War Tactics of the Mongols Essay Example

War Tactics of the Mongols Essay A brute, a cannibal, a hooligan, a monster, a rascal, and a barbarian all describe a savage person in a primitive state or a person without culture, refinement or education. Barbarians have always been seen as uncivilized, wild, savage, crude, and uneducated. So is it just to describe the Mongols as such? The answer is no. The Mongols were not barbaric. As the documents discussed in this essay demonstrate, they had highly sophisticated military tactics; they lived by a code of conduct, and actually helped improved life for a conquered people. The Mongols grouped their warriors in armies of 10,000. These in turn were organized into 1,000-man brigades, 100-man companies, and 10-man squads. Their strategy was to attack the enemy head-on and far right left to surround them. The Mongols could be outnumbered, but they brought women and children on horses so it would appear they had many more soldiers. They positioned themselves to surround the fortress so that no one can enter of leave. They divided their up their forces and take turns fighting so they did not get too tired. John of Plano Carpini, the person who saw them fight, most likely did not see all of the Mongol’s war strategies or he might have not have described it in the exact way. He could have left out a valuable note to winnings of the entire Mongol’s battle. With their warmongering maneuvers, they killed over 6 million people. These are reported deaths from varied sources. That is like slaughtering everyone in Chicago twice. They conquered 4,860,000 square miles of land, more than the United States. They controlled more land in 40 years than any â€Å"non-barbarians†. We will write a custom essay sample on War Tactics of the Mongols specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on War Tactics of the Mongols specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on War Tactics of the Mongols specifically for you FOR ONLY $16.38 $13.9/page Hire Writer More than Alexander the Great and Tamerlane combined. To achieve such feats the Mongols had to be educated to gain an empire larger than the United States. (Documents 1-4) Barbarians have no code of conduct. They could not care less what happened to there conquered people. The Mongols did care have each other behaved. There were two codes of conduct that guided Mongol life. On of these was the yasa, usually referred to as the Mongol law. The second was the bilik, which was a set of rules to live by. Both codes had rules on hospitality, drinking, and adultery. The codes taught them to share, that adultery could be punished my death and that too much drinking is a punishable offense. The Mongol rulers wanted to root out all adultery and theft and kept severe laws against theft. Scenes have been recorded of Mongol soldiers burying Persian prisoners not just leaving their bodies out to decompose. Barbarians would not care about how they treated other people, but the Mongols were taught to show considerable respect to each other. The Mongols believed in one god and tolerated the religion of others. All Mongols did not live by these codes and did what ever they wanted. Document 5, 7, 9, 10) The Mongols conquered control of the continental caravan routes from China to Persia. The Mongol Empire made significant contributions to economic development. They promoted diversified economic development by taking up residence among their new subjects. In both China and Persia, agriculture and craft production flourished because the leaders were patrons o f art. The Mongol emperors built canals to improve transportation and communication. When one of the Great Khan’s messengers set out, they used the system of post-horses. Every 25 miles a messenger arrived at post to rest and trade horses. It is sort of, like when a trucker stops in a small town to refuel and rest before hitting the road again. Marco Polo most likely never used the Yams to travel and did not how difficult to was to ride an unfamiliar horse, to keep the message uncompromised, and to stay safe from attackers through the route. If the Mongols were barbaric, they would care about helping China and Persia flourish their economy and would not be such fans of art. Of course, the documents did tell of how the Mongols weakened the economy of conquered people. Documents 6 8) None of the documents discusses the opinions of the Mongols from a citizen of a conquered nation. That would tell whether they thought their new leaders were just or cruel. Also, while the documents provide examples of the Mongol’s military tactics they do not mention the life of an average Mongol compared to any other soldier who is apart of an army that is conside r known barbaric to compare behaviors and daily;iug;iug;i routines. Memoirs or a diary demonstrating a Mongol leader’s opinion on whether or not his people are barbarians would have been useful to get his idea of his empire that they rule.

network topology essays

network topology essays Topic 1-Chapter 6: Network Topologies Explain the difference between logical and physical topologies. Describe the three different types of topologies. Answer: Topology is the basic geometric layout of the network, which shows the different way in which computers are interconnected with each other within the network. So there is a significant difference between logical and physical topology. A logical topology is a conceptual explanation of network activities whereas physical topologies show the physical installation of a network. So logical topology is much like a logical data flow diagram (DFD) and physical topology is like physical DFD. The topology shows the ways a network weaves connect different PCs within a network. It concerned about both the physical and logical way network nods are connected to each other. The physical topology describes how the cables are run through the network and the way in which nodes are physically connected to the network line. It is the network layout, which users can see and must actually plug together. On the other hand, logical topology describes how signals flow between different nods and how they interrelate with each other. So logically a network might be described as one way but physically it may be characterized is entirely different way (Rosch, 1988). For example An Ethernets logical topology is a bus topology but its physical topology is a star topology. (Fizgerald There are different types of network topologies are used in telecommunications networks, among them three are widely used in WANs and LANs. They are as follows- A bus topology: A bus topology network is the simplest topology in a network in which local processors share the same communication channel. (OBrien, 2001) A star topology: A network that ties all end users computers to a central computer is called a star topology. Here all computers are directly connected to the ce...

Business economics (for firm) Essay Example | Topics and Well Written Essays - 1500 words

Business economics (for firm) - Essay Example The traditional theory of firm states that the same principles underlie each decision taken within a firm and that the decision is influenced by who takes it, thus the theory abstracts from the peculiarities of the persons taking the decisions and from the organizational structure in which they were. Therefore according to the traditional theory of firm whenever a firm manager or board of directors of the firm, then as far as the theory takes decisions is concerned that person is the firm for the purposes of that decision. According to devine1985 he reinstated the traditional theory of firm, he viewed participatory economy system as a process in which the value and interest of people in a process of decision making through negotiation and cooperation. Extra-firm firm is concerned with the implication of generalized participation outside the firm for the process and criteria that determine which of the entrepreneurial or innovation output of firms are successful. Baumol's sales revenue maximizing model. Williasm Baumol developed the sales maximizing model he argues that firms attempts to maximize the revenue obtained from sales with or without a profit constraint. This is motivated by managers in a firm belief that their salaries are related to the size of the firm. This approach was developed by cyert and March in 1963. ... with the implication of generalized participation outside the firm for the process and criteria that determine which of the entrepreneurial or innovation output of firms are successful. Question 3 Baumol's sales revenue maximizing model. Williasm Baumol developed the sales maximizing model he argues that firms attempts to maximize the revenue obtained from sales with or without a profit constraint. This is motivated by managers in a firm belief that their salaries are related to the size of the firm. The diagram below demonstrates a firm's total cost curve. Total revenue curve and the profit curve. Total revenue curve and the profit curve. Cost & Revenue Total Revenue At point 'P' where total cost curve intersect total revenue curve. The profit value is zero. Where TC = TR then profits are equal to zero. Managers of a firm may be interest in maximizing variables other than profits. The diagram below shows a firms attempts to maximize sales revenue subject to a minimum profit and a firm not subjected to a profit constrain. A firm producing at point Qo maximizes profit this is the point where the profit curve is at it maximum. A firm that has no profit constraint in its production will produce at pointy Q3. A firm with a minimum profit constraint will produce at point Q2, where the minimum profit line interest the profit curve. Section B Behavioural Approach of a Firm This approach was developed by cyert and March in 1963. It emphasizes on explaining how decisions are taken within a firm. This approach is an alternative of the -profit maximization theory. According to Baumol (1959), he suggests that managers would seek to maximize their own utility, managers interests are served by maximizing sales after achieving a

Norms and Roles Assignment Example | Topics and Well Written Essays - 500 words

Norms and Roles - Assignment Example Make things together and sort out is mostly what I did. Haolin is ISTJ style person; he and I also have one type different. Thinking types use reason and logic to handle problems, but feeling types rely on their personal values and emotions. During this team work, when we have some different opinions in the same topic, Haolin will put his thought forward at once, but sometimes I will check the book to find the words to prove my options. Actually, because four of us have been team member for several times, when the case handed out to us, we divided our work after that, and everyone has own topic and work to do. During the several project classes, we discuss our thought about the project, and try to find one thought which our case writing followed. So I think we have no obviously conflict on the problem-solving styles. With regard to the formal roles, I mainly deal with organizing the work and ensuring that there is coherence once it is completed. This is done after they have completed their factions and are satisfied that each part has been handled exhaustively. Asin on the other hand ensures that all plans regarding what should be done and when it should be finished are in place. He sets deadlines and ensures that all work is completed within the given timeframe. Haolin is basically an overseer, who ensures that everything runs efficiently. Thus he would be quick to cite any problems and give objective solutions to these. With regard to the informal norms and roles, I am responsible for ensuring that we maintain positive relations that are essential for optimal performance. Asin on the other hand helps in sourcing for important information from the tutors as well as fellow students. According to Rob and Prusak (2002), this ensures that the work done is reflective of the social diversity and therefore comprehensive. Perhaps Haolin’s informal roles are the most rewarding to

Educational Systems Essay Example | Topics and Well Written Essays - 2250 words

Educational Systems - Essay Example This paper stresses that various citizens in the UK have lost their trust in the educational system of the UK and have criticized the learning system incorporated by the academic institutes as well as the government. Strong evidence has emerged which raises doubts over the quality of the educational as well as learning system in the UK and highlights the need for improvement from the government. The author approves that lack of consistent learning and development has lead citizens to complain over the downgraded academic standards of the UK. Even employers have found difficulty in being able to find people who don’t possess basic skills which can be beneficial for employment which include problem solving, numeracy, time management etc. Due to this reason, employers either have to invest on the improvement of their employees or have to hire candidates from abroad. This report makes a conclusion that learning styles may also depend on various factors such as age, demography, gender etc and there is a sudden change in learning style when one gets old and gains relatively more experience. Learning styles do play a critical role in the educational system of a region and due to this reason, intervention and constant intervention of the government authorities is highly critical in this regard. The state regulations of UK do depict the fact that learning styles and education system are related to each other. For this reason, it is extremely crucial to incorporate different learning styles into the educational system of a region.

Shock And Anaphylactic Shock

Shock And Anaphylactic Shock Shock is a medical emergency in which the organs and tissues of the body are not receiving a sufficient flow of blood. This deprives the organs and tissues of oxygen (which is carried in the blood) and allows the buildup of waste products. Shock can result in serious damage or even death. (Shock, 2008) Shock is usually caused by three major categories of problems: cardiogenic (problems associated with the heart), hypovolemic (total volume of blood available to circulate is low), and septic shock (infection in the blood). Cardiogenic shock can be caused by any disease which prevents the heart muscle from pumping strongly enough to circulate the blood normally. Heart attack, disturbances of the electrical rhythm of the heart, and any kind of mass which interferes with flow out of the heart are all things that affect the hearts ability to pump a normal quantity of blood. Hypovolemic shock happens when the total volume of blood in the body falls well below normal. This can happen when there is excess fluid loss, as in dehydration due to vomiting or diarrhea, diseases which cause excess urination (diabetes insipidus, diabetes mellitus, and kidney failure), extensive burns, blockage in the intestines, inflammation of the pancreas (pancreatitis), or severe bleeding anywhere in or througho ut the body. Septic shock can occur when an untreated or inadequately treated infection is allowed to grow in the body. Bacteria often produce toxins which can cause injury throughout the body. When large quantities of these bacteria, and the toxins, begin circulating in the bloodstream, every organ and tissue in the body is at risk of their damaging effects. The most damaging consequences of these bacteria and toxins include poor functioning of the heart muscles, widening of the diameter of the blood vessels, drops in blood pressure, activation of the blood clotting system that causes blood clots, followed by uncontrollable bleeding, damage to the lungs, causing acute respiratory distress syndrome, liver failure, kidney failure, and coma. (Weil, 2007) Treatment of shock includes keeping the patient warm, with legs raised and head down (to improve blood flow to the brain), putting a needle in a vein in order to give fluids or blood transfusions, giving the patient extra oxygen to breathe, medications to improve the hearts functioning, and treating the underlying condition which led to shock. The most preventable type of shock is caused by dehydration during an illnesses with severe vomiting or diarrhea. Shock can be avoided by realizing that a patient who is unable to drink needs to be given fluids intravenously. Other types of shock are only preventable by preventing the underlying conditions, or monitor and manage those conditions well enough so that they never progress to the point of shock. An anaphylactic shock is a rapidly progressing, life-threatening allergic reaction. This allergic reaction can start within seconds of exposure, and rapidly develop to cause airway constriction, skin and intestinal irritation, and abnormal heart rhythms. An anaphylactic shock is caused by the release of histamine and other chemicals from mast cells. Mast cells are a type of white blood cell and they are found in tissues that regulate exchange with our environment. Mast cells have antibodies called IgE (immunoglobulin type E). IgE are made to detect environmental substances to which the immune system is sensitive. A substance that most people can tolerate, but others have an allergic response, is called an allergen. When IgE antibodies come together with allergens, they cause the mast cells to release histamine and other chemicals, which mix into all of the bodys cells. This causes your bodys vessels to leak fluid into surrounding tissues, causing the fluid accumulation, redness, and swelling. On smooth muscle cells of the airways and digestive system, they cause constriction. On nerve endings, they cause itching. (Molle, Durham, Kronenberger, West-Stack, 2004) In an anaphylactic shock, the life threatening response is due to extreme hypersensivity to the allergen. Exposure by ingestion, inhalation, or skin contact causes anaphylaxis. Specific causes are fish, shellfish, nuts, stings of bees, wasps, or hornets, vaccines, antibiotics, insulin, hormones, aspirin and latex. Symptoms of an anaphylactic shock are hives, swelling of the tongue or mouth swelling of sinuses, difficulty breathing, wheezing, cramping, vomiting, diarrhea, anxiety, confusion, high BP, or loss of consciousness. Emergency treatment of anaphylaxis involves injection of epinephrine which helps constricts blood vessels and counteracts the effects of histamine. Oxygen can be given. Antihistamines can be used for skin rash, and amino-phylline for bronchial constriction. If the airway is obstructed, placement of a breathing tube would be needed as well. (Molle, Durham, Kronenberger, West-Stack, 2004) The prognosis of an anaphylactic shock depends on how quickly emergency medical attention is given. However, death is possible from severe anaphylaxis. For those who receive rapid treatment, speedy recovery is likely. The only reliable method of preventing an anaphylactic shock is complete avoidance of the allergen. For insect allergies, it is recommended to learn nesting sites and habits. To prevent food allergies, have knowledge of prepared foods or dishes in which the allergen is likely to be present and careful observations and questioning about ingredients when dining out. Also, use of a Medi-Al ert tag listing drug allergies is vital to prevent unintentional administration of drugs during a medical emergency. People prone to anaphylaxis should carry an Epi-pen that contains adrenaline for immediate injection. In conclusion, both shock and anaphylactic shock are extreme medical emergencies that should be handled with effectiveness and precision. It is crucial for the medical professional to be educated on the steps needed to respond to this emergency. Additionally patients should be educated on steps to prevent these shocks, and how to properly contact medical personnel.

Steinbecks Experience and Its Reflection in His Work Essay -- Literar

A plethora of emotions triggers a person's motivation to write. Whether it is disappointment, fear, bliss, or pure excitement, feelings produce an overwhelming sensation. The response to these feelings can rise from a person's environment, relationships, interests or current struggles. However, emotional madness can be simmered down through a practice of writing (Science 20). Clinical trials indicate that writing about deep or traumatic experiences can clear the mind of all the â€Å"confining† stresses and emotional suffocation (Bolarius 2). In detail, a new brain imaging study, conducted by UCLA psychologists, reveals how â€Å"verbalizing† feelings can cause a sense of peace and prove to be a â€Å"cathartic† exercise (Science 20). In fact, writing down emotions born from experiences provides an opportunity in the documentation for posterity. In the same way, John Steinbeck, the author of Nobel Prize winning literary work, has marked milestones in the h istory of literature, leaving insightful and evocative images in the hearts of millions and for future generations. Steinbeck's work has drawn influence from several events in his life. David Bender, author of the Literary Companion, writes that any â€Å"serious† work from Steinbeck â€Å"must begin in his western home of the Salinas Valley† (Bender 13). Steinbeck's strong relationships and time growing up in the West were tremendous influences in his novels The Grapes of Wrath and The Pearl, as well as his short story â€Å"The Chrysanthemums.† Most writers of the first half of the century focused on the characterizations of men and their motivations (Hughes 154). However, Steinbeck differed in this approach; he continuously wrote works that shined a heroic light on women. The relationships he ... ...ichigan Department of Education, 2002. Hughes, R.S. John Steinbeck. Study Of Fiction. San Diego: Twayne Publishers BOSTON, 1989. 218. Guthrie, John. "Cedar Street Times." cedarstreettimes.com. Cedar Street Times, n.d. Web. 3 May 2012. Millichap, Joseph R. "Biography Of John Steinbeck." Critical Insights: The Grapes of Wrath. 14- 19. Salem Press, 2010. Literary Reference Center. Web. 3 May 2012 Plimpton, George. "Journal of a Novel." Viking Press. N.p., 1969. Web. 3 May 2012. john-steinbeck>. Timmerman, John H. "The Wine Of God's Wrath: The Grapes Of Wrath." Critical Insights: The Grapes of Wrath. 235-266. Salem Press, 2010. Literary Reference Center.. 7 May 2012.

Obsession gone wrong Essay

It is often said â€Å"there’s a thin line between genius and insanity†. From Einstein with his shaggy hair and stuck-out tongue to Archimedes running about the street naked shouting â€Å"eureka! † after making a discovery, one can’t help but agree with whoever made that statement. Mary Shelley, Nathaniel Hawthorne, John Steinbeck and Jeremy Bernstein all wrote stories of scientists who were all geniuses – they all had devoted years of study into their fields. Yet, some of them acted irrationally without considering the consequences of their actions (Frankenstein; Aylmer), some did things against their nature (Frankenstein; Phillips), and you couldn’t help but question the sanity of others (the narrator in Bubble and Squeak; Aylmer). In Mary Shelley’s Frankenstein, Victor Frankenstein was â€Å"forced to spend days and nights in vaults and charnel-houses†. Of course, no one forced him to– he was driven by the ambition to discover the source of life. And when he did, an even greater ambition drove him – to create and give life to a human being and eventually, â€Å"a new species would bless me as its creator and source; many happy and excellent natures would owe their being to me†. To make this dream a reality, he subjected himself to many experiences that the next human would find extremely repulsive and disgusting. In his own words, â€Å"†¦often did my human nature turn with loathing from my occupation. † But the ambition always overpowered his human nature. A beautiful summer came and passed, but he was too busy with his studies to notice. He had also lost touch with his family and friends, even though he knew his father would be anxious. It was telling on him, too. He had become emaciated, and many sleepless nights had his eyes bulging from their sockets. He deteriorated to the extent that he became a nervous, solitary wreck, and a fever came upon him every night. Nathaniel Hawthorne in his book â€Å"The Birthmark† said the scientific hero Aylmer had â€Å"devoted himself too unreservedly to scientific studies to be weaned from them by any second passion. His love for his young wife might prove the stronger of the two, but it could only be by intertwining itself with his love for science and uniting the strength of the latter to his own. † Aylmer had a young, beautiful wife; unfortunately Georgiana had a tiny flaw on her face, which made her imperfect in his sight. From then on, his obsession was to get rid of the birthmark from her face, and he had come to hate it so much that the sight of it made him shudder. Other men saw the birthmark and saw beauty and charm, Aylmer saw it and saw a defect, a representation of all imperfections. Even Aminadab, Aylmer’s lab assistant, said that â€Å"if she were my wife, I’d never part with that birthmark. † Because the birthmark was in the shape of a tiny hand, it was often remarked that it was the print of a fairy’s hand on her cheek, which made her â€Å"hold such sway over all hearts. † However, Aylmer was a man of science, and most likely did not believe in fairies and all the whatnot, and so he considered the birthmark as â€Å"a frightful object, causing him more trouble and horror than Georgiana’s beauty, whether of soul or sense, had given him delight. † In other words, his horror at the birthmark for making Georgiana imperfect became stronger than his appreciation of Georgiana’s beauty. Further along in the story, Aylmer became extremely devoted into creating a mixture to get rid of the birthmark that he secluded his wife. Once, Georgiana followed him into his lab and was frightened, not by the scientific apparatus, but by what she saw of her husband. â€Å"He was pale as death, anxious and absorbed. † Georgiana once wondered if she could satisfy him, and realized that she couldn’t, as â€Å"his spirit was ever on the march, ever ascending, and each instant required something that was beyond the scope of the instant before. † Dr Phillips in John Steinbeck’s â€Å"The Snake† was a man who â€Å"could kill a thousand animals for knowledge, but not an insect for pleasure. † He had no problem with killing for study, as was shown when he was petting cats and feeding them in one minute, and in the next put one of them into a killing chamber for biology classes. His research about the starfish also shows that. But we know killing animals is not in his nature when he â€Å"felt that it was profoundly wrong to put a rat into the [rattlesnake’s] cage, deeply sinful† when the strange woman asked him to feed the snake. It was something he did regularly himself, when he needed to feed the snakes, but because the snake had already had its rat for the week, Dr Phillips felt sickened. Probably because he felt the rat was going to die for no reason. For science, Dr Phillips went against his nature. Jeremy Bernstein’s â€Å"Bubble and Squeak† is the story of a mathematician who had become so analytical it was comical. For example, normal people emphasize the scariness of ghosts in ghost stories; instead, he tries to explain ghosts as apparitions caused by atmospheric densities. He always tried to draw a mathematical and scientific parallel to everything he saw. He calculated probabilities of events, and even wondered if it was possible to measure feelings. What these four scientific heroes had in common was obsession. Victor Frankenstein’s obsession was to become a creator of humans; Aylmer’s obsession was perfection, as expressed by wanting to get rid of his wife’s birthmark; Dr Phillips numbed his nature for the study of science, he was obsessed with biology; and the narrator in Bubble and Squeak had become too mathematical and scientific for his own good. Science in its nature is rather addictive. The more you discover, the more you want to discover – It’s like a never quenching thirst for knowledge. In the words of Victor Frankenstein, â€Å"†¦ in a scientific pursuit there is a continual food for discovery and wonder. † It is as a result of this persistent pursuit of science that many inventions that we take for granted today, the same inventions we can’t imagine living without, were created. However, the danger is in letting our pursuit of knowledge or any other thing control us, such that we do things that are against our nature, or fail to appreciate the simple pleasures of life. As Victor Frankenstein eventually learnt, â€Å"A human being in perfection ought always to preserve a calm and peaceful mind and never to allow passion or a transitory desire to disturb his tranquility. I do not think that the pursuit of knowledge is an exception to this rule. If the study to which you apply yourself has a tendency to weaken your affections and to destroy your taste for those simple pleasures in which no alloy can possibly mix, then that study is unlawful, that is to say, not benefitting the human mind. † (Shelley 40) SADE MABA HUM 101 WORK CITED: Lynch, Robert; Swanzey, Thomas and Coakley, John. The Example of Science. 3rd ed. Boston: Pearson Custom Publishing, 2003. Shelley, Mary. Frankenstein. 30th ed. New York: New American Library, Penguin Group (USA) Inc. , 2000.

Second Language Acquisition

Second Language Acquisition Many factors can influence the children’s success in learning the second language. Being brought up in the bilingual family, a person can develop speech skills in both languages simultaneously or in sequence. That is why, both languages can affect each other because of similarities or differences in their structures and semantics. Family and school environments are important to affect the process of learning two languages.Advertising We will write a custom research paper sample on Second Language Acquisition specifically for you for only $16.05 $11/page Learn More Thus, the degree of the second language learning and acquisition can be assessed with references to the number and character of errors made by the learner while using the second language for communicating with the other people. During the process of acquisition of two languages, a child can make developmental errors, transfer errors, and mix languages while communicating orally, and the char acter of these errors can be analyzed in order to make conclusions about the level of the second language acquisition. When a child is brought up in the family where parents use two languages to communicate with each other the child can make definite errors and mix languages while attempting to present his or her thought because these two languages used within the common environments can influence each other. Developmental errors are characteristic for a person when two languages are learnt simultaneously or when a child at the first stage of learning the second language (Paradis, Genesee, Crago, 2011). Developmental errors are the speech mistakes which can be made by any young person because the basics of the language are not learnt fully, and only the first efforts to use the second language correctly are made by a child. Thus, it is possible to state that developmental errors are rather natural in their character because they are not caused by the impact of the other language (P aradis, Genesee, Crago, 2011, p. 265). The examples of such errors are the wrong word order, grammatical mistakes, and the omission of morphemes. For instance, the child omits verbs and some prepositions and changes the word order because of lacking the necessary knowledge about definite grammatical rules. There can be errors in using the endings of words in relation to plurals or possessive cases (â€Å"then I said yes and then not my friends and then they ask me to be their friends again†) (Chloe, personal communication, 2013). From this perspective, a child can formulate the phrase or sentence inappropriately according to their structure because of omitting some important details such as the word order of subjects and predicates. Thus, the child can say ‘sever’ instead of ‘civil’ or ‘paying’ instead of ‘playing’ as a result of confusing words (Chloe, personal communication, 2013). These errors are caused by the similarit ies in the words’ pronunciation, but they are not affected by the particular features of the other language in which the learner can be more competent. That is why, these errors can be discussed as developmental ones.Advertising Looking for research paper on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More When errors in the learner’s speech are caused by the first language background these errors are discussed and analyzed as transfer errors. The role of transfer errors is important to examine and assess the level of the language acquisition from the point of the first language’s impact on the process of learning the second language (Baker, 2007, p. 212). The child can make transfer errors when he or she is confused in relation to the two languages’ differences and similarities. Thus, it is typical for children to accentuate words according to the accent patterns which are characteristic for the first language’s structure and rules. It is also possible to pronounce words while learning the second language according to the known patterns which are frequently used in the first language. It is important to note that transfer errors are more closely connected with language mixing than with developmental errors because they are caused by the usage of the other language (Baker, 2007, p. 215). Language mixing along with transfer errors is characteristic for learners who speak those two languages which are similar in their nature, used principles, and rules as well as in the pronunciation of many words (Hartsuikerl, Pickering, Veltkamp, 2004). The phenomenon of language mixing is observed when a child uses both languages simultaneously because of spending much time within the environments where people speak two different languages (Heredial Altarriba, 2001). Living in the bilingual family, a child can mix languages in order to adapt to the situation and provide the nec essary word or phrase quickly and without concentrating on the language used (Hartsuikerl, Pickering, Veltkamp, 2004). There are a lot of concepts and notions which are operated in the family in one language in spite of the concrete situation of communication and language which can be used in relation to these definite circumstances (Greene, Pena, Bedore, 2013). Thus, the child can be inclined to mix languages while speaking about his or her family. For instance, grandmother and grandfather can be referred to as ‘Nana’ and ‘Tata’ because these concepts are frequently used in the family in order to speak about relatives as well as father can be called not ‘daddy’, but ‘papito’ (Chloe, personal communication, 2013). The first and second languages are mixed because these words are used while speaking in English. Language mixing is typical for young children because they do not analyze the fact of speaking two different languages, bu t children use the word which is more common for them, for instance, ‘Nana’ and ‘Tata’ instead of grandmother and grandfather.Advertising We will write a custom research paper sample on Second Language Acquisition specifically for you for only $16.05 $11/page Learn More The low percentage of developmental errors and language mixing indicates the good level of the second language acquisition. Thus, the frequent usage of such words as ‘Nana’, ‘Tata’, and ‘papito’ cannot be discussed as the influential factor to speak about the low level of the second language acquisition. However, the problems with structuring sentences and providing grammatical forms of words which can be analyzed as developmental errors are important to make conclusions about the level of learning the second language with references to learning and using its basic principles (Baker, 2007). Therefore, the degree of the second l anguage learning can be assessed by teachers with the help of examining the learner’s developmental and transfer errors and language mixing. Developmental errors are characteristic for the first stages of learning the second language when the key rules are learnt and skills are improved. The concepts of transfer errors and language mixing support the idea about the impact of the first language on the process of learning the second one. From this perspective, the situation of children’s language mixing can be discussed as more typical for bilingual families where both languages are learnt simultaneously. References Baker, C. (2007). A parents’ and teachers’ guide to bilingualism. Clevedon: Multilingual Matters. Greene, K., Pena, E., Bedore, L. (2013). Lexical choice and language selection in bilingual preschoolers. Child Language Teaching and Therapy February, 29(1), 27-39. Hartsuikerl, R., Pickering, M., Veltkamp, E. (2004). Is Syntax Separate or Shared Between Languages? Cross-Linguistic Syntactic Priming in Spanish-English Bilinguals. Psychological Science, 15(6), 409-414.Advertising Looking for research paper on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Heredial, R., Altarriba, J. (2001). Bilingual Language Mixing: Why Do Bilinguals Code-Switch? Current Directions in Psychological Science, 10(5), 164-168. Paradis, J., Genesee, F., Crago, M. (2011). Dual language development and disorders. Baltimore, M. D.: Brookes.

Whos for the Game and Recruiting Essay Example

Whos for the Game and Recruiting Essay Example Whos for the Game and Recruiting Paper Whos for the Game and Recruiting Paper women at home would hand out white feathers to the men at home, like Pope women wouldnt have much respect for healthy men not joining up for the war. Mackintosh, like Pope uses language which would be understood by everyone, he uses phrases the men would be used to Lads, youre wanted, go and help' and then compares it to the realistic image of the trenches with Lads, youre wanted! Over there. He follows the tradition of simple propaganda. He reveals how tragic an existence in the trenches is with More poor devils like yourselves waiting to be killed by you. His simple and regular poem conveys to the reader that war is not a game but a very horrific event. Mackintosh singles out journalists in his poem Help to make the columns stuff for the blasted journalists since they are making profits out of the misery of war. Pope however does not appear to think that the journalists are doing any harm since her poem has been written for a newspaper. Mackintosh has respect for all the men in the war come and learn to live and die with honest men but he does not insult the men not joining the war effort like Pope does making them sound lazy taking a seat in the stand. Pope makes the war sound like a huge source of entertainment, referring to it as fun, with the added bonus of fighting for your country. Mackintosh keeps to his anti war status throughout the poem and regards signing up for the war as helping to swell the names in the causality list. Mackintosh ends his poem on a rather sinister but truthful note come and die. Joining the war was not as Pope described and the sad truth was Mackintoshs description was probably accurate. Jessie Pope ends her poem on a positive note making the reader feel their country actually needs them and are calling for you. Both these poems are effective in studying the literature of the First World War as they both present such different pictures. Mackintoshs poem is an excellent example of poetry portraying the realism of war whereas Popes poem is an admirable model of the unfortunate attitude cultivated on the home front. The contrast between the two allows the reader to see the reality of the First World War from two different perspectives.

12 Angry Men and the Psychology of the Jury Room Essay

12 Angry Men and the Psychology of the Jury Room - Essay Example The 1957 film 12 Angry Men perfectly captures the tension of the jury room, where life-and-death decisions come down to not only careful deliberation, but inner prejudices, self-concerned personal priorities, and invective. Ultimately, the human ego plays just as important a role in the film’s outcome as the examination of evidence and witnesses in that cloistered room. The protagonist of the film, Juror #8, is â€Å"the only skeptical (and rational) man in the jury room† who â€Å"shines incorruptible† throughout the entirety of the movie (Verrone 96). Juror #8 is the lone standout at the beginning of the jury deliberations, which angers many of the other jurors who feel it is an open-and-shut case. But Juror #8 explains his hesitation: â€Å"It’s not easy to raise my hand and send a boy off to die without talking about it first† (12 Angry Men). Juror #8 represents caution and consideration in the jury room. The character does not demonstrate some of the same logical flaws as his fellow deliberators: he is depicted as lacking the prejudices, biases, and egotistical self-absorption that prevent the other jurors, at least initially, from considering all of the facts in the case. In an effort to open the other jurors’ minds to the possibility of the boy’s innocence, Juror #8 takes on an almost aggressive role in trying to sway several of the jurors, particularly Juror #3, â€Å"whom he goads and satirizes on occasion to try to show him his own potential for violence that subconsciously prejudices him against the youthful defendant† (Cunningham 115). Juror #3 plays the role of the main antagonist and seems to relish the idea of sending the boy to his death. Along with the virulently racist Juror #10, he represents the darker aspects of human behavior in that jury room, with a furious anger bubbling underneath the surface throughout most of the movie. Juror #3 fiercely maintains his verdict of â€Å"guiltyâ⠂¬  even in the face of the other jurors’ conviction that the boy is innocent. In a narcissistic appropriation of the case in his own mind, Juror #3 equates the boy on trial with his own estranged son—his prejudice is born from his relationship with the child who rejected him and the â€Å"barely suppressed violence† (116) that drives his behavior in the jury room. Ultimately, his belief in the boy’s guilt has little to do with the facts of the case. It is not until he feels—and accepts—the shame of his own failings as a father that Juror #3 is able to vote logically as opposed to emotionally and irrationally. Juror #8 â€Å"wins† in the end because he is able to subtly manipulate the other eleven men into looking at the case in a similarly logical manner. In this way, he is also the most Machiavellian character in the film, astutely manipulating the other characters into deliberation by observing their behavior carefully in the jury room. Juror #8 couches his decision in the language of negotiation, thus carefully avoiding an outright claim that he truly thinks the boy is innocent: â€Å"He explained that he voted ‘not guilty’ not because he is sure of the defendant's innocence, but because he wished to discuss the case objectively, without prejudging the defendant. This minimized the group’s antagonism and alienation† (Evirgen 181). Juror #8 employs his observational skills to determine each juror’s underlying bias and motivation, and then uses that knowledge to â€Å"marginalize †¦ his most vocal enemies†Ã¢â‚¬â€Jurors #3 and #10—and â€Å"shift †¦ the dependence of ‘in-the-middle’ jurors to himself† as opposed to them (181). He systematically destroys each man’s preconceived notions of the boy’

Way companies should handle customers and employees in a Essay

Way companies should handle customers and employees in a multiculturalism environment - Essay Example Way companies should handle customers and employees in a multiculturalism environment? The purpose of the project is to inform company B on the need to implement the best practices for communicating in a multicultural environment. The objectives of the project are implemented, this includes the offer of the best practices and recommendations vital for achieving success in a multicultural environment. The conclusions are also included, which sum up done by the research report practices and recommendations vital for achieving success when dealing with diverse cultures. The globalization era has altered the way companies carry out business and communicate across diverse cultures. The Internet and current technology have paved the way to new market places, which enables companies to promote their business in the international or new geographic areas and cultures. The world demands marketing experts who are capable of recognizing the rising communication complexities across cultural borders. The intercultural communication is becoming radically significant in the current globalised world. This concerns especially the companies going global or the companies carrying out international business as well as handling customers from diverse cultural backgrounds. Developing the capacity to understand the ways of the efficient communication with customers from varied cultural settings is imperative. This skill is impera