Language development Essay Example | Topics and Well Written Essays - 500 words - 2

Language development - Essay Example At this preliminary stage it is necessary to investigate the topic through a variety of means. Researchers suggest a number of strategies which may be effective in examining the topic. These include brainstorming, clustering and free-writing (Lipkewich and Mazurenko1999). Clearly, these strategies act as a measure of developing or restricting a topic. The more ideas that are generated at this stage the more structural focus the writer would obtain from this initial piece of writing. The purpose of this first step then is to establish some sort of structure to the ideas that are generated. Thus, if a writer decides to choose free-writing as a means of initiating the writing process then the writer may begin to write on a topic without interruption until everything the writer knows about the topic is exhausted on the paper. In this case there may no adherence to grammatically correct structures such as spelling, punctuation or even paragraphing. The words that appear on the paper would be an exact replica of the thoughts that flow through the mind. The second step involves the actual composition of the paper. Some writers use this stage as a means of creating a rough draft of the final paper. The previous stage which may or may not have included free-writing is the precursor to this writing stage where the writer brings some sort of focus to the writing. During this stage therefore the writer must adhere to the mechanics of writing which were previously ignored in the earlier stage. There is need to organize the work in terms of correct punctuation, paragraphing and other grammatical structures which may have been non existent in the previous stage. Consequently, the major purpose for this writing stage is to add content and organization to the work. The more time a writer spends on this initial writing stage the less work will be needed to complete the final draft. Revising, the third step in the writing process

Recommendation report Assignment Example | Topics and Well Written Essays - 2500 words

Recommendation report - Assignment Example The director of the Global Client Collaboration department at Steelcase, Inc. asked for a research that would analyze the effects of current global economic crises (2012) on multinational corporations and evaluate possible solutions for the case of Steelcase, Inc. that would assist it to survive this economic environment. Steelcase is a company that manufactures furniture whose head office is in Grand Rapid, Michigan and is the biggest manufacturer of office furniture in the globe. The company has about eighty locations and over eleven thousand employees all over the globe in locations including Malaysia, Mexico and Romania, which are responsible for supporting the local Steelcase dealerships and offices. It also operates show rooms referred to as WorkLife Centers all over the US, Asia and Europe with manufacturing facilities being located in Europe, the Middle East, North America and Asia. The company is mainly involved in designing and producing furniture , wall surfaces, technolog y tools, architectural products as well as ergonomic among other products. It sells its products online through more than eight hundred dealers in various locations while also offering workplace consulting services in some of its locations of operation. The economic and financial crisis resulted from issues in the US’s financial sector in 2007 that were characterized by unsound lending activities by financial institutions as well as unsatisfactory management of risk that prompted an extraordinary devaluation of assets along with credit squeeze as far as interbank lending was concerned. In a short time, the calamity escalated into a worldwide economic tremor that soon affected the real economies. In numerous economies, the crisis was an imported aspect since the countries in regions outside the US were affected in mid-2008 largely through export markets collapsing. The

Diversity in Universities Essay Example for Free

Diversity in Universities Essay The process of getting education involves going through a number of stages. They are the pre-school, primary school, high school and finally the tertiary institutions and the university. Admission into the universities or colleges involves the process in which students who have completed high school join tertiary education at universities and colleges. An educational system differs from one country to another. Some countries have self governing bodies which centralize the administration of standardized exams. Diversity refers to the process of recognizing and appreciating the individuals’ characteristics that make them unique so as to promote the celebration of the individual and collective achievement of those persons. Universities consists of individuals who contribute significantly to the growth of culture of the community through expressing their views on how to improve on the performance of an organization Diversity in universities. As teachers teach in universities, they always need to update their knowledge in their fields of specialization because of changing trends. Diverse systems in universities enable students to know in advance the type and quality of teaching and qualification they will receive. Benefits of diversity When an organization values diversity, it means that it values the local community as well as themselves. Different values are appreciated by the diverse organization . This kind of organization recognizes the fact that people with different backgrounds skills, attitude and experience brings about fresh ideas and perceptions. Diverse organizations encourage and harness various differences that make their services relevant and approachable. They also get a wide range of views exercised so that it can listen to them and meet the changing needs of its user, staff, volunteers and partners. Intellectual Diversity A review is done about the student’s perception of students towards teachers who attempt to discuss politics in course other than political science in classrooms. Academic freedom should be allowed in college campuses for its easier to correct a situation in the classroom. On other hand arguments should be made to be one sided. For education, it is said to be implemented when students are provided with a variety of perspectives and encouraged to think for them. There are some suggestions given to ensure intellectual diversity at the same time protecting academic freedom, for instance establishing new academic programs political bias in student –funded groups. In conclusion, diversity helps us to see situations from different points of view and therefore assists one to accommodate changes when they arise. It is therefore necessary to learn about diversity so as to appreciate the different research agendas and priorities that may arise that may bring change to a community and thus lead to proper decision making processes within their organizations. Reference: Blosser, S. (2005) Universities Flunk In Intellectual Diversity http://72. 14. 205. 104/search? q=cache:N1K4WYFP6EgJ:www. campusreportonline. net/main/articles. php%3Fid%3D706+intellectual+diversity+in+universitieshl=enct=clnkcd=2gl=keclient=firefox-a Website accessed on September 6, 2008

Timing Of The Special Warning Law Essay

Timing Of The Special Warning Law Essay Timing of the special warning is a matter for the interviewing officer. The warning can only be given in a post arrest, post caution interview.  [1]  There is no guidance in the Act as to when the special warning should be given but Codes E. 4.3C and C. 10.5A of the Codes of Practice are helpful. Code C concerns the detention and questioning of suspects and Code E concerns the tape recording of interviews with suspects: both state, when a suspect who is interviewed after arrest, fails or refuses to answer certain questions, or to answer them satisfactorily, after due warning, a court or jury may draw a proper inference from this silence under ss. 36 and 37 of the Criminal Justice and Public Order Act 1994. The use of after due warning indicates that the special warning should be given before questions are put to the suspect concerning objects, marks or substances or marks on such objects or being found at a place or about the time an offence has been committed. This is a common-sense approach. It would be an unnecessary burden for interviewing officers to be expected to judge, or know, whether an answer to questions is unsatisfactory or not. In many cases, the police only achieve discovery of an unsatisfactory answer after further enquiries. If a special warning is given then any later discovery of an unsatisfactory answer could be the subject of a proper inference using the statutory provisions of ss. 36 and 37. The chronology of the Act is also an indicator of when the special warning should be given. Section 36(1) has four parts: a) is the fact of the possession of objects, substances and marks; b) the belief of the officer that possession indicates participation in an offence; c) informing the suspect of the belief and the request for an explanation; d) the refusal or failure to explain. Item (c) is clearly the special warning. The warning must therefore come before any failure or refusal to answer.  [2]  The Police National Crime Faculty states that test questions should be asked before applying a special warning in their September 1996 update  [3]  when they assert however, a special warning should not be used in any circumstances until after a suspect has failed or refused to answer certain questions (Code C10.5A). This assertion makes no sense and flies in the face of the intention of the legislators.  [4]  The legislators interpretation is clearly right, the suspect should be warned of the sanction that could be applied, before questions begin, about incriminating articles or presence at a particular place. Useful analogies can be drawn: police have the power to take intimate samples, e.g. blood for the purpose of confirming or disproving a suspects involvement in a recordable offence.  [5]  Before a person is asked to provide the sample he must be warned that if he refuses without good cause, his refusal may harm his case if it comes to trial. Is there any essential difference between this provision and special warnings? The warning comes before the request: the suspect is informed of the sanction to be applied if he refuses the request. Another analogy would be a section 34 caution. A person whom there are grounds to suspect of an offence must be cautioned before any questions about it are put to him regarding his involvement or suspected involvemen[t].  [6]  In this case, the caution comes before the questions. Again, is there any essential difference between this provision and a special warning? It makes clear and common sense to apply the warning before questions are put. Comments by Police when Solicitor advises suspect to make no comment. I agree it is right not to undermine the legal representative by stating to the suspect that remaining silent may not be in their interest. However, the Royal Commission study in 1993  [7]  identified that legal representatives at police stations were frequently unqualified and untrained.  [8]  The Legal Advice and Assistance Regulations 1989 permit delegation by a solicitor to such unqualified clerks. The Royal Commission study also found that the incidence of advice to exercise the right to silence increased at police stations where the adviser was wholly experienced.  [9]   The case law to date clearly indicates that a mere assertion that a suspect should not answer questions on legal advice will not save them from an adverse inference.  [10]  Police should not be passive where non accredited or probationary representatives, unsuited to provide legal advice, advise suspects to remain silent to cover their own lack of knowledge or experience.  [11]  In those cases, police should consider contacting the solicitor to give them the opportunity to make alternative arrangements.  [12]   Reference is made in the memorandum to R v Condron and Condron.  [13]  It is suggested that the judgement simply gives guidance at court when the defence wish to challenge the drawing of inferences. That is not the meaning of the judgement. It clearly deals with a solicitor giving his clients advice not to answer questions from the police. The appeal court dealt with that by stating inter alia If the accused gave as a reason for not answering questions that he had been advised by his solicitor not to do so, that advice did not, in their Lordships judgement amount to a waiver of privilege. But equally that bare assertion was unlikely by itself to be regarded as a sufficient reason for not mentioning matters relevant to the defenc[e]. Prepared statements presented before interview or on charge. The memorandum refers to detailed advice prepared by the Criminal Justice office. I have read the detailed advice, which appears to state that suspects cannot be interviewed after charge except on information obtained after charge from sources other than the suspect. I am unable to discover the origin of this interpretation. Code C. 16.5 states that questions can be put where it is in the interests of justice that a person should have put to him and have an opportunity to comment on information concerning the offence which has come to light since he was charged or informed he might be prosecuted. There is no exclusion on information from the interviewee. It would be likely to be in the interests of justice where, for example, a suspect produced a detailed written explanation, after charge, especially where matters are raised, not previously covered by the interview. Need to record information disclosed before interview/charge. I agree with the sentiment of the paragraph. It would be a mistake to set a precedent requiring written disclosure in every case. Legal representatives frequently assert that all the prima facie evidence should be produced before interview or the suspect will be advised to remain silent. The origin of this advice are the recommendations of the Royal Commission that such a requirement be placed in the 3rd edition of the Codes of Practice.  [14]  The recommendations were not ratified and no such requirement exists. However, Doctor Eric Shepherd wrongly included the recommendation as a fact in his advice to legal representatives.  [15]  Police officers should be given guidance to equip them to deal with legal advisors who make assertions not based on legal requirements. Conclusions I have only briefly covered the matters raised in the proposed memorandum. I am willing to provide information that is more detailed if required. I hope that my views will be accepted in the way they are offered, i.e. helpful and qualified. The enclosed book is an in depth study of the matters mentioned above. The book contains critical comment about the stance taken by the Criminal Justice Office and the National Crime Faculty. It is the job of a master to critically comment. As uncomfortable as it is for the persons concerned I believe the comments are justified. It is to be hoped that the bodies criticised do not treat the comments personally, thereby clouding their judgement. Terence D. Inch M.A. LLM

Urbanization and Human Influence Essay -- Environmental Geology Essays

Urbanization and Human Influence It is estimated that by the year 2000, half the world population will live in urban environments (Porter and Brown, 1996). The US Bureau of the Census defines an area as being urbanized if a central city and its closely settled surrounding territory are of a certain size with 50,000 people and density of at least 1,000 people per square mile (Knox, 1994). A component of the definition denotes that human influence is a main aspect of urbanized areas in the process of urbanization. Unfortunately in order to create an urbanized area, a natural environment must be destroyed. Urbanization and human activity within an urban system produces many destructive and irreversible effects on natural environments such as climate change, air pollution, sediment and soil erosion, increased flooding magnitude, and loss of habitat. Cities in an urban environment change the local climate dramatically. Temperatures are always warmer in the city than it is in the surrounding areas creating a sort of "heat-island" (Harms, 1994). In a city, the sun’s energy is not used in the same way as in open landscapes with vegetation and trees. Concrete, stone, asphalt, and roofs tend to act as solar collectors and emit and absorb heat. The burning of fossil fuels also emit greenhouse gases like carbon dioxide that heat up the atmosphere around the source and usually the source is within urban environments. Cities also tend to be cloudier, rainier, and less humid than their surrounding areas. Cities are 10 percent rainier and 10 percent cloudier and have a 25 percent lower average wind speed, 30 percent more summer fog, and 100 percent more winter fog than nonurban areas (Keller, 1996). Average relative humidity is six percent... ...an up and rebuild cities in balance with nature (Merrifield and Swyngedouw, 1997) rather than destroy natural environments. With more and more people living and moving to cities, the problem will extend beyond existing boundaries and result in more damage to the natural environment. The effects of urbanization on the environment are permanent and extensive and urban policy must change in order to save what is left in the natural world. Literature Cited Harms, Valerie. 1994. The National Audubon Society: Almanac of the Environment. G.P. Putnam’s Sons: New York Keller, Edward A. 1996. Environmental Geology. Prentice Hall: Upper Saddle River. Merrifield, Andy and Erik Swygedouw. 1997. The Urbanization of Injustice. New York University Press: New York. Porter, Gareth and Janet Welsh Brown. 1996. Global Environmental Politics. Westview Press: Boulder.

The Charge of the Light Brigade Essay example -- English Literature

The Charge of the Light Brigade War poetry is a theme that has inspired many poets. Compare and contrast poems by 2 poets from different eras and cultures. Say which one you prefer and why. The two poems and the poets that I am going to look at are The Charge of the Light Brigade written by Alfred, Lord Tennyson and Dulce ET Decorum Est. Pro Patria Mori by Wilfred Owen. The first poem was written during the reign of Queen Victoria in England. During this time the Victorians as the people were called had a very religious outlook on life. The account was written by the poet because it was such a bad battle that the government couldn’t let the people see that it had made a great mistake and so it commissioned Tennyson to write the poem saying what a wonderful battle it had been. It was a cover up. The second poem was written by Wilfred Owen while he was on active service during the First World War. He was a young man and was against the terrible waste of life the First World War caused. He believed this was due to bad leadership by the generals. Wilfred Owen was able to experience the war as it really was whereas Tennyson never actually saw the battle he was writing about. Owens’s poem was written because he was in the war and wants to tell you what it was like in the war I am going to write about The Charge of The Light Brigade which is about the Crimean War which was fought between Russia on the one hand and Britain France and Turkey on the other. The charge of the light brigade occurred in November 1854 at Balaclava in the Crimea. The brave six hundred rode straight down a valley that was fortified at its end by many cannon served by Russian and Cossack gunners. The heroes were following confus... ...nces between the two poems are that in one the poet is saying that the war could not have gone any better, and the poem is telling you that the war was the worst one ever. Also The Charge of the Light Brigade has a â€Å"galloping† rhythm all most all the way through the poem. In the Dulce ET Decorum EST Pro Patria Mori poem there is no obvious rhythm to this poem and in fact the slow pace of the poem makes us think of the soldiers trudging through the muddy trenches. One was involved in fighting but Tennyson was simply writing about an event he’d read about and was against the cruelty and waste of life war brought whereas Tennyson wanted people to feel that war was honourable worthwhile and necessary. I prefer Dulce et Decorum est. as it is more realistic and makes me feel sorry for the men in the poem. Tennyson poem does not give a true account of the war.

Prejudice in Mr. Sumarsono Written by Roxana Robinson Essay

Stereotype is a largely false belief, or set of belief, concerning the characteristics of the members of a racial or ethnic group (McLemore, 1983). Stereotype may be positive or negative in mind which is based on limited and minimal knowledge about a group of people. Incomplete information, mistaken perceptions, isolation and segregation have resulted many stereotypes. Viewing of a person with oddity based on the stereotype will limit what we expected and how we respond to them. Prejudice is an unfavorable attitude towards people because they are members of a particular racial or ethnic group. Discrimination is unfavorable action towards people because they are members of a particular racial or ethnic group. (McLemore, 1983). These both are negative manifestations of integrative power. A prejudiced person may not act on their attitude. Therefore, someone can be prejudice towards a certain group but not discriminate against them. Also, prejudice includes all three components of an attitude (affective, behavioral and affective), whereas discrimination just involves behavior and involves some actions. Prejudice and stereotyping parallels attitudes and opinions or beliefs (Stroebe & Insko, 1989) Prejudice also sustains stereotype, while stereotype is a generalization or interpretation toward a person or group of some physical, behavior, belief or other factors. For a 10-year-old girl, she must have got a first bad impression to a stranger, especially a foreigner. She spontaneously thought that someone newbie in another country is a kind of alien with different skin, face structure or another physical body. In that point, this attitude includes a racial stereotype which provokes a prejudice side. Roxana Robinson is a biographer and scholar of nineteenth and early twentieth century American art. She graduated from Buckingham Friends School, in Lahaska, and from The Shipley School, in Bryn Mawr. She attended Bennington College and studied with Bernard Malamud and Howard Nemerov. She received a B. A. degree in English Literature from the University of Michigan. Roxana Robinson is the author of the four novels Cost, (2008) Sweetwater, (2003) This Is My Daughter, (1998) and Summer Light (1988); the three short story collections A Perfect Stranger, (2005) Asking for Love, (1996) A Glimpse of Scarlet, (1991) and the biography Georgia O’Keeffe: A Life, (1989). Mr. Sumarsono is listed as one of the best American Short Stories at 1994. Statement of Problems: 1. Why do Susan and her sister give bad impression toward Mr. Sumarsono? 2. Why did Mrs. Riordan welcome Mr. Sumarsono warmly? 3. What is the cultural aspect of this short story? What is the connection with it? Discussion Mr. Sumarsono is a worker in UN which involved many Western people in it for a long time. Because of the environment, he tried to adapt the style like an American. According to the story, both daughters of Mrs. Riordan, Susan and Kate, with Mrs. Riordan herself fetched Mr. Sumarsono in a Trenton Station in New Jersey and they saw him for the first time with bad impression and underestimate toward Mr. Sumarsono. However, at that time, he was clothed as an American businessman. â€Å"Mr. Sumarsono was wearing an neat suit and leather shoes, like an American businessman, but he didn’t look like an American. The suit was brown, not gray, and it had a slight sheen. And Mr. Sumarsono was built in a different way from Americans: he was slight and graceful, with narrow shoulders and an absence of strut. † (Page 265 line 1) â€Å"Kate and I stood next to my mother as she waved and smiled. Kate and I did not wave and smile†¦Ã¢â‚¬ ¦Ã¢â‚¬  (Page 265 line 11) In this case, it proved that both sisters didn’t like and give bad thought for Mr. Sumarsono because they didn’t know who actually Mr. Sumarsono was, since Mr. Sumarsono had an Asian figure with pale brown skin. Besides, there were few Indonesian that came to America, or else almost never. Mr. Sumarsono was the only Indonesian who arrived in New Jersey. â€Å"It was 1959, and Mr. Sumarsono was the only Indonesian who got off the train in Trenton, New Jersey. † (Page 264 line 25) Next on, the displeasure of the sisters continued until they were in way home. They were acting like they didn’t need a middle-aged Indonesian in where were they belong to. Moreover, they avoided the lunch time which their mother prepared for them and Mr. Sumarsono. And also, they showed an impolite attitude toward Mr. Sumarsono in the table. â€Å"We were going to watch the mallard nesting, and I hope we didn’t have to include a middle-aged Indonesian in leather shoes†(Page 267 line 1) â€Å"Dev-il,† Kate said, Speaking very loudly and slowly. She pointed at the eggs and then put two forked finger behind her head like horns, Mr. Sumarsono looked at her horns. (Page 269 lines 25) Another evidence occurred at the dinner time when Susan saw her mother wearing a pink dress. She thought her mother’s dress was overlooked just for dinner with a stranger who can not understand their language. â€Å"I was irritated to see that she had put it on as thought she were at a party. This was not a party: she had merely gotten hold of a captive guest, a complete stranger who understood nothing she said. † (Page 270, line 12) Although they kept underestimate him, they were quite surprised that Mr. Sumarsono wasn’t someone like usual Asian guy they were thinking about. He was different in presence. Not only the appearance of him but also his gesture was shown when they were already at home. Somehow, The stop! gesture was making the sisters wondering what makes that Indonesian was different. This gesture is shown by Mr. Sumarsono when he tried to prevent his suitcase as Susan offered to pick up upstairs. â€Å"What struck me was the grace of his gesture. His hand extended easily out cuff and expose a narrow brown wrist, as narrow as my own. When he put his hand up in the Stop! gesture, his hand curved backward from the wrist, and his fingers bent backward from the palm. Instead of the stern and flat-handed Stop! that an American hand would make, this was a polite, subtie, and yielding signal, quite beautiful and infinitely sophisticated, a gesture that suggested a thousand reasons for doing something, a thousand ways to go about it. †(Page 267 line 13) On the other hand, Mrs. Riordan was greeting him cheerfully. She showed an excessive behavior since Mr. Sumarsono decided to spend his weekend in New Jersey. Furthermore, he stayed in Riodan’s as well. Mrs. Riordan tried to catch attention from Mr. Sumarsono. Apart from being dressed in pink, she treated him as best as she can. â€Å"Oh, I’m glad we’re having rice! † she said suddenly, pleased. â€Å"That must make Mr. Sumarsono feel at home. † She looked at me. (Page 273 line 7) She also thought that Mr. Sumarsono was far from his family and being lonely, Mrs. Riordan conclude that he was missing them and she tried to give something that Mr. Sumarsono would feel like he came back to the warm atmosphere when a family was gathered supposed to be. It is shown when Mrs. Riordan asked Mr. Sumarsono to show his wife and children photograph. She saw a strange condition on Mr. Sumarsono with complicated and unfinished look when she asked and he even wanted to take a picture with them. â€Å"The poor man, he must miss his wife and children. Don’t u feel sorry for him, thousands of miles away from his family? Oh, thousands. He’s here for six months, all alone. They told me that at the UN. It’s all very uncertain. He doesn’t know when he gets leaves, how long after that he’ll be here. Think of how his poor wife feels. † (Page 272 line 24) As from the both sisters misjudged all about Mr. Sumarsono and what they have done, they thought that they would feel ashamed, instead of underestimating him. Their prejudice has made them blind to not know who actually Mr. Sumarsono was. Beside it was from their mother, they also felt embarrassed him because they can not be an appropriate hostess to him while Mr. Sumarsono showed his unruffled courtesy. Although Mr. Sumarsono couldn’t speak English well and only responded all Mrs. Riordan and her daughters with simple nodded and smile, at least he knew what attitude he supposed to do when he was visiting people’s house in other country. â€Å"I was embarrassed not only for my mother but also for poor Mr. Sumarsono. Whatever he had expected from a country weekend in America, It could not have been a cramped attic room, two sullen girls, voluble and incomprehensible hostess. I felt we had failed him, we had betrayed his unruffled courtesy, with our bewildering commands, our waving forks, our irresponsible talk about lizard. I wanted to save him. I wanted to liberate poor Mr. Sumarsono from this aerial grid of misunderstandings. † (Page 274 line 24) This story is pertaining aspect of prejudice side. Therefore, prejudice has both cognitive and affective components. Affective component is the positive or negative attitude or feeling while cognitive component contains stereotypes. Stereotypes are beliefs about people based on their membership in a particular group. Stereotypes can be positive, negative, or neutral. Stereotypes based on gender, ethnicity, or occupation are common in many societies. Stereotypes often results from, and leads to, prejudice and bigotry. The reasons appearing of stereotype is variable, It occurs When people encounter instances that disconfirm their stereotypes of a particular group, they tend to assume that those instances are atypical subtypes of the group. Second, People’s perceptions are influenced by their expectations. And last, People selectively recall instances that confirm their stereotypes and forget about disconfirming instances. As a branch from stereotype, prejudice is a destructive phenomenon, and it is pervasive because it serves many psychological, social, and economic functions. It allows people to bond with their own group by contrasting their own groups to outsider groups. Conclusion This short story which Roxana wrote showed about an experience of Indonesian immigrant who visited and spent the weekend at one of New Jersey’s families, Riordan’s house. Based on discussion above, it is described that the two daughters, Susan and Kate had first bad impression toward Mr. Sumarsono as a strange foreigner. This signs that their attitude showed the prejudice aspect of the racial differences. References Robinson, Roxana. Asking for Love: Mr. Sumarsono. New York: Random House. 1996. Print University of Colorado, USA. Prejudice and Discrimination. http://www. colorado. edu. 1998 (Access Date: Wednesday, May 02, 2012) Anonim. Roxana Robinson Biography. http://www. roxanarobinson. com. (Access date : Wednesday, May O2,2012) Sparknotes editor. Social Psychology. http://www. sparknotes. com. 2007(Access date: Thursday, May 03 2012).