Gun Laws Essay

The Second Amendment in the United States Constitution gives people the right to keep and bear arms. The Second Amendment has been interpreted in many ways, and its limitations and what it controls have been questioned. The question that arises over and over again is that will stricter gun laws make the United States safer or more perilous. The answer is clear. With lack of gun control and that black market guns are at almost every street corner whether you think it or not. Guns are a very dangerous weapons, and the United States has to create stricter laws in order to operate and obtain them in order to protect the public. Stricter gun laws would improve the criminal justice system. For example, a national registry which contained finger printing and gun information would allow for the bullets at a crime scene to be traced back to the owner. The only way to get guns off the streets is for Government to take action and for laws to be put down. The goal for stricter gun laws is simple. It is to make it harder for dangerous people to get their hands on guns, improving the safety of guns, and regulating the sales of guns at gun shows and on the streets. The debate over gun control has continued for many years. In 1939 there was an important case, United States vs. Miller, which dealt with the Second Amendment. In this case the supreme court was asked to decide whether or not the Second Amendment protected Miller’s right to not register a sawed off shotgun. A sawed off shotgun is a shotgun with a shorter barrel therefore it shoots out less accurately but more spread out with the same power as a regular shotgun. They are very dangerous especially in smaller places. During that time the Supreme Court believed that the Second Amendment protected those who had weapons for military use only. As a result the Supreme Court ruled that the Second Amendment did not protect Miller’s right to own a sawed off shotgun because he did not have it for military purposes. Gun control opponents deny that federal policies keep firearms out of the hands of high-risk persons; rather, they argue, controls often create burdens for law- abiding citizens and infringe upon constitutional rights provided by the Second Amendment. Some argue further that widespread gun ownership is one of the best deterrents to crime as well as to potential tyranny, whether by gangs or by government. They may also criticize the notion of enhancing federal, as opposed to state, police powers. So what these gun lovers want to do is defend their homes from those they feel threaten them and use guns for protection. The NRA also says over and over again that it will cost tax payers millions if the number of gun sales drop. Is there really a price for saving lives?

The Uae Food & Drink

â€Å"How Near-Term Demand Weakness Is Reshaping Company Strategies† A New Report from Business Monitor international (BMi) The UAE Food & Drink Competitive Intelligence Report Competition for market share in the UAE continues to intensify as food and drink firms battle against the conflicting interests of limited growth prospects but appealingly-high spending levels and as local players seek to ward off the ever growing threat of multinational competition.Responding to our clients’ requests, BMI’s food and drink analysts have just produced The UAE Food & Drink Competitive Intelligence Report, analysing and comparing the strategies adopted by major players as they seek to exploit opportunities and mitigate risks in a rapidly changing environment. Whether you are a food and drink manufacturer, investor or supplier to the industry, you will benefit from the following key features of this report: the UAe food & drink competitive intelligence report pUblished by bUsi ness monitor internAtionAl Company Profiles on the UAE’s 10 leading food and drink companies, containing Company overview, latest Company Developments, Product information, local/regional/Global operations,SWot analysis, Company Strategy and Financial Performance. Each profile provides hard-to-get competitive intelligence with which to benchmark the growth and risk management strategies of your competitors, peers, partners and clients. List of companies profiled: †¢ †¢ †¢ †¢ †¢ Al Ain Water Al Ain Dairy Al Rawabi Carrefour Dubai Refreshments †¢ †¢ †¢ †¢ †¢ EMKE FoodCo Masafi Spinneys Unilever www. usinessmonitor. com 9 BMI’s Investment Risk-Reward Rating ranks the uae’s attractiveness for industry investors compared to its regional peer group (Bahrain, egypt, israel, Kuwait, lebanon, oman, Qatar, saudi arabia). 9 BMI’s Business Development Directory gives you direct access to senior decision-makers and pur chasers at leading food and drink manufacturers and suppliers operating in the uae’s food and drink market – providing a powerful business development and networking tool to source new clients, partners and suppliers.The UAE Food & Drink Competitive Intelligence Report is available to industry professionals, strategists, trade bodies, government and regulatory agencies and international investors on preferential terms for a limited period only – Saving you 15% on your report order (see back page special Discount order Form). BMI’s clients, who include over 400 of the Global Fortune 500 companies rely on our competitive intelligence analysis and data to benchmark competitors and peers at leading multinational and local companies operating across Middle East & African food and drink markets.CLIENT LIST †¢ Carlsberg MW Brewery †¢ Coca Cola †¢ Maersk †¢ Mars GCC Fzc †¢ Mitsubishi Corporation †¢ Pepsico International †¢ Price waterhouseCoopers †¢ Red Bull †¢ The Boston Consulting Group †¢ Unilever North Africa & Middle East REpoRT CoNTENTS SECTION 1 – CoMpETITIvE LANDSCApE ANALySIS 1. Company-comparative analysis of the leading food, drink and grocery retail companies, CoMpANy pRoFILES ExTRACTS: DuBaI REfREShmEnTS examining sales, market share and main product areas and facilitating the identification of successful investment strategies and themes. nd our broader macroeconomic growth forecasts. Company strategies are also examined in relation to key operational, macroeconomic and political risks. 2. Company comparisons are made within the framework of our industry growth forecasts â€Å" SECTIoN 2 – CoMpANy pRoFILES Companies Profiled: †¢ †¢ †¢ †¢ †¢ Al Ain Water Al Ain Dairy Al Rawabi Carrefour Dubai Refreshments †¢ †¢ †¢ †¢ †¢ EMKE FoodCo Masafi Spinneys Unilever Key PepsiCo franchise bottler Dubai Refreshments Company (DRC ) is to invest in a AED400mn (US$108. 9mn) plant in the UAE to come on stream in 2012.The plant is expected to boost DRC’s annual capacity nearly threefold to 150mn cases and should, in our opinion, allow the firm to launch a number of new drinks as the wider soft drinks industry speeds up its transition away from traditional low-cost carbonates to higher value segments†¦ † Company Profile Contents 1. Company Overview: Date established, ownership structure, main business units, core maSafI business operations, leading products, market share. 2. Latest Company Developments: M&a, joint ventures, divestment/investments, projects, ontracts, new product launches, regulatory issues, announcements. â€Å" 3. Product Portfolio: leading brands and new product development initiatives. 4. Local, Regional & Global Operations: Domestic sales, main regional/global export markets, foreign purchases, JVs and strategic partnerships. 5. SWOT Analysis: analysis of company strengths, Weaknesses, opportunities and threats allowing for an examination of factors – both internal and external – that will affect future company performance. 6.Company Strategy: Analysis of company responses to fast-changing local market conditions, ranging from distribution network expansion to exploring new markets and from portfolio diversification to widen sales reach to research and development investment to secure future growth prospects. growth y-o-y, set against historic 5-year financial performance; covers revenues, operating profit, net profit, Basic EPS and EBITDA. Masafi aims to strengthen its market position by introducing new products and developing manufacturing and marketing strategies.It has a wide range of products, ranging from a twolitre mineral water bottle to a sizeable juice range. The company also promotes itself as highly socially responsible, entering into partnerships with international humanitarian and medical relief organisations. Masafi has al so been looking abroad for growth, with overseas sales now accounting for nearly 30% of its business†¦ 7. Financial Performance: BMI’s analysis of latest-available company financials and % † EmKE GRouP Financial Performance Table estle 5-year (2005-2009) financial information (chfmn, or % chg y-o-y for growth statistics) 2005 Sales Sales Growth EBIT EBIT Growth Net Profit Net Profit Growth Capital Expenditure CapEx Growth Earnings Per Share EPS Growth Source: Nestle Investor Relations 2. 08 3,375 8,081 11,876 91,115 2006 98,458 8. 1 13,302 12. 0 9,197 13. 8 4,200 24. 4 2. 39 14. 9 2007 107,552 9. 2 15,024 12. 9 10,649 15. 8 4,971 18. 4 2. 78 16. 3 2008 109,908 2. 2 15,676 4. 3 18,039 69. 4 4,869 -2. 1 4. 87 75. 2 2009 107,618 -2. 1 15,699 0. 1 10,428 -42. 2 4,641 -4. 7 2. 92 -40. 0 â€Å"UAE-based conglomerate EMKE Group, owner of the Emirate’s leading Lulu branded supermarkets and hypermarket will invest SAR1bn (US$267mn) in Saudi Arabia over the next eigh teen months – a decision we believes makes sense given our view that Saudi Arabia houses the Gulf region’s most promising mass grocery retail (MGR) industry on a number of counts†¦ † SECTIoN 3 – MARkET ATTRACTIvENESS FoR INvESToRS Market overview analysis of sector maturity, industry expenditure, foreign investment, GDP contribution, key industry players, regulatory environment, imports and exports. SWoT Analysis trengths, Weaknesses, opportunities and threats analysis covering government policy and foreign investment environment, local manufacturing standards, growth and demand trends, demographic and macroeconomic trends, distribution infrastructure and supply chain standards and the competitive landscape. â€Å" RISK-REWARD RATINg ExTRACT: BMI’s Investment Risk-Reward Rating BMI’s Investment Riskreward rating allows investors to weigh up the attractiveness of the uae as an industry investment opportunity relative to its regional peer s: Bahrain, Egypt, Israel, kuwait, Lebanon, Oman, Qatar, Saudi Arabia.Food and Drink industry and Country reward and risk scores (out of a total of 100) are weighted and combined to illustrate potential investor returns, as compared to other markets and to the regional average. middle east food & drink risk/reward ratings rewards Bahrain UAe Qatar Kuwait Egypt Saudi arabia oman Lebanon *Israel 53 51 50 46 49 45 39 38 45 risks 68 69 65 69 57 63 67 48 73 risk/reward rating 57. 3 56. 5 54. 7 52. 6 51. 0 50. 8 47. 7 40. 8 53. 2 The UAE’s reward score is the region’s second highest behind Bahrain.However, its industry reward score is the lowest of the top three ranked markets, emphasising the relative maturity of the UAE market, with high existing per capita consumption levels. Although strong per capita food consumption growth is not forecast, which is the main card Bahrain has in its favour against the UAE, premiumisation opportunities have yet to be exhausted despite ong oing real economy weakness (mostly in Dubai) inflicted by the 2009 economic downturn†¦ † *Israel has been included for comparative purposes only. Had it been ranked, it would have scored fourth.Source: BMI. Scores out of 100, with 100 highest. For full methodology see Appendix at the back of our Food & Drink Quarterly Reports, or visit our online service SECTION 4 – BUSINESS DEvELopMENT DIRECToRy The UAE Food & Drink Business Development Directory Primary research, conducted in Q3 2010, brings together latestavailable, accurate data on top decision-makers at the UAE’s leading supplier companies, including ownership structure, company size and sales volume, expansion strategy, key partners and main products and services.Providing direct access to top industry decision-makers and purchasers, the directory represents a powerful tool to source new clients, partners and suppliers, and benchmark competitors. Sample Directory Listing Nestle Middle East FZE PO Box 1 7327 Jebel Ali Free Zone Dubai UAE Tel: xxxxxxxxxx Fax: xxxxxxxxxx E-mail: xxxxxxxxxx Website: www. nestle. com KEY PERSONNEL Chairman & CEO: xxxxxxxxxx Finance Director: xxxxxxxxxx Communication & Marketing Services Director: xxxxxxxxxx Sales Director: xxxxxxxxxx Head of Human Resources: xxxxxxxxxx LOCAL STATISTICS Annual sales volume: US$ xxxxxxxxxx No. f employees: xxxxxxxxxx BUSINESS ACTIVITY Nestle Middle East has 17 factories and 37 offices in the region and in March 2010, opened a new multi-million dollar facility devoted to manufacturing powdered milk and packaging imported Mackintosh’s Quality Street chocolates. The complex, based at TechnoPark, Dubai, also plans to manufacture chocolates and wafers from the new expanded facility later this year. Nestle Pure Life bottled water will also be produced and distributed from the facility.Nestle Middle East also sells brands such as Nido, Kit Kat, Quality Street, Nescafe and Maggi. INDUSTRY CLASSIFICATION Food & Drink NATIO NALITY / TRADE AFFILIATION Switzerland SUBSIDIARY OF Nestle SA, Switzerland NEWLY RESEARCHED IN Q3 2010 Core Company Dataset †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Company name, web and postal address email, telephone and fax numbers Year of local registration employee size and sales volume (estimates) Main business activities, products and services Industry classifications nationality Global and regional HQsSpecial Discount order Form 15% Discount on The UAE Food & Drink Competitive Intelligence Report oR up to 50% discount for all 13 Food & Drink Competitive Intelligence Reports place your order online at: www. businessmonitor. com/bfr/australia Place your order online at: www. businessmonitor. com/dm/cir/food/uae Please tick the box(es) below, complete your payment details and fax back the form to us within 30 days latest on +44 (0)20 7248 0467 Intelligence Report at the 15% discount rate of â‚ ¬695/ US$975 (down from â‚ ¬820/ US$1,150).This include s 3 FREE quarterly updates, airmail and email delivery. i would also like to purchase the following Food & Drink Competitive Intelligence Reports at the special discount rates below: [ ] australia [ ] China [ ] egypt [ ] india [ ] indonesia [ ] Malaysia [ ] russia [ ] All 13 Food & Drink Competitive Intelligence Reports [ ] saudi arabia [ ] singapore [ ] south africa [ ] thailand [ ] Vietnam [ ] yES! i wish to order The UAE Food & Drink CompetitivePrefix / Full Name †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 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Outline and Evaluate Research Into Types of Attachment Essay

Outline and evaluate research into types of attachment. Ainsworth conducted a study to observe types of attachment behaviours with occur between a mother and a child. She used observation to witness these behaviours. By placing the child in a set up play room with one way glass allowed natural behaviour to be observed without interference from the psychologist. Ainsworth used several situations including a mother a child and a stranger. Firstly the mother and the child entered the room, the child was free to explore whilst the mother sat on a chair and read a magazine, a stranger enters and sits next to the mother, they engage in conversation. The mother leaves, and the child is left alone with the stranger who shall comfort and play with the child. The mother then re-enters, and the stranger leaves. The mother then also leaves, and the child is left alone. The stranger re-enters and the mother re-enter shortly after, and then the stranger leaves again. A problem with the study is it lacks ecological validity; the child may have reacted differently in settings they were familiar with, an example being their own home. The child could already be anxious due to strange surroundings and unusual behaviour by the mother, therefore leading to higher chances of stranger anxiety and other stressful behaviour. Ainsworth in her study found three types of behaviour, these were Type A – Insecure avoidant, Type B – secure and Type C – Insecure resistant. Type A showed the child being upset when mother left the room, but did not seek comfort when she returned and showed little stranger anxiety. Whereas in Type B the child used the mother as a safe base and was free to explore when she was around, showed distress when she left but still seeked comfort when she returned and showed stranger anxiety. Differently in Type C, the child’s behaviour alternated between wanting comfort and wanting space, and appeared to be angry. The psychologist did not follow all the ethical guidelines in this experiment, the child was put under great stress with the mother leaving and returning, and also in the presence of a stranger, upset the child and made it upset. The psychologist must control this by lowering the stressful situations for the child and finding alternatives. Although they did get full consent as mother of the child took part within the study, which made the situation less stressful and made the child more comfortable. Ainsworth study also lacks the explanation of relationships between fathers and siblings, the child may act differently with different people and this lacks validity as it is not a measure of general attachment.

Identify and discuss the influence of sustainable development on Essay

Identify and discuss the influence of sustainable development on public health - Essay Example Next, it highlights the positive impact that sustainable health has on public health and how sustainable social, economic and environmental development can help in improving public health in a stable manner. Development is integral to the modern world, but if the development is not sustainable, it is possible that the entire balance of the system may go awry. Hence, it is necessary to ensure that development is sustainable. While most discussions related to sustainable development focus on how it effects the environment and society, it is also necessary to understand that it has an impact on public health. Rio Declaration of 1992 on Environment Development by the United Nations states that as human beings are in the center of all issues related to sustainable development, it is necessary that they remain healthy and in tandem with nature (United Nations, 1992). Therefore, public health is a critical feature of any sustainable development policy. Health and well-being are the pivots around which economical, socio-political and environmental stability centers around, as shown in the figure below (Price and Dube, 1997). 3. Unsustainable environmental development can lead to degradation of the natural environment because of spread of toxic residues from wastes, climate change and depletion of natural resources. Some examples include Climate change can result in floods, water related diseases, change in temperature patterns and loss of fertile land/natural harbors. Health wise, it can lead to skin cancer, higher concentration of toxic elements in the air, leading to respiratory diseases and skin diseases (Griffiths and Stewart, 2007) 4. Unsustainable economic development will result in unequal distribution of the resources - with some segments of the society getting all the benefits, where as with some others struggling for the resources. It can also result in overconsumption and

The Price Of Freedom Essay Example | Topics and Well Written Essays - 500 words

The Price Of Freedom - Essay Example I thought that the contract was one of the many contacts that I had lost over time. I went on to pick the call and an elderly voice called out my name in a friendly tone. The man summoned me to meet him outside the club so that he could make clear his intentions. I walked out of a small room that served as a pub and at the same time as the dancing room. Immediately I walked out of the club, and three men were standing adjacent to the door and met me as if they knew me well. One of the men spontaneously offered to buy me a drink that I agreed to. We entered the club and one of my friends held my beer from afar. I signaled him to give me a couple of minutes before I could join them. As we approached the bar, the man who had offered to buy a drink told me to order any drink of my choice. I went ahead and ordered a soft drink since I thought that the men were friends of my father or at least one of my uncles. As the bartender fetched my order, I took a quick look at one of the men. He was dark, tall and well built. His blazer’s size appeared to be bigger near the waist, and the thought of a gun crept into my mind. The other man tapped my shoulder and requested to see my phone. I asked him what intentions were since I did not have an idea of who he was. The other man went on to ask for a physical evidence of my phones receipt. I told them that I had no obligation of doing what they asked, and I had used my phone for some time thus there’s no way I could have stolen it. One of the men told me that it was true that my phone had been stolen and that he had evidence to back his statement. My friends had already come nearer and were listening carefully. They also reassured the men that the phone was mine since I had possessed it for some time. Suddenly, one of the men drew out a gun from his waist. In a fraction of a second, the other man showed me some pictures that depicted all my dealings in the past two months.

Determination of Proteins Using Biuret and Lowry Assay Techniques Essay

Determination of Proteins Using Biuret and Lowry Assay Techniques - Essay Example Protein assay is critical in the analysis of agricultural, industrial and biotechnological products. As argued by Bama et al. (2010), it is also important for research especially in analysis of enzymes, lectins and antibodies. This paper covers two kinds of assays used in quantitating total proteins. These includes the biuret and lowry techniques. Biuret assay, which is the least sensitive assay is among the coulometric methods (Quereshi et al. 2010). It is mostly used due to its simplicity and less susceptibility to chemical interference. The assay is dependent on polypeptide chelation of cupric iron in strong alkali. According to Mizuta et al. (2005), most biuret assays are used in samples containing 1 to 10mg protein/ml, which is then diluted five-fold by other reagents to form deep purple color. On the other hand, the Lowry method is a colorimetric assay that is based on folin-ciocalteau reagent and cupric ions of phenolic groups (Muyonga, Cole & Duodu, 2004). It is a popular pro tein estimation procedure even though highly susceptible to discerning compounds that interfere and distort solubility of insoluble proteins. The assay starts with copper ion complex that has peptide bonds, which are stabilized by tartrate in alkaline environment popular known as biuret chromophore. Gornall, Bardawill and David (1949) pointed out that biuret reaction is reduced under alkaline conditions of folin-ciocalteu reagent. Copper ions are used to enhance the reduction process. However, the principle chromogenic groups consist of the peptide linkages that reduced blue molybdotungstates, which catalyses polar amino acids, tyrosine and tryptophan. Nonetheless, the sensitivity of this test is based on protein composition and products of chemicals reaction resulting to the heteropolymolybdenum blue solution after being in absorbance condition of approximately 750nm, a wavelength that is out of range of many interfering colors (Layne, 1957). In these two experiments, the basic law of light absorption, popularly knows as Beer-Lambert law is used to explain the linear relationship between protein (collagen) concentration and absorbance (Cliche, Amiot & Avezard, 2003). The yield of collagen is calculated using the following lines equation: Y=(VxC)/ W Where; Yis the yield of collagen in mg/g Vis the volume of collagen solution in ml C is the concentration of the derived solution in mg/ml Wis the lyophilized weight in g Materials used: 1. Protein sample of unknown concentration 2. Standard BSA 3. Distilled water 4. Lowry reagent 5. Test tubes 6. Label 7. Test tube rack 8. Pipettes 9. Pipette bulb 10. Vortex mixer 11. Spectrophotometer 12. Cuvettes 13. Gelatin : 100Â µg cm-3 14. Globulin: 100Â µg cm-3 15. albumin: 200Â µg cm-3 Methods Lowry Technique: Procedure: 1. Prepare samples with up to 100 ?g of protein 2. Label the 9 test tubes as (1 to 10) and place them in a test tube rack. 3. Add water as provided in the instructions. 4. Prepare diluted Folin-Ciocalte u reagent and the Assay Mix. 5. Add 0.5cm3 of the protein solution to tubes (2 to 10). 6. Add gelatin solution to tube 7 and 8 only. 7. Then add 2.5cm3 of solution D to each tube and mix well and leave the mixture at room temperature for approximately 10 minutes.

English Essay Example | Topics and Well Written Essays - 1000 words - 17

English - Essay Example In any war, the soldiers get paranoid; they are dispossessed of the sense of justice and morality, once they are part of the war. The solider will never be the same individual again.War is a terrible evil exercise for humanity. The victor is also a loser! Political leaders plan the war, but the soldiers fight it at the ground level. When one soldier is killed, the immediate family members suffer and the well-wishers go through an agonizing experience. The soldiers have no personal enmity and yet they are compelled to plan to eliminate each other. The only mantra for a soldier is, kill or get killed! Each day is a tough survival option for the soldier and no one at home is able to understand their predicaments. Tim illustrates a story of a soldier who brings his girlfriend to Vietnam. When she arrives, she is fresh and exuberant about the country that she is going to visit. But soon, the jungle life fascinates her; she loses attachment to her old city life. She disappears into the jungle. Tim explains this incident thus: "Tone? I didnt know it was all that complicated. The girl joined the zoo. One more animal--end of story." (O’Brien, p.107)Tim recalls a moment, how he killed a soldier who was walking down a trial. Tim threw a hand grenade at him and his face exploded†¦. He also narrates about the image of a young girl dancing outside her destroyed village, as American soldiers take the dead family away. ---One cries when one is sad; one doesn’t, when mad! Many such stories circulate. But, "Its safe to say that in a true war story nothing is ever absolutely tr ue." (O’Brien, p. 82) In Louise Erdrichs short story, "The Red Convertible," she communicates the emotional disturbances, war creates for a soldier and his relationships through symbolism of car between two brothers, Henry and Lyman. Their great attachment to the joint property, the symbol of their mutual affection during the pre-war days has vanished. Henry realizes that his

Strategies of Nokia and Nestle and their competitive advantage in the Essay

Strategies of Nokia and Nestle and their competitive advantage in the industry - Essay Example It is vital part of organizational success as it not only helps them to survive but also facilitates in maintaining competitive edge against their rivals in the industry. Business strategies are actions plans developed to achieve the vision, mission and objectives of the organizations over a long period of time. Porter (1996) says that competitive strategy is doing business differently to give value to the customers and maintain leverage. The strategic plans therefore, are vital ingredients that allow firms to be flexible and innovative so that they can absorb environmental changes and evolve to maintain one’s market position. The report is primarily an effort to analyze the business strategies of Nokia and Nestle which have made tremendous changes within their strategies to create niche market position in the domestic and global market. Outline of strategic issues of Nokia Nokia is a Finnish conglomerate that has incredible growth story. It has emerged as a flagship company mainly because it was able to anticipate and preempt environmental changes to evolve new strategies. The foresightedness of its managerial leadership was able to steer it to its present success. There were three major strategic issues with Nokia which needed to be creatively designed and developed to facilitate leadership position in the global market. The first one was to redefine its strategies towards its low performing business activities which did not offer long term sustainability of good profits or prospects. The second was to identify the business which had wide scope prospects vis-a-vis business opportunities across the globe. Third and the last one was to ensure that the products should be able to meet the changing demands of the global customers and should have futuristic scope to attract them. These were critical issues which needed to be addressed urgently by the compa ny so that its vision of becoming a successful global entity could be expedited and realized. 3.1.1 Situation analysis of Nokia Finland was a rich but small nation that was bogged down with geographical hardships that made it difficult to adopt traditional technology to improve its communication and other related development processes. It initially had diverse interests comprising of tire manufacturing, paper production, consumer electronics and telecommunication equipment. The disinvestment of many of its business activities helped it to focus on telecommunication. It was one of the companies that had pioneered wireless technology to overcome geographical constraints of near arctic conditions which made cable based telecommunication a difficult and expensive venture. Indeed, strategic planning is at the heart of business strategy. Bateman and Snell (2009:132) emphasize that planning is ‘the conscious, systematic process of making decisions about goals and activities that an i ndividual, group, work unit or organization will pursue in future’. Nokia had demonstrated its leadership initiative by disinvesting its low prospect business activities and correctly identifying potential in the telecommunication where wireless technology had offered huge scope for business expansion. It was focused on organization’s long term goals and objectives for its success and growth. It explicitly emphasized the unique activities and approaches of Nokia leadership for delivering its strategic goals and objectives. Kotler & Keller (2007) have stressed the need to be innovative and service oriented. Nokia was able to align its strategic action

Engineering Disasters Assignment Example | Topics and Well Written Essays - 2750 words

Engineering Disasters - Assignment Example Investigations unearthed this with a number of recommendations being made to the FAA and the ATA. The disaster led to establishment of measures and guidelines to improve safety of aircrafts and passengers. The disaster had a great impact on material engineering with a resounding need to ensure proper composition and quality of products so as to ensure safety of the users. Table of Contents Table of Contents 3 Introduction 4 1.Background information 5 2.Investigation: 6 2.1.The NTSB Team 6 2.2.The public hearing 6 2.3.The Process 7 3.Findings and recommendations 7 3.1.Findings of the commission 7 3.2.Probable cause of the accident 8 3.3.Future precautions recommended 9 3.3.1.To the federal Aviation Administration 9 3.3.2.Air Transport Association 10 3.3.3.Other recommendations of the commission 10 4.Impact on Engineering Practice 11 4.1.Regulations or laws instituted 11 4.2.Areas of Engineering impacted 12 Works Cited 15 Introduction Disasters have continued to take place throughout h istory. Many of these are natural however, some are human made. Disasters may or may not be avoided depending on the situation at hand. Most natural disasters cannot be avoided and happen as a result of natural forces operating within the environment (Stoltman, Lidstone and DeChano 25). Such is the case with floods, hurricanes and droughts. It is not possible to control natural disasters or to prevent them from happening as they cannot be predicted. They happen when the conditions are fit for them to happen with little or no warning. The resulting effect is a devastating effect on humans and the environment as a whole. Manmade disasters on the other hand are caused by the activities of the human population on the environment. Each and every activity in the environment has the potential of creating a disaster. The magnitude may be different. Many of the world’s renowned disasters are engineering disasters which has affected millions of people or sections of the world (Alexande r 40). They happen because of faults or errors that happen during engineering processes which may have not been seen during the process. They are also made worse by the ignorance of some of the engineers and also because of the assumptions that are usually made assuming that the situation will correct itself with time. The result has been loss of lives, property, finances, waste of efforts, and damage to the environment (Tierney, Lindell and Perry 23). This paper analyses the flight 232 disaster in American aviation history. 1. Background information Flight 232 disaster is one of the most discussed disasters in the world due to the nature of the incidence and how the crew members handled the incidence to prevent the loss of lives. The flight 232 Airline was a flight headed to Philadelphia international airport. The flight was to pass through Denver, Colorado and then O’Hare International airport before moving to its final destination (Kilroy). The plane is recorded to have cr ashed while on route to its destination as a result of the failure of its tail mounted engine. This failure resulted in the loss of the all flight controls disconnecting the flight from any control tower. The plane had to thus make an emergency landing that resulted in the crash. The plane was carrying 285 people on board. There were 11 crew members, 172 people were injured, and 111 had fatal injuries that resulted in death, while a

Week 4 A 2 Case Study Example | Topics and Well Written Essays - 250 words

Week 4 A 2 - Case Study Example This will also help her to make decision on whether to develop a system which she will use for training or offer training manually. The most important aspect of system development is its implementation. This will require approval from management and users of the system. The system should meet needs of the users and also be cost effective. To ensure this is achieved, Susan should assess its efficiency using rate of return, payback period, or net present value methods. Payback period refer to duration which revenue gained from a project will cover the expenditure incurred for its implementation. It is a simple method to use before decision making. However, this method ignores time value of money. Rate of return method is also useful to calculate the total amount of revenue generated from a project. It is useful when comparing more than one project and is also easy to use. However, it ignores projects with low returns at the initial stages but yielding high returns in the future. It also fails to take into consideration time value of money. Finally, she may decide to use net present value method, whereby she will consider the future returns of a project and value them at present time. This method takes into consideration the entire project lifecycle. However, it difficult to calculate since it requires people with professional accounting

Posner Terms 2 Assignment Example | Topics and Well Written Essays - 2250 words

Posner Terms 2 - Assignment Example The administrations also ignore the positive effects of societal goals on students such as reverence for associates, recognition of US position in international economy, international harmony and peace and US nationals’ right of safety. The inclusion of societal goals in curriculum is not an easy task. 2. Administrative Goal Posner (1995) defines administrative goals of educational institutions in terms of supervision and development of the institutions (p. 73). The administrative goals comprise teachers’ appointments, salaries and educational continuation, support required by staff, recognition and promotion of influential leaders, the development and supervision of particular curriculum, protection of staff and students and turnout of students. Educational institution’s building preservation, transport management, resourcing and overhauling planning and supervision and standardizing rules and regulations for students. As a student, I have noticed that administr ative goals are handled at school level and school administrators are involved in their development, regulation and improvement. 3. Bloom's Taxonomy and its Applicability to Writing Objectives ‘Cognitive, affective and psychomotor’ domains are part of Bloom’s taxonomy. ... As a student, I feel that cognitive activities are uncomplicated as compared to affective or psychomotor activities. Cognitive domain incorporates learning, understanding, implementation, evaluation and combination, all of which indicate that it is applicable to writing objectives. For writing, all the mentioned aspects are required. 4. Cognitive Domain Cognitive domain as described by Bloom deals with our thought patterns. Initially, brain was regarded as a mind muscle only but currently, it is an organ that makes a human being capable to use Bloom’s domains that are cognitive, affective and psychomotor domains (Anderson, et al, 2000). Cognitive domain can also be called intellectual domain. Our skills of causation, recollection and cogence of information are investigated by cognitive psychologists. These skills make us dissimilar to animals. We are able to understand and eulogize music, literature and art because of cognitive domain. Our thoughts, rationalizing and comprehen sion, all are permitted because of cognitive domain. In our studies, we have to use cognitive domain in order to comprehend, evaluate and reason to acquire knowledge. Any kind of study is impossible without incorporation of cognitive domain. 5. Purpose of Standards Posner (1995) describes the standards as defined specifics, capabilities and procedures that students are anticipated to acquire (p. 93). Sometimes, secondary educational institutions adopt and apply ‘behavioral objectives’ that appear as standards. These standards are quantifiable. The student performance can be judged as an indication of a continued knowledge acquisition procedure with the support of these standards. Standards define a

Write Like a Modernist Essay Example for Free

Write Like a Modernist Essay Over the course of the next several days, you will complete a writing assignment. In the assignment, you will demonstrate your understanding of the tenets of modernist literature by rewriting a Romantic poem in a way that incorporates typically modernist qualities in terms of language, style, literary elements, and themes. The assignment is broken down into four parts. Part 1: Choose a Romantic Poem Romantic literature champions the beauty of the world and the inherent goodness of human beings, and Romantic verse is highly structured and deeply traditional. Modernism frequently defines itself as a reaction against and a rejection of romanticism. Modernist poets viewed Romantic poetry as a remnant of the nineteenth century. Modernists did not think that writing as the Romantics did in the 1800s could effectively capture their twentieth-century world or their experiences in that world. Begin this assignment by choosing a Romantic poem from the nineteenth century that you intend to rewrite in a way that incorporates typically modernist qualities. You can find numerous examples of nineteenth-century Romantic poetry on pages 83–112 of your Journeys anthology. For example, William Wordsworth’s â€Å"I Wandered Lonely as a Cloud,† which appears on pages 90–91 of your anthology, is a well-known Romantic poem. Note: You may not use this poem in your answer. Part 2: Briefly Explain the Romantic Poem You Chose In a single paragraph, describe the Romantic poem that you selected. Focus on the language, style, literary elements, and themes of the work. This step of the process is important because these are the aspects of the work that your modernist rewrite of it will change. Here, as an example, is a brief explanation of Wordsworth’s â€Å"I Wandered Lonely as a Cloud†: Most of Wordsworth’s poem describes how a â€Å"crowd† of daffodils near a lake looked as they fluttered in the breeze. This poem uses formal language, has a fixed rhyme scheme, and employs an even meter. The speaker is very closely linked to the poet, and neither the voice nor the perspective in the piece ever shifts. The work contains a number of similes—one compares the speaker to a lonely cloud, another compares the daffodils to stars—and the flowers are personified to make the descriptions of them more vivid. Thematically speaking, the poem is about how, even long after having seen the flowers, the speaker feels comforted and happy whenever he thinks of their beauty. Part 3: Do a Modernist Rewrite of the Romantic Poem You Chose Begin your rewrite. To do so, imagine yourself as a poet in the early twentieth century, and imagine your rewrite as an attempt to update the outdated elements of the nineteenth-century work you selected. Remember that modernist poems †¢ Capture the cynicism and disappointment many people felt toward outdated nineteenth-century ideas †¢ Focus on the complexities of modern life †¢ Highlight the alienation of the individual in the modern world †¢ Break with past literary traditions and styles †¢ Employ references to diverse cultures, belief systems, and histories †¢ Use experimental language and techniques, such as drawing a distinct line between the poet and the speaker and writing from multiple perspectives and in different voices Your rewrite must incorporate at least three of the six listed characteristics of modernism. Here is an example of a modernist rewrite of the first stanza of Wordsworth’s â€Å"I Wandered Lonely as a Cloud†: Part 4: Briefly Explain Your Modernist Rewrite In a response of at least two paragraphs, provide an explanation of the steps you took to rewrite the Romantic poem you selected. Your explanation should point out at least three typically modernist qualities in your work with regard to elements such as language, style, literary elements, and themes. Here, as an example, is a brief explanation of the modernist rewrite of the first stanza of Wordsworth’s â€Å"I Wandered Lonely as a Cloud†: In the first stanza of my rewrite, I tried to drastically change the mood of the poem. I did so by first changing the opening simile, linking the speaker (who is most certainly distinct from myself as the poet) to a World War I flying ace looking down on an empty town devastated by war. This image not only calls to mind the destruction that people in the early twentieth century witnessed, but also the loneliness felt by the individual when witnessing such devastation. I introduced ambiguity by not identifying the nationality of the pilot to whom the speaker compares himself: He may be a man seeing the destruction of his own town, or he may be one of the men who brought destruction on the town during battle. Then I decided to change the daffodils—a symbol of the beauty of the natural world in Wordsworth’s poem—to a crumbling building on an abandoned and ugly street. I thought these images helped convey a sense of loss. I used the word crumblecracking—an invented term—to call to mind how the broken bricks of the building look. This type of experimentation with language is typical of modernist poetry. Finally, I used the word forsaken not only because it suggests abandonment, but also because it calls to mind the last words of Jesus on the cross. This allusion then quickly blends into the reference to a mythological figure, Tefnut, the Egyptian goddess of rain and fertility. This allusion hints at the possibility of remaking a new world out of the fragments of the old, yet the â€Å"sagging† hospital attests to how hard such a restoration would be. Thematically, I was trying to depict the loneliness and the alienation of the speaker in this decrepi t world.

Individual Learner Differences In Second Language Acquisition Education Essay

Individual Learner Differences In Second Language Acquisition Education Essay 1. Introduction The fact that competency levels attained by second language learners fluctuate so greatly (Lightbown and Spada, 2006: 53), raises an intriguing question with regards to second language acquisition (SLA), why are some individuals better at acquiring language than others? A major reason for this variation in L2 proficiency levels is commonly attributed to individual learner differences (ILDs), (DÃ ¶rnyei, 2005: 2). This essay sets out to explain the important role that ILDs play in SLA, through an in-depth discussion on the contribution made by L2 motivation. Three influential theories offering different perspectives on L2 motivation: the Socio-educational model, self-determination theory and the Process model will be discussed in detail. I will also look at the theoretical shifts currently taking place in L2 motivation research, before concluding with a discussion on the strategies that teachers can use to instil and nurture motivation in their students. 2. Role of ILDs in SLA Individual differences are unique learning characteristics which are present in all learners to varying degrees. They can help to distinguish learning needs and identify the extent to which learners will succeed in acquiring a second language (Lightbown and Spada, 2006). These differences are social, cognitive and affective in nature, and include aptitude, motivation, age, personality, learning strategies, learning styles and anxiety (for detailed reviews, see for example, Naiman et al 1995; Skehan 1989; DÃ ¶rnyei 2005). Their relevance to language achievement has made ILDs, a focus of considerable attention in SLA research (DÃ ¶rnyei, 2005). Developments in research, especially in relation to aptitude and motivation, has seen a shift from a product-orientated approach to a more process-orientated stance (ibid: 6). Recent studies have highlighted the importance of the temporal nature and situational context of learner characteristics (DÃ ¶rnyei, 2009). Current arguments however, have suggested that rather than being monolithic variables, ILDs are complex attributes consisting of a combination of sub-components and sub-processes (ibid). All ILDs are implicated in language learning, however they do not function in isolation and some even have elements in common (Gardner, 2008). A look at some of the influential theories which have emerged from research on L2 motivation over the last fifty years will help to explain the complex role that ILDs can play in the language learning process. 3. L2 Motivation Motivation is a learners orientation towards learning goals (Gardner, 1985), and is regarded by many as the most influential ILD in the language learning process (Ellis, 1985). Therefore its relevance to the classroom environment becomes evident, and to know what drives this motivation is of great pedagogic interest. Many of the learner characteristics involved in the SLA process are dependent on, and in some cases completely overridden by motivation (Gardner, 2006). A learner with a natural aptitude for learning languages, for example, may find it difficult to attain long-term language goals without the necessary motivation (ibid). On the other hand, high levels of motivation may lead to successful learning, even where little aptitude exists for language (ibid). Theories looking to explain the role of motivation in language learning have evolved through four main stages. DÃ ¶rnyei (2005) categorises these as: the Social Psychological period (1959-1990); the Cognitive-Situated period (1990s); the Process-orientated stage (late 1990s); and finally a period (last decade) consisting of new approaches that have focused on a learners sense of self-identity. Table 1 summarises the main L2 motivation theories and concepts. 3.1. The Social Psychological approach to L2 motivation Interest in L2 motivation was initiated by social psychologists Wallace Lambert, Robert Gardner and associates as early as 1959, looking to understand the language and cultural Approach to motivation Examples Social-psychological Socio-educational model, (Gardner, 1985). Key concepts: Integrative motivation, Integrativeness, integrative orientation. Theory of Linguistic self-confidence, (Clement, 1986). Key concepts: Self-confidence a self-belief of having the ability to manage the learning process. Cognitive Situated Self-determination theory, (Brown, 1994; Noels et al., 2000). Key concepts: intrinsic/extrinsic motivation, amotivation. Attribution theory, (Weiner, 1992). Key concepts: attributing past success or failure to current actions. Goal setting theory, (Oxford and Shearin, 1994). Key concepts: Cognitive perception of goals as a motivating factor. Goal orientation theory, (Ames, 1992). Key concepts: Goal mastery andperformance orientations. Motivation and learner strategy use, (Oxford and Nyikos; 1989, Macintyre et al., 1996). Key concepts: Motivation as a key factor in stimulating strategy use. Task Motivation, (Julkunen, 2001; Dornyei, 2003). Key concepts: task execution, appraisal, action control. Mixed approach i. Willingness to communicate, (Macintyre et al., 1998, 2003). Key concepts: Willingness to communicate as a key factor for achieving communicative competency. Process-orientated Process model, (Dornyei and Otto, 1998; Dornyei, 2001b). Key concepts: temporal nature of motivation, which includes a preactional/actional/postactional stage. Current and future L2 motivational self system, (Dornyei, 2005). Key concepts: ideal L2 self, ought-to L2 self. Complex dynamic systems, (Larsen-Freeman, 2007). Key concepts: integrating different theoretical perspectives. Table 1. Some of the different approaches used in L2 motivation research conflicts between English and French speaking communities in Canada. Their research adopted a socio-psychological approach, based on the central idea that a learners success in acquiring a second language is dictated by an attitude towards the target language community (Gardner, 1985). Their research on students learning French showed that aptitude and motivation are closely associated with achievement in language learning (ibid). They concluded that motivation is characterised by an individuals willingness to be like members of the target community (ibid). A model based on a socio-psychological approach that has been very influential in L2 motivation research is Gardners socio-educational model (see for example, Gardner and Lambert, 1972; Gardner, 1985; Gardner and MacIntyre, 1991). The most recent version of this model is shown in figure 1. LANGUAGE ACHIEVMENT Other Factors (for example, Learning strategies, language ANXIETY (Gardner, 2001)) Other Support LANGUAGE APTITUDE INTEGRATIVE MOTIVATION INTEGRATIVENESS MOTIVATION ATTITUDE TOWARDS THE LEARNING SIITUATION Figure 1. A basic model of the role of motivation in SLA (adapted from Gardner (2001b)). The most elaborate and researched aspect of Gardners model is integrative motivation, which he defines as the motivation to learn a L2 because of a positive attitude towards, and a desire to integrate with that community (Gardner, 2001b). The three variables that constitute integrative motivation are (ibid): Integrativeness this represents a desire to learn a second language to identify with the target community, and is reflected in a learners behaviour through the following: An integrative orientation, representing the reason for learning, which in this case is an interest in learning an L2 to interact with the target community. A positive attitude towards the target language group. An interest in foreign languages or a general openness to all language groups. Attitudes towards the learning situation (ATLS) this refers to attitudes towards the language teacher, the course in general, the course materials and other factors related to the learning context. Motivation this is a learners goal driven behaviour. A motivated learner: makes a concerted effort to learn a language, for example by doing extra work and seeking more learning opportunities, displays a strong desire to learn a language and is focused on achieving the goal, enjoys learning and has an overall positive attitude towards the learning process. An integratively motivated learner is therefore: motivated to learn a second language, keen to interact and be associated with the target community, and has a positive outlook on the learning situation. To sustain consistent levels of motivation, integrativeness and/or a positive ATLS are essential characteristics, however, it is the motivation element of the Integrative Motivation complex that is the active variable and which directly influences Language Achievement (Gardner, 2001b: 6). Therefore, a learner who has a high level of integrativeness and/or a positive attitude towards learning, but is low in motivation is unlikely to achieve high levels of proficiency. The affect of instrumental factors on L2 motivation was not included in Gardners core theory, but he suggests that they could be one of the other supports affecting motivation (Gardner, 2001a: 7). Based on this, it is possible to substitute integrativeness with instrumentality in the representation of the model in figure 1, to give what Gardner calls Instrumental Motivation (ibid). This is a motivation to learn a L2 for instrumental gains, such as better employment or education. An instrumentally motivated learner has specific communicative needs, which provide a purpose for learning and an impetus for successful language acquisition (Gardner and Lambert, 1972). Gardners model makes little reference to other attributes, for example, personal aspirations and past experiences, which could affect an integratively motivated learner. However, empirical research in different contexts is continuously bringing to light the possibility of including more factors in the general L2 motivational construct. To check Gardners model for adaptability, Tremblay and Gardner (1995) integrated other measurements of motivation, such as anxiety and goal-setting strategies. Empirical testing of the extended model showed that addition of the extra variables did not affect the structure of the original model (ibid). Research on motivation in different context has led some applied linguists to suggest the notion of the language community associated with integrative motivation is untenable for international learners of English (Ushioda and DÃ ¶rnyei, 2009). In a multi-lingual society like China, for example, few opportunities exist for interacting with native English communities. In such a context, instrumental motivation or external factors (for example, exams and employment) are more prevalent among learners than a desire for integrating with native speakers of English (Warden and Lin, 2008). For this reason, other researchers have suggested that the integrative construct should at least be re-examined by including the global L2 learning context and the multi-dimensionality of a learners identity. DÃ ¶rnyei and Csizer, (2002) suggested that rather than identifying with an external language community, the integrative concept could be more accurately linked to a learners internal process of identification with a self-concept. DÃ ¶rnyeis (2005) motivational self-system which developed from this idea is discussed in section 3.4. 3.2. Self-Determination Theory and SLA Influenced by advances in motivational psychology, and a need to understand the classroom-situated nature of motivation, L2 research moved on from a socio-psychological approach, to look at affects of classroom-situated factors on motivation. Self-determination theory (SDT) is a highly influential approach in motivational psychology, and several studies have attempted to incorporate some of its components to explain L2 motivation (for example, Brown, 1994; Noels et al., 2000). According to this theory there are three types of learner motivations: intrinsic motivation, extrinsic motivation, and amotivation (Deci and Ryan, 2002). These motivations form a continuum depending on the degree of learner self-determination, where self-determination is as an individuals sense of choice and control over the learning process (ibid). Intrinsic Motivation (IM) refers to an individuals motivation to undertake an activity, purely for personal feelings of pleasure and enjoyment associated with that activity, and is driven by a desire for competence and self-determination (Noel et al., 2000). Intrinsically motivated students are considered more likely to achieve autonomy, competence and fulfil long-term language goals (Ramage, 1990). Extrinsic motivation (EM), on the other hand, relates to actions carried out for: instrumental gains, in search for reward or to avoid punishment (Noels et al., 2000). This motivation can vary in degree depending on the extent to which the activity is controlled by the learner or other variables (Deci and Ryan, 2002). Vallerand et al., (1993) have suggested six subtypes of IM and EM which lie on a continuum of self-determination (see table 2). Noels (2001) suggests that L2 learner motivation can be assessed using the intrinsic and extrinsic constructs. These motivations however, do not necessarily have to be exclusive, for example, a learner whose behaviour is consistent with identified regulation may also exhibit some of the adjacent motivations on the continuum (ibid). Self-Determination Type of Motivation Description HIGH Zero Intrinsic Motivation to know Performing an activity for the pleasure associated with learning or exploring new knowledge. E.g., when reading a new book. Intrinsic Motivation to accomplish Performing an activity for the pleasure associated with accomplishing or creating something. E.g., a student doing more homework than is required. Intrinsic Motivation to experience stimulation Performing an activity for the stimulated sensations (e.g. pleasure and excitement) associated with engagement with the activity. E.g., a student who goes to class for the pleasure of participating in discussions. Extrinsic Motivation Identified Regulation Extrinsic motivation is internalised to the extent that learner behaviour is regulated by a sense of value and usefulness of the activity to the self. E.g., a student who studies the night before an exam because they think it is important to them. Extrinsic Motivation Introjected Regulation Learner behaviour is regulated by internalisation of past external means. E.g., studying the night before an exam because it is expected of a good student. Extrinsic Motivation External Regulation Learner behaviour is regulated completely by external means (rewards or constraints) showing the least self-determined form of extrinsic motivation. E.g., Studying the night before an exam because of pressure from parents. Amotivation A lack of extrinsic and intrinsic motivation. A learner feels their behaviour is regulated by factors out of their control, and may eventually drop out of the learning process. Table 2. Language Learning Orientation Scale: Intrinsic Motivation, Extrinsic Motivation and Amotivation (adapted from Vallerand et al., (1993)). Intrinsic motivation is characterised by a strong sense of self-determination, and is closely associated with integrative motivation (Noels, 2001). This suggests that students learning a language for pleasure may also be seeking interaction with the L2 community. Intrinsic motivation however, is identified more with attitudes towards learning, than the target community (ibid: 54). The social environment (for example, the teacher, family members and the L2 community) has considerable influence on a students perception of self-determination. A teacher plays a significant role in this regard, and can promote intrinsic motivation by encouraging learner autonomy and providing positive feedback (Noels, 2000: 55). Similarly, students learning for intrinsic reasons are more sensitive to the teachers instructional style (ibid). In contrast, the less self-determined external regulation component of extrinsic motivation is linked to instrumental behaviour (Noels, 2001: 53). A limitation of extrinsic behaviour is that it can have short-term characteristics. A study carried out by Ramage (1990) showed that students who learnt a language for academic reasons are more likely to discontinue future language classes. Extrinsic course pressures, for example, compulsory reading, can also negatively affect a learners intrinsic interests (DÃ ¶rnyei, 1994a). 3.3. A Process-orientated approach to motivation DÃ ¶rnyei and Ottos (1998) process model of motivation integrates various theoretical perspectives of L2 motivation, and draws attention to the temporal nature of motivation in classroom learning. The model is influenced by Heckhausen and Kuhls Action control theory, which proposes two sequential phases of motivational behaviour: an individuals motivation to form an attention, and a motivation to initiate and sustain the intended action (Heckhausen, 1991). DÃ ¶rnyei and Ottos model breaks down the motivational process into three temporal phases. The first relates to the transformation of initial desires to goals, and then intentions. The next sees these intentions being enacted, leading to the successful/unsuccessful accomplishment of goals, and the final phase is an overall evaluation of the learning process (see figure 2). Preactional Stage (Choice Motivation) Motivational Functions: generate motivation to select a goal; form an intention to act; select an action plan to enact the intention. Possible factors influencing motivation: goal properties; attitude towards the learning process; attitude towards the target community; perception of self-ability; social environmental encouragement or discouragement. Actional Stage (Executive Motivation) Motivational Functions: carry out sub-tasks to maintain motivation; ongoing appraisal of achievement; action control (self-regulation to help persevere with learning). Possible factors influencing motivation: quality of the learning experience; degree of autonomy; teacher, learner group and family influence/support; classroom structure (competitive or co-operative); knowledge and ability to use self-motivating, goal-setting and learning strategies. Postactional Stage (Motivational Retrospection) Motivational Functions: attribute reasons to success or failure; elaborate internal standards and action-specific strategies; dismiss original intention and further planning. Possible factors influencing motivation: personal attribution style; self-confidence; feedback. Figure 2. Process model of L2 learning motivation (adapted from Dornyei, (2003: 19)). An important assertion made by the process-orientated model is that motivational behaviour is influenced by different factors. Consequently, different theories of motivation can be associated with each phase (DÃ ¶rnyei, 2003: 18). Integrativeness, for example, may be the motivational influence on goal setting in the preactional stage. In the executive phase, situated aspects of motivation play a greater role, mechanisms of the task processing system are more relevant here (DÃ ¶rnyei, 2003). The retrospective links that learners make between the original goal and actual achievement in the post-actional stage are likely to be attributed to past learning experiences, a motivational behaviour addressed by Weiner (1992) in the attribution theory. Two aspects that the model overlooks are: the possibility of several actional processes running concurrently, or an actional process with multiple motivational influences (DÃ ¶rnyei, 2003). This is likely in a school setting, where students often have multiple goals (for example, social and academic) and overlapping motivational influences (for example, task, course or curriculum related) (ibid). The model assumes that the actional processes have defined boundaries, however in an educational context it may be difficult to identify where one actional process starts and the next begins. 3.4. Present and future: The motivational self-system and a Dynamic systems approach. Since the socio-psychological period of motivation research, the global reality of English has changed immensely. The rapid globalisation of English has challenged the validity of many SLA theories (Kachru, 1988), because these theories fail to consider the context of the world Englishes learner (Sridhar and Sridhar, 1992). With limited or no contact opportunities with the native target community, the notion of a self-concept (referring to an individuals images and cognitions of the self) suggested by DÃ ¶rnyei and Csizer (2002), is possibly a more relevant motivational feature in many EFL contexts. DÃ ¶rnyei developed this idea further, in his L2 motivational self-system, which equated integrativeness with an ideal L2 self (DÃ ¶rnyei, 2005; 2010). The main components of this system are: (DÃ ¶rnyei, 2010) Ideal L2 Self a L2-specific image of the attributes that one would like to possess. For example, hopes, desires, aspirations. Ought-to L2 Self a self-guide which refers to those attributes one thinks one ought to possess to meet expectations and avoid negative outcomes. L2 Learning Experience this refers to the executive motives (similar to those identified in the Process model) associated with the immediate learning environment and experience. For example, impact of the teacher, other learners, the course, the experience of success. The hypothesis behind the self-system is that a learners desire to become a person proficient in the L2, serves as a powerful motivating force to learn a language (Ushioda and DÃ ¶rnyei, 2009: 3-4). A recent study in the Japanese context showed that this desire represented by the ideal L2 self is equivalent to the concept of integrativeness in Gardners socio-educational model, but the ideal L2 self is probably more accurate in explaining motivated behaviour (Ryan, 2009) DÃ ¶rnyeis idea of placing the self at the centre of the conceptual role of motivation offers a new perspective, however it overlooks the process-orientated, and contextually dynamic nature of motivation. Justifying this complex nature of L2 motivation, can only be possible by integrating more than one approach (Macintyre et al., 2010). A possibility of combining different perspectives of motivation is suggested by Ushioda (2009) with her person-in-context, relational view of emergent motivation. She suggests that integrating relevant theoretical frameworks to support future analysis of the complex nature of interactional processes and contextual factors in motivational behaviour can help to provide a better understanding of how L2 motivation is shaped (ibid). A similar possibility is offered by the theoretical paradigms of dynamic systems theory (for a detailed review, see Larsen-Freeman and Cameron, 2008). This theory involves a study of systems, where the system is analysed as a whole rather than as its individual parts (ibid). Learner variation is seen as the result of a complex system of relevant factors working in unison, rather than as a result of differences in individual determinants (for example, aptitude or motivation) (DÃ ¶rnyei, 2009). As an example of an application of a dynamic systems approach to L2 learning, DÃ ¶rnyei suggests the possibility of identifying an optimal combination of motivational, cognitive and affective factors with regard to task behaviour, that function as an integrated unit (for a detailed review see, ibid). 4. The practical value of theory motivational strategies for the classroom Chomsky (1988) emphasises the vital role played by teachers in learner motivation by suggesting that ninety nine per cent of teaching involves getting students interested in learning. A language teachers motivational practice is also linked directly to increased levels of learner motivation (Guilloteaux and DÃ ¶rnyei, 2008). Therefore, the need to use appropriate strategies to manage classroom motivation is extremely relevant to L2 practitioners. Motivational strategies are techniques used by a teacher to manage learner motivation, or used by individual learners to regulate their own motivation levels (Guilloteaux and DÃ ¶rnyei, 2008). Although, several motivation strategies have been proposed in L2 literature (for example, Williams and Burden, 1997; DÃ ¶rnyei, 2001a; Alison and Halliwell, 2002), very few are supported by empirical evidence. Self-motivating strategies for learners are an even less researched area of L2 motivation (DÃ ¶rnyei, 2006). An example of an elaborate, theory-based framework which looks at motivational strategies from both a teacher and leaner perspective is proposed by DÃ ¶rnyei (2001a). This model consists of four phases (ibid): Creating the basic motivational condition, by establishing a good student-teacher relationship, a relaxed learning atmosphere and a cohesive learner group. Generating initial motivation by: Strengthening language related values and attitudes (intrinsic, integrative or instrumental values). Increasing the expectancy of success. Increasing goal-orientedness, for example, by making learners aware of the practical (non-syllabus related) reasons or value of doing an activity. Making teaching materials relevant. Creating realistic learner beliefs. Many new learners have inaccurate beliefs about language learning, a realisation of their falseness can have a demotivating influence. Maintaining and protecting motivation, to keep sight of goals, and maintain interest and concentration. The most relevant strategies in this phase include: Making the learning process stimulating and interesting. Presenting tasks in a motivating manner, making them stimulating and relevant. Setting specific learner goals. Preserving the learners self-esteem and promoting their self-confidence. Creating learner autonomy. Promoting self-motivating learner strategies in order to: Preserve the original goal commitment, for example, by encouraging learners to remember favourable expectations or positive rewards. Maintain concentration, for example, by encouraging learners to: identify and manage distractions; and focus on the first steps to take when beginning an activity. Eliminate boredom and add extra interest in a task, for example, by showing learners how to add a twist to a task and using their imagination to make it more stimulating. Manage disruptive emotions and generate a positive emotional state, for example, by getting students to self-encourage and introducing them to relaxation techniques. Remove negative and utilise positive environmental influences, for example, by encouraging students to remove distractions and asking for peer help. Encouraging positive retrospective self-evaluation, by : Promoting positive learner attributions (an idea supported by the Attribution theory, Weiner, 1992) Providing motivational feedback, that is informative and encouraging. This can help to increase learner satisfaction and self-confidence, and encourages constructive self-reflection on weaknesses. Using rewards and grades cautiously, as they can distract the learner from the real purpose of the task (DÃ ¶rnyei, 2006:730). When they are used, they should be offered in a motivational manner. The most motivating of teachers are considered to be those who rely on a few simple and carefully selected techniques (DÃ ¶rnyei, 2006: 730-731). Therefore, achieving optimal levels of learner motivation are more likely if motivational strategies are matched by a teacher selectively, to learners specific needs. 5. Conclusion This essay discussed the significant role that motivation, as an example of an ILD variable, plays in the long and arduous task of second language acquisition. I presented three influential theories that have approached L2 motivation from different perspectives, and looked at some of the current trends in motivational research. A look at some possible motivational strategies demonstrated how theoretical concepts can be applied to improve the quality of classroom learning. The motivational characteristics of the L2 learner highlight the complex but influential role played by ILDs in SLA. Many of the variables involved in L2 motivation have a degree of overlap, and interact both with each other and other ILDs (Gardner, 2008). In order to understand the true nature of these webs of interactions and their affect on L2 achievement, the possibilities offered by a dynamic systems approach is probably the best way forward.

Ethical Issues Of The Three Gorges Dam

Ethical Issues Of The Three Gorges Dam The role of an engineer in modern day society to respond to the needs of the general public by applying science and modern day engineering methods to follow a certain set of guidelines or specifications to deliver the customer needs. Most importantly, that the device, plan or creation should work up to guidelines and function without fail, and reach its level of performance. Hence, the engineer must work hard to design in such a way to avoid failure which could result in damage to people and to the environment, loss of property, injury or even death, thats sometimes how dangerous engineering can be if safety precautions are taken and abided by to maintain the wellbeing of you and your fellow species. With every project taken upon by an engineer, they will learn more and more from past mistakes, every day so that they will come up with better designs which are more economical and beneficial in the long run. All engineers must accept their jobs involve a wider responsibility than simpl y application of their skills. Engineers must act in an ethical and morally responsible way if they are to be treated as professionals. All engineers should uphold normal standards of honesty and integrity. They should not use their skills and abilities to act in a dishonest or selfish way or in a way that will harm others. Confidentiality should also be respected by the engineer irrespective whether to a formal confidentiality agreement has been signed or not with the client. The code relates to the behaviour of the decisions made by professional engineers, it is their responsibility to point out flaws or errors to their fellow work mates and bosses to ensure projects are finished to the top possible standard. There will be situations when people have different views and objectives, so you are likely to be faced with an ethical dilemma. It is up to you as an engineer and a person to solve the problem and try to understand the other peoples views and come out with the correct solution. Most cases will be minor ethical dilemmas and can be solved without too much difficulty. Three Gorges Dam The three gorges dam and all the surrounding infrastructure is the largest civil engineering projects ever undertaken in history, but because of the ethics of the build , the project was under continuous scrutiny and controversy, due to the monumental economic, social and environmental impacts. In 2007 there was report released into the growing threats from landslides and flooding, on top of that the social and political unrest and discontent from having to move millions of people from where they were born and grew up. The project is so controversial that even some Chinese officials are beginning to be very frank on their opinions of the project. To be able to judge the significant cost and benefits on the projects cannot just get a price tag but if something went wrong it would cause never before unheard of chaos in that region and in china in general. The Project The project itself stretches across the 3rd largest river in the world by 2km the Yangtze river. The name of the dam three gorges comes from the massive canyons that are formed by the towering limestone cliffs. The idea of a dam in the Chinese province of hubei in a small town called Sandouping, was first proposed 80yrs ago by Sun Yat-sen, but because of the technology wasnt there 80yrs ago nothing went forward, but then again in the 1950s by chairman Mao Tse Yung proposed that the construction of the project would be speeded up but nothing significant happened till 36yrs later in 1986 when the Chinese government asked a syndicate of Canadian business to finance a feasibility study. In 1992 The Chinese government approved the construction of the dam two years later the build began and after 9 years hard work the first electricity was produced. The dam itself is 200m high with a volume of between 39-40 million cubic metres and the reservoir is 600km long with a capacity of 40 billion cubic metres, the dam is set to produce 10% of the electricity usage in china. In early 2008 the installation of the last generators was completed bringing the total capacity to 14,800 MWe in 2010 when the project is set to be completed it will have the capability of producing more than 22,000 MWe eight times more than Hoover dam in Colorado. Hydro Power Hydro power is a water powered phenomena which uses the force or energy of high speed or high energy water to harness its power to generate electricity. Gravity plays a big part in hydro power, as the water falls from a height it turns blades which are specially designed in the dam to catch the flow of the oncoming water which then turn a turbine to generate the power. wuhytypicalplant.gif In the image above, we are shown a typical hydro electricity dam. The dam holds back a large scale amount of water behind its walls, there is usually a reservoir behind the walls so that the water can be few through the gate in whatever quantity they desire. The water is then fed from the height it is at down through the intake pipe trough to the generator to turn the turbine which turns the generators and creates the electricity and then the electricity is directly fed to peoples homes and factories for use. The water then continues on down the river as it was before after generating green energy. It is a big advantage to use hydropower rather than coal. The three gorges dam is replacing a coal fired station which would consume 50 million tonnes of coal a year which is equivalent to what is now being produced by the dam. This reduces annual carbon dioxide emissions by 150 million tonnes a year. This is a great environmental achievement. Environmental effects The constructions of large scale hydroelectric dams often have a detrimental effect on the environment. The Three Gorges Dam is no exception. The three Gorges Dam areas is a very diverse region with many different animal and plant species some of whom are only found in this part of the world. The dam and the large reservoir it created behind it have had a damaging impact on the local environment. With the creation of the dam the probability of earthquakes in the area has increased due to the extra stress the weight of water puts on the two major fault lines in the region the Jiuwanxi and the Zigui-Badong. In the seven months after September 2006, there were 822 tremors recorded after the water level was raised. So far none have been strong enough to cause any significant damage. The local wildlife has suffered greatly due to the dam including many endangered species such as the Giant Panda, Baili Dolphin (Chinese River Dolphin) and the Chinese Tiger. In total there are 47 endangered species in the Three Gorges Dam area. With the flooding of the land behind the dam the wildlife is being forced to higher ground. This higher ground are being turned into small islands forcing the animals to compete for whatever little food there is on these small islands. Freshwater fish are affected most by the dam due to the fact that they cannot cross the dam therefore reducing their habitat and stop them from getting to their spawning grounds upstream. The change of the temperature of the water and the change of the flow regime have had a damaging effect on the fish population. Also with the reduced water flow downstream seawater has started to flow up the river resulting in jellyfish coming into the river and competing for food with the indigenous fish population. The Three Gorges Dam area is home to 20% of Chinas plants, about 6,400 different species of plants. 57% of these plants are endangering. Many of these are used in Chinese medicine. The reservoir created behind the dam is having an effect on the local climate. The reservoir is having a lake effect i.e. when already moist air picks up moisture as it crosses a warm body of water and rains it out when it gets to land. It is also reducing the temperature of the area with the increase in the cloud cover. three_gorges.jpg Social and Economic Impact The three Gorges Dam project has had a severe social effect of the people of the Hubei Provence of China. The dam has flooded 13 cities, 110 towns, 1350 villages and 100,000 acres of the most fertile land in all of China in total an area of 632 km2 was flooded. The farmland lost to the reservoir produced 40% of Chinas grain and 70% of their rice. All this flooding has resulted in more than 1.2 million people having to be relocated. Many priceless archeology and cultural symbols of China have been lost including the Ba civilisation that settled in the Three Gorges Area over 4,000 years ago. Relocation The number of people relocated by the dam varies from 1.2 million to 5 million. Many of them were forcibly evicted from their homes They come, like devils, to knock down our homes, said villager Fu. Why are they so hard on us Most of the people displaced were moved to urban centres around Chongqing with insufficient compensation to buy or build a new home, or were moved into new cities built for the displaced locals in the mountains on steep sloops. The farmers that were relocated and remained farmers were not able to produce enough crops on their new land because it is not fertile enough to survive, those who moved to the cities received no training for industrial job and found it hard to get work. Many of the resettled people feel that their basic human rights have been ignored and have started to speak out against the governments handling of the relocation. Corruption and embezzling accusations are rife, with 46% of the total budget for the project being spent of re-housing and compensating the local authorities have been accused of embezzling fund and not spending enough money on housing resulting in poor workmanship and unsafe construction of the new houses. Economic Benefits The economic benefits of the construction of the dam are huge. The dam will produce as much power as. The dam enables large cargo ships to travel further up the river. Hidden Truth Some recent reports concerning the dam that an increased amount of cracks was discovered in the concrete have been appearing which, is a worrying truth. The first crack was discovered in 1999 and even today there are cracks as large as from the top to the bottom which is 200m, when the waters start to rise to the max. In the largest dam in history, many towns and a lot more cultural treasures will be lost, but a much greater concerns that the dam might fail, unleashing a great mass of water for miles, possibly killing millions of people and causing billions of damage. The cracks in the dam are starting to become between 3 and 4 inches wide and 2m deep. Engineers also fear that the buildings built to relocate the millions of people affected by the project could also be at risk. The buildings where built on unstable ground where landslides are capable of occurring. There have also been fears of possible health hazards from the unrelated waste dumped into rivers every year. Discussion The three gorges dam is one of the worlds biggest gambles, the Chinese government have placed millions of lives on the line and millions of dollars. As well as putting endangered species at risk in their won environment, just because they thought it would save more lives from flood prevention and produce clean energy. Government official in charge, Wang Xiaofeng said during a meeting of Chinese scientists we simply cannot sacrifice the environment in exchange of temporary gain The long term implications of the three gorges dam will not be understood fully until over the next few decades when engineers and scientists recognise the implications, some of which are already appearing. The sheer size and importance of the dam in china is leaving it a prime target for a military strike, which was threatened by the U.S. pentagon in 2004. A blow to the three gorges dam would be catastrophic, it would kill millions of people, destroy homes and towns as a mass wall of water are unleashed out of the reservoir. The Chinese military guard the dam in case of such an attack. The issues faced today are far more than was previously predicted, despite efforts by the engineers and scientists it cannot be guaranteed that landslides can be controlled or when and where they might take place. In my opinion this project was put forward, not only for economic or environmental gain, but for china to be portrayed as a force to be reckoned with and for the three gorges dam to be recognised for its greatness in modern day engineering. The three gorges dam may well be the biggest and best engineering project ever undertaken in this lifetime but it may also get the title for the biggest engineering failure in history thanks to third world work. Conclusion The project deadline is 2010, starting in 1994, the project has spanned over 16 years and is nearly coming to completion. As one of the largest engineering projects in world the three gorges dam undoubtedly has its cost tag, among the most substantial costs were to re locate 1.2 million Chinese natives to the lands whose houses and land were flooded to build the dam. The most important factor of the hydro dam is the reduction of the greenhouse gases as hydroelectricity is a completely green energy, also it has potentially reduced risks of floods. Over the next few decades, the projects aim will become more obvious of the work it is doing for the environment but before these benefits are delivered, the environmental, social and economic costs are beginning to show. Some officials now in china are moving towards new massive projects in water energy, which could be costly and without having learned lessons from the three gorges, while other officials question the substantial human and environmental costs of the project. Chinese official said if a decision was undertaken on undemocratic and unscientific then the laws of nature will mercifully punish us and we will pay even more dearly

John Woo: from Hong Kong to Hollywood, The Killer and Face-Off Essay

John Woo: from Hong Kong to Hollywood, The Killer and Face/Off John Woo and his â€Å"heroic bloodshed† have revolutionized and rejuvenated the action genre, combining melodrama with action to create the male melodrama, in which he explores the codes of masculinity while redefining them. Robert Hanke says that â€Å"explosive pyrotechnics seem to be privileged over plot, narrative or character† (Hanke 41) and yet notes that Jillian Sandell maintains the opinion that Woo does not â€Å"celebrate this violence, but rather uses it to represent a nostalgia for a lost code of honor and chivalry† (Hanke 1999: 45). While characterized by violence, Woo’s films define masculinity within a changing world. He does not set out to make violent films, defending A Better Tomorrow by saying â€Å"It’s not a gangster movie. It’s a film about chivalry, about honor, but set in the modern world. I want to teach the new generation: ‘What is friendship? What is brotherhood? What have we lost? What we have to get back.à ¢â‚¬â„¢Ã¢â‚¬  (Logan 1995: 116), a statement that can be applied to both The Killer (1989) and Face/Off (1997). In The Killer, Jeff and Stanley are nostalgic about the past, saying how things have changed. Loss is a literal theme in both movies, as Jeff tries to regain Sally’s sight and in Face/Off Archer has lost his son and seeks to regain a sense of identity and purpose, and ultimately a son. Woo makes his films to fill this lack that he sees in the modern world. He is influenced by many different films and n...

The Future of P2P Technology and Music Essay -- Napster Internet Music

The Future of P2P Technology and Music Since 1999, the situation around music has been changed drastically. In that year, the novel software â€Å"Napster† was released. With this software, people became able to get any file they want easily, sometimes illegally. Some musicians and people in the entertainment industry have tried to exterminate that P2P â€Å"Peer to Peer† technology. But it looks as if their efforts are in vain. People are going to use P2P technology more and it might as well become the official way to handle music distribution. The music industry should rather take advantage of the technology than keep trying to exterminate it. Originally, Napster was a kind of file sharing software. File sharing software had been developed as database managing software. As the internet has grown so huge all over the world, a distributed database system model has been proposed as the preferring system. The file sharing P2P software has become the celebrated information tool for storage system. But now, rapid growth of broadband and the ability to be anonymous on the internet threaten the entertainment industry’s control of the distribution of such products as movie and music. We can get music or movie files with P2P software through the internet for free. The entertainment industry and many musicians regarded P2P as a big crisis for copyright, so that they sued the company that produced Napster. â€Å"Anger leads Metallica to the Internet,† an article by Karen Schubert in USA TODAY, noticed that heavy-metal band Metallica was suing Napster. And now some people in the music industry are fighting with a distributor of P2P software even in the Supreme Court, and lobbying to outlaw P2P technology. In â€Å"File sharing goes to High Court,† USA ... ...usic with portable players. They could make it is necessary to get something like a password to listen to music with that players, if music distributors were willing to cooperate with audio device industry. Of course some people would solve the password, but normal people wouldn’t if it was not so easy. The future of industry depends on whether the people involved in it can use the new technology in a smart way. It’s up to the music industry to make the right next move. Works Cited Bruno, Antony. â€Å"P2P Is Down, But Piracy Has New Outlets, Study Says.† Billboard, 9 Apr 2005. â€Å"File Sharing Goes to High Court.† USA Today, 30Mar 2005. â€Å"In Praise of P2P.† The Economist,Vol.373, Issue 8404, Special Section, p35. Schubert, Karen. â€Å"Anger Leads Metallica to the Internet.† USA Today,

The Fall of The House of Usher Essay -- Literary Analysis, Edgar Allan

Often times in literature the author will correlate attributes of a character or things happening to a character with physical items or even other people within the story. This provides an indication of how a character is structured and sometimes foreshadows things yet to happen in the story. In the short story â€Å"The Fall of The House of Usher,† the author, Edgar Allan Poe, establishes two distinct parallels between three characters. Roderick is paralleled with both his twin sister, Madeline, and the actual house itself. Determining the similarities between these characters can provide an interesting literary exercise. Roderick and Madeline being twin siblings should provide enough similarities to establish a parallel in itself, but there are other indications. Both Usher siblings suffer from debilitating ailments which Poe alludes to several times throughout the story. An example of this is when Poe states of Roderick, â€Å"an anomalous species of terror I found him a bounden slave† (Poe 235). The author does this again when writing: â€Å"I dread the events of the future, not in themselves, but in their results. I shudder at the thought of any, even the most trivial, incident† (Poe 235). Finally, he writes, â€Å"He was enchained by certain superstitious impressions in regard to the dwelling which he tenanted, and whence, for many years, he had never ventured forth†¦Ã¢â‚¬  (Poe 235). The terms â€Å"bounden slave† and â€Å"enchained† in these passages hint that Roderick is unable to move from his fears and is therefore stuck. Madeline is described as having à ¢â‚¬Å"transient affections of a partially cataleptical character† (Poe 236). This means while suffering from catatonic fits she was physically unable to move, similar in nature to Roderick’s inability to mov... ...the narrator. The use of parallels within literature has long provided readers with a way to delve deeper into the author’s view of a character. Roderick and Madeline Usher were so similar they in fact died at the same time from comparable health problems. The physical house Roderick lived in seemed to take on so many of the exact depressing attributes of its owner that it, too, perished upon his death. â€Å"The Fall of The House of Usher† by Edgar Allan Poe deals predominantly with hopelessness which fills the narrator with despair. Despite this hopelessness and despite the fact that every character the narrator encounters dies at the end of the story, and regardless that during his visit to the Usher House the narrator becomes somewhat depressed himself, one can glean hope that the narrator, and therefore the reader, escapes from an obviously despondent situation.