Real Pirate Quotations

Note: These are real quotations from actual pirates during the Golden Age of piracy, which lasted roughly from 1700 to 1725. If youre looking for modern quotations about pirates or quotations from movies, youve come to the wrong place, but if youre looking for authentic historical quotations from historys greatest sea-dogs, read on! Anonymous Pirate (Context) When asked on the gallows if he repented. Yes, I do heartily repent. I repent I had not done more mischief; and that we did not cut the throats of them that took us, and I am extremely sorry that you arent hanged as well as we. (Johnson 43) Bartholomew Black Bart Roberts In an honest service there is thin commons, low wages, and hard labor; in this, plenty and satiety, pleasure and ease, liberty and power; and who would not balance creditor on this side, when all the hazard that is run for it, at worst, is only a sour look or two at choking. No, a merry life and a short one, shall be my motto. (Johnson, 244) (Translation: In honest work, the food is bad, the wages are low and the work is hard. In piracy, there is plenty of loot, its fun and easy and we are free and powerful. Who, when presented with this choice, would not choose piracy? The worst that can happen is you can be hanged. No, a merry life and a short one shall be my motto.) Henry Avery (Context) Informing Captain Gibson of the Duke (who was a notorious drunkard) that he was taking over the ship and going pirate. Come, dont be in a fright, but put on your clothes, and Ill let you into a secret. You must know that I am Captain of this ship now, and this is my cabin, therefore you must walk out. I am bound to Madagascar, with a design of making my own fortune, and that of all the brave fellows joined with me...if you have a mind to make one of us, we will receive you, and if youll turn sober, and mind your business, perhaps in time I may make you one of my Lieutenants, if not, heres a boat alongside and you shall be set ashore. (Johnson 51-52) Edward Blackbeard Teach (Context) Before his final battle Damnation seize my soul if I give you quarters, or take any from you. (Johnson 80) (Translation: Ill be damned if I accept your surrender or surrender to you.) Blackbeard Lets jump on board, and cut them to pieces. (Johnson 81) Howell Davis (Context) Dissolving his alliance with pirates Thomas Cocklyn and Olivier La Buse Hark ye, you Cocklyn and la Bouche, I find by strengthening you, I have put a rod into your hands to whip myself, but I am still able to deal with you both; but since we met in love, let us part in love, for I find that three of a trade can never agree. (Johnson 175) Bartholomew Roberts (Context) Explaining to his victims that he was under no obligation to treat them kindly or fairly. There is none of you but will hang me, I know, whenever you can clinch me within your power. (Johnson 214) Black Sam Bellamy (Context) To a Captain Beer, apologizing after his pirates had voted to sink Beers ship after looting it. Damn my blood, I am sorry they wont let you have your sloop again, for I scorn to do anyone a mischief, when it is not for my advantage. (Johnson 587) Anne Bonny (Context) To Calico Jack Rackham in prison after he had decided to surrender to pirate hunters instead of fight. I am sorry to see you here, but if you had fought like a man, you neednt be hanged like a dog. (Johnson, 165) Thomas Sutton (Context) A captured member of Roberts crew, when told by a fellow pirate that he hoped to make it into Heaven. Heaven, you fool? Did you ever year of any pirates going thither? Give me hell, its a merrier place: Ill give Roberts a salute of 13 guns at entrance. (Johnson 246) William Kidd (Context) Upon being sentenced to hang. My Lord, it is a very hard sentence. For my part, I am the innocentest person of them all, only I have been sworn against by perjured persons. (Johnson 451) About These Quotations All of these quotations are directly taken from Captain Charles Johnsons A General History of the Pyrates (page numbers in parentheses refer to the edition below), written between 1720 and 1728 and considered one of the most important primary sources on piracy. Please note that I have made minor cosmetic changes to the quotations such as updating to modern spelling and removing capitalization of proper nouns. For the record, it is unlikely that Captain Johnson actually heard any of these quotations directly, but he did have good sources and it is fair to assume that the pirates in question said, at some point, something reasonably like the quotations listed. Source Defoe, Daniel (Captain Charles Johnson). A General History of the Pyrates. Edited by Manuel Schonhorn. Mineola: Dover Publications, 1972/1999.

The Psychology Of Shapes Logos And Advertisements

If you combine straight lines and colors such as blue and gray you may get a more cold and uninviting tone. It is best to combine straight lines with more vibrant and inviting colors. It has also been noticed that triangles can be related with other items such as religion, law, science, and power. Triangles can also be more portrayed as a masculine shape, leading to show up more in an advertisement with products that have a more masculine aspect to them. Subconsciously we also connect lines laid out in different ways with different emotions. For an example we portray vertical lines with more of a masculine, powerful, and aggressive feeling. Though horizontal lines can suggest more calm, unity, and or a tranquillity feeling. To get a†¦show more content†¦Not only can fonts affect emotional senses but they can even give a sense of flavor. Serif gives more of a plain taste like water, however Slab Serif can give off a more meaty taste due to its bulkiness. Round font is more portrayed as sweet like a round lollipop. Another example could be jagged font, jagged font gives off a more salty, sour flavor. By paying careful attention to the font a graphic designer can create so much more than an advertisement with pretty letters. They can create emotion, taste, and by using font that is commonly used between companies they can create trust. By constantly seeing the same font you become subconsciously more comfortable with the advertisements that use those fonts. If a graphic designer uses a font that uncommonly used they risk the chance of making the consumer feel more distant from their ad. However everyone perceives different fonts in their own way due to personal preferences and emotional attachment s, knowing this information designers use certain fonts based on their targeted consumers. Subliminal messages can be a useful tool to catch the audience’s attention. While there is a negative stigma surrounding subliminal messaging, it is commonly used in advertisements today. Subliminal messaging is the use of hidden or obscure images in audio in order to influence the consumer’s thoughts. Coca Cola uses subliminal advertising on their vending machines. On the top of the soda can a naked woman laying on her sideShow MoreRelatedEssay on Experiment and De100 Module Team1420 Words   |  6 Pagesï » ¿Tma05, Introduction to a de100 project on the likeness of a logo A fictitious educational experiment was created and conducted by a team on the DE100 module and therefore they had to maintain plan and undertake a project to pinpoint their potential findings; this therefore meant launching a logo for internet TV channel in order to address whether or not evaluative conditioning works in either experimental or control conditions. 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Royal Government of Cambodias Efforts to Achieve Free Essays

string(187) " development of air power substructure, including betterment of airdromes in the whole state and flight safety, still continues to be a significance undertaking to develop the touristry\." In September 2000, all 189 member provinces of the United Nations General Assembly adopted the Millennium Declaration, since the universe leaders agreed to put a time-bound mark, 2015, to accomplish eight ends for battling utmost poorness, hungriness, diseases, illiteracy, environment debasement and favoritism against adult females. The eight ends are: ( 1 ) End poorness and hungriness, ( 2 ) Universal instruction, ( 3 ) Gender equality, ( 4 ) Child wellness, ( 5 ) Maternal wellness, ( 6 ) Combat HIV/AIDS, ( 7 ) Environmental sustainability, and ( 8 ) Global partnership. These ends are now best known as the Millennium Development Goals ( MDGs ) . We will write a custom essay sample on Royal Government of Cambodias Efforts to Achieve or any similar topic only for you Order Now Following this United Nations Millennium Summit in 2000, Cambodia developed its ain set of MDGs called Cambodia Millennium Development Goals ( CMDGs ) , concentrating on poorness relief and human development. The Royal Government of Cambodia ( RGC ) is steadfastly committed to rush up its national advancement in order to run into the planetary ends and marks. After January 7, 1979, Cambodia initiated a steady procedure of development that has produced important advancement over the old ages. To do the accomplishment of the MDGs a world for all Cambodians, the RGC has been strongly committed to speed up more attempts, guarantee greater leading for consequences at all degrees of society, promote trusted partnership in development, enhance external development resources mobilisation, and guarantee effectivity of the usage of development resources since The General Election 1993. All development stakeholders in Cambodia, including representatives of authorities, civil society administra tions, the private sector, and the external development spouses ( EDPs ) have been encouraged to work together with the RGC that has been moving as a leader, coordinator and facilitator so far toward its ain MDGs, CMDGs. Cambodia has nine Millennium Development Goals: ( 1 ) Eradicate utmost poorness and hungriness, ( 2 ) Achieve cosmopolitan primary instruction, ( 3 ) Promote gender equality and empower adult females, ( 4 ) Reduce kid mortality, ( 5 ) Improve maternal wellness, ( 6 ) Combat HIV/AIDS, malaria and other diseases, ( 7 ) Ensure environmental sustainability, ( 8 ) Forge a planetary partnership for development, and ( 9 ) De-mining, explosive leftovers of war, and victim aid[ 1 ]. Since Cambodia has been a post-war state, attempt in cleaning land countries affected by mines and explosive leftover of war has been a long-run development docket of the RGC. In this respect, the RGC has adopted the â€Å" De-mining † as its ain Millennium Development Goal, CMDG-9 in add- on to the eight original planetary ends. As this paper focuses on MDG-2 and CMDG-2, three relevant facets need to be closely examined: major current policies and programmes lending to CMDG-2, cardinal challenges for run intoing CMDG-2 marks, model for run intoing the key challenges and making CMDG-2 marks, which will be discussed in item in the following subdivisions. Development Context in Cambodia The wide aim of this chapter is to briefly discourse the last-four-decade development state of affairss in Cambodia happening in such an environment that this state had undergone its really distinguishable historical period of re-building and developing a society from the beginning of 1979 when the state rose once more from about four old ages of about entire devastation of societal and economic establishments and decimation of work force. Given this alone historical background of doing attempts to re-build and develop such a post-conflict society, it is of import to look at the development context in Cambodia in three distinguishable periods. The first was from 1979 when it emerged from about four old ages of genocidal government. Everything had to get down from abrasion, from below land nothing. The 2nd was from 1993 to 1997, when in mid-1997, the state was all of a sudden troubled by two unrelated crisis, viz. externally the East Asia economic crisis and internally the sudden political divisions and breaks, both happening about at the same time. The 3rd has started from 1998, with the formation of the 2nd RGC, until now, a period of peace, stableness and uninterrupted growing and advancement. Since 1998, Cambodia ‘s image has been unusually altering. It is now indispensable to uncover the state of affairss of socio-economic development procedure in Cambodia by manner of showing a wide overview of major accompl ishments and major facets of deficits and future challenges. Major accomplishments and developments since 1998 include the undermentioned. The betterment of political stableness, security, and peace by the authorities based on a steadfast foundation of the broad multi-party democracy. The respectful for human rights and self-respect has been strengthened. The authorities besides enhanced the good administration through province reform and judicial reforms and armed forces reforms. While the authorities is keeping low rising prices and a stable exchange rate, macroeconomic stableness and dual digit economic growing has been ensured. Furthermore, bettering agricultural productiveness, building a rural economic base, and turning the industrial sector are what the authorities has been strengthened in order to do national economic system become more competitory. Besides, the services sector has besides expanded quickly by promoting the private sector, so that both economic and fiscal sectors will be more developed. The irrigation, energy and teleco mmunication substructure has improved significantly. In add-on, concentrating on betterment of the instruction and wellness sectors are the mark of beef uping institutional and human resource capacity by the authorities. Last but non least, the authorities has boosted partnership with all stakeholders, peculiarly, private sector, and official development spouses. Deficits and future challenges include the undermentioned major facets. These important advancements still remain as challenges and have non to the full react to the existent demand of the people. The jurisprudence enforcement is still need to better every bit good as the bench. Furthermore, planetary economic instability and fiscal crisis has lag planetary economic every bit good as Cambodia since it increases in oil monetary value and nutrient monetary value, besides depreciation of US dollar. Furthermore, although poorness rate has significantly reduced through high economic growing, the rural poorness rate remains high. Besides, authorities besides needs to guarantee traffic safety and good preservation of the route web across the state. Further development of air power substructure, including betterment of airdromes in the whole state and flight safety, still continues to be a significance undertaking to develop the touristry. You read "Royal Government of Cambodias Efforts to A chieve" in category "Essay examples" Electricity in rural countries is still limited, and its duty remains high compared to neighboring states, and is a large trouble in beef uping the fight. Additionally, a societal job which harms public assistance of the Cambodia young person is the production and trafficking of illegal drugs. Promoting wellness attention services and clean H2O in rural countries needs to be fixing in order to run into the marks set in the Millennium Development Goals. Furthermore, the major factors that handicap adult females from lending to socio-economic development are the human trafficking, and deficiency of instruction. Current Status of Achieving CMDG-2 This chapter will reflect the current state of affairs of Cambodia ‘s attempts in accomplishing the Cambodia Millennium Development Goal 2 ( CMDG-2 ) by showing the advancement made so far in doing certain that all Kampuchean kids are able to finish a full class of primary schooling and the challenges in drawing off the marks set under this end. As all the nine ends of the CMDGs had been structured in such a manner that each end contains overall marks and specific marks, it is of import to larn about the inside informations of the CMDG-2. The CMDG-2 contains two overall marks, overall mark 1 is to guarantee all kids complete primary schooling by 2010 and nine-year basic schooling by 2015, and the overall mark 2 is to extinguish gender disparity in nine-year basic instruction by 2010.[ 2 ] First of wholly, the overall mark 1 is to guarantee all kids complete primary schooling by 2010 and nine-year basic schooling by 2015. The RGC have made singular stairss over the past nine old ages in bettering entree to instruction. This primary instruction advancement is attributed to a big enlargement of school substructure, the preparation and deployment of instructors, concentrating on distant countries, guaranting entry of 6 old ages old in primary school and the decrease in parental cost barriers. Besides, the lower secondary school is besides low, and it is chiefly because of two grounds, the slow advancement of flow rates in primary schools and the high degree of bead out in lower secondary schools. Furthermore, it will non be affected well until the internal efficiency in primary instruction is significantly improved. All in all, the chief current challenges are to better the primary flow rates every bit good as entree and passage rates to take down secondary school, which are related to the instruction quality issue. Consequently, there must be the focal point over the following six twelvemonth since the recent rates of lower secondary school advancement is about 53 per cent[ 3 ]. Second, the overall mark 2 is to extinguish gender disparity in nine-year basic instruction by 2010. Equality and non-discrimination are of import facets of the right to instruction. Gender inequalities in primary and lower secondary instruction have been eliminated. They have been reversed perchance as a consequence of a policy of supplying scholarship to hapless misss in classs 7 to 9 in the instance of lower secondary school. This noteworthy consequence was besides accomplished by a systematic focal point on preparation and using female instructors which make the per centum of female instructors at primary degree has reached 46 per cent of the sum in 2009 and 2010[ 4 ]. In decision, the chief challenge of the overall mark 2 is to do the equality between male childs and misss, so that the figure of pupils will be increased. There are some cardinal elements that have contributed to cover with the tremendous staying challenges in the instruction sector. First, the usage of a Sector Wide Approach has provided a mechanism for back uping development cooperation aid with the demands of the instruction sector. Second, many instruction plans was effectual in cut downing repeat and drop-out rates, increasing publicity rate and school attending in Grade, every bit good as bettering the quality of instruction and schoolroom environment. Last, the enlargement of lower secondary schools and a multi-grade instruction plan is the manner to procure full coverage in all communes and the decrease of uncomplete primary schools. It can be by and large concluded that guaranting just entree to instruction for all and beef uping the quality of instruction have been and remain high precedences that are to be realised by the Royal Government Cambodia. IV. Key challenges for run intoing cmdg-2 marks and major current schemes to turn to the cardinal challenges and make cmdg-2 marks This chapter will discourse cardinal challenges faced by the RGC and its Development Partners in run intoing CMDG-2 marks and the RGC ‘s policy model to turn to the cardinal challenges and to make CMDG-2 marks. 4.1 Cardinal Challenges: Although important advancement, as reflected in the old subdivision, has been made, it is logically argued that the following two major facets in the instruction sector represent critical challenges for run intoing CMDG-2 marks: First, there is a demand to guarantee just entree to instruction services by constructing schools every bit near as possible to abodes, cut downing the figure of uncomplete primary schools, increasing operational budgets to schools, increasing the supply of instructors, supplying houses to instructors and edifice residence halls for pupils in deprived countries, particularly misss. Access shall besides be expanded for kids in early childhood instruction, every bit good as those with disablements and those from minority groups. Ensuring community or private battle in this procedure is a cardinal for long-run success. Second, it is critically of import to better the quality and efficiency of instruction services by increasing the proviso of school instructional stuffs, libraries and research labs, go oning to further develop the course of study, increasing acquisition hours and supplying scholarships ( hard currency and nutrient ) to hapless pupils, heightening instruction and direction capacities, bettering schools ‘ environment ( supply of clean H2O and latrines ) , spread outing vocational orientation, increasing review of disposal, finance and educational quality confidence. It is besides indispensable to better developing systems for instructors and direction staff and to associate them with calling waies and publicity with the purpose of heightening their motive. 4.2 Priority Schemes: To guarantee just entree to instruction services, the following strategic actions need to be put in topographic point. First, to spread out entree to early childhood instruction plans for 3 to under 6 twelvemonth olds aimed on those communes with low net admittance rates and high repeat rates in primary schools. Second, to guarantee entry of all 6 twelvemonth olds into primary school including marginalized groups such as kids with disablements, cultural minorities, and so on. Third, to cut down parental cost barriers of all facets such as informal payments and increase the figure of scholarships for pupils from hapless households, particularly misss to guarantee their entree to primary and secondary schools. Fourth, to supply proficient and vocational instruction, life-skill instruction and vocational orientation in general schools. Fifth, promote partnerships between the public and private sectors and development spouses to increase support for the proviso of local life accomplishme nts and vocational preparation and basic/required professional accomplishments responsive to the demands of the societal and labour market. Sixth, to guarantee the rationalisation of the Numberss of educational staff in distant countries. Seventh, to go on the proviso of new schools and community acquisition centres or extra installations to incomplete primary schools. Eighth, to heighten parent or community engagement in all phases of schooling, particularly by commune councils. To better the quality and efficiency of instruction services, the following prioritized actions need to transport out. First, to cut down repeat and drop-out rates at all classs. Second, to better the quality of instruction, larning and research at all degrees nationally. Third, to implement the new course of study policy, including the primary and lower secondary instruction which focal point on the figure of learning hours. Fourth, to better instructor ‘s preparation and increase service wage and inducements linked to teacher public presentation and criterions. Fifth, to increase public fiscal answerability and educational establishments ‘ duty sing operational budgets and determinations on plans. Sixth, to increase transparence and better public presentation monitoring and answerability of instructors, schools and higher instruction establishments. Seventh, to better the quality and efficiency of proficient and vocational instruction, life accomplishment instruction an d vocational orientation. Eighth, to better the quality and efficiency of physical instruction and athletics plans and school wellness. Last but non least, to increase the quality and efficiency of young person development plans taking to socio-economic development. V. Conclusion It can be logically concluded that in order to successfully make the CMDG-2 marks, the RGC ‘s should guarantee that all Kampuchean kids and young person have equal chance for entree to both formal and informal basic instruction, without favoritism. Equally of import, the execution of those schemes need to be followed to make a civilization of freedom, peace, regard for human rights, democracy and justness every bit good as a civilization of avoiding force, forestalling drug usage, kid and adult females trafficking and eschewing societal favoritism. More attending shall be paid to better the quality of instruction by promoting instructors every bit good as outstanding pupils, upgrading learning methodological analysiss, bettering plan, schoolroom conditions and larning stuffs, and making libraries and research labs. To guarantee just chance, the authorities should set up residence halls for pupils, particularly female pupils, increase scholarship for hapless pupils, and construc t schools for all degrees in the metropolis every bit good as rural and distant countries. As good, preparation of qualified instructors in equal Numberss need to transport out in an effectual mode and teacher deployment policy shall be implemented expeditiously. The partnership between authorities and private sector and development spouse communities like external development spouses and civil society organisations need to be strengthened in order to better the quality of instruction sector by seting more accent on a participatory attack in the development of any possible schemes that will efficaciously response to labour market demands and to the state ‘s development demands. The authorities besides needs to turn informal instruction through literacy and vocational plans, and make learning centres of equity plans. In a broader socio-economic development context, it can be argued that to run into all CMDGs marks in general and CMDG-2 marks in peculiar would be constrained by the uncertainnesss in the planetary fiscal markets and the timing of economic recovery in advanced economic systems, the increased incidences of natural catastrophe caused by planetary clime alteration, and epidemic, which has serious deductions for the state ‘s attempts in raising up the well-being of all Cambodians. Therefore, to react to ongoing and emerging challenges caused by alterations in external environment and to convey about effectual results will necessitate periodic accommodations of allotments of both domestic and external development resources that are globally limited in order to guarantee that these resources are better aligned to national development precedences. How to cite Royal Government of Cambodias Efforts to Achieve, Essay examples

Black Gold Texas Tea Essay Research Paper free essay sample

Black Gold Texas Tea Essay, Research Paper Trevor MacKenzie Black Gold the Texas Tea In this paper I will touch on subjects of oil monetary values, the death and growing of oil companies big and little and international oil regulators, natural oil sedimentations and their locations and life anticipation, and the hereafter of the oil industry and all it effects. I have chosen to compose on this subject because of personal involvement in the universe? s biggest resource, oil. In past old ages I have thought of how the modern universe revolves around certain elements and thoughts, one of these is oil. I wanted to seek to acquire replies to inquiries I have had about? How long can we maintain pull outing oil from the Earth? ? and? How will people get the better of a world-wide complete oil scarceness? ? When I try to reply these inquiries to myself I get frustrated because there are so many variables that contribute to reply such inquiries that it boggles my head. So I have an chance to larn or partly larn the replies in researching this wide subject of the oil industry. My connexion to this subject is merely like any other mean American. I use oil in some manner form or signifier every twenty-four hours, whether I am driving my auto, heating my house, or typing a research paper I am straight or indirectly utilizing oil. I am affected by oil in countless ways by agencies of which are largely out of my control. For case companies who use oil to do merchandises that burn holes in the Ozone bed, or that fuel air fouling burning engines can consequence the clime, and wellness of our planet in the long tally. What I do cognize about the oil on our planet is that we are utilizing it all up at dismaying rates. Since 1859 when Colonel Drake dug the first oil well we have been steadily utilizing up the oil hidden below the Earth? s crust. If significant solutions to the future oil crisis are non complete there will be enormous world-wide reverberation s of political, economic, and societal agitation. I want to larn much more about this subject because it fascinates me as a world and a job in which so much clip, money, inventiveness, and attempt will be put into work outing. I am besides interested the rise of oil monetary values and the control of oil trade worldwide. I want to cognize a good estimation on how much longer this resource will be abundant. Besides on when and how oil will be to scarce and expensive to utilize in today? s conventional utilizations. In happening information for my subject I used a few different methods, like utilizing the Internet, ProQuest databases, and using the Colby library. During the Colby trip I was still diffident on what my subject was. I knew I was traveling to compose it on oil but I didn? T know what facets of oil. In seeking for periodicals I found a few subjects I liked and stuck with them. I found more and more articles with subjects refering to my topic of oil companies, natural sedimentations, and the hereafter of oil. I spent excessively much clip looking through articles and material on the computing machine that I didn? t spend any clip looking for a book or primary beginning. I did nevertheless finally happen a primary beginning through ProQuest. I feel all of my other beginnings are sufficient in the sum of information needed to compose this paper. I have articles from many different magazines, diaries, and one newspaper beginning. The procedure was clip devouring but paid off in recoverin g the information I wanted. The figure one resource of all clip is dwindling fast to depletion without major solution or option to the job. Oil is used in every state all over the universe, we depend on it, and we have learned to chasten and change over it into many diverse and utile merchandises. The extent of oil left in the universe that is easy to utilize is a conjecture and has been estimated by many. The exact sum of oil is unknown, and there is traveling to be a point when we have used or extracted every bit much as possible from the Earth. Mankind has a major job on its custodies and there are no replies to the job. New thoughts, engineerings, resources, and an unpredictable hereafter are our lone hopes of get the better ofing an oil crisis. Our society to twenty-four hours runs on energy, pure energy. Some comes from the Sun, some from H2O, some from air current, some from atomic power, but most comes from oil. ? Oil histories for 38 % of all energy used. ? Peoples depend on oil and oil companies that sell and present that oil to the consumer. Hundreds of oil companies have been viing over land rich in oil for old ages and they will go on to contend. These companies lease or purchase land from a authorities in states all over the universe and bore for oil. The state and company boring both get net income from the oil sold to different companies and different states. Large oil companies like Mobil and Exxon who merely merged have a larger market of people purchasing their oil. Because they hold the rights to 1000s of Wellss all over the universe and bring forth a batch of oil, these ventures bring in a batch of money. However a little company like Gerrity Oil with Wellss in the Denver-Julesberg Basin in eastern Colorado, will non convey in every bit much money but may still be every bit successful as Mobil, merely on a smaller market. American independent companies like Gerrity are thought to hold been vanishing but little mugwumps are traveling in and happening oil where larger companies said there was none. Although mugwumps wear? T sell to a universe market they do sell their oil to local concerns, other oil companies, and refineries. Mobile and Exxon meeting, British Petroleum purchasing Amoco, and Ultamar Diamond Shamrock purchasing Total Petroleum inc. , are endeavoring to happen large oil purchasers like the U.S. , and derive economic control over other companies by unifying or purchasing out other companies. Unifying two large companies can do jobs like cost film editing which means cutting workers, which leads to high unemployment rate that lowers the economic system. The amalgamations and coup detats are being driven by at hand oil deficit with large political and economic jobs, like stop ing trade understandings and conveying other industries to a arrest. The Organization of Petroleum Exporting Countries ( OPEC ) ? produces 35 % of the universe? s entire oil supply? is fundamentally a police officer of the oil bring forthing states. Companies that operate in OPEC regulated states ( Algeria, Indonesia, Iran, Iraq, Kuwait, Libya, Nigeria, Saudi Arabia, the United Arab Emirates, Qatar, and Venezuela ) must follow with oil production ordinances to maintain monetary values and gross revenues from changing excessively much. This means that companies that buy from OPEC regulated states can merely purchase so much and sell so much, hence there is no opportunity of deluging the market with cheaper oil from high production states. World oil regulators like OPEC are cardinal participants in sums of oil produced, sold, and bought by states. If there were no ordinances on the sum of oil produced and sold there would be enormous highs and depressions in the monetary value and han diness of oil. Oil geologists that specialize in gauging the universe oil supply province that ( 90 % of oil Fieldss have been tapped and many are drilled to exhaustion. ? As our sedimentations are being used up at that place has been a major measure frontward in happening new oil to feed approaching large purchasers. Technology has allowed new ways of happening oil, 3 dimensional seismal analysis, infared sensors, and radio detection and ranging from infinite orbiters are now used to turn up oil sedimentations on land and in deep off shore Fieldss. Two major new sites that are being tapped for oil is the Gulf of Mexico and offshore of West Africa. In the Gulf of Mexico? 5.9 million estates off of Alabama and the Florida panhandle will be sold for development by December 2000. ? Areas around this immense secret plan have been drilled, but the new developments mean that we need to spread out our hunt and extraction of oil. The seas off the seashore of Nigeria ( Africa? s biggest oil manufacturer ) is another major site for new development. Triton Energy made a major find on the southern portion of a 125-mile long strip of undeveloped oil Fieldss. Technology of boring in offshore Wellss has advanced enormously since 1965 where drills could run under 300 pess of H2O. Now Chevron is boring at 9,000 pess submerged. The major drawback of deep H2O boring is that it is really expensive. Countries that have the ability to bring forth a batch of oil are held back from selling excessively much oil by OPEC ordinances. In Sept ember, Iran? s end product of oil amounted 26.13 million barrels per twenty-four hours ( b/d ) which was a immense addition from 140,000 b/d in August. Countries that neglect OPEC ordinances by bring forthing more oil than allowed to put off industry monetary value criterions by selling the oil cheaper to foreign companies which make bigger net income borders and disrupt oil monetary values. With up coming large oil purchasing states like India, which by the twelvemonth 2001-02 will duplicate its oil imports from the 1998-99 twelvemonth. With new purchasers the trade of oil will go stricter and companies will hold closer ties to dependent clients. In Asia, oil ingestion has increased mostly because states are going modernized with new industries and economic chances. ? Use of oil has jumped by 50 % in Asia and by one tierce in Latin America. By 2010, universe oil demands will hold risen by 60 % or more. ? With our oil in more demand and the supply of oil decreasing, there will be se rious reverberations in universe economic systems. The biggest inquiry in the oil industry is? How long will the oil last? ? Many believe that our supplies are about gone and others believe that we will neer run out of oil. The universe has neer run out of a major resource because engineering has found a replacement or preserved the resource before depletion. This is intelligence be givening to give hope to the life of oil, and possibly top oil geologists like Colin Campbell are incorrect, but non really likely. ? Historical grounds suggest that oil will be about for every bit long as we need it. The universe will neer run out of oil, non in 10,000 years. ? Says M.A. Adelman, a top oil industry research worker. The Energy Information Agency of the Department of Energy said, ? The fact is that estimations of the sum of oil in the Earth have been increasing for the past 8 years. ? The Department of Energy besides estimates that pitch littorals in Canada and excess heavy oil sedimentations in Venezuela contain the equal sum of approxima tely 1 trillion barrels, which is somewhat more than all the oil of all time burned. Colin J. Campbell an Oxford trained geologist with his co-worker Jean H Laherre presented a paper titled? The Coming Oil Crisis? to a conference of the UN International Energy Agency ( IEA ) in Paris last twelvemonth. The contents of the paper are really steadfast on the thought that the oil industry will come to a extremum in production and oil will run out in a few short old ages. Colin Campbell and Jean Laherre are both top geologists for Total, Texaco, and Amoco for over 40 old ages and work in an oil industry think armored combat vehicle called Petroconsultants. The IEA used the positions of Campbell and Laherre that between 2010 and 2020 the oil crisis will be in full swing. Campbell explains? The production of easy extractible, conventional oil is set to top out around 2005, preceded by a possible spike in rough oil prices. ? Campbell besides states that? 1.6 trillion barrels of conventional oil have been found so far out of an estimated 1.8 trillion barrels of ultimate recoverable reserves. ? The paper continues with facts like that about 90 % of oil production comes from drilled oil Fieldss that are over 20 old ages old, and that these Fieldss can non be reevaluated to see any more big graduated table production. The universe find rate of oil is at 6 billion barrels per twelvemonth, and one-year worldwide ingestion of oil is about 24 billion barrels. This means we are utilizing 4 times the sum we are bring forthing and we can non go on this tendency everlastingly. For one barrel of oil offers 10 times the natural power for our utilizations than it takes to acquire it. Campbell insists that there are stairss that can be taken which will non merely purchase clip, but besides allow oil monetary values to lift in a more gradual and managed manner. A solution he suggests is necessitating that no state may bring forth oil above its current one-year depletion rate or import production from any state that is transcending its depletion rate. The hereafter of life without oil is about at manus, every bit shortly as we run out states will contend over the staying oil Fieldss. The battle for national prosperity fuelled by energy production will be the rich and powerful states that have engineerings to bring forth alternate signifiers of energy. These surrogates include tackling air current energy, hydroelectric power, and solar power. More geographic expedition into these Fieldss will ensue in new and improved versions of renewable resource power supplies. However alternate energy beginnings require more energy to acquire them running than they will of all time bring forth. The menace of atomic warfare is chilling but can be a world that plagues all states involved in an energy crisis. Campbell explains fabulous chances of happening new and advanced ways of pull outing oil out of heavy oil sedimentations like oil shale, and the thick leftovers of drilled Wellss. It amuses me how our figure one industry is the oil industry, and it will be the first major industry or resource to be depleted by over production, and unconventional utilizations. We have learned to wholly trust on oil for transit, heat, plastics, and many other utilizations, that when the Wellss dry up we will non cognize what to make with what we have created to utilize oil. Thousands upon 1000s of cars and aeroplanes standing idle decomposing off in Fieldss for deficiency of a better usage. The lone manner we will cognize what will go on is when we cross that unknowing span into the hereafter without oil. Anonymous ; ? India? s oil imports leap as refineries start up? Oil and Gas Journal ; Tulsa ; 7 Jun. 1999 Vol. 97, Issue 23, 27 Campbell, Colin J.- Laherre, Jean H ; ? The Coming Oil Crisis? UN International Energy Agency acme ; Paris ; Nov 98 Michael Sivy ; ? How Costly Oil can fuel Net incomes? Money ; New York ; Nov. 1999 Vol. 28, Issue 11, 39 Perdue, Jeanne M ; ? Alaska Offers 516 Beaufort Sea Tracts? Petroleum Engineer International ; Houston ; Sep. 1999 Vol. 72, Issue 9, 9 Rizvi, Sajid ; ? Time for Stable, non Higher, Oil monetary values? United Press International ; 28 Sep. 1999, 1 Srodes, James? Oil Alarm drives Giants? Merger? , Finance Week ; Johannesburg ; 20 Aug. 1998. Vol. 76, Issue 33, 22 Taylor, Alex III, ? Oil Forever? , Fortune ; New York ; 22 Nov. 1999 Vol. 140, Issue 10, 193 Tom Stewart-Gordon, ? Denver Reemerging as a Key U.S. Independent Oil Center? , The Oil Daily ; 23 April 1992, 1

Adolf Hitler Essays (1910 words) - Adolf Hitler, Fhrer, Mein Kampf

Adolf Hitler Adolf Hitler Adolf Hitler did not live a very long life, but during his time he caused such a great deal of death and destruction that his actions still have an effect on the world nearly 50 years later. People ask what could've happen to this small sickly boy during his childhood that would've led him do such horrible things? For Adolf it might have been society, rejection from his father, failure as an artist or was he born to hate? Adolf was born in Braunau, Austria in 1889. His father, Alois was a minor customs official, and his mother was a peasant girl. Adolf attended elementary school for four years and entered secondary school at the age of eleven. Adolf's dreams of becoming an artist did not match the government official job his father wanted him to have. These fights over what he wanted to be, lead Adolf to lose interest in getting good grades and dropped out at the age of sixteen. When his father died Adolf roamed the streets of Linz dreaming of his future as an artist. He attended a great deal of operas and loved the musical work by Robert Wagner. At 18, Hitler tried to enter the Academy of Fine Arts in Vienna but was rejected twice. His failure put a great deal of frustration on him. He saw himself as an artist who was rejected by "stupid" teachers. Adolf later moved to Vienna to find a way to make a living. Hitler would rather do odd jobs such as shoveling snow, or beating rugs instead of getting a regular job. Since he had no set income he was forced to move into the ghettos and became somewhat of a bum. He finally got a job painting postcards and advertisements. He had little money still, and spent most his time reading and thinking about what he read. While Hitler was in Vienna, he learned things which he later used to destroy the world. He learned that the finest thing for man to do was to conquer foreign countries, and that peace is a bad thing because it makes man weak. He was also convinced that Germans are the master race, even though he himself was Austrian. Hitler also took part in political ideas which were later used in Germany. He believed a political party must know how to use terror. He also discovered the value of appearance in politics. He thought only a man who could attract masses of people by his eloquence could succeed in politics. Hitler later became the greatest public speaker in Europe. In Vienna Hitler also learned of his hatred for Jews. "Wherever I went I began to see Jews, and the more I saw, the more sharply they became distinguished in my eyes from the rest of humanity. I grew sick to the stomach, I began to hate them. I became anti-Semitic."(1) In the spring of 1913 Hitler left for Munich, Germany at the age of 24. He left Vienna to get away from the mixture of races and to escape the military that he had to serve in with Jews. The First World War in 1914 was Hitler's chance to let go of his frustrating childhood. Hitler proved to be a brave soldier and was wounded twice and decorated twice for bravery with the Iron Cross. Hitler, like many other Germans didn't believe they were defeated by Great Britain and the U.S. in 1918. They thought they had been stabbed in the back by the Jewish slackers. After the war Hitler found himself unemployed once again and began looking for a place in politics because he felt he could do something for the country. Shortly after Hitler returned to the army and was assigned to spy on political parties which the generals thought were communist, socialist, or pacifists. Hitler was ordered to investigate a small political group called the German Worker's party. The next day he received an invitation to join the group. He decided after two days of questioning himself that he should join. After enrolling, Hitler later made it the largest political party in Germany, and became known as the Nazi Party. In 1921, the two years after he joined the party, he became the Fuhrer which is the leader of the Nazi Party. By 1923, Hitler believed he was strong enough to try and conquer Germany. He planned a revolt in Munich to bring down the German republic and then to make himself the dictator of Germany. Hitler couldn't have had this revolt at a better time because Germany was in

Analysis of Margaret Atwoods Siren Song Essays

Analysis of Margaret Atwoods Siren Song Essays Analysis of Margaret Atwoods Siren Song Paper Analysis of Margaret Atwoods Siren Song Paper She is assigned by gods to stay on a secluded island along with two other Sirens, with nothing to do but Obey her duty of enchanting sailors over and over again. Deprived of liberty to break free from this restraining position, the Siren expresses her exasperation and frustration, and requests help from the reader. However, as the poem unfolds, her cry for help turns out to also be a trick to lure unassuming men to her rescue. At the end of the day, she is unable to leave her designated role. Through the depiction of a desperate Siren, the writer is hinting at the difficulties faced by women in real life as well. Women are constrained by plenty of societal expectations and roles imposed upon them, just like the Sirens. For instance, in the workplace, it is less common and expected for women to take on advanced or managerial positions; in the household, they are the housekeeper and caregiver; in a romantic relationship, they are expected to be submissive and visually pleasant, etc. It can be difficult and frustrating to break free from these expectations. The poem is about the distress a woman experiences about being stuck in a designated role and trying to break free. This distress is caused by the reluctance of having to give up the mental comfort provided by following her ole, the fear of betraying her group, and the lack of ability and means to break free from her designated role. Firstly, although part of the speaker wants to be liberated from her fixed role, she is reluctant to abandon the sense of comfort and fulfillment she feels from excelling at her job. On one hand, she yearns to rebel against societal expectations in pursuit of individuality and freedom, protesting against looking picturesque and mythical (1 S). The word picturesque (15), meaning visually charming and suitable for a painting, shows that she doesnt ant to be evaluated based on her outward appearance like a painting and that she detest being stationery and silent, unable to act upon her free will, but can only be subject to other peoples judgment like a decoration. Moreover, looking mythical (15) means being perceived as mysterious and fictitious, like a myth. It shows the speaker is irritated that people perceive her as just a typical character from a myth, instead of a real person with real emotions and desires. She also feels that her struggle is dismissed and invalidated by others as if it is fictitious and unreal. As a result, she lets out a cry for help (22), a fertilization that indicates severe mental distress and the need for help. It shows she is determined and willing to actively seek help from others in order to break free. She demands the reader to take her away from her job, where her opinions and desires go unheard, and her individuality unappreciated. However, she also finds satisfaction in the fact that she never fails to do her designated job. One can detect a hint of pride and delight when she declares that her song is one that everyone would like to learn (1, 2), one that is irresistible (3). Being irresistible means that song is overpowering and difficult to resist from, and shows that the speaker is confident about her strong capabilities at doing her job. Irresistible can also mean lovable and provoking protective love, showing that she is confident about being able to summon such feelings from others. By fulfilling her assigned duty, the speaker finds a sense of purpose and self-worth. This mental comfort is indispensable to the speaker, when we consider that she lives in a very isolated and depressing environment. She becomes dependent n the mental comfort resulted from fulfilling her duty according to societal expectations, making it more difficult to challenge these expectations. Her reluctance to challenge conformity is also related to the nature of her job: she lures the men to death by persuading them they are unique. The speaker wants to believe that she is different and able to achieve things that are not expected of her, but she is also aware that this self-complacent belief is exactly what leads her victims to their demise. Consequently, the speaker is troubled by the desire to be different and the reluctance to do so, and eventually remains haunted by agony. Secondly, the Siren in the poem is constrained by a fear of betraying her group, despite her desire to break free from her role. According to the original Greek tale, the Sirens are instructed to stay on a desolate and secluded island amidst the vast ocean, with no visitors other than the sailors whom they are required to drown. The Sirens only have each others company in such a lonesome place. The speaker is aware of her position as a group member and the importance of her role by acknowledging that she is a part of a trio (18). A trio is a musical composition of three voices or instruments. To form such a composition, different voices or instruments are required to cooperate with each other and perform according to the music score so as to create one coherent, harmonious sound. This can be a metaphor for womanhood, where women with different abilities and wishes feel the necessity to adhere to a certain pattern of behavior, so as not to disturb the overall impression women as a group is expected to present. The speaker also calls the trio fatal and valuable (18). Fatal means deadly, implying the power possessed by the speaker. It also means vitally important, showing the importance of behaving as a part of a large group. The word valuable means both having qualities worthy of respect and being able to be valued. This word shows that the trio, the expected image of women as a whole, is held in great esteem and importance. It is also subject to other peoples evaluation. If the speaker escapes, she will risk destroying the established image of her group and bring disturbance. Therefore, the speaker chooses inaction out of fear of the consequences her rebellion will bring upon ere group. Besides, throughout the poem there is no mention of the other Sirens feelings and thoughts. The speaker is unsure or even doubtful of her companions stance, and implies their mindset is different from hers by calling them maniacs (16). A maniac can mean an insane person. In this case, the speaker shows that she fails to comprehend the intentions of her peers and resorts to calling them insane. The word maniac can also mean an overly enthusiastic person, meaning that the speaker thinks her peers are too zealous in fulfilling their roles and she secretly condemns them for it. Under this circumstance, she is unable to voice her discontent without risking being rejected and isolated by her companions. F-righted by the prospect of further isolation from her peers, the speaker chooses not to rebel, and thus remains in a state of despair. Thirdly, even if the speaker resolves to leave her designated role and seek other opportunities, she lacks the ability and means to do so. She does not know, and is not expected to know, anything else apart from the one song (1) that she uses to lure men. The emphasis on the one song, instead on ailing it the song, implies that there is only one single song that the speaker can use. She cannot choose which song to sing because she only knows one. She also finds the song boring (26). Boring means dull and tediously repetitive. The speaker repeats her song so tediously to the point it fails to impress her anymore. It is also implied that she has already fully mastered what she is supposed to perform through repetition, however there is nothing else for her to learn to do, otherwise she would not be complaining about having to sing the same old song all the time. Moreover, the speaker ever refers to the song as my song, but the song (4, 7) even though it is she who sings it, as if distancing herself from it, implies that the speaker did not decide what to perform herself. Someone else decided what she should do, and she is trapped in the misery of repeating the same routine with nothing else to learn. This is similar to the situation faced by plenty of women. For example, many women are deprived of advanced education as girls by their parents because of the traditional belief that girls do not need as much education as boys, since girls are expected to become housewives one day.

Effective staff development programme for nurses Research Paper

Effective staff development programme for nurses - Research Paper Example A Clinical Nurse Educator is a registered professional nurse with an advanced education, including postgraduate clinical and educational training combined with several years of expertise in a healthcare specialty (Coe, n.d.). A combination of clinical expertise and a passion for teaching are two of the fundamental skills that are needed by nurse educators (March & Ambrose, 2010). Nurse educators should have research and writing skills needed to identify learning needs and develop the right educational programmes and teaching strategies for their target learners (March & Ambrose, 2010). They should also have classroom teaching skills, where they are prepared to design and assess academic and continuing education programs for nurses and clinical staff (Coe, n.d.). At the workplace, they design informal continuing education programs that aim to enhance professional competencies as part of the individual learning needs. In addition, nurse educators serve as leaders who redefine processes for improved work-flow, document the results of educational programs and assist staff, students and patients through the learning process (Coe, n.d.). Nurse teams work closely with healthcare professionals and patients to develop enhanced disease outcomes and innovative approaches for patient management, which range training of professionals on new treatment protocols to working with patients and healthcare workers to instruct, train, advice and provide clinical support (Coe, n.d.).

Lies and Interpersonal Communication in Win, Win Movie Review

Lies and Interpersonal Communication in Win, Win - Movie Review Example Mike’s practice is â€Å"slow† and does not earn him enough income. He is having a tough time paying the bills, which is made obvious when he refuses to call someone to take care of the dead tree in front of their property that is threatening to fall on their house. The plumbing and the heating system in his office need repair badly. His back-up system is malfunctioning and he refuses to call an IT person because it would cost money. He wants to shield his wife, Jackie, and their daughters, Abby and Stella, from the problem. Whether by accident or by choice, Mike ends up concocting a series of lies that landed him with more responsibilities and troubles. This paper will assess whether the consequences of Mike’s lies actually justify his decisions. It is said that lies are often treated â€Å"as the most efficient solution to interpersonal communication problems† (Camden, Motley, & Wilson, 1984, p.309). Deception is usually considered as the right thing to do in circumstances when one desires to avoid conflict, avoid distress, and protect one’s self and/or livelihood, among other acceptable reasons (Levine, Kim, & Hamel, 2010, p.273). These three reasons can be seen in the film â€Å"Win, Win† as Mike tries to protect his family from enduring the problems he is currently facing. First, Mike tries to avoid conflict by not telling Jackie that he became Leo’s guardian. This is to hide from her the fact that he took guardianship for the $1508.00 monthly commission. He also tries to avoid conflict by not informing anyone that he deceptively placed Leo in a nursing home despite the old man’s desire to stay in his own house. He even openly lied to Leo by telling him that it was the judge’s decision to place Leo in a nursing home for some time. Second, Mike tries to avoid distress by not telling Jackie about his real financial status. He hides from her the fact that he cannot call someone to cut down the tre e because he is worried about paying for labor. He tries to tell Jackie that he will cut down the tree with the help of his friend, Terry, but Jackie does not agree with him because she does not know the reason for this. Third, Mike tries to protect himself and his livelihood by telling the judge that he can keep Leo in his home. He lies to the state and the court by saying that he can do a better job in ensuring that Leo’s will is implemented more properly if he will be the guardian instead of the state. These lies are high stake lies because they hold severe consequences (Camden, Motley, & Wilson, 1984, p.309) for Mike and the people he lied to. To compare, low stake lies are simple lies that usually do not affect the people involved (Camden, Motley, & Wilson, 1984, p.310). For example, lying about a favorite color is a low stake lie. On the other hand, high stake lies affect the people involved in a big way (Camden, Motley, & Wilson, 1984, p.309). This is the case for Mike ’s lies. Had he not lied to avoid conflict and distress, the normally calm household he has might be impacted negatively. Mike would also have been pressured to keep Leo in his home, which technically defeats the purpose for why he volunteered to be Leo’s guardian in the first place. Obviously, keeping Leo in his home would cost not only more money but also more time from Leo. Furthermore, had Mike not lied to protect himself and his livelihood, he would have gone through more inner turmoil in thinking about how to continue his practice. The effects of Mike’s lies leak through his non-verbal communication. As a viewer, one could immediately sense through his actions that he is trying to control the situation that his lies created. A good example is in how Mike’

Topics Discussed in Class - My Participation in Class Assignment

Topics Discussed in Class - My Participation in Class - Assignment Example The lessons included identifying the dimensions of culture from the presenters’ and students’ national origin and to determine the validity of sharing or manifesting the dimensions noted, according to Hofstede’s framework. Presentation of topic (3): Convergence and Divergence in Consumer Behavior. The presenters included concepts that expounded on convergence and divergence through provision of specific consumer purchasing behavior; where apparently the behavior could be evaluated and reviewed on a macro perspective. Likewise, the concept was further explained with the assistance of delving in describing homogeneous and heterogeneous economies or that which measures a country’s level of wealth. Presentation of topic (4): Domestic Consumer Predispositions: Ethnocentrisms and Disidentification. The presenters used the theoretical concepts of ethnocentrism and concepts of consumer disidentification to make students aware of how these concerns impact global ma rketing. How One Contributed A relevant topic (1) that was presented focused on Paradoxes in Global Marketing. ... Value paradoxes are part of people’s systems; they reflect the desirable versus the desired in life† (De Mooij, 2005, p. 2). The reading therefore presented relevant concepts pertaining to paradoxes in global marketing especially in the following topics: the global-local paradox, technology paradox, media paradox, and explicitly explained paradoxes in marketing theory. Therefore, one’s contribution in this module would be in terms of relaying one of the global paradoxes learned from De Mooij which could include paradoxes in consumer trends or the global advertising paradox (De Mooij, 2005). On the topic (2) of Dimensions of Culture, one contributed through likewise determining the dimensions from one’s cultural orientation. As verified and supported from the information using online link, for instance for Saudi Arabia as the country of origin, one found information that supports one’s cultural practices and norms (Anon., n.d.). Thus, to make the disc ussion more interesting, the same online link provides options to compare the cultural dimensions in one’s country of origin to that of another. For instance, the dimensions of culture in Saudi Arabia’s country could be compared with the dimensions of culture in the United States. The results revealed that these countries manifested significant disparities in the dimension of individualism and power distance; while both countries seem to be on equal footing in the dimension of masculinity (Anon., n.d.). One’s contribution for topic (3), Convergence and Divergence in Consumer Behavior stems from the reading of (De Mooij, 2003). From the article, it was learned that â€Å"effectiveness in marketing means adapting to cultural values†¦ Countries can now be compared by means of

Characteristics Of High Self Esteem Persons English Language Essay

Characteristics Of High Self Esteem Persons English Language Essay This chapter consists of two parts. The first section describes the theoretical framework. This section explains topics such as English writing, affective factors, self-esteem theories, self-esteem and writing strategy, EFL teachers and their role in building students self-esteem and humanistic approach. The second section deals with the analysis and a comparison between variables. This section outlines issues such as the relationship between self-esteem and writing strategy, and continues to investigate the relation between self-esteem and speaking in English, then the relation between self-esteem and reading in English, and the relation between self-esteem and listening in English in the final turn. Theoretical Framework English is an international language that is used throughout the world. The number of people who use English as a second language or foreign language is much higher than those whose native language is English. Thomas and Collier (2002) believed that until the coming of 2030 the percentage of students in U.S. schools will be over 40% of the border. Al-Sulaimani (2005) states that in some Arab countries, most people who study pharmacy, medicine, computer and science use English as their primary language. Al-Harbi (2010) found that EFL learners (especially beginners) may not be able to read and spell words or have sound-letter problems in pronunciation due to separation, the reason for this difference is that such problems exist in the native language and target language and another reason is the difference in writing in both languages. English Writing Typically, a relationship between reading and writing are combined. Practice in writing in a cross-training can help language learners to enhance the capabilities in reading and writing skills and write their spelling correctly (DuBois, Erickson and Jacobs, 2007). According to Krashen (1984), most teachers were convinced that education should focus on form and follow Krashens Natural Approach which relates to childrens L1 oral acquisition. King (2003) points out that punctuation in our writing is physical and our speech can be seen as non-tangible, if we have no punctuation in written and spoken language, they are chaotic. Then, Allen and Huon (2003) argue that effective and good writing requires a sound understanding of which is considered as a mechanic of writing. For example, the use of punctuation in phrases such as keeping the car moving, stopping, starting in the right place, pausing or at any other time is necessary. In general, Rude (2006) believes that punctuation helps people who simply read the sentences. Commas, semicolons, dashes and so on are making relationship between sentence patterns and phrases. On the other hand, if we use the wrong punctuation we create confusion in the text, knowing how to use punctuation in the text is an important point in writing. King (2003) states that capital letters can be considered as a form of punctuation that guide the eye and mind in the text. Typically, the capital letters use to start sentences and proper names. Affective Factors Cognitive domain, affective domain and psychological domain are very important issues in language learning process. In this regard, Brown (2000) asserts that the affective domain refers to emotions and feelings. Bloom and his colleagues have developed a wide assortment for the three domains on the affective domain. It consists of five levels. The first level is receiving, one person is in contact with others and is exposed to a series of data. He can accept and respond to them or reject them. If he responds, he is entering into the second level which is responding. The third level is valuing. After responding, a person according to his perceptions can be either positive or negative. Level four or organization is when a person organizes the values based on his beliefs and finds the relationship between values and his beliefs. The final level is realizing, which is a persons thinking and behavior into a system based on values (He, 1996). Inhibition Inhibition is an aspect of affective domain that is directly linked to self-esteem. People have a defense system that protects them against internal and external criticism (Brown, 2000). Ehrman (1993) suggests that students with thick, perfectionist boundaries find language learning more difficult than those learners with thin boundaries who favor attitudes of openness and ambiguity tolerance. Inhibition is to prevent people expressing their freedom and comfort. It requires a second or foreign language learning series that mistakes happen and learning from these mistakes often occurs (He, 1996; Brown, 2000). But if the learner afraid of making mistakes and these mistakes affects his ego, from the inside (ones self) who is fallen and from the outside (others) who is threatened. Both are considered a barrier to inhibit. So it can be concluded that students in relaxed environments without threat have the lowest degree of degradation (He, 1996; Brown, 2000; Andres, 2002). Risk-taking Communicate in a second and foreign language needs some competition and guessing. Some students are afraid of answering any questions and respond to a question that is absolutely true. They prefer to be silent all the time to keep from making mistakes or someone does not mock them. Having such a fear of making mistakes provides an opportunity to students who are unable to practice the language. According to Weiten (1989) in conversation, the students do not have enough time to go to the dictionary for finding the exact pronunciation and grammar, whereas in reading and writing, typically the student has enough time to choose the best words and organize sentences. People with healthy self-esteem, do not have any psychological damage with errors and negative feedback. On the other hand, fear of making mistakes can have a negative effect on learning and knowledge of learners. As a verbal exercise, it is necessary the information stored in long-term memory that can be prevented from language learning. Brown (2000) claims that: students who make mistakes out of ignorance in the classroom tend to be silent. It seems that self-esteem is closely related to risk-taking factors: if someone has high global self-esteem and doing something wrong ignorance, has no fear of making mistakes. Anxiety According to Brown (1994) anxiety is a variable that is associated with self-esteem. In general, anxiety has a negative relationship with self-esteem. Anxiety includes feelings such as worry, despair, self-doubt, apprehension and concern. Anxiety is divided into two different levels: Global or trait anxiety Situational or state anxiety (Brown, 1994). Anxiety is in many forms, such as anxiety test. Foreign language anxiety is one of the forms that are filled with anxiety items. Between the years 1968 to 1980 some studies performed by Clement, Gardner, Symthe, Tarampi, Lambert and Tucker about the relationship between different types of anxiety and second language performance. The results of these studies indicate that there are no direct relationships between measures of anxiety and second language anxiety. But in 1975, Chastain conducted a study and found an inverse relationship between anxiety and learners grades in Spanish. However, the same relationship was not found for learners of German and French (Gardner and Clement, 1990). Motivation Motivation is one of the affective factors that is important in success and failure of students. Dornyei (2001) argues that motivation is a vague term that encompasses a wide variety of meanings. Gardner (1985) defining the role of motivation in learning L2 argues that a field that individual deals with his attempts to learn the language because tends to this work and to be satisfactory of the experience of activities. This definition includes: Attempt expended to reach the goal Willingness to learn Satisfaction of learning a language. In general, motivation in the classroom depends on the teachers abilities to maintain interest in the classroom. Many factors affect the motivation as far as Danis (1993) believes these factors include: Interest in the subject Understanding of its usefulness General desire to achieve Self-confidence Self-esteem as patience and resistance. The main model of motivation includes four components that have been designed by Gardner and Smythe (1975). These components include: Group-specific attitudes Learners motives for learning the target language Affective factors (Sterns Generalized Attitudes) Extrinsic and intrinsic motivation (Sterns Attitudes towards the learning situation) You can see the Gardner and Smythes motivation model in the figure 1. Group-specific attitudes Learners motives for learning the target language Affective factors Extrinsic and intrinsic motivation Favourable versus unfavourable attitudes to the users of the target language Motivational intensity Interest in foreign language Anomie Need achievement Ethnocentricism Authoritarianism machiavellianism Integrative motivation Instrumental motivation Motivation Extrinsic motivation provided in self-instruction (i.e. incentives, encouragments and threats): Teacher/counsellor Learning contracts Records of work Self-assessment/peer-assesssment Reality testing Summative assessment Factors from self-instruction promoting intrinsic motivation (i.e. continuing willingness to put learning at a high level of priority): Learners awareness of needs and goals Perceived relevance of the course to achieving goal Maintenance of self-esteem as a person through involvment in decision making Degree of freedom to use preferred learning strategies Membership of a supportive group leading to increased empathy and reduced inhibitions Troble shooting procedures Figure 2.1: Gardner and symthes (1975) model of motivation Self-esteem Self-esteem is a fundamental need in human life. There are some meanings for self-esteem: Bandura (1997) defines self-esteem as an individuals judgement of their own value. Pervin and John (2001) believe that self-esteem is a general attitude to personality traits not any particular individual circumstances; and finally, Barnden (2001) stated that self-esteem is the experience of feeling competent to deal with the problems of life and knowing the life happiness. This competency includes self-efficacy and self-respect. According to Brown (2000), self-esteem includes various dimensions which are: Global self-esteem which means general assessment a person makes of ones self Situational self-esteem which means a specific situation such as foreign language context Task self-esteem that means a particular task within a situation e.g. writing in an EFL context. In addition, self-esteem helps in all aspects of ones life. Self-esteem is essential for a healthy psychological life. This is an important aspect of affective factors because all the affective factors are related to the self-esteem (Brown, 2000). Self-esteem has two different levels, low self-esteem and high self-esteem. Roger found that: children with higher self-esteem compared to children with lower self-esteem are more decisive, more independent and more creative. Also people with self-esteem can easily define their observations are flexible, and able to produce solutions to major problems (Pervin and John, 2001). According to McAdams (2006) Maslow proposed that humans are having a series of abilities that these abilities do not available unless, the basic needs provide for the first time. By paying attention to figure 2, we can understand the importance of positive self-esteem. Figure 2.2: Maslows Hierarchy of needs Low self-esteem is like a person to overcome their own lives and affects on the ones life cycle. Negative thoughts lead to negative attitudes, negative attitudes cause negative behavior, negative behavior may develop negative feelings and finally, all parts affected by self-esteem (Napoli, et. al., 1992). This can be shown as follows: Negative behavior Negative feelings Negative attitude Figure 2.3: Interaction Between Low Self-esteem and Negative Behavior Characteristics of high self-esteem persons A person with high self-esteem has special characteristics. According to Branden (1985) he/she may have some or all of the following characteristics: A person is open to criticism and deals with mistakes comforting. A person can give and receive expressions of feeling, appreciation and so on spontaneously. A persons saying , doing and appearance go in harmony. A person accepts changes in different life aspects without being worried. A person is flexible in responding to situations and challenges. A person can be firm under conditions of stress. A person can speak about his proficiency and lack of it with honesty and without being embarrassed. A person moves and speaks easily and confidentially. A person appreciates his own merits. A person does not consider himself inferior to others. Moreover, according to Napoli et al. (1992) a person who has high self-esteem has the following characteristics: The individual is open to take the opportunity to participate in developing experiences in spite of the risk of making mistakes, He/she takes part in an activity (sports, learning a new skill etc.) just for the pleasure of doing it without feeling the need to prove anything, He/she takes the responsibility of his/her actions without blaming anyone or finding pretexts, He/she accepts his own and others strengths and accomplishments, He/she accepts the personal power of someone without trying to abuse or control them, He/she focuses on the quality rather than the quantity of life experiences (e.g. friendship), He/she enjoys team work and appreciates its value in getting a job done or improving interpersonal relations, He/she finds a balance in life (e.g. work, entertainment, solitude). Internal consistency of high self-esteem may have higher (or lower) range types of psychological processes on the take. According to Schneider and Turkat (1975) possibly some of the people use a high self-esteem as a defensive measure to identify the optimal of society. Characteristics of low self-esteem persons A person with low self-esteem like a person with high self-esteem has a series of characteristics. He/she may have some or all of the following characteristics: A person feels awkward, shy conspicuous and unable to express him/ herself with confidence. A person worries about making mistakes and is always embarrassing to expose him/herself to anything new. A person is hyper sensitive and hyper alert to signs of rejection. A person deals with life in a protective and defensive manner. A person is depressed, unhappy and shows a greater degree of anxiety and aggression. A person does not feel satisfied with his/her life. A person is vulnerable to criticism and has greater social anxiety. A person feels inferior to others or unworthy. A person does not like leadership role or voluntary tasks. A person behaves inconsistently. A person suffers a lot of personal mistakes and sees failure as a result of deficiency in his/her abilities. A person underestimates his/her abilities (Apter, 1998; Timothy et al., 2001). On the other hand, according to Napoli et al. (1992) a person who has low self-esteem has the following characteristics: Note: Deficiency in accepting constructive criticism and making use of it in ones development. Deficiency in taking decisions and realising creative values, need to obey firmly set rules, Deficiency in taking the risks that may give way to mistakes, Deficiency in changing, a fixation on the same food, environment, course of action etc., Deficiency in focusing on others power, Deficiency in focusing on ones own power, A tendency to live others accomplishments vicariously (isolating heroes), Tendency to attach a lot of importance to the outward appearance (like dating the most attractive person on the campus, driving the hottest car, etc.), Tendency to be compulsive about cleanliness, eating, orderliness and the like, Tendency to be overly competitive (to be in need of winning every time and surpassing everyone in order to feel important), Tendency to be a poor loser and to see this position as an approval of their personal value, Tendency to be overly critical (finding fault), Tendency to overwork to prove themselves and to show others their worth. Theories on Self-esteem According to Murk (1999) in his book as Self-esteem; Research, Theory and Practice, take a number of theories that are briefly defined in the following: A historical view with modern relevance William James as a famous American psychologist, believes that the origin of self-esteem involves factors such as history, culture, family and circumstances. These factors are forming the identity of someone. He knows a self-esteem relationship with values, success and competence in the development of level of self-esteem; for example, if a person is able to manage their identity competently or the other side fails to do this. Success increases self-esteem and failure decrease it. The psychodynamic approach White believes that self-esteem is based on the relationship between ego and ideal ego. Here the focus is on efficacy. Self-esteem depends on someones competence and effectiveness. He believes that the relationship between self-esteem and achievement, respect is obtained. Thus, White concluded that the efficacy is taproot of self-esteem. Self-esteem is seen as an evolutionary phenomenon that subject to other processes, force development and deals with them in adulthood. Briefs, White to be exploring the relationship between competence, ego and self-esteem. The sociological approach Rosenberg can be defined self-esteem as positive and negative attitude towards a particular object in the other words ego (as cited in Murk, 1999, p. 122). Rosenberg was focused on the role of social factors on self-esteem. He combined both affective and cognitive processes in judging self-worth. He believes that the person who is evaluated should develop standards and values that including social aspects and compare him/herself with those standards. The smaller gap is between self and those standards and the highest gap is between self-esteem and those standards. Finally, Rosenberg focused on self-worth as a representative of self-esteem. The behavioral perspective Coopersmith defined self-esteem as evaluation that a person had to be done in relation to himself. This reflects the attitude of approval or disapproval, and indicates the extent to which a person believes in himself (as cited in Murk, 1999, p. 124). Under this approach, there is the relationship between self-esteem and behaviors such as anxiety and depression. Coopersmith believes that self-esteem or lack of it can be learned. In short, Coopersmith the first theorized who expressed two components which are included performance and competence as the principle component of the self-esteem. Behavior Informational reinforcement Aversive stimuli Hedonic reinforcement Consumers learning history Current behavior setting Figure 2.4: Adapted from summary of the behavioral perspective model The humanistic vision According to Branden (2001) ones evaluation is the most important key to ones behavior, business process, feelings, desires, values and goals affects him. He believes that the impression that person towards himself affects some responses; for example, if a person believes that is stupid, it has joined to the fact. In the first instance, he would suffer vision of human after self-esteem. Murk (1999) also emphasized self-esteem is an important part of human existence that must be managed throughout to life cycle (p. 130). In addition, Branden views self-esteem as ones having two components: Self-confidence (a sense of efficacy) Self-respect (a sense of competence). Moreover, Branden believes that a student may be damaging his self-esteem based on his notion; for example, when the learner in the learning has some difficulties, maybe he/she thinks these problems due to his/her inability. In summary, all these theorists have paid largely to the self-esteem. James is one of the first scientists who spoke about the foundations of self-esteem. White focused on effectiveness. Rosenberg puts his focus on self-worth and finally, Coopersmith and Branden, both of them focused on self-efficacy and self-worth as an essential component of self-esteem. EFL teachers role in building students self-esteem Teachers have an integral role in building self-esteem. Teachers should make the atmosphere so that students can develop their self-esteem; with this, the level of their success and confidence goes up. Finch (2001) believes that success less depends on the materials, techniques and linguistic analysis and more depends on what happens between people in the classroom. It is the teachers task to create a positive learning environment. They can improve students from the different ways and while students understand that their teacher is watching them out, but they have the sense of freedom and comfort. In this regard, Sano et al. mentioned that friendly relationship between teachers and learners and even learners with each other and this is our opinion that is the most important factor in language learning (as cited in Finch, 2001, p. 135). Students can do work correctly when they feel safe. This event occurs when then teachers behavior modestly, be a good listener, pay attention to his/her students and make them feel that they are efficacious and competent. Dorneyi (2001) offered teachers to create a supportive environment in the classroom in following ways: Establish a norm of tolerance. Encourage risk-taking and have mistaken accepted as a natural part of learning. Bring in and encourage humour. Encourage learners to personalize the classroom environment according to their taste (p. 31). Then, Kirstein (2001) offered more strategies: Create a positive classroom environment. Encourage your learners. Know your learners. Encourage interactions with other learners. Structure learning to be flexible and supportive. Help your learners acknowledge success (pp. 85-89). According to Oxford (2003) a strategy is useful for teaching base on the following circumstances: The strategy relates well to the L2 task at hand, The strategy fits the particular students learning style preferences to one degree or another The student employs the strategy effectively and links it with other relevant strategies. Oxford (1990) believes that strategies which based on these circumstances are make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situation (p. 8). In short, teachers should encourage students to create positive environments not only for students with low self-esteem but also for students with high self-esteem up to maintain the level of their self-esteem. Review of literature This section includes a preview about self-esteem and various aspects of the performance of students in foreign languages. The following issues are reviewed: the relationship between self-esteem and writing strategy, the relationship between self-esteem and speaking in English, the relationship between self-esteem and reading in English and the relationship between self-esteem and listening. On the relation between self-esteem and writing strategies Many studies on global self-esteem, can be show relationship between self-esteem and writing along the following three strands: In language learning, the role of affective variables, especially self-esteem cannot be ignored. The relationship can be positive or negative. He (1996) studied some of the affective factors, especially the self-esteem. The results of a survey of Chinese students are reported: a questionnaire that was intended for language learning was administrated to 31 Chinese immigrants in Southern California and an interview with 21 Chinese students. He found that self-esteem is one of the important factors that affect learning English as a second language. Similarly, Moritz (1996) conducted a study that self-assessment as a criterion of language skill and a tool used to measure. Factors that may affect the dominance self-assessment of foreign language of students are determined. Participants in this study were 28 college students of French at different levels. Results showed that self-assessment of foreign language impact students self-concept. Anstey (1993) achieved the same results. He studied the relationship between self-esteem and communication potential processes of students in French classes. In this study, the communication potential used for the development of a literature review on the communicative approaches to second language learning. Results showed that students self-esteem depends on a process that is selected by the teacher. Factors, which enable the teacher and other colleagues to increase interaction and negotiation enhance students self-esteem. Battle (1981) developed a questionnaire which was called Culture-Free Self-esteem Inventory. This questionnaire consisted of 60 items that were classified into five sub-scales: General self-esteem, Social/peer related self-esteem, Parent/home related self-esteem, Lie scale, Indicating defensiveness. A score for self-esteem are obtained by totaling the number of items, excluding the lie scale items of 10. So, the highest possible score is 50. On the other hand, Pareek et al. (1976) developed a questionnaire which was called Pre-adolescent Adjustment Scale. This questionnaire consisted of 40 items that included: Home (nine items), Peers (eight items), School (eight items), Teachers (eight items), General (seven items). A score for total adjustment are obtained by totaling of the five areas. In this case, high positive scores indicated high adjustment in the area, while negative scores indicated maladjustment. Both of these questionnaires, Culture-Free Self-esteem Inventory which developed by Battle (1981) and Pre-adolescent Adjustment Scale which developed by Pareek et al. (1976) were used to assess the self-esteem and adjustment among children. Moreover, a study was done by the National Foreign Language for students with the purpose of knowing whether their high self-efficacy of the learning strategies they used or not. Participants were in a group of students of French, Japanese and Spanish. Students grades were fourth, fifth and sixth. Two questionnaires were presented to them: the Immersion Language Learning Strategies Questionnaire and Immersion Self-efficacy Questionnaire. The results show that students with high self-efficacy and self-confidence were using more learning strategies; these strategies were effective in language learning preference of learners to the extent that it effected on the learners self-esteem. Gordnick (1996) randomly selected 50 students of Union County College and studied the relationship between their self-esteem and writing. He used Coopersmiths self-esteem test to measure self-esteem and used their writing grades to measure the writing, then took the correlation between them. The results showed that there is no significant correlation between students self-esteem and their writing. It is worth mentioning that both Gordnicks studies and present study have been about the relationship between self-esteem and writing achievement. It also should be added, participants of this study were students of Saudi Arabia EFL secondary school who formed American students. Hassan (2001) tried to determine the relationship between self-esteem and quality and quantity of students writing. The sample formed 32 Egyptian English major university students. Results showed that there is a negative relationship between students self-esteem and their writing. Low concern students have high self-esteem and high concern students have low self-esteem. Low concern students wrote better than high concern students. Hassans study investigated the relationship between two variables, one of them was the relationship between fear of writing and self-esteem and the other was a relationship between themselves and writing skills, while the present study examine the relationship between self-esteem and writing strategies. Participants in the Hassans study were university students who just studied in the field of English language, however in this study, participants included university students in various fields. Hassans study measured participants writing skills while this st udy examined the writing strategies. Brown (2000) claimed that there is relationship between self-esteem and academic performance however, he posed a question that which one affected the other. Significant changed as the number of researchers (Huang, 1992; Brown, 2000; Lee, 2001) reported. For example, in Huangs (1992) study, he discussed the relationship between biliteracy and self-esteem of Mexican-American students. Participants included 1034 persons who were Mexican and Mexican-American. Students were classified into three categories: biliterates, proficiency in English and proficiency in Spanish or oral bilingual. A set of 13 questions measured self-esteem. The results showed that Mexican-Americans who knew them as biliterates had higher self-esteem than those in English, Spanish or oral bilingual. Sled (1993) conducted a study on 25 patients from the University of Texas in order to provide basic writers confidence. By creating discussion and motivation in his class, he analyzed the students and it was causing that they can overcome their fear of making mistakes. Results showed that students confidence has increased. Koulourianos and Marienau (2001) conducted a study and in this study they used parent intervention strategies and teacher intervention strategies for the third and fourth grade students in the United States to improve their confidence in writing. The results showed that the strategies have had a positive effect on the students writing. Bardine (1995) proposed the guided strategies that included the use of journals in the adult literacy class which was to improve students writing. In this method, the teacher used quotes that increased self-esteem and positive attitude. He taught students from Mia

How To Pitch :: essays research papers

The most important part of being a good pitcher is throwing strikes. With out that you will not be able to get hitters out and you will walk everyone. To throw strikes you have to have a good wind up and delivery. After you have your fastball mastered you can begin to throw different pitches such as a curveball, change up, or slider. The first thing that you have to do in your wind up is to step back with your right foot behind the rubber. Second you have to swing you right foot up and balance on your left foot. Finally you have to push your left foot off of the mound while balancing and throw the ball towards the plate. After you throw the ball you have to be in a fielder’s position in case the ball is thrown hit back at you.   Ã‚  Ã‚  Ã‚  Ã‚  The most common off speed pitch is a curve ball because it has a lot of movement if it is thrown correctly. To throw this pitch you use the same wind up but when you get to the point of throwing the ball, instead of throwing it regularly you snap your wrist to make the ball spin. In order to get a lot of movement you have to throw the ball with a little bit less velocity. It is important to be able to throw a curve ball while pitching.   Ã‚  Ã‚  Ã‚  Ã‚  Another good pitch is a change up. This pitch is simple to throw because it is similar to a fastball but it is only thrown slower. While throwing this pitch the wind up is the same but you throw the ball a little bit slower. This is to get the hitter off balance and not hit the ball on the barrel of the bat.   Ã‚  Ã‚  Ã‚  Ã‚  The third pitch is the slider. It is similar to a curve ball but it is thrown harder. It does not move as much but it does not allow the hitter to recognize the movement. How To Pitch :: essays research papers The most important part of being a good pitcher is throwing strikes. With out that you will not be able to get hitters out and you will walk everyone. To throw strikes you have to have a good wind up and delivery. After you have your fastball mastered you can begin to throw different pitches such as a curveball, change up, or slider. The first thing that you have to do in your wind up is to step back with your right foot behind the rubber. Second you have to swing you right foot up and balance on your left foot. Finally you have to push your left foot off of the mound while balancing and throw the ball towards the plate. After you throw the ball you have to be in a fielder’s position in case the ball is thrown hit back at you.   Ã‚  Ã‚  Ã‚  Ã‚  The most common off speed pitch is a curve ball because it has a lot of movement if it is thrown correctly. To throw this pitch you use the same wind up but when you get to the point of throwing the ball, instead of throwing it regularly you snap your wrist to make the ball spin. In order to get a lot of movement you have to throw the ball with a little bit less velocity. It is important to be able to throw a curve ball while pitching.   Ã‚  Ã‚  Ã‚  Ã‚  Another good pitch is a change up. This pitch is simple to throw because it is similar to a fastball but it is only thrown slower. While throwing this pitch the wind up is the same but you throw the ball a little bit slower. This is to get the hitter off balance and not hit the ball on the barrel of the bat.   Ã‚  Ã‚  Ã‚  Ã‚  The third pitch is the slider. It is similar to a curve ball but it is thrown harder. It does not move as much but it does not allow the hitter to recognize the movement.