lures In young women who are traveling alone. Without the magnificent fair, he would have had a much more difficult time doing what he did. The good that people were creating within the fair created this room for evil. Honestly, It seems this Is a real world theme as well. Wherever good Is done, corruption Is always a possibility and often this opportunity Is taken. The sad theme that permeates this book Is that where there Is good, there will be evil.An d although unfortunate, It is reality-To me, the text had one BIG theme: evil as the result of good. The World's Fair was an amazing event for our country. It represented how capable we were and how amazing our technology could become. It negated many of the stereotypes surrounding Chicago that it was only a city of animal butchery. It set a standard for how cities should be run and it picked up the economy with all of the work and tourism it created. But, hidden within all of this good was evil. Although pick pockets and thieves were very common, largely represented in the book is ruder.Holmes takes advantage of this situation and lures in young women who are traveling alone. Without the magnificent fair, he would have had a much more difficult time doing what he did. The good that people were creating within the fair created this room for evil. Honestly, it seems this is a real world theme as well. Wherever good is done, corruption is always a possibility and often this opportunit y is taken. The sad theme that permeates this book is that where there is good, there will be evil. And although unfortunate, it is reality.

Review/Summary of the movie Born on the 4th of July Review

/Summary of the Born on the 4th of July - Movie Review Example (Special references to the protagonist Ron Kovic and the problems faced by him during and after his involvement in the Vietnam War). Brief plot summary: The film focuses upon the protagonist’s life during and after the Vietnam War. As a normal individual, his life was with full of peace and happiness. But his involvement in Vietnam War undertaken by his motherland (America) forced him to be in the warfront. Meanwhile, he did realize the problems faced by the marines during war. During an attack, Ron Kovic became permanently paralyzed and it forced him to shrink into his personal domain. This alienation from his public domain and family helped him to realize the futility of war and the importance of international peace. So, he decided to react and was fully immersed in the propaganda against war. Review: One can easily identify that the film is based upon the life history of the Vietnam War veteran, Ron Kovic. The director tries to unveil the futility of war, the psychological trauma created by war and the need of international cooperation to regain peace. The director makes use of the protagonist as an innovative tool to unleash his ideas upon the futility of war.

Handling Data Mayfield High Research Paper Example | Topics and Well Written Essays - 3500 words

Handling Data Mayfield High - Research Paper Example To test the hypothesis that there is a positive correlation between the height and the weight and "the taller a person the more they weigh", I used scatter plots and cumulative frequency diagrams. The trends and positive slope of the best fit line support the hypothesis. For verification, I have used two additional sets of data, one for people in the 7th grade and one for the 11th grade. Although more cluttered, the data for these two additional sets also supports the hypothesis. I could use the entire table, but it is so large that I could very quickly make mistakes. So, in order to begin, I chose to collect a random sample of data. I decided to collect samples of size of 30 for boys and girls because it is large enough to ensure that the sample is representative of the population. At the same time, sample size of 30 is easy to work with and would allow me to avoid mistakes in calculations. To assure randomness of the sample, I used Excel function RAN ( ) to assign each entry row a random number from 0 to 1. Then I sorted the rows according to their random numbers and chose the first 30 entries. The obtained samples are in the table below: But this is not enough. I don't see any trends or anything in this list. So I need to put it in a chart that will tell me how many people fall into each group. I'll make each group cover 1/10 of a metre, or 10 kg. Boys - height Height / m Tally Frequency 1.30 - 1.39 || 2 1.40 - 1.49 ||| 3 1.50 - 1.59 ||||| 5 1.60 - 1.69 ||||| 5 1.70 - 1.79 ||||| 5 1.80 - 1.89 ||||| || 7 1.90 - 2.00 ||| 3 Boys - weight Weight / kg Tally Frequency 35 - 44 ||||| | 6 45 - 54 ||||| | 6 55 - 64 ||||| || 7 65 - 74 ||||| ||| 8 75 - 84 || 2 85 - 94 | 1 Girls - height Height / m Tally Frequency 1.30 - 1.39 || 2 1.40 - 1.49 || 2 1.50 - 1.59 ||||| ||| 8 1.60 - 1.69 ||||| ||| 8 1.70 - 1.79 ||||| | 6 1.80 - 1.89 |||| 4 1.90 - 2.00 0 Girls - weight Weight / kg Tally Frequency 35 - 44 ||||| ||| 8 45 - 54 ||||| ||||| ||| 13 55 - 64 ||||| || 7 65 - 74 || 2 75 - 84 0 85 - 94 0 Now I can see that there are no girls who weigh more than 75 kg or who are taller than 1.9 m. I can also see that boys tend to be taller than girls. But if I can turn this into a picture, I can then compare the boys' data with the girls' data. Heights of Boys and Girls And to compare boys and girls, I can put them both on the same graph. It looks like more boys are taller than girls, which I think is normal. I can do the same for weight. Weight of Boys and Girls And to compare the weights of boys and girls: From the graph above it seem that boys' weight is more spread out. Girls seem to be closer together, and don't seem to

The Role and Issues of Performance Management in Compensation Term Paper

The Role and Issues of Performance Management in Compensation Decisions - Term Paper Example Apart from the impact that performance management can confer towards the organization, other essential issues associated with performance management will also be discussed in this paper. Effectiveness of Performance Management towards Compensating Decisions Performance management is such a phenomenon, the effective implementation of which leads towards creation of appropriate environment for strategic management in Coca-Cola on a global basis. Effectiveness of performance management assists in evaluating as to whether the performances of the employees are in accordance with the standard level set for their performance. The process of performance management duly takes into consideration the regular review of the results being achieved through performance of the employees of Coca-Cola. In the modern context, not only the results, the behaviors of the employees towards their peers and senior members are also reviewed. Moreover, the attitudes, skills, features and manners are also evalua ted through the approaches of performance management. ... Performance Management and Organizational Objectives The concept of performance management can be directly aligned with specific objectives of the organizations. The process of alignment can be effectively accomplished mainly thorough three fundamental areas within the company i.e. Coca-Cola in this case. These are the alignment among various divisions or departments within the organization, alignment among capabilities of the workforce within the organization and alignment among financial performance of the organization in various dimensions. Throughout the conduction of the process of these three essential alignment processes, the performance management aspects get associated with the specific organizational objectives. There are a number of functions that the organizations can effectively undertake after effective implementation of performance management that ultimately assists the organization in achieving its strategic goals (Schuster, 2010). The results of performance managemen t help in recruiting and appointing skilled and efficient staffs for Coca-Cola. Compensating planning can be accomplished in the most competent manner through proper evaluation of the results of performance management. The incentives for the employees are successfully calculated for the employees through performance management. Learning management can even be planned within the organization as a result of implementation of performance management. The impact of performance management upon the above mentioned list of activities, aimed at the fulfillment of organizational objectives, is actually the indication that the performance management has been effectively implemented within the selected organization (Schuster, 2010). Favorable Condition for

An Investigative Study on the Book of Matthew Term Paper

An Investigative Study on the Book of Matthew - Term Paper Example By concentrating on the Jewish tradition, the writer leads to a conclusion that he must have been a Jew and that the book was written in a Jewish community. It is speculated that the book was written in the first century AD. Also, the writer concentrates a lot on the Old Testament prophecies of the coming of Messiah, and this, too, leads to the same conclusion, i.e. that he must have been a Jew. The chronology of the book of Matthew covers a vast spun of time. It dates back before the birth of Jesus Christ, as is revealed by the prophecies, dwells on the life and work of Jesus on the Earth and also touches on the future when Jesus would come again. Scholars have also noted that the book of Matthew borrows a lot from the book of Mark, the writings commonly referred to as the Q-source and Jewish custom material. The original language was Greek. Following the closeness between the book of Matthew and Luke, the conclusion follows that the book was written by Matthew, one of Jesus’ disciples, who was a tax collector (Freeborn 156). David Sim, in his article â€Å"Matthew and the Pauline Corpus,† shows that the writer of this book had much knowledge of the epistles written by Paul. He argues that not only do the scriptures rhyme, but also the scriptures in the book of Matthew speak defensively on various topical issues that are addressed by the Apostle Paul in the epistles. Matthew is portrayed in his writings to be a strict law-obeying Jew, unlike the Apostle Paul, who is depicted as a gentile, by and large arrogant and ignorant of the law. The close comparison brings much of inter-textual relation to the two scriptural contexts. Matthew closely alludes to the ideologies addressed by the Apostle Paul and also borrows a lot from Mark. This is clearly illustrated in the narrative mode of describing Jesus’ lifestyle, and this, to a large extent, supports the thematic concern of inter-textuality (Sim 403). As a matter of fact, the comparison of the book of Matthew and other books written by the disciples simply affirms the possibility that the book was written by a Jew and that this happened after the ministry of Jesus on the Earth. There is a great correlation between the books of Matthew, Mark, and Luke, and much contrast emanates from the epistles of Paul. A close evaluation indicates that just as Mark and Luke, Matthew is a Synoptic. However, critics point out that Matthew happened to live and write before the other gospels were created as a lot is likely to be borrowed from the scriptures of Matthew by the other gospels. However, the gospel, according to the book of John, is clearly distinct and cannot fit in such a comparison (Constable 3-4). Cartel Warren, in his article â€Å"Matthew and the Gentiles,† elaborates further on the purpose of the book as having been meant specifically for the gospel. The book, thus, engages in a very detiled discussion on the contemporary gentile world alluded to in the gospel. The writer highlights some key indicators from the book of Matthew that suggest an already predefined mission of writing the scripture. To begin with, the story of creation found in the book of Genesis is clearly addressed in the opening scripture of Matthew. The sovereignty of God’s purpose for Jesus is clearly depicted here. He compares the purpose of Jesus to Abraham’

Deconstruction of the 1998 movie ''ARMAGEDON'' by Michael Bay Essay

Deconstruction of the 1998 movie ''ARMAGEDON'' by Michael Bay - Essay Example The film ''Armagedon'' perhaps has a primary means of advancing the narrative is through spectacular visual elements. In the first two scenes there are two corresponding explosions – a meteor striking the Earth and extinguishing the dinosaurs and an unidentified source destroying the space shuttle. It is not long before a third explosion occurs as a meteor slams into a man selling inflatable Godzillas; one considers the irony in a meteor destroying replica dinosaurs. It is clear that one of the predominant means of narrative advancement is in the film’s implementation of these explosions. While they are worked seamlessly into the narrative, it seems that Bay implements them in large-part as a means of startling the viewer, just like a horror film might implement a murder. In other instances, the explosions seem to function simply as a means of allowing the viewer to revel in the Hollywood special effects. For instance, early in the film asteroids strike New York City in a highly fantastical manner, resulting in falling buildings, statues, and wide-scale havoc. Although such special effects are intrinsic to the plot, it is clear that in this scene the film dwells on the explosions simply for their fantastical nature. Another prominent structural device is the parallel narrative form. The film regularly cuts between scenes featuring Bruce Willis and Ben Affleck, and those centered in mission control. As the film begins the two narratives are entirely removed, leaving the viewer to question why blue-collar oilrig drillers would have anything to do with an asteroid. The film expertly interweaves the plot lines, however, as the Billy Bob Thornton character eventually states that they must bring in the world’s best deep core driller in order to stop the asteroid. The film largely remains tied to a parallel narrative structure throughout. It isn’t until a significant amount of scenes have passed before the first montage is implemented. This occurs as Harry and Grace begin to discuss the members of the team they will need to accompany them on their Earth saving mission; the film then cuts between various individuals in their place of residence or favored pastime. Another montage is implemented as the team is given psychological evaluations by the NASA scientists. To a degree, Bay’s way of dealing with this scene seems to be influenced by Steven Soderbergh’s approach in the Ocean’s Eleven and Twelve films; namely, funky sounding music is overplayed while rapid-pace editing jumps between different funny quips. Of course, the film’s primary montage occurs as the United States president announces to the nation the upcoming mission. During this time various scenes of world regions are featured looking on. The message is one of global unity and is highly poignant and inspiring. Still, it’s noted that this device was also used in a similar disaster film, Independence Day, as the United State s president called on the world to join in the fight against aliens. This fact further establishes the

International Finance Essay Example | Topics and Well Written Essays - 1750 words - 2

International Finance - Essay Example The first section highlights how General Electric suffered adversely because of the 2011 crisis in Japan that involved an earthquake, tsunami, and nuclear radiation. The second section of the paper involves calculations on covered interest arbitrage in order to investigate the amount of profit achieved and the amount of loss achieved by a corporate foreign investor.This paper stresses that The common characteristics of multinational enterprises include huge capital outlay, which contribute to the massive investments usually made by the MNEs. MNEs also have wide market presence in form of retail stores in numerous countries or subsidiary companies in numerous countries, a big workforce, and huge sales volume because of the wide market presence, wide and highly decentralized organisational structure. Lastly, MNEs have cultural diversity within their organisational setting. General Electric decides to venture into Japan through other subsidiaries such as Hitachi-GE Nuclear Energy Limite d because of the country’s robust economy, which is ranked third Worldwide in terms of gross domestic product after the United States and China. This essay has identified that for a foreign company to decide to venture into another local market or country, the local market has to be endowed with various factors that make it a conducive business environment. Such an environment is most likely to favour the business operations of the foreign company, give it an opportunity to growth further, and increase it profitability level.

Peer Assessment Essay Example | Topics and Well Written Essays - 1750 words

Peer Assessment - Essay Example My experience as a peer assessor was an eye opener. For the first time, I felt like I was not the one being reviewed, but I was reviewing other students' work. This gave me a sense of pride and courage and it also enabled me to see the big picture. In marking my classmate's papers, I no longer saw myself as a victim of marking but rather a victory. The peer assessment gave me an insight of one of the functions of our tutors, which is to assess the students' academic performance.   Our peer assessment was based on our assessment tests for all the units that we sat in the semester. The move was aimed at getting us to interact with each other while improving our leadership skills (Cottrell 2010). For the first time, my classmates and I felt some sense of responsibility for our education. It dawned on us that our education depends on us and that we are all equally talented when given a chance to review our peer's work. The assessment came as an encouragement to the not-so-good students that they can be trusted to assess even the brightest students in our class. Every student was assigned a paper to mark, and the tutor would guide us through the marking of the papers. The instructors used this opportunity to go through the questions with us, in an attempt to revise the paper. The teacher would guide us through, reading the questions aloud, and one after the other. He would then ask a classmate to provide the correct answer, and we would have a brief discussion on each issue.

Rice Crisis in Nepal (Focusing on Degrading Nature) Research Paper

Rice Crisis in Nepal (Focusing on Degrading Nature) - Research Paper Example Historical and modern information relating to people’s living standards, food production as well as nutritional status clearly implies that the rice crisis in Nepal is increasing in effect in Karnali (Latham, 1998). For instance Karnali, where rice grows, has been experiencing underdevelopment hence the beginning of the rice crisis. The rice crisis in Karnali is associated with the hegemonic and imbalanced relationship between Kathmandu, the power center, over Karnali which is a minor region treated as a colony of Nepal. This has led to the feeling among the Karnali people that they are living under unfavorable conditions where rice is the best food. The reliance on bureaucracy in the development of the region as imposed by the ruling class is meant to favor their economic and political interest. However the ruling class share similar social group with the most Karnali people in as far as caste and ethnicity are concerned. Therefore class relations are deemed important in unde rstanding the rice crisis and generally the food crisis within the Nepal. The increased dependency on rice among the people living in the western impoverished part of Nepal has been due to the increased food scarcity as suggested by Blaikie and Brookfield (1987). Historically people in this area used to grow a range of grains. However, the situation changed due to declining land productivity, lack of improved farming skills as well as knowledge and varying dietary habits. The low productivity of these grains such as millet, barley, rice and buckwheat has led o people depending totally on the Nepal Food Corporation which is run by the state. However, this comes at a price that the local people are unable to afford. For instance exporting a quintal of rice to Humla might cost around 160 US dollars and it usually takes almost a year to transport about three hundred quintals to Humla according to Kshetry (n.d). The rice crisis has developed due to increasing cases of workers’ strikes and the degradation of nature as evident in the bad weather. However the situation is probably bound to worsen as the government lacks a plan and initiative to handle the rice crisis in remote areas which depends on the conditions of the roads since air supply is too expensive. Similarly even with enough supply of rice and other grains in those remote areas, the people would lack the money to purchase the grains. For instance the press has released reports of people in local areas selling their utensils to purchase rice from the Nepal Food Corporation depots. The Nepal government has generally been facing a food crisis every year between June and September, with people in the rural areas having poor or no access to rice ad other grains. The hasty depletion of forest resources because of unique population growth has led to a grave environmental degradation. Population growth has led to increasing demands for pastures and forestry hence degradation of natural land according to Uprety (n.d). In Nepal there appears to exist an association between forest clearing and the population growth. This is because people need land for cultivation, timber for house building, firewood and fodder. The increased demand of these forest resources have led d egrading nature which in return has led to poor land productivity hence food crisis. Nepal has been the only country with deteriorating environment in the mountains hence leading to soil

Successful Factors of Malmaison Hotel Chain Essay Example for Free

Successful Factors of Malmaison Hotel Chain Essay I had worked in Malmaison hotel chain for 2 years in various departments taking up different roles, and over the two years, Malmaison hotel chain as an organization has demonstrated potential future market leader quality and showed excellent growth rate, good profitability and increased market share. However, the hospitality industry as a whole, over the past a few years has been far from as optimistic as the Malmaison hotel chain has been. In the West Midlands, for example, it has been common for bars, restaurants, hotels to changed ownership, merged, be acquired, or go bankrupt. Indeed, bars and restaurants are three times more likely to go bankrupt than other businesses in the UK, according to Accountants UHY Hacker Young (2007), Their report revealed that 15. 5% of businesses in the UK hospitality and catering sector (restaurants, pubs, and hotels) fail every year in comparison with just 5. 2 % for the economy as a whole. UHY Hacker Young (2007) had investigated over 150,000 businesses that had failed in the past one year, and found out lots of anecdotal warnings about the high failure rate of restaurants in the first year to be true. In the hospitality industry the owners and managers were struggling with raising second round financing; market research and financial planning were not completed in a proper fashion; loyal customer base that protects against fast changing consumer tastes in bars and restaurants was not developed entirely, all of these have contributed to the high failure rate in the UK hospitality industry businesses. In such an economic and market environment, why Malmaison hotel chain has been a success becomes an interesting subject to study. Malmaison hotel chain was founded in 1994 along with its sister hotel chain Hotel du vin which is also owned by the same company MWB, there are 21 chain hotels that are under the same ownership and there are 3 more hotels which are just opened by the end the 2007 and a further 4 more Malmaison hotels are due to open by the end of 2008. The company is also in negotiation for another 7 sites. Malmaison hotel chain is recognised as the UKs leading lifestyle hotel group that is top of the brands in a recent survey. According to Caterer ; Hotelkeeper (2008), the survey of 2000 business and leisure travellers by BDRC, revealed that 53% of all travellers said they preferred to go to Malmaison as their first choice, 46% chose Hilton and 40% chose Marriott. Malmaison has over 1,500 bedrooms across the UK. The gross value of these hotel property assets in the Groups latest published accounts to 30th June 2007 was ? 553 million, not to mention the reputation which has gained the group a valuable brand image that worth millions. Over the years the group has won a number of awards, such as best hotel groups in the UK, also it won the best place to work for in the hospitality industry 5 years in a row. It is believed that a key reason for Malmaison hotel chain’s success lies in its efficient and developed human resource management system, productivity and performance measurement and monitoring system, market research team work, strategic management, adaptability to changes and its financial control. These will be investigated and discussed in detail later in the research. . 0 Aim The aim of this research project is to explore what has Malmaison hotel chain done to accomplish such a success while operating in the current UK economic and market environment. 3. 0Project Objectives ?To review the current teaching and practice regarding human resource management, marketing management, financial management, and operational management in relation to the hospitality industry. ?To analyze the management fashion and operation processes of Malmaison and their impact on the performance and productivity of Malmaison. To make recommendations to the management team of Malmaison Hotel Chain to increase the efficiency, effectiveness and the performance of the organization. 4. 0 Literature Review 4. 1 Introduction There are obviously a large number of factors, ultimately all contributing to the success of Malmaison, however, in this research, a limited range of key issues will be addressed which are believed to be the most significant contributing factors behind for Malmaison’s success. The literature review research was supported by electronic resources and library research. There has not been much work been done on the reasons for the success or failure of the UK hospitality industry, and there is even far less attention being paid to hotels. Both strategic marketing management and human resource management are broad concepts, it is therefore, necessary to focus upon a few critical issues within these subjects that have particularly been focused upon in the operation and management of the Malmaison group. 4. 2 Job Satisfaction Job satisfaction is a critical factor that contributes to better performance, Professor Stephen Robbins’ study shows that happy workers are more likely to be productive workers. As a result, the correlation between job satisfaction and job performance is also rather strong (Robbins, 2007). However, George and Jones (2008, p93) pointed out: â€Å"job satisfaction is not meaningfully associated with job performance†. A study that was conducted by Iaffaldano and Muchinsky (1985) in the 1980s in this area concluded that job satisfaction only accounted for 2 percent of the difference in performance levels across employees. Another more recent review indicated a very similar result that job satisfaction only accounted for 3 percent of the difference in performance level across employees. (Judge, Thoresen, et al. , 2001) George and Jones (2008) also mentioned that work attitudes such as job satisfaction affect work behaviours only when employees are free to vary their behaviours. The study suggested that most of the employees are not free to vary their behaviours at work because organizations spend a considerable amount of time and effort to ensure that members perform their assigned duties dependably regardless of whether they like their jobs or not. However, it is worth mentioning that the hospitality industry might be an exception to this rule simply because the work attitudes of the employees account for a very heavy portion of the level of the service in delivering satisfaction to customers’ needs. It will, therefore be worth carrying out further research to study the correlation between job satisfaction and job performance in this particular industry. 4. 3 Motivation, Job Design and Goal Setting Wagner Hollenbeck (2005) suggested that: â€Å"one way for an organization to gain a competitive advantage over its rivals is to generate a more motivated workforce†, â€Å"a person who is highly motivated will start work sooner and leave work later relative to someone is unmotivated. While engaged at work, a highly motivated person will work faster, take fewer breaks, and be less easily distracted relative to someone who is unmotivated†. Job design and goal setting are two of the major factors contributing towards creating motivation, George and Jones’s (2008) study suggested that: â€Å"Job design can have a profound effect on employee motivation. The specific goals employees strive for and the more general corporate objectives that an organization pursues over time are important sources of motivation for employees. † Wagner Hollenbeck (2005) pointed out that the methods of work design developed with the motivational perspective in mind include job enlargement and job enrichment. Callinan, Forshaw Peter’s (2007) studies showed that a job’s core characteristics, which are skill variety, task identity, task significance, autonomy and feedback are believed to be key influences on employee motivation. Goal setting is also considered to be â€Å"communicating accurate information on work performance† and these â€Å"can be positive motivators for employees. † George and Jones (2008) have similar opinions on this subject. They believe that â€Å"two major characteristics of goals that lead to high levels of motivation and performance, one is specificity, the other is difficulty†, â€Å"specific goals lead to higher performance than do vague goals or no goals†, and â€Å"difficult goals (not impossible) lead to higher motivation and performance than do easy or moderate goals. However, there are limits to goal setting theory, Thus, studies by George and Jones (2008) show that there are three particular circumstances under which setting specific, and difficult goals will not lead to high motivation and performance, they are goals which involve employees’ skills and abilities, tasks which require employees’ complete attention and a considerable amount of learning, and when creativity is needed to perform the task. In hospitality, these 3 circumstances do happen very often, this research will be carried out with heavy focus upon these circumstances and issues to review how Malmaison Hotel balance these pros and cons within their organization. 4. 4 Groups and Teams A large amount of work has been done regarding group dynamics and team effectiveness. However, there is one area that is most interesting and related to, not only Malmaison hotel chain, but to the whole hospitality industry, that is the correlation between cohesiveness and performance of groups or teams. George and Jones (2008) suggested there are five factors that influence a group’s level of cohesiveness: 1. Group size, as it gets bigger, members tend to be less satisfied, group between 3 and 15 people are believed to be the right size that promotes cohesiveness. 2. Similarity/diversity of group member, depending on the tasks and situations, similarity and diversity can be beneficial to group cohesiveness. 3. Competition between groups, generally competition will be facilitating group cohesiveness but occasionally it can be dysfunctional and impair effectiveness when there is too much competition within a group. 4. Success, members will be more attracted to a successful group and proud to be a member. 5. Exclusiveness, when it’s difficult to get in a group, and the group has a high status, group cohesiveness tends to be high. However, they also pointed out that occasionally, too much cohesiveness within a group can impair the organization’s effectiveness if the group’s goal is not aligned with the goal of the organization or other groups within that organization, for example waiting staff‘s goals of providing good service in order to get decent tips are aligned with the restaurant’s goal of satisfying customers, but not aligned with bar tending staff’ goals. 4. 5 Leadership Leadership plays an important role in a hotel organization success. Thus, Peter Jones and Steven Gross-Turner pointed out in Managing Projects in Hospitality Organizations, hotels are in a turbulent environment, and â€Å"managers are in fact in the best place to identify what changes need to be made since they are the people who have direct contacts with employees and customers† (Jones et al, 1991). 4. 6 Organizational Structure Centralizing and decentralizing organizational structures are two most used structures nowadays. A decentralized structure will decentralize authority to lower level managers and non-managerial employees, give them the responsibility to make important decisions, keep the problem of slow and distorted communication to a minimum and make the job more interesting and rewarding while, at the same time, fewer managers are needed. (Blau and Schoenher, 1971) However, too much decentralization provides employees with too much authority and they might pursue their own goals at the expense of the goal of the organization. A centralized structure generally has more levels within the organization and provides employees with more opportunities to gain promotion and progress. For the hospitality industry, where employees perform primarily physically, more opportunities clearly will be attractive for those who desire a less physically demanding position. 4. 7 Conclusion Kotler (2001) pointed out that â€Å"today’s successful organizations to a certain degree all have one thing in common, that is they are dedicated to sensing, serving and satisfying the needs of customers in well defined targeted markets†. In the hospitality industry, when service is their major product, this philosophy is obviously critically important. However, how Malmaison strategically positions itself to compete with its rivals is an even more crucial and difficult issue that the proposed research will focus on. 5. 0Methodology 5. 1 Introduction A number of approaches will be taken to collect the needed data and information in order to serve the purpose of this research project, increase the quality of the results and findings and enhance the credibility of the research project. Malmaison hotel chain has over 20 hotels throughout the UK, each individual hotel will be unique and differentiated in terms of their focus and priorities depending on their local customs and culture. However, what this research project will be concentrating on is what the common factors are for the Malmaison hotel chain as a whole that turns the organization into a success. Therefore the Birmingham Malmaison will be the subject of the investigation. Birmingham is a multi cultural city and operating in a multicultural organizational environment has been becoming a trend for organizations world wide. The researcher gained two years working experience in this hotel, and therefore it is especially worthwhile doing the research project in such an environment. (Cox, 2001) To complete this research project, three stages will be taken in order to process the project, they are desk based research, field based research and the preparation of a detailed case study. 5. 2 Desk Based Research At this stage of the investigation, a heavy focus will be upon the articles that address the hospitality industry, hotel management, hospitality strategy, as well as the paper work that states hotel policies, financial and management accounts, board of directors statements, stock control data, and general manager’s letters to all the staff. These secondary data contain enormous amounts of information that indicates the hotel’s management style and attitude and forms the fundamental policy to the customers and market. These data are absolutely the first key for this research and will provides valuable information and evidence on the reasons for the Malmaison hotel chain’s success. In addition to that, some of these data are available to the public and can be quickly and easily collected. Some of these data are not available to the public, but, as a former member of staff, I could still gain access to this information. With the information and evidence collected, the primary data collection work will be much more focused and relatively easier having the support and assistance of the secondary data collected. 5. Field Based Research A series of interviews (8-12 people) will be carried out to gain a first hand insight of the impacts which the management style of Malmaison hotel chain has on its employees, and how it affects the performance of the organization. The interviews will take place in various departments across the organization in order to gain a full understanding of the operation sy stem in the Malmaison hotel chain. Some of the board of directors, the general manager, department managers, sector supervisors, and staff that work at the front line and have direct contact with customers all will be interviewed. The total number of interviews will be between 8 to 12. This will give the evidence and information on how each department functions and what are the impacts of them on each other. One or two suppliers will also be interviewed to provide evidence on how the Malmaison hotel chain cuts deals with suppliers and how they interact with each other and how is it affects the organization financially and what impact it has on the marketing and sales strategy of the organization. However, caution must be taken while conducting these interviews. Thus, Saunders (2002) suggests that it is in the researchers’ own interest to seriously consider the reliability, forms of bias, validity and generalisability of the information obtained. Therefore, carefully prepared interview questionnaires will be used and questions which appear in the questionnaires will also be cautiously selected to gain as fair a view as possible. The framework suggested by Easterby-Smith (1991) may be adopted to make sure that the data generated from the interviews is thoroughly reviewed and evaluated. The stages in this process will include: 1. Familiarisation 2. Reflection 3. Conceptualisation 4. Cataloguing concepts 5. Recording 6. Linking 7. Re-evaluation 5. 4 Preparation of the Case Study A case study will be generated at the final stage of the research by putting together the data that is gathered from the previous stages. The case study will bring up recommendations to the management team of Malmaison hotel chain and also, there will be discussions of to what extent the findings can be generalized and to what degree the Malmaison hotel chain management structure, human resource management policies and operational systems can be copied and utilized by other organizations within, or even outside the hospitality industry. . 0 Ethical Issues While conducting the research and interviews, the financial information of Malmaison will be discussed in the interviews, its financial statement will also be used later in the dissertation to analyse and measure its performance, and such information will be kept confidential. The final report will be identified as ‘Commercial in c onfidence’ and will not be available to a wider audience than those directly involved in its assessment. 7. 0 Task List TaskProblemsSolutions Research literature on hospitality management, current hospitality industry trends analysis in the UK. Limited amount of literature in the area of topic. E- journals, business review magazines, textbooks, newspapers, internet. Review literature and identify relevant and reliable articles. Time consuming to select relevant articles. Time management. Contacting general managers in Malmaison hotel chain to gain access to information. Very difficult to get access to key information and financial report and management accounting report. Utilize my identity as former employee in the organization. Selecting different individuals to conduct interviews. Too many employees to choose fromSelect people who may represent the department and be able to give valuable information and opinion. Arranging interviews with selected staff. Difficult to fit in everyone’s schedule and it’s time consuming since the amount of time between each interview when the person is available is unpredictable. Be patient and positive. Conducting interviews. Response may not be relevant. Textbooks on how to carry out interviews. Transcribe interviews scripts. Time consuming while large amount of information gathered in interviews with limited amount of transcribe skills.

Language acquisition Essay Example for Free

Language acquisition Essay Psychological principles of SLA form the foundation stones for building a comprehensible understanding of the acquisition of the linguistic system. The studies was centered on the contrasts between the native lang and the target lang (contrastive analysis) and the effect of the native on the target lang (cross linguistic influence). 1-The contrastive analysis Hypothesis It’s the study of two languages in contrast. Based on the behavioristic and structuralism approaches, it claimed that the principal barrier to SLA is the interference of the FL system with the SL system, and that a scientific, structural analysis of both lang in question would shield a taxonomy of linguistic contrasts between them which in turn would enable the linguist to predict the difficulties a learner could encounter. This would enable the linguist to accurately describe the two langs in question, and to match those two descriptions against each other to determine valid contrasts between them. Behaviorism contributed to the notion that human behavior is the sum of its smallest parts and components, and therefore that lang learning could be described as the acquisitions of all of those discrete units. Moreover, human learning theories highlighted interfering elements of learning, concluding that where no interference could be predicted, no difficulty would be experienced since one could transfer positively all other items in a lang. (SL basically involved the overcoming of the differences between the two lang systems-the native and target langs) Some rather strong claims were made of the CAH by lang teaching experts and linguists. A well-known model was offered by stock-well, Bowen and martin who posited what they called a hierarchy of difficulty by which a teacher could make a prediction of the relative difficulty of a given aspect of the target lang. They suggested eight possible phonological degrees of difficulty and they also constructed a hierarchy of difficulty for grammatical structures which included 16 levels of difficulty. Clifford Prator captured the essence of this grammatical hierarchy in six categories of difficulty which was applicable to both grammatical and phonological features of lang. * Level 0: Transfer. No difference or contrast is present between the 2 langs. The learner can simply transfer positively a sound, structure, or lexical item from the native lang to the target lang. EG: mortal, inteligente, arte, Americanos, etc. *Level 1-coalescence. Two items in the native lang become coalesce into one item in the target one. This requires the learner overlook a distinction they have grown accustomed to. EG: English 3rd person possessives require gender distinction while in Spanish they don’t. *Level 2-underdifferenciation: an item in the native lang is absent in the target lang. The learner must avoid it. EG: auxiliaries: DO. *Level 3-Reinterpretation: an item that exists in the native lang is given a new shape or distribution. *Level 4-Overdifferentiation: a new item entirely must be learned. English speakers learning Spanish must learn to include determiners in generalized nominal. (Man is mortal/El hombre es mortal); to learn Spanish grammatical gender inherent in nouns. *Level 5-Split:one item in the native lang becomes two or more in the target lang, requiring the learner to make a new distinction. E. g. an English speaker learning Spanish must learn the distinction between â€Å"Ser† o â€Å"estar† (TO BE). Prator and Stockwell both claimed that their hierarchy could be applied to virtually any two langs and make it possible to predict SL learner difficulties in any lang with a fair degree of certainty and objectivity. 2-From the CAH to CLI However, The CAH was not accepted for various reasons. First, it was oversimplified because it didn’t account for subtle phonetic, phonological and grammatical distinctions. Secondly, it was difficult to determine exactly which category a particular contrast fit into. That’s why Ronald Wardhaugh called the attempt to predict difficulty by means of contrastive analysis, the Strong version of the CAH due to the fact that it was quite unrealistic and impracticable and also it was built on sound theory to contrast the forms of langs. Nevertheless, he also noted that CA had intuitive appeal, and that teachers and linguists had successfully used the best linguistic knowledge available in order to account for observed difficulties in SL learning. He termed such observational use of CA the WEAK version of the CAH which recognizes the significance of interference across langs, the fact that such interference does exist and can explain difficulties and also recognizes that linguistic difficulties can be more profitably explained after the fact. This WEAK version is what now is called CROSS LINGUISTIC INFLUENCE. (implies much more than simply the effect of one’s first lang on a second: the second lang also influences the first). 3-Markedness and universal grammar  Fred Eckman proposed a useful method for determining directionality of difficulty. His markedness Differential hypothesis accounted for relative degrees of difficulties by means of principles of universal grammar. It distinguishes members of pair of related forms or structures by assuming that the marked member of a pair contains at least one more feature than the unmarked one. E. g. indefinite articles (a/an), an is the more complex or marked form (it has an additional sound) and a is the unmarked form with the wider distribution. Eckman showed that marked items in a lang, which are acquired later, will be more difficult to acquire than unmarked In recent years, the attention of some SL researchers has expanded beyond markedness hypothesis alone to broader framework of linguistic universals in gral, some of which focus on the applicability of notions of UG to SLA. Many rules acquired by children learning their FL are presumed to be universal. By extension, rules that are share by all langs comprise this UG. Such rules are a set of limitations or parameters of lang. Different langs set their parameters differently, thereby creating the characteristic grammar for that lang. The hope is that by discovering innate principles that govern what is possible in human langs, we may be better able to understand and describe contrasts between native and target langs and the difficulties encountered by adult SL learners. However, we do well to remember that describing and predicting difficulties amidst all the variables of human learning is still an elusive process. 4-Learner Language. The CAH, as we said before, ignores the intralingual effects of learning and other factors. This is the reason why researchers and teachers have come more and more to understand that SL learning is a process of the creative construction of a system in which learners are consciously testing hypothesis about the target lang from a number of possible sources of knowledge. They, in acting upon their environment, construct what to them is a legitimate system of lang on its own right-a structured set of rules that for the time being bring some order to the linguistic chaos that confronts them. By a gradual process of trial and error and hypothesis testing, learners slowly and tediously succeed in establishing closer and closer approximations to the system used by native speakers of the lang. A number of terms were coined to describe this process: Selinker: interlanguage: refers to the separateness of a SL learner’s system, a system that has a structurally intermediate status between the native and the target langs; Nemser-Approximate system; Corder-Idiosyncratic dialect: refers to the idea that the learner’s lang is unique to a particular individual, that the rules of his lang are particular to the lang of that individual alone. But we can highlight the importance that SL learners form their own self-contained linguistic systems. The most obvious approach to analyzing interlanguage is to study the speech and writing of learners or also called Learner Language. Production data is publicly observable and is presumably reflective of a learner’s underlying competence. Comprehension of a SL is more difficult to study since it is not directly observable and must be inferred from overt verbal and non-verbal responses, by artificial instruments, or by intuition of the teacher or researcher. It follows that the study of the speech and writing of learners is largely the study of errors of learners which is known as ERROR ANALYSIS. 5-Error analysis Human learning is fundamentally a process that involves the making of mistakes, by using mistakes to obtain feedback from the environment, and with that feedback to make new attempts that successively approximate desired goals. Lang learning, is in this sense, like any other human learning. Many of these mistakes are logical in the limited linguistic system within which children operate, but, by carefully processing feedback from others, children slowly but surely learn to produce what is acceptable speech in their native lang. SL learning is a process that is clearly not unlike FL learning in its trial-error nature. Inevitably learners will make mistakes in the process of acquisition, and that process will be impeded if they don’t commit errors and then benefit from various forms of feedback on those errors. 6-Mistakes and Errors. A mistake refers to a performance error that is either a random guess or a slip, in that it’s a failure to utilize a known system correctly. All people make mistakes, in both native and Slang situations. Native speakers are normally capable of recognizing and correcting such lapses or mistakes. (hesitations, slip of the tongue). So mistakes can be self-corrected. An error, a noticeable deviation from the adult grammar of a native speaker, reflects the competence of the learner. An error cannot be self-corrected. However, the learner’s capacity for self-correction is objectively observable only if the learner actually self-corrects, therefore, if no such self-correction occurs, we are still left with no means to identify error vs mistake. 7-Identifying and describing errors The first step in the process of analysis is the identification and description of errors. Corder provided a model, and according to it, any sentence uttered by the learner and subsequently transcribed can be analyzed for idiosyncrasies. A major distinction is made at the outset between Overt(sentence level) and Covert (discourse level) errors. Overtly erroneous utterances are unquestionably ungrammatical at the sentence level. E. g. â€Å"Does john can sing? † Covertly erroneous utterances are grammatically well-formed at the sentence level but aren’t interpretable within the context of communication. E. g. â€Å"I’m fine, thanks. † Is grammatically correct at the sentence level, but as a response to â€Å"Who are you? † it is obviously an error. A number of different categories for description of errors have been identified in research on learner lang. 1-errors of addition, omission, substitution, and ordering: eg: in English a do auxiliary might be added (Does john can sing? ), an item substituted (I lost my road). 2-levels of lang: phonology or orthography, lexicon, grammar, and discourse. It’s difficult to distinguish different levels of errors because a word with a faulty pronunciation might hide a syntactic or lexical error. 3-errors may also be viewed as Global or local. The global ones hinder communication: they prevent the hearer from comprehending some aspect of the message. Local errors don’t prevent the message from being heard, usually because there is always a minor violation of one segment of the sentence, allowing the hearer/reader to make an accurate guess about the intended message. (a scissors). 4-Lennon suggests that two related dimensions of errors, domain and extent, should be considered in any error analysis. Domain is the rank of linguistic unit that must be taken as context in order for that error to become apparent, and extent is the rank of linguistic unit that would have to be deleted, replaced, supplied, or reordered in order to repair the sentence. (a scissors: the domain is the phrase and the extent is the definite article) 8-Sources of errors It has been identified 4 sources of errors. 1-interlingual transfer: The beginning stages of learning a SL are especially vulnerable to interlingual transfer from native lang or interference. We have all heard English learners say â€Å"the book of Jack† instead of â€Å"Jack’s book†. These errors are attributable of interlingual transfer because before the system of the SL is familiar, the native lang is the only previous linguistic system upon which the learner can draw. 2-intralingual Transfer: (within the target lang itself) is a major factor in SL learning. As I say before, the early stages of lang learning are characterized by a predominance of interference (interlingual transfer), but once learners have begun to acquired parts of the new system, more and more intralingual transfer(generalizations within the target lang) is manifested. As learners progress in the SL, their previous experience and their existing subsumers begin to include structures within the target lang itself. (eg: the omission of THE: before unique nouns: the sun-sun) 3-Context of learning: context refers, E.g. to the classroom with its teacher and its materials in the case of school learning or the social situation in the case of untutored SL learning. In a classroom context the teacher or the textbook can lead the learner to make faulty hypothesis about the lang. (Richards: false concepts; Stenson: induced errors). Sts often make errors because of a misleading explanation, faulty presentation of a structure, word in a textbook, or even because of a pattern that was rotely memorized in a drill but improperly contextualized. 4-communication strategies: learners obviously use production strategies in order to enhance getting their message across, but at times these techniques can themselves become a source of error. (word coinage: creating a non-existing SL word based on a supposed rule e. g. vegetarianist-vegetarian; circumlocution: describe or exemplify the target object of action: the thing you use to write on the board: chalk; prefabricated patterns: use memorized stock phrases, usually for survival purposes) 9-Stages of learners lang development. There are many different ways to describe the progression of a learner’s linguistic development as their attempts at production successively approximate the target linguistic system. Based on observations of what the learner does in terms of errors alone, we can say that there 4 stages: 1-random errors: (corder: presystematic) the learner is only vaguely aware that there is some systematic order to a particular class of items. Inconstancies like â€Å"She cans sing†, and â€Å"she can singing†, all said by the same learner within a short period of time, might indicate a stage of experimentation and inaccurate guessing. 2-Emergent: the learner has begun to discern a system and to internalize certain rules. These rules may not be correct by target lang standards, but they are nevertheless legitimate in the mind of the learner. In gral, the learner is still unable to correct errors when they are pointed out by someone else. (Avoidance of structures and topic are typical) 3-Systematic: the learner is now able to manifest more consistency in producing the SL. While those rules that are sorted out in the learner’s brain are still not well-formed, they are more internally self-consistent and, they more closely approximate the target lang system. The learner can correct some errors when they are correct by someone else. 4-stabilization: the learner has relatively few errors and has mastered the system to the point that fluency and intended meanings are not problematic. (The learner’s ability to self-correct). At this point learners can stabilize too fast, allowing minor errors to slip by undetected, and thus, manifest fossilization. All the stages, however, don’t describe the learner’s total SL system because they do no account for sociolinguistic, functional, pragmatic or nonverbal strategies of which are important in assessing the total competence of the SL learner. 10-Fossilization It refers to the relatively permanent incorporation of incorrect linguistic forms into a person’s SL competence. It’s a normal and natural stage for many learners, and should not be viewed as some sort of terminal illness, in spite of the forbidding metaphor that suggests and unchangeable situation etched in stone. How do items become fossilized? It could be the result of the presence or absence of internal motivation factors, of seeking interaction with other people, of consciously focusing on forms, and of one’s strategic investment in the learning process. By using conditioning, reinforcement, need, motivation, self-determination, and others. It takes place by means of the same process as the internalization of correct forms. The latter is referred as learning, but the same elements of input, interaction, and feedback are present. When incorrect forms are produced, feedback that says â€Å"I understand you† reinforces those forms. 11-Form-focused instruction. It refers to put emphasis on lang forms and also to any pedagogical effort which is used to draw the learner’s attention to lang from either implicitly or explicitly (Spada). It has been used for many decades. But its practices (grammatical explanations, rote practice, etc) is clearly nor justified. ministerio. [emailprotected]. com. ar Telefono: (0362) 423637 directo – 453017/16 – 448014 – 53001/02 / Fax: 423637 – 448014 Error treatment and focus on lang forms appear to be more effective when incorporated into a communicative, learner-centered curriculum, and least effective when error correction is a dominant pedagogical feature, occupying the focal attention of sts in the classroom. Another important issue is whether the teacher should interrupt a student in the middle of an attempt to communicate. The answer is no because it should be after the sts finishes with the e? intended message. 12-Error treatment One of the major issues involved in carrying out FFI is the manner in which teachers deal with sts errors. Should errors be treated? Vigil and Oller proposed a model called The feedback model. The green light of the affective feedback mode allows the sender to continue attempting to get a message across; a red light causes the sender to abort such attempts. The traffic signal of cognitive feedback is the point at which error correction enters. A green light symbolizes non-corrective feedback that says I understand your message. A red one symbolizes corrective feedback that takes on a myriad of possible forms and causes the learner to make some kind of alteration in production. A yellow one could represent those various shades of colour that are interpreted by the learner as falling somewhere in between the green and the red lights, causing the learner to adjust, to alter, to recycle, to try again in some way. The most useful implication of this model for a theory of error treatment is that cognitive feedback must be optimal in order to be effective. Too much negative cognitive feedback- a barrage of interruptions, corrections, and overt attention to malformations- often leads learners to shut off their attempts at communication. They perceive that so much is wrong with their production that there is little hope to get anything right. On the other hand, too much positive cognitive feedback,- willingness of the teacher-hearer to let errors go uncorrected, to indicate understanding when it may not have occurred-serves to reinforce the errors of the speaker-learner. The result is the persistence, and perhaps the eventual fossilization of such errors. The task of the teacher is to discern the optimal tension between positive and negative cognitive feedback: providing enough green lights to encouraged continued communication, but not so many that crucial errors go unnoticed, and providing enough red lights to call attention to those crucial errors, but not so many that the learner is discouraged from attempting to speak at all. Set II: Communicative Competence The term was coined by Dell Hymes who was convinced that Chomsky’s notions of competence were too limited. Chomsky’s rule-governed creativity that so aptly described a child’s mushrooming grammar at the age of 3 or 4 didn’t account for the social and functional rules of lang. So he referred to communicative competence as that aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts. Savington noted that communicative competence is relative, not absolute, and depends on the cooperation of all participants involved. It’s a dynamic, interpersonal construct that ca be examine only by means of the overt performance of 2 or more individuals in the process of communication. In the 70s, research on CC distinguished between linguistic and communicative competence to highlight the difference between knowledge about lang forms and knowledge that enables a person to communicate functionally and interactively. James Cummins proposed a distinction between Cognitive/Academic lang proficiency (the dimension of proficiency in which the earner manipulates or reflects upon the surface features of lang outside of the immediate interpersonal context, it is what learners often use in classroom exercises and tests and that focus on forms) and Basic Interpersonal communication skills (is the communicative capacity that all children acquire in order to be able to function in daily interpersonal exchanges. Later he modified his notions I the form of context-reduced and context-embedded communication considering the context in which lang is used. A good share of classroom, school-oriented lang is context-reduced, while face-to-face communication with people is context-embedded. In Canale and Swain’s definition, 4 different components make up the construct of CC. The first 2 reflect the use of the linguistic system itself and the last 2 define the functional aspects of communication: A-Grammatical competence: is that aspect of CC that encompasses knowledge of lexical items and of rules of morphology, syntax, sentence grammar semantics, and phonology. (the mastery of the linguistic code of a lang). B-discourse competence: the ability we have to connect sentences in stretches of discourse and to form a meaningful whole out of a series of utterances. (from simple spoken conversation to lengthy written texts, it has to do with the inter-sentential relationships) C-Strategic competence: the verbal and non-verbal communication strategies that may be called into action to compensate from breakdowns in communication due to performance variables or due to insufficient knowledge (Canale); the strategies that one uses to compensate for imperfect knowledge of rules (Savington); It’s the competence underlying our ability to make repairs, to cope with imperfect knowledge, and to sustain communication through paraphrase, circumlocution, repetition, hesitation, avoidance, and guessing. However, this model has undergone some other modifications over the years. Backman places grammatical and discourse (textual) comp under one code, which he called organizational competence: all those rules and systems that dictate what we can do with the forms of lang: whether they may be sentence level rules (grammar) or rules that govern how we string sentences together (discourse). The sociolinguistic competence is now broken down into two separate pragmatic categories: functional aspects of lang (Illocutionary comp, or, pertaining to sending and receiving intended meanings) and sociolinguistic aspects (which deal with such considerations and politeness, formality, metaphor, register, and culturally related aspects of lang). 1-Language Functions They are essentially the purposes that we accomplish with lang, e. g. , stating, requesting, responding, greeting, etc. They can’t be accomplish without the forms of lang (words, morphemes, grammar rules) because they are the outward manifestation of lang while functions are the realization of those forms. Communication may be regarded as a combination of acts, a series of elements with purpose and intend, it’s functional, purposive, and designed to bring about some effect on the environment of the hearers and speakers. It’s a series of acts or speech acts which are used systematically to accomplish particular purposes. (consequences=perlocutionary force: the effect that utterances achieve). The functional approach to describing lang is one that has its roots in the traditions of British linguist Firth, who viewed lang as interactive and interpersonal, a way of behaving and making others behave. Michael Halliday used the term to mean the purposive nature of communication and outlined 7 different functions: A-The instrumental function serves to manipulate the environment, to cause certain events to happen (This court finds you guilty, danger: they are communicative acts that have a specific perlocutionary force, they bring about a particular condition. B-The regulatory one is the control of events, e. g. approval, disapproval, behavior control, setting laws and rules. C- The representational is the use of lang to make statements, convey facts and knowledge, explain and report; to represent reality as one sees it (The sun is hot). D-The interactional serves to ensure social maintenance (Phatic communion-Malinowsky- refers to the communicative contact between and among human beings that simply allows them to establish social contact and to keep channels of communication open and this requires knowledge of slang, jargon, jokes, folklore, cultural mores, politeness, and formality expectations, and other keys to social exchange. E-The personal allows a speaker to express feelings, emotions, personality. A person’s individuality is usually characterized by his/her use of `personal function of communication. F-The heuristic involves lang used to acquire knowledge, to learn about the environment which are often conveyed in the form of questions, that will lead to answer. (Children’s why questions) G-The imaginative serves to create imaginary systems or ideas (Telling fairy tales, joking, or writing a novel). Through this we are free to go beyond the real world to soar to the heights of the beauty of lang itself, and through that lang to create impossible dreams if we so desire. 2-Functional syllabuses The functional part of the notional-functional syllabus corresponded to lang functions. Curricula were organized around such function as identifying, reporting, denying, declining an invitation, asking permission, apologizing, etc. 3-Discourse analysis It is the relationship between forms and functions of lang which encompasses the notion that lang is more than a sentence level phenomenon because we string many sentences together in interrelated, cohesive units. In most oral lang, our discourse is marked by exchanges with another person or several persons in which a few sentences spoken by one participant are followed and built upon by sentences spoken by another. Both the production and comprehension of lang are a factor of our ability to perceive and process stretches of discourse, to formulate representations of meaning not just from a single sentence but from referents in both previous sentences and following sentences. Without the pragmatic contexts of discourse, our communication would be extraordinarily ambiguous. 4-Conversation Analysis. Conversations are excellent examples of the interactive and interpersonal nature of communication. They are cooperative ventures. What are the rules of our conversations? How do we get someone’s attention?. Very early in life children learn the first and essential rule of conversation: attention getting. If you wish linguistic production to be functional and to accomplish its intended purpose, you must of course have the attention of your audience. The attention getting conversations within each lang-both verbal and nonverbal- need to be carefully assimilated by learners. Once learners have secured the hearer’s attention, their task becomes one of topic nomination. Rules for nominating topics in conversations which involve both verbal and non-verbal cues, are highly contextually constrained. Once the topic is nominated, participants then embark on topic development, using conventions of turn-taking to accomplish various functions of lang. Aside from turn-taking itself, topic development, or maintenance of a conversation, involves clarification, shifting, avoidance, and interruption. Topic termination is an art that even native speakers of a lang have difficulty in mastering at times. 5-Pragmatics It constraints on lang comprehension and production may be loosely thought of as the effect of context on string of linguistic events. 6-Lang and GenderThe effect of one’s sex on both production and reception of lang is one of the major factors affecting the acquisition of communicative competence in virtually every lang. Among American English speakers, girls have been found to produce more standards lang than boys, a pattern that continue through adulthood. Tanner and others have found that males place more value, in a conversational interaction, on status and report talk, competing for the floor, while females value connections and rapport, fulfilling their role as more cooperative and facilitative conversationalists, concerned for their partner’s positive face needs. 7-Styles and Register Another important issue is the way we use lang in different styles depending on the context of a communicative act in terms of subject matter, audience, occasion, shared experience, and purpose of communication. A style is a variety of lang used for a specific purpose. When you converse informally with a friend, you use a different style than you use in an interview for a job with a prospective employer. Native speakers, as they mature into adulthood, learn to adopt appropriate styles for widely different contexts. Adult 2nd lang learners must acquire this styles in order to be able to encode and decode the discourse around them correctly. Martin Joos provided one of the most common classifications of speech styles using criterion of formality: there are five levels: 1-An oratorical style is used in public speaking before a large audience; it is planned in advance intonation is somewhat exaggerated and numerous rhetorical devices are appropriate. 2-A deliberative style is also used in addressing audiences to permit effective interchange between speaker and hearers, however, it is not as polished as the previous style: a typical university classroom. 3-A consultative style is typically a dialogue, through formal enough that words are chosen with some care. E. g. business transactions, doctor patient’s conversations. 4-Casual conversations are between friends or colleagues or sometimes members of family. Words don’t need to be guarded and social barriers are moderately low. 5-an intimate style is one characterized by complete absence of social inhibitions. Talk with family, loved ones, and very close friends. Styles are manifested in both verbal and nonverbal(how you say sth) features. Difference in styles can be conveyed in body lang, gestures, eye contact and they are very difficult aspects of lang for the learners to acquire. A-Body lang or kinesics: all cultures throughout the history of humankind have relied on kinesics for conveying important messages. However, there is a tremendous variation cross-culturally and cross-linguistically in the specific interpretation of gestures because sometimes a gesture that is appropriate in one culture is obscene or insulting in another. Nodding the head, for example means â€Å"yes† among most European lang speakers. But among japan, â€Å"Yes† is expressed by bringing the arms to the chest and waving them. B- Eye contact: the gestures of our eyes are in some instances keys to communication. Eyes can signal interest, boredom, empathy, hostility, attraction, understanding, misunderstandings and other messages. C-proxemics: physical proximity is a meaningful communicative category. Cultures vary widely in acceptable distances for conversation. Sometimes objects- desk, other furniture- serve to maintain certain physical proximity and tend to establish both the overall register and relationship between participants.

Cheerleading in the US

Cheerleading in the US Cheerleading Cheerleading is popular worldwide and its more then just standing on the sidelines cheering on your high school team. Cheerleading is a sport and its a very challenging one. There is two different types of cheerleading and they often get mistaken as the same thing School cheerleading is less challenging then all-star cheer. Usually when you start doing school cheer you start in the 7th grade. You do pep rallies, fight songs, sideline cheers, crowd involvement and stuff around your community. A lot of girls do it to experience the Friday night lights. There is Junior Varsity and Varsity when you are on varsity for 1 year at the end of the year you can get a lettermen. If you are really good at what you do girls get scholarships to go cheer in college. Its all fun and games until your peers start labeling you by saying all cheerleaders are mean or sluts or we wear our skirts to short for attention. Most people think cheerleaders are mean and snobby just because they cheer. They work just as hard as football, baseball, soccer and etc. High school cheerleaders deserve more credit for what they do. All-Star cheerleading also known as competition cheer is more difficult then school cheer. You travel around the world performing a 2 minute and 30 second routine consisting of tumbling, jumps, stunts and dancing in front of a panel of judges. Blood sweat and tears go into practices that last 3 plus hours 3 times a week. It takes a lot of keeping you body healthy and in shape. People say that cheer is easy and its not hard, you dont understand how much effort it takes until you try it. In July competitive cheer became recognized as a sport by the Arkansas Activities Association. Lance Taylor the director told arkansassports360.com,Its a sport amongst of them if you have and watched them. On Jan 27 the supreme court held that cheerleading is not only a sport but it is also a contact sport. The fact is that cheerleading is a highly dangerous sport involving throwing bodies in the air over hard surfaces, said by Naugler. Its not just girls who can cheer but guys can also, people tend to think that it is just a girls sport but some guys tend to be better then girls at it. Once you become a cheerleader it starts to become a lifestyle, with all the traveling, practice and all the money that is put into it. For some its more then just a sport its what they love and live for. Despite all the hate that cheerleaders get girls and guys go to practice and do what makes them happy. The damage cheerleading does on your body is crazy so many injuries happen all the time. The most common injurie is a sprained ankle, the reason for this is the surface. They practice on mats with wood and spring under it. Other injuries are the neck, back, wrist and knees, a lot of the injuries happen to the spots or bases. The bigger and more catastrophic injuries happen to the head, skull fractures and concussions others include spinal cord issues and the main cause for these injuries are caused by pyramids and basket tosses. When a cheerleader gets hurt they are usually told to ice it , wrap it, put icy hot it or just suck it up and deal with it. If a girl is injured while performing they dont stop the music or the routine. Cheerleaders are told to keep going no matter what, but if it is really serious they will stop it and get her the help she needs. Even if it is a small injury they usually become more chronic because Bert Jacobson, professor of health and human performances at OSU stated because cheerleading season extends 12 months, small injuries become chronic injuries. They never heal. If it is a small injury then girls just suck it and deal with it. When it gets worse they will most likely go see a doctor or specialist. There are different levels in competitive cheer, levels 1 to 6. level one skills start out at back walk overs front walk overs and kart wheels, and those are the more basic skills you learn when cheerleaders start cheer. Level 2 is back hand springs or also known as flip-flops, and straight ride basket tosses.Level 3 is front punches and back tucks and twisting basket tosses. The higher more elite levels are 4-6 these levels are the harder skilled teams. Levels 5 and 6 are the worlds teams, they travel all the Florida to compete against the best of the best. Its almost like the cheerleading super bowl, besides NCA that is as big as worlds but all levels can compete at that one. All cheerleaders dream of winning all the big competitions or at least top 3. If you win these your team and gym are considered the best of the best. All it takes is hard work and dedication and the coming together of your team to want to win and will do anything to go out on the floor and nail the perfect routine to show the crowd and judges. Some girls cheer for 13 plus years and will never know what it is like to win one of the big competitions. When you ask football or baseball players if cheerleading is a sport they will probably say no until the cheerleader shows them their muscles. When cheerleaders workout they lift weights run and do just as much as other sports, except cheerleaders do not get enough credit for all of their hard work. Just like other sports if the cheerleader is really good he or she could have the chance to get a scholarship to the school of your dreams. Cheerleading scholarships are not as popular as football and baseball but they can still happen. If you dont get the scholarship the cheerleader can still apply and attend the tryouts. Tryouts for cheer is probably one of the most stressful weeks or couple of days for a cheerleader, Learning a certain amount of material and having to do it in front of judges you dont even know. When the cheerleader s trying out she can not let the nerves get to her because she only has one tryout, no redos. In January 2017, Governor Brown signs a new bill that says cheerleading is a sport. Cheerleaders finally get the recognition they deserve, even though it wasnt official that cheer was a sport every cheerleader has considered it one. They will defend their sport and have plenty of evidence to support the argument. We dont have to prove it is a sport. Said Land O Lakes senior Hayley Jones, an All-American. It is a sport. Work and skill are involved. It is not just a cheer team, it is performing and it includes dance and gymnastics. When people start to agree that cheerleading is a sport it makes cheerleaders happy and lets them know that they are heard and people have the cheer worlds back. Cheer is only going to get bigger and more difficult, as the rules get changed, coaches are going to get more creative with making routines. Cheerleading is going to be around forever because little girls have big passions for it and look up to the high level teams and the famous cheerleaders, the little ones want to be just like them. There are famous cheerleaders, you just dont hear about like you do famous football players because only people in the cheer world understand why they are famous and what they are famous for. They are famous for their tumbling skills and a lot of flyers are famous for bring such good flyers. Cheerleading is a growing sport and its different then what you would see on the sidelines at a football game. Said by Patrick Mislan. As cheerleaders grow and the gyms grow the cheer world is going to soon be on TV as a sport to watch and will get credit for what it deserves. Mislan also says that over 100 that have cheerleading national originations with 4.5 million registered athletes, its not small. Cheerleading is a great sport to help you with self-confidence and performing in front of huge crowds. It is really enjoyable, you make new friends and it helps get you in shape its for all ages and sizes boys and girls. Most of the gyms are friendly environments and a happy place to be. Despite all the hate and calling it not a sport, cheerleaders are athletes. Instead of doubting them encourage them to be proud of something they do and love. You cant judge them until you are un their shoes because cheerleading is a sport.

Prejudice and Racism - A Fair and Just Society is Still Only a Dream Es

This Critical Essay Builds Upon the Concepts of Rawls and King to Examine the Potential for Justice in America   Ã‚  Ã‚  Ã‚  Ã‚   Martin Luther King Jr. made many claims about the American society in his famous "I Have a Dream" speech in 1963 that were all legitimate. Today, we have made many advances toward the racial equality that he sought. As a nation, however, we still have not "opened the door of opportunity to all God's children", as King so eloquently put it. In part, this is due to the fact that although our society has reached a degree of political nondiscrimination, this political nondiscrimination has not led to economic nondiscrimination. What it has led to, though, is affirmative action policy and awareness among the people of this country that justice is a complicated process that has yet to be realized. King made us aware that Blacks weren't receiving equal treatment under our laws, and this awareness led to equal rights policy. These equal rights policies have, in turn, led to affirmative action policies. Affirmative action policies of equal opportunity were necessary becau se political equality was not resulting in economic equality. Today's citizens are still not satisfied, however. This is because affirmative action policy, to date, has been based on egalitarian policy, which has not resulted in economic security nor a sense of balanced justice. In this paper, I will show how Martin Luther King Jr. initiated a growth process in our country by creating an awareness, and that this awareness is gradually evolving toward a justice that we have yet to realize. I will show that Americans are still in the midst of growing pains, and that equality, opportunity, and justice are complex issues that we are slowly working out over ti... ...s distributive justice. We are a developing nation when it comes to our philosophies, but I am optimistic that with additional ethical participation by citizens in the area of public policy, Americas (like King and Rawls) can still dream of achieving a fair and just society.    Works Cited Flew, Anthony, ed. Dictionary of Philosophy (New York: St. Martins Press, 1979) 299. Lamb, Kevin. "The Problem of Equality". The Journal of Social, Political, and Economic Studies. v20, #4 (Winter 1995) 467-479. Robinson, Dave and Chris Garratt. Introducing Ethics (New York: Totem Books, 1997) 131. Rusher, William. Editorial. The Waterloo-Cedar Falls Courier. November 25, 1997. Steinberg, Stephen. "The Affirmative Action Debate." UNESCO Courier (March 1996) p17 (5). Walters, Ronald. "Criticality of Racism." The Black Scholar v26 (1996):2-7.

Essays --

An electromagnet is a magnet that is powered by electricity. Electromagnetism can be found in our daily lives. Driving to school or work? An electromagnet can be found in the cars’ engine. Hungry and want a snack? Electromagnets can be found in blenders, microwaves, ovens, toasters, toaster ovens, dishwashers, and electric can openers. Need to do your hair? Hair dryers, straighteners, and curling irons all have electromagnets in them. Electromagnets can also be found in junk yards on the cranes that pick up cars, electric bells, loudspeakers, tape recorders, VCRs, hard disks, particle accelerators, magnetic locks, drills, speakers, radios, microphones, doorbells, trains, generators, relays, and sorting out metal in junk yards. The electromagnet is a very useful item and can range too many different power levels. Electromagnetism is the magnetic force produced by an electric current. Electromagnetism is very useful, but also harmful. Everything is made of matter, and matter is made of atoms. Inside and atoms nucleus, there are protons. Protons have a positive charge in them. Electrons can be found right outside of the nucleus and they hold a negative charge. As atoms’ electrons break free of the original atom, they jump to another atom to another. This jumping causes a flow of electricity. There approximately 121 protons per inch and 121 electrons per inch. When measuring the different kinds of electromagnetic units, you should use ampere (electric current), coulomb (electric charge), farad (capacitance), henry (inductance), ohm (resistance), volt (electric potential), and watt (power). An electromagnet is made from a magnet, a battery, an iron core such as nail or bolt, coated copper wire, and wire strippers. You can make a si... ...’ route, then it could put many lives in danger, but the train does have onboard batteries that will bring the train down to a slow stop. The cost of these giants is approximately $8.5 billion dollars. This is because new guideways would have to be built since the new technology cannot run on the old rails. Also, many people have concerns over snowstorms. Even if there was a layer of snow on the track, the train would be able to levitate right over it or the snow would be blown away due to the wind underneath the train. If there is enough snow that the Maglev trains cannot operate, then snow removers will come out and plow the snow off the tracks. Finally, since the Maglev trains are extremely heavy (the Transrapid TRO7 weighs in at 45 tons) they need an exceptionally strong electromagnetic field to match. This uses a lot of energy and that can get awfully expensive. Essays -- An electromagnet is a magnet that is powered by electricity. Electromagnetism can be found in our daily lives. Driving to school or work? An electromagnet can be found in the cars’ engine. Hungry and want a snack? Electromagnets can be found in blenders, microwaves, ovens, toasters, toaster ovens, dishwashers, and electric can openers. Need to do your hair? Hair dryers, straighteners, and curling irons all have electromagnets in them. Electromagnets can also be found in junk yards on the cranes that pick up cars, electric bells, loudspeakers, tape recorders, VCRs, hard disks, particle accelerators, magnetic locks, drills, speakers, radios, microphones, doorbells, trains, generators, relays, and sorting out metal in junk yards. The electromagnet is a very useful item and can range too many different power levels. Electromagnetism is the magnetic force produced by an electric current. Electromagnetism is very useful, but also harmful. Everything is made of matter, and matter is made of atoms. Inside and atoms nucleus, there are protons. Protons have a positive charge in them. Electrons can be found right outside of the nucleus and they hold a negative charge. As atoms’ electrons break free of the original atom, they jump to another atom to another. This jumping causes a flow of electricity. There approximately 121 protons per inch and 121 electrons per inch. When measuring the different kinds of electromagnetic units, you should use ampere (electric current), coulomb (electric charge), farad (capacitance), henry (inductance), ohm (resistance), volt (electric potential), and watt (power). An electromagnet is made from a magnet, a battery, an iron core such as nail or bolt, coated copper wire, and wire strippers. You can make a si... ...’ route, then it could put many lives in danger, but the train does have onboard batteries that will bring the train down to a slow stop. The cost of these giants is approximately $8.5 billion dollars. This is because new guideways would have to be built since the new technology cannot run on the old rails. Also, many people have concerns over snowstorms. Even if there was a layer of snow on the track, the train would be able to levitate right over it or the snow would be blown away due to the wind underneath the train. If there is enough snow that the Maglev trains cannot operate, then snow removers will come out and plow the snow off the tracks. Finally, since the Maglev trains are extremely heavy (the Transrapid TRO7 weighs in at 45 tons) they need an exceptionally strong electromagnetic field to match. This uses a lot of energy and that can get awfully expensive.

Tupac Shakur - His Impact on American Culture Essay -- Tupac Amaur Sha

Tupac Shakur - His Impact on American Culture Tupac Shakur was a very influential person in the 20th century. He was born on June 16, 1971 in Brooklyn New York, and died on September 13, 1996 in Las Vegas Nevada (unknown author, no title, no page, letter code C). But his family moved around a lot while he was a kid (Bastin, J.D.). He eventually ended up in the Bay Area California alone and spent his first two years there homeless (unknown author, no title, n.p., letter code D). He grew up with only his mom and loved her very much. He even wrote a song called Dear Mama to his mom and thanked her for how she tried her best at raising him. His public career started when he joined the seminal Bay Area rap ensemble (u.a., "original area," n.p.). He started as a tour dancer but then started rapping live (u.a., "original area," n.p.). From there he released a couple albums and then was offered to be in some movies. He became friends with a couple of popular rap artists like Snoop Doggy Dogg and Dr. Dre (Placid n.p.). He made some songs and music videos with them that made it big on the Billboard charts. This really helped his popularity. He released a double CD with the songs on it and a lot of his own songs and sold millions of copies (u.a., n.t., n.p. letter code D) More people were influenced to buy his CD. People listened to the music and did what he said he did. So Tupac was influencing all of these people. Tupac was rich and famous now. He was showing off his own style now and didn't need his popular friends. This is the time that many people saw the real Tupac and loved him. He was now very influential to fans. They wanted to be just like him. He starred in more movies and could be who he really was. He did a lot of interviews that showed his beliefs. He said self esteem and self respect was very important and said "I feel as though I am a shining prince just like Malcolm and feel that all of us are shining princes, and if we live like shining princes, then whatever we want can be ours. Anything." (Patrick, Tony, n.p.) And when he says all of us, he means all men. He also said he doesn't care if someone is white or black. And no one can be judged by their skin. "So just because it's Black don't mean it's cool, and just because it's White don't mean it's evil."(Patrick, Tony n.p.) If he judged a man, he judged them by what they do ... ...nds for a new beat really separated his music from others. He didn't use traditional beats that people get tired of. He added a twist to rap and hip-hop music all together. And brought a lot of people to like that. "Tupac was one of raps most controversial and influential performers" ("tupac" n.p.). "Tupac Amaur Shakur left a distinct impact on American culture that is still being shown today" (u.a., n.t., n.p. letter code D) He was one of the most influential persons in the 20th century America. And I believe he will be remembered and loved by a lot for years to come. He has served and will serve as a role model for younger kids growing up today. Bibliography Bastin, J.D. "Tupac Interviews & Articles" http://www.u.arizona.edu/~bastin/interview.html 22/10/97 Patrick, Tony Shakur, Tupac. "Interview" http://.stallion.jsums.edu/~awil0997/tupac/interview.html 22/10/97 Placid, Sylvester. Personal Interview 10/11/97 Unknown Author. "Original Area of Tupac" http://www.geocities.com/Heartland/7438/tupac.html 22/10/97 Unknown Author. "Tupac" http://stallion.jsums.edu/~awil0997/tupac/theday.html 2/11/97 Unknown Author. http://www.duke.edu/~de1/2pac2.html 2/11/97