The Greatest Teacher - Free Essay Example

Sample details Pages: 2 Words: 672 Downloads: 2 Date added: 2019/02/05 Category Education Essay Level High school Tags: Teacher Essay Did you like this example? In August of 1992, I was 10 years old going into the fourth grade. I was held back when I was younger due to my family moving so many times. I would be a fourth grader who attended C.T.Reed Elementary school, in Greenbelt, Maryland. Don’t waste time! Our writers will create an original "The Greatest Teacher" essay for you Create order That entire summer I wished and prayed that I would get my favorite fourth grade teacher and it would be Miss Susan Finch. Miss Finch was a warm,nurturing,beautiful and graceful woman who would encourage every student even if they were not her student or even in a different grade. She was also a teacher who always wore snow white reebok classics everyday. It didnt matter the weather. She loved and cared about any and all students. As always like clockwork, two weeks before school started there was a letter that came in the mail informing parents and guardians of which class and teacher each student would be assigned too for the following year. I harassed my mom everyday until it finally arrived in the mail. I was extremely nervous before my mom opened the letter, because I knew that letter contained the name of my future fourth grade teacher. My mom opened the letter, read it quietly to herself and then loudly she said† drum roll please† . I was staring at her as if I thought she was joking and she blurted out you got Miss Finch! I remember jumping up and down screaming so loud i lost most of my voice. Page 2 The first day of school had arrived and I got up early that morning to make sure my new clothes and shoes I begged my mom to buy me which were snow white reebok classics were laid out and ready for me to wear. I wanted to look my best for my new fourth grade teacher Miss Finch. We lined up,found our home room class and I remember waiting in line for lunch that day and as Miss Finch was doing a student headcount, she walked past me and said â€Å" nice shoes†. That made my day,week, and year. Later that fall I saw Miss Finch after school posting flyers around school for the upcoming spelling bee. I was somewhat of a shy kid who would only show my true personality around my family and cousins when we would see them at birthdays or gatherings. So I asked Miss Finch who could participate in this spelling bee and her reply was any student in the school, would you like to sign up?† I froze up and didnt think and blurted out â€Å"Yes of Course I can†. In the next few weeks that followed I practiced all of my words from my study sheets and random words I would have my mom pick out from my elementary school Scholastic dictionary I bought from the book fair from the year before. Miss Finch would stay after school with me twice a week in her classroom, where she would help me by saying a word sometimes once,twice or even a third if i needed her to then she would also give the definition. She would have the greatest snacks . There would be a different variety of sweet ,salty, and sour snacks when we practiced. Page 3 I had a vivid imagination when I was younger and I thought to myself I get smarter and smarter everytime I would eat her snacks. We practiced every Tuesday and Thursday until the school wide spelling bee. I didn’t win the school wide spelling bee that year, but I did make it to the fifth round out of ten. I was satisfied knowing that I made it that far without passing out or throwing up from my anxiety. I was extremely thankful that Miss Finch took the time to encourage me and teach me patience,kindness, and to believe in myself to overcome my shyness. Even now she is one of my top five favorite teachers who inspired me to try new thing and step outside my box.

Don t Tear It - 1652 Words

Don’t Tear it Due to females’ physiological differences, ACL injuries are more prevalent in females than males. Soccer is one of the most common sports that causes injuries without making contact with another player. According to the Federation Internationale de Futbol Association (FIFA), Soccer is the World’s most popular organized sport with over 200 million males and 21 million females registered in the FIFA (Giza). Soccer has become more popular in females in the last decade and is a great recreational sport to be apart of. In Montana, girls that play soccer are prepared for all weather mentally but not necessarily physically. Many girls every year are sat on the bench from injuries. Anterior Cruciate Ligament (ACL) injuries are the most common injury a young girl can get. Soccer is a game played on a turf or grass field. The ground could change within minutes if it started raining or snowing. This causes it to become slippery making it more of a change for an athlete to injure themselves. When a soccer player kicks the soccer ball they put all body weight on one leg to swing th eir other leg to kick the ball. The continuous stopping, going and turing is a factor that causes most ACL injuries. Soccer is just one of many sports that injuries can occur in and is more likely to happen without contact with another person on the field. Basketball is also a very common sport among males and females. Basketball involves running, jumping, shooting, pivoting and makingShow MoreRelatedDescriptive Essay - Original Writing Essay1288 Words   |  6 Pagesbile and whatever else had lined my stomach. I noticed tears cascade down my cheeks as I heaved and gagged, acid burning my throat and my nose as I clutched my stomach. Falling to my knees, I spat on the ground as I tried to breathe evenly. After my stomach seemed to settle I carried on, stumbling over my own feet. My legs felt like lead, my arms stiff beside me. The backpack in my hand dangling limply, scraping the ground. emptiness didn t fade, not this time. I had spent so long thinking aboutRead MoreSocial Media About Me Being Promiscuous888 Words   |  4 Pagesbecause people don t know your situation but they assume but it s whatever. As I walk to my locker Taylor Chapman and Candice walked up to me. They both looked fidgety and in shock.Candice was wearing glasses and Taylor looked as if she was in tears. They both looked distressed but I didn t want trouble. What do you guys want I said. We want to talk to you about the men, I mean boys in your life Candice said. If your here to criticize me or the so called boys in my life I don t care I veRead MoreMy Memoir Of My Life850 Words   |  4 Pagesknowing we wouldn’t have much more time with him. All the memories that night were worth keeping ahold of. I remember so clearly that as I walked into his hospital room, he saw me, and I got the biggest smile I’ve ever seen from anyone. It brought tears to my eyes. With that smile I saw the dehydration on him. His lips were cracking, dry, and white. His skin was pale. I remember telling him about this duck I had seen earlier that day, with a broken wing, and he kept asking me about it, which I foundRead MoreAnalysis Of The Poem Aimee 1135 Words   |  5 Pagesfound that it wasn t just overcast, it was foggy. Though it was bright, she could only see about 15 feet it either direction. More water dripped down from the immense oak. Aimee. There was a sense of calm over the whole area as she pushed herself into a sitting position on the damp grass. A young woman stood over her, black hair spilling out from a ponytail at the back of her head, bangs in her face and wire-rimmed glasses perched on her nose. Her plain black t-shirt and dark jeansRead MoreMy Speech - Original Writing1315 Words   |  6 PagesMy director said as he tried to gain my attention. I was shooting my one hundredth movie today and I was very bored. Yes John? I asked I need you hear under the moonlight, He said I can t do this right now, my head was throbbing. Sorry, I can t I need to go home. My kids are waiting and I don t very well, I said with hope he would say that I could go home. After all I am here all day every day. Okay that is fine. Be here early tomorrow so we can get a head start, He said with ignoranceRead MoreMy Grandmother - Original Writing1175 Words   |  5 Pagessmall old fingers through my hair. My grandma always did that to comfort me and it was her way of saying everything will be okay. How are you baby? My grandma asked in a low soft tone. I m okay just hurt I said lowly I as I let a tear fall. It s that boy isn t it ? Yes nana I love him so much I feel like I put my all into him how can I find myself again nana? I asked as I looked up at my grandma. Your finding yourself this very moment I love you baby I want you to know that my grandmaRead MoreDescriptive Essay - Original Writing953 Words   |  4 Pageshead and i felt him brush my hair from my face Tk.........let me go... it wasn t an angry let me go it was I m sorry but you have let me go No... If you want to go take me with you. im crazy i thought as i looked up at him. More tears fell from his face. He cried beautifully without the ugly puffed lips and blotchy skin but just tears. Glassy eyes with tears of fire and ice it seemed the way the light hit them. Tears that fell onto his skin, perfectly tan and strangely nice against the almost rednessRead MoreThe Lost Dog By Emily Benoit1118 Words   |  5 Pagessweatshirt half on her little sister on the last step. Your breakfast is on the table, and Lizzy watch where you re going you could have knocked Ella off her feet. Yes mom Lizzy sat down and took a bite out of her bacon. What are you doing we don t have time, bring it out to the car. Lizzy slipped on her moccasins and dragged her and Ella s bag out to the car. As Lizzy was getting buckled mom remembered, Oh man Lizzy can you go in the house and get Jordan s diaper bag? Where is it?Read MoreAnalysis Of Laura Sheridan s The Garden Party 1150 Words   |  5 Pagesthe green baize door. There she paused and leaned against it. Jose! she said, horrified, however are we going to stop everything? But Jose was still more amazed. Stop the garden-party? My dear Laura, don t be so absurd. Of course we can t do anything of the kind. Nobody expects us to. Don t be so extravagant. Laura s mother has the same reaction, pressuring Laura to think the same as them and continue on with the party. The narrator writes of an area of trees that could be a reflection ofRead MoreAt Sea - Poem Analysis1343 Words   |  6 Pagesï » ¿At Sea - Simon Armitage The Title to this poem At Sea is a neutral title and doesn t give away a lot of the meaning to the poem. It doesn t necessarily commit to anything specific; it s just a statement. This is just like the poem. Armitage hasn t completely stated what the poem is about, there is nothing to say that it is definitely describing someone/something At Sea . However, there are small links that suggest the Sea is being used metaphorically. I think that the summary of

Elizabeth Barrett Browning 2 Essay Research Paper free essay sample

Elizabeth Barrett Browning 2 Essay, Research Paper The Horror of Child Labor Over 150 old ages subsequently, the same state of affairs exists. Light was non precisely shed in the jobs of child labour in the mid-1800 s. Soon, writers like Elizabeth Barrett Browning stepped to the head and raised public consciousness for the distressing conditions child labourers were subjected to. When authorities probes into child labour revealed the rampant development of kids, Browning responded with a verse form created in understanding, taking the signifier of her 1843 verse form, The Cry of the Children. With this verse form, Browning worked to do the predicament of the immature workers known. She gave them a voice, loud and clear, where they antecedently had none. In her verse form, Browning worked to show non merely the unfairnesss dealt to the kids or the conditions they endured, instead she worked to show the feelings of desperation and obfuscation the kid labourers were enduring. The 3rd stanza from The Cry of the Children represents the exact conditions that Browning wants her audience to be horrified and touched by. Browning pigments a clean image for her audience so that they do non merely read the words, but besides visualise them. With the mental image of kids looking up with. . . picket and shriveled faces, Browning sets the phase for an emotional representation. She shows her audience images of the kids she is speaking about. Their faces are pale from the deficiency of sunshine and from undernourishment. Browning so clearly defines the culprit of the unhappiness she describes. She identifies the grey work forces, or old work forces who are rich industrialists, drawing and pressing down the cheques of babyhood. Browning takes the actual actions of the industrialists who owned these kids s lives for 12-16 hours each twenty-four hours and became affluent from their labor. Browning transforms the old work forces into kid slayers who smother the breath from the lungs of the little kids, crushing out their lives. This subject of impending decease is so carried on throughout the stanza. The immature kids speak straight to the audience, conveying their ain feelings about their labours. Their mention to your old Earth in line_____ is powerful. With merely three words, the kids are able to show the sub-standard nature of their lives. They are so lowly, and their lives so worthless, that they are non even occupants or dwellers of Earth. They take no ownership of Earth, because it, like every other freedom, has been denied to them. They have no power to have anything, so why should they even possess an Earth to populate on? The immature workers so show the audience that they have toiled and endured work, good beyond their old ages, and they reflect the effects of that age. Our immature pess. . . are really weak ; / Few gaits have [ they ] taken, yet are weary. Rather than looking as immature and unworried kids, running and playing, these workers have used their immature limbs beyond that capacity. They have been worked to the point of such exhaustion that they have lost their desire, their ability to be kids. Their pess hurt as though they are grownups returning place from work. All the more disturbing is the inordinate weariness the kids feel, after holding taken but a few gaits. These few gaits represent the little figure of old ages the kids have lived in comparing to the fatigue they are now subjected to because of the grueling work. The kids are portrayed by Browning as so exhausted by the attempts of their short lives that they are really looking frontward to their ain deceases. This want for a fleet decease, excessively, is dashed, as they know that our grave-rest is really far to seek. Browning uses this imagination of decease to arouse a feeling of horror from her audience. It is incredible that kids could even believe of deceasing, much less hope to decease. The flooring realisation of kids wanting their ain decease is followed, nevertheless, with the cognition that the kids still have a long clip to work and endure before they get to rest. Browning takes the common perceptual experience of the aged who are close to decease and transposes it onto the frame of little kids. These kids should be full of life, but alternatively they desire and even hope for their ain deceases. Browning pigments an dry image of the kids who are happy to have decease. While both appear/feel as though they are close decease, the kids inquire the aged why they weep. The sarcasm is that the kids do non cry at the idea of decease despite populating uncomplete lives, yet the grownups who live much more complete lives are shouting. This upseting credence of their ain decease, by the kids is foiled by the cryings and disquieted displayed by those aged grownups who have lived Fuller lives and now face their ain decease. Both the immatureness of the aged people in their response to decease, and their fortuitousness of their at hand decease is the position of the kids, is highlighted by the kids s reactions to and their desire for their ain deceases. From the position of the kids, the grownups are lucky to be able to decease, and the kids are covetous of that. In the concluding three lines of the stanza, Browning pigments one last barbarous image for the audience through the voices of the kids. The kids evoke an image of immature kids standing in the cold cold of world without even proper shelter. The kids stand outside, perplexing ; confused about their batch in life, yet cognizing nil different. The concluding line trickles with the same that the existent kid workers felt, implicating that the Gravess are for the old. While the kids are victims of the new industrialised economic system, the aged did non see these inhuman treatments of industrialisation. The kids resent that they don t even acquire a grave to decease in. They are being used and abused and there is no terminal in sight. Even when they desire the unthinkable, to decease, the unfair universe, won t even allow them decease. They have reached a point of desperation where their lone option for alleviation from their agony is their ain decease, and even their wants for that are denied. Browning continues The Cry of the Children, repeating the same sentiments and feelings of work and hurting for the abused kid labourers. Her verse form worked to convey recognition and the visible radiation of truth to a topic frequently ignored in her clip. Child labour issues continue to blight our society, but thanks to the work of writers like Browning, the incidences continue to diminish.

Strengths and Weaknesses free essay sample

A. Strengths Weaknesses Regarding my education, my strengths are determination, good communication skills and having an open mind. These strengths will help me achieve my goal of becoming a dental hygienist by keeping me focused, staying in touch with my fellow classmates finding new ways to learn. My weaknesses are Tunnel Vision, procrastination and lack of patience. I know I will have to try to overcome these weaknesses or at least find ways to work around them. With my tunnel vision I will need to learn to allow yself to be focused but not forget my other responsibilities. Ill need to learn to manage my time properly to avoid work building up and causing stress and finally Ill need to develop my patience so that I can successfully complete my program. B. Employability Skills To make myself an asset to employ, I will have to dominate fundamental, personal management, and teamwork skills. We will write a custom essay sample on Strengths and Weaknesses or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ill need to communicate to the best of my ability with my peers and my environment. Manage information in my field when roblems arise, be able to think creatively to come to appropriate conclusions. My attitude will have to be positive and responsible. My confidence and capability will have to project outwardly. Managing my priorities time will be crucial to my success. Ill take full responsibility for my actions, the actions of my group projects that I undertake. I will have to take the initiative while working with others to ensure that our purpose and motives are met. Also I will respect the opinions perspectives of my team members as we work together.

Interrogations Of Chinese Immigrants At Angel Island Essays

Interrogations Of Chinese Immigrants At Angel Island Essays Interrogations of Chinese Immigrants at Angel Island Chinese immigration, after being shut down for many years by governmental legislation and an anti- Chinese climate resumed quickly after 1906. The major earthquake and fire that occurred in San Francisco lent the Chinese immigrants a window of opportunity to regain entrance to America. Immigrants could now claim, without proof, that they were indeed the son or daughter of a citizen or a partner in a legitimate business. These paper sons and paper merchants increased the number of Chinese immigrants by an unbelievable rate. It was this supposed population explosion that would lead the United States to investigate all incoming Chinese immigrants. Being wary of the impossibility of so many legitimate children of U.S. citizens of Chinese descent, the department of immigration and naturalization sought out to verify that these people were indeed the true sons and daughters or the actual businessmen that they claimed to be. Therefore it was against this historical background and unde! r these particular auspices that the interrogations at Angel Island were carried out from 1910 to 1940. These interrogations were by no means fair, nor were they based on any other legal or practical precedent. While unreasonable detentions were already the norm, the act of interrogating immigrants to the extent that the Chinese were interrogated was unheard of in history. These interrogations were intricate and detailed, and designed to ensnare unwitting Chinese immigrants seeking entrance into the United States. The interrogations not only presented a hurdle for incoming immigrants by prolonging their detention at Angel Island and increasing the bureaucracy required to process Chinese immigrants, but would deeply scar the Chinese landing in the United States. Moreover, the traumatic experiences at Angel Island coupled with other practices following the detentions such as raids of Chinatown during the Red Scare of the 1950's led to a persistent fear of deportation by landed C! hinese. The interrogations were more than just simple interview questions about one's village or parents, rather they were, taken as a whole, another method to exclude the Chinese from America. The entire interrogation was loosely structured but by no means were they were regular or fair. After being held at Angel Island on a writ of habeas corpus, Chinese immigrants were interrogated by a Board of Special Inquiry which was composed of two inspectors, one of which was the Chairman of the Board, a stenographer, and finally an interpreter. This board was not held to technical rules of procedure or evidence as used in other federal courts but rather was allowed to use any means it deemed fit under the exclusion acts and immigration laws to ascertain the applicant's legitimacy to enter the United States (Lai 20). Nevertheless the lines of questioning were generally the same for all immigrants. The questions usually started with personal information then proceeded onto family information, village information, and then finally information on the home. Within these groupings there were multiple side questions concerning details of the family or village. Immigrants were aske! d extremely detailed and far ranging questions within these side questions. They were asked questions similar to the questions Jow Yick faced in 1909 in case #1424, "Is she (your mother) a small footed woman?" or "Is any body of water near or within sight of your house?" Other questions concerning the village became increasingly detailed. In the case of Ung Shee, case #16778/2-12, the husband had to testify on the entire village and all the particulars of the inhabitants of each home. In one instance the inspector asked the husband of Ung Shee whether or not the woman in the third house and fourth row of the village had bound feet. In Ung Shee's case, detailed questioning about every family in every house was continued up until the seventh row of the village. Her husband also endured questions such as, "Do you cross a stream going to the market?" and "How large is the bridge over that stream?" as well as other questions such as, "Did your brother have a picture of yourself in ! his house?" (Box 1211 National Archives). This however, was not far from the norm for most immigrants. To give a general idea of the structure of the interrogation,

Biology Suffixes Phagia and Phage

Biology Suffixes Phagia and Phage Understand suffixes Phagia and Phage that are used in biology with this helpful guide.   Ã¢â‚¬â€¹ Biology Suffix Phagia With Examples The suffix (-phagia) refers to the act of eating or swallowing. Related suffixes include (-phage), (-phagic), and (-phagy). Here are examples: Aerophagia (aero-phagia): the act of swallowing excessive amounts of air. This can lead to digestive system discomfort, bloating, and intestinal pain. Allotriophagia (allo-trio-phagia): a disorder that involves the compulsion to eat non-food substances. Also known as pica, this tendency is sometimes associated with pregnancy, autism, mental retardation, and religious ceremonies. Amylophagia (amylo-phagia): the compulsion to eat excessive amounts of starch or foods rich in carbohydrates. Aphagia (a-phagia): the loss of the ability to swallow, typically associated with a disease. It a can also mean refusal to swallow or inability to eat. Dysphagia (dys-phagia): difficultly in swallowing, typically associated with the disease. Omophagia (omo-phagia): the act of eating raw meat. Suffix Phage Bacteriophage (bacterio-phage): a virus that infects and destroys bacteria. Also known as phages, these viruses typically only infect a specific strain of bacteria. Macrophage (macro-phage): a large white blood cell that engulfs and destroys bacteria and other foreign substances in the body. The process by which these substances are internalized, broken down, and disposed of is known as phagocytosis. Microphage (micro-phage): a small white blood cell known as a neutrophil that is capable of destroying bacteria and other foreign substances by phagocytosis. Mycophage (myco-phage): an organism that feeds on fungi or a virus that infects fungi. Prophage (pro-phage): viral, bacteriophage genes that have been inserted into the bacterial chromosome of an infected bacterial cell by genetic recombination. Suffix Phagy in Use Adephagy (ade-phagy): referring to gluttonous or excessive eating. Adephagia was the Greek goddess of gluttony and greed. Coprophagy (copro-phagy): the act of eating feces. This is common among animals, especially insects. Geophagy (geo-phagy):   the act of eating dirt or soil substances such as clay. Monophagy (mono-phagy):   the feeding of an organism on a single type of food source. Some insects, for example, will only feed on a specific plant. (Monarch caterpillars only feed on milkweed plants.) Oligophagy (oligo-phagy): feeding on a small number of specific food sources. Oophagy (Oo-phagy): behavior exhibited by embryos of feeding on female gametes (eggs). This occurs in some sharks, fish, amphibians, and snakes.

The concept of 'Xeno-racism' in the context of the 'war against Essay

The concept of 'Xeno-racism' in the context of the 'war against terror' - Essay Example Unfortunately, human beings also have the tendency to see change as the enemy, as a threat to their identity and their survival, and they rail against it. With the twenty-first century, the world has witnessed a rise in fear on all sides of the globe, one that pits humans against humans, country against country, and religion against religion. From a NATO perspective, the Cold War has given way to the War on Terror. Today, developed countries fear terrorist attacks from Islamic fundamentalists, while many in the Middle East fear amoral, mindless consumerism and even bellicose, forcible take-overs spawned from developed countries. So it is the same old story that has been told and retold for centuries. It is the same story, reframed in new terms, using new verbiage, yet the message and meaning are the same. Yesterday's racism becomes today's supposedly "legitimate" concerns about the financial liability of the poor immigrant, the unpredictability and potential danger of the deranged religious fanatics, and the threat of pervasive immorality. Although this is a multi-faceted and complex issue, for the purposes of this paper, the Western xeno-racist perspective will be defined and addressed in the context of the war on terror, and its usage as a basis for justification for xeno-racist policies on the part of Western governments, especially in regard to Muslim people, will be analysed. At the heart of racism lie the instinctive fears and desires of human beings. Whatever excuses people might use to explain their racist remarks and attitudes, the crux of the matter is that they fear that a foreign people coming into their land might somehow threaten their survival. This fear is intensified by the basic human desire to create order, which is projected into national identities and societal structures. These structures and identities are threatened by change, represented by the foreigner. Furthermore, these self-definitions are maintained by the ability of people to define themselves as different and distinct from "the other", the stranger. When these strangers desire to move across national borders or otherwise impact a country and its people, fear is often the result. It is the fear of change, the threat to national identity, and the potential fear of being overtaken by the foreigners that drives people to reject immigrants and to deny them entrance2. Science has proven that there is no such thing as multiple races, yet the belief in race persists. "Race", being a social construct, "has no inherent or fixed meaning. What "race" is emerges within specific historical, economic, and political situations and is whatever racists have the social power to define it as. It is an open-ended political category constituted out of struggle3. Indeed, it is one of the great ironies of modern life that while race is a complete fiction, it continues to drive social structure and political action4. Furthermore, although it is no longer socially acceptable to be outright racist, claiming that a person of a certain color or country of origin is automatically inferior, human beings have not altogether discarded the boundaries they have built around themselves. Likewise, it is no longer considered rational to be afraid of a stranger simply because they are unknown, a condition referred to as xenophobia, and yet the human fear of the other and the huma n desire to create national identity and order has not succumbed to science and rationality so easily. So, in the place of xenophobia and

Anti-Terrorism and Human Rights Essay Example | Topics and Well Written Essays - 2000 words

Anti-Terrorism and Human Rights - Essay Example What human rights commission emphasise upon is to maintain peacekeeping and peacemaking in a political context, this is usually done by military as counter-terrorist and counter-insurgency operations. Since political nature of such operations have their own demands that deviate from those of human rights, in which every officer, non-commissioned, and soldier involved is well aware that even the most minor action by the military may carry with it major political consequences. What these operations have in difference with human rights is the close political scrutiny and control, and therefore, they require intimate civil, military, and police cooperation at all times. Human rights negate the use of military means i.e., firepower, mass, mobility, speed, which is subjected to the political limitations imposed on the conduct of the campaign. The objection is upon the usage of weapons and tactics employed for they must be proportional to the military response and must be commensurate with the political reality2. Reconciling the demands of the two philosophies of one subject enables ... iracy is difficult to reconcile with that of human rights commission, but Britain's CJTCA4 is trying hard to cope up with unfavourable suppositions on behalf of any police officer's opinion to reconcile with the fair trial provisions of the HRA (Human Rights Act)5. However HRA negates CJTCA to anticipate judges and juries drawing inferences from a suspect's silence while in the custody of police interrogation. Other issues that oppose HRA is the significance of the opinion as an evidence of a senior police officer that a defendant is a member of a terrorist group is also admissible at trial. Since many of the international treaties focusing on 'anti-terrorism' agrees that national courts and conferred supplementary, non-exclusive jurisdiction need not to focus very clearly on any threshold for jurisdiction in terms of the gravity or systematic character of the crimes covered. Such treaties believe that individual acts covered by the suppression treaties could be relatively routine or could be not very different in quality from serious acts of terrorism6. Jurisdiction possess the authority to exercise over them but the acts themselves as considered in isolation are extra ordinary that by contrast are unable to be given international jurisdiction. However terrorism crime is above the most common and most serious problems, at the high end of the spectrum of international crimes, which once were considered as crimes against humanity and war crimes in internal armed conflict. Since anti-terrorism law covers the availability of jurisdiction over genocide and has tended to lead to arguments for a broader interpretation of the definition of genocide, therefore terrorism must not be dealt with a soft corner of human rights as it may pave the way to happen in other crimes.

Air Forces Northern incident awareness and assessment playbook Essay Example for Free

Air Forces Northern incident awareness and assessment playbook Essay Ethics Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The United States Northern Command (USNORTHCOM) is the combatant command that is responsible for security and defense. They conduct Defense of the Civil authorities through providing capabilities to the DOD, Department of Defense from their land, air and sea components in support of the leading federal policies geared towards responding to any homeland security threat.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Among the capabilities that the DOD brings to their operations is the ISR and IAA. There is no difference between these two terms only that the term IAA has just been coined by the USNORTHCOM to denote the application of ISR when it is applied domestically to support the homeland security. The ISR operation mainly consist of flying both manned and unmanned platforms which are set to revolve over the battle field top provide a clear picture of the situation underneath. During the wartime, this picture could include the location of roads and deposition of the enemy and also the information that may be required so as to target the enemy. ISR provides a clear picture of situational awareness that could not only be used strategically to gain the full picture but also tactically to gather intelligence information that are useful in engaging individual targets. The situation awareness that is provided by the IAA/ ISR becomes a significant force multiplier which the commanders have been known to highly rely on.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are many obstacles to realizing full potential for the ISR in homeland security. Currently there is statutory, doctrine, ethical and policy obstacles that exist to prevent ISR from reaching their full capacity for the homeland security provision.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Improved doctrines will see the department of Defense improve their ability to deliver IAA capabilities to the local, tribal, state and also the federal entities. The consumers all over the country and also the whole world will benefit from improved IAA capabilities.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The most significant ethical issues come secondarily where IAA capabilities are employed domestically. This is because it is known that all the American citizens enjoy freedoms of privacy, expression and they expect this to be fundamental and be respected in the best way possible. The American citizens highly value their freedoms and hence loath ideas that seem to threaten their constitutional protection.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In publicizing the use and purpose of IAA, I think there is a big ethical consideration in it because the citizens will get to know the function of IAA and how they function. They will not think that their freedoms are being infringed on but know that this is a military operation and that is how they are and should be carried hence in so doing, there will be no blame game between the government and the citizens. Reference USAF. (2007). Air Force doctrine document 2-9; Intelligence, surveillance, and reconnaissance operations. Washington, D.C.: United States Air Force. Air Forces Northern. (2010). Air Forces Northern incident awareness and assessment playbook. Tyndall AFB, FL: USAF. USNORTHCOM Public Affairs. (2008, September 18). Hurricane response. Retrieved from United States Northern Command: http://www.northcom.mil/news/2008/091908I.html Source document

Best Man Wedding Speech (Roast) -- Wedding Toasts Roasts Speeches

Best Man Wedding Speech Ladies and Gentlemen, It's time for me to make a speech now and quite frankly, there's not a lot you can do about that. Well, if there's anybody here this evening who feels strangely nervous and apprehensive, it's probably because you just went and married Bill Meyers! Sorry Lacy - It's too late now. You're stuck with him. When it comes to Best Man's speeches there are some things in the interests of good taste, which are better left unsaid.....well, I'm here to say them! Some people need no introduction....Bill Meyers needs all the introduction he can get. He could be described as charming, intelligent, witty...and perhaps one day he will be. Bill was born in October 1970. The Beatles had split up, Maggie May by Rod Stewart was no.1 and Liverpool Football Club, under Bill Shankly, was about to embark on a two decade journey of domestic a...

Banana Na Na Na

Banana Wars 1. Who is the winner and in the loser the banana wars? The winner/s: The clear winner in the banana wars are the Transnational Companies (Dole and Chiquita) because they can now sell there product with lower tariff and the same time their product price became more competitive in the market. Another winner in this banana wars are the politicians who are being supported financially by Dole, who has known for giving generous some of support to both the Republican and Democratic parties.And lastly, the CEOs because of their efforts to persuade US help them to complain for the unjust trade of banana in the EU. The loser/s: The loser in the banana wars local producers of bananas in EU. The cost of marketing their banana will increase because of the bananas that were imported and with lower price coming from the US. Another loser of the banana wars are the small business who can not cope in the banana market because of competition. 2. Is the US response silly? Yes, how come that the US will start a banana war simply because the transnational companies who operated in EU is losing in the market.Although it is their right to protest on the tariff and quotas uplifted EU to transnational companies, the EU is simply protecting its local banana industry and its producers. Since EU can produce banana keeping out or limiting imported banana can help them to maintain a healthy local banana industry. 3. What potential threats to WTO are illustrated by the banana wars? The threats to WTO are the country’s that would try to oppose its ruling like the United States. And the politicians who is saying that their country is not oblige to comply with WTO rules, and again one classic example is the US.

Harlequin Enterprise Mira Decision

Harlequin enterprise had a competitive advantage in the women’s romance fiction genre up until the 1980’s and early 1990’s. Harlequin faced steady loss of share in a growing women's fiction market due to the popularity of single title novels. It is costly to imitate but to stay competitive I would recommend that Harlequin perform a limited launch of Mira by re-developing titles in their back-list and generating direct-to-reader sales through the Book Club, while it explores global distribution and marketing relationships. The Mira decision is great way of gaining new grounds but there are numerous issues surrounding it. First, competitions are fierce and there is great deal of threat to its potential in the U. S market. The agreement with Simon and Schuster at the end of romance wars may not be sustainable. If harlequin launches Mira in direct competition with S&S it would be very difficult considering harlequin is dependent on S&S for the distribution of its series titles within the U. S market. If Mira is pursued, harlequin would have to redevelop its distribution chain and its value chain within U. S. Harlequin’s brand loyalty is strong due to its readership base. This is evidenced by the direct-to-reader Book Club, which currently provides 3/8 of US Sales at significantly higher margins than indirect sales. With this value, harlequin should proceed cautiously but look towards reducing external threats and external opportunities. The Mira decision could be the solution to increase sales. With harlequin’s reputation of producing high quality books, Mira could be successful. There’s a great deal of risk involved in this investment, with significantly higher cost for production, distribution and marketing and considering harlequin’s inadequate expertise outside of the romance realm. As with the 1987 worldwide case, I believe harlequin could learn from their mistakes and be optimistic towards their future.

The History of the English Language

The History of the English Language The story of English- from its start in a jumble of West Germanic dialects to its role today as a global language- is both fascinating and complex. This timeline offers a glimpse at some of the key events that helped to shape the English language over the past 1,500 years. To learn more about the ways that English evolved in Britain and then spread around the world, check out The History of English in 10 Minutes, an amusing video produced by the Open University. The Prehistory of English The ultimate origins of English lie in Indo-European, a family of languages consisting of most of the languages of Europe as well as those of Iran, the Indian subcontinent, and other parts of Asia. Because little is known about ancient Indo-European (which may have been spoken as long ago as 3,000 B.C.), well begin our survey in Britain in the first century A.D. 43- The Romans invade Britain, beginning 400 years of control over much of the island.410- The Goths (speakers of a now extinct East Germanic language) sack Rome. The first Germanic tribes arrive in Britain.Early 5th century- With the collapse of the empire, Romans withdraw from Britain. Britons are attacked by the Picts and by Scots from Ireland. Angles, Saxons, and other German settlers arrive in Britain to assist the Britons and claim territory.5th-6th centuries- Germanic peoples (Angles, Saxons, Jutes, Frisians) speaking West Germanic dialects settle most of Britain. Celts retreat to distant areas of Britain: Ireland, Scotland, Wales. 500-1100: The Old English (or Anglo-Saxon) Period The conquest of the Celtic population in Britain by speakers of West Germanic dialects (primarily Angles, Saxons, and Jutes) eventually determined many of the essential characteristics of the English language. (The Celtic influence on English survives for the most part only in place names- London, Dover, Avon, York.) Over time the dialects of the various invaders merged, giving rise to what we now call Old English. Late 6th century- Ethelbert, the King of Kent, is baptized. He is the first English king to convert to Christianity.7th century- Rise of the Saxon kingdom of Wessex; the Saxon kingdoms of Essex and Middlesex; the Angle kingdoms of Mercia, East Anglia, and Northumbria. St. Augustine and Irish missionaries convert Anglo-Saxons to Christianity, introducing new religious words borrowed from Latin and Greek. Latin speakers begin referring to the country as Anglia and later as Englaland.673- Birth of the Venerable Bede, the monk who composed (in Latin) The Ecclesiastical History of the English People (c. 731), a key source of information about Anglo Saxon settlement.700- Approximate date of the earliest manuscript records of Old English.Late 8th century- Scandinavians begin to settle in Britain and Ireland; Danes settle in parts of Ireland.Early 9th century- Egbert of Wessex incorporates Cornwall into his kingdom and is recognized as overlord of the seven kingdoms of the Angles and Saxons (the Heptarchy): England begins to emerge. Mid 9th century- Danes raid England, occupy Northumbria, and establish a kingdom at York. Danish begins to influence English.Late 9th century- King Alfred of Wessex (Alfred the Great) leads the Anglo-Saxons to victory over the Vikings, translates Latin works into English and establishes the writing of prose in English. He uses the English language to foster a sense of national identity. England is divided into a kingdom ruled by the Anglo-Saxons (under Alfred) and another ruled by the Scandinavians.10th century- English and Danes mix fairly peacefully, and many Scandinavian (or Old Norse) loanwords enter the language, including such common words as sister, wish, skin, and die.1000- Approximate date of the only surviving manuscript of the Old English epic poem Beowulf, composed by an anonymous poet between the 8th century and the early 11th century.Early 11th century- Danes attack England, and the English king (Ethelred the Unready) escapes to Normandy. The Battle of Maldon becomes th e subject of one of the few surviving poems in Old English. The Danish king (Canute) rules over England and encourages the growth of Anglo-Saxon culture and literature. Mid 11th century- Edward the Confessor, King of England who was raised in Normandy, names William, Duke of Normandy, as his heir.1066- The Norman Invasion: King Harold is killed at the Battle of Hastings, and William of Normandy is crowned King of England. Over succeeding decades, Norman French becomes the language of the courts and of the upper classes; English remains the language of the majority. Latin is used in churches and schools. For the next century, English, for all practical purposes, is no longer a written language. 1100-1500: The Middle English Period The Middle English period saw the breakdown of the inflectional system of Old English and the expansion of vocabulary with many borrowings from French and Latin. 1150- Approximate date of the earliest surviving texts in Middle English.1171- Henry II declares himself overlord of Ireland, introducing Norman French and English to the country. About this time the University of Oxford is founded.1204- King John loses control of the Duchy of Normandy and other French lands; England is now the only home of the Norman French/English.1209- The University of Cambridge is formed by scholars from Oxford.1215- King John signs the Magna Carta (Great Charter), a critical document in the long historical process leading to the rule of constitutional law in the English-speaking world.1258- King Henry III is forced to accept the Provisions of Oxford, which establish a Privy Council to oversee the administration of the government. These documents, though annulled a few years later, are generally regarded as Englands first written constitution.Late 13th century- Under Edward I, royal authority is consolidated in England and Wales. English becomes the dominant lan guage of all classes. Mid to late 14th century- The Hundred Years War between England and France leads to the loss of almost all of Englands French possessions. The Black Death kills roughly one-third of Englands population. Geoffrey Chaucer composes The Canterbury Tales in Middle English. English becomes the official language of the law courts and replaces Latin as the medium of instruction at most schools. John Wycliffes English translation of the Latin Bible is published. The Great Vowel Shift begins, marking the loss of the so-called pure vowel sounds (which are still found in many continental languages) and the loss of the phonetic pairings of most long and short vowel sounds.1362- The Statute of Pleading makes English the official language in England. Parliament is opened with its first speech delivered in English.1399 At his coronation, King Henry IV becomes the first English monarch to deliver a speech in English.Late 15th century- William Caxton brings to Westminster (from the Rhineland) the firs t printing press and publishes Chaucers The Canterbury Tales. Literacy rates increase significantly, and printers begin to standardize English spelling. The monk Galfridus Grammaticus (also known as Geoffrey the Grammarian) publishes Thesaurus Linguae Romanae et Britannicae, the first English-to-Latin wordbook. 1500 to the Present: The  Modern English  Period Distinctions are commonly drawn between the Early Modern Period (1500-1800) and Late Modern English (1800 to the present). During the period of Modern English, British exploration, colonization, and overseas trade hastened the acquisition of  loanwords  from countless other languages and fostered the development of new varieties of English (World English), each with its own nuances of  vocabulary,  grammar, and  pronunciation. Since the middle of the 20th century, the expansion of North American business and media around the world has led to the emergence of  Global English  as a  lingua franca. Early 16th century- The first English settlements are made in North America. William Tyndales English translation of the Bible is published. Many Greek and Latin  borrowings  enter English.1542- In his  Fyrst Boke of the Introduction of Knowledge, Andrew Boorde illustrates regional  dialects.1549- The first version of the Book of Common Prayer of the Church of England is published.1553- Thomas Wilson publishes  The Art of Rhetorique, one of the first works on  logic  and  rhetoric  in English.1577- Henry Peacham publishes  The Garden of Eloquence, a treatise on rhetoric.1586- The first  grammar  of English- William Bullokars  Pamphlet for Grammar- is published.1588- Elizabeth I begins her 45-year reign as queen of England. The British defeat the Spanish Armada, boosting national pride and enhancing the legend of Queen Elizabeth.1589- The Art of English Poesie  (attributed to George Puttenham) is published.1590-1611- William Shakespeare writes his  Sonnet s  and the majority of his plays.1600- The East India Company is chartered to promote trade with Asia, eventually leading to the establishment of the British Raj in India. 1603- Queen Elizabeth dies and James I (James VI of Scotland) accedes to the throne.1604- Robert Cawdreys  Table Alphabeticall, the first English  dictionary, is published.  1607- The first permanent English settlement in America is established at Jamestown, Virginia.1611- The Authorized Version of the English Bible (the King James Bible) is published, greatly influencing the development of the written language.1619- The first African slaves in North America arrive in Virginia.1622- Weekly News, the first English newspaper, is published in London.1623- The First Folio edition of Shakespeares plays is published.1642- Civil War breaks out in England after King Charles I attempts to arrest his parliamentary critics. The war leads to the execution of Charles I, the dissolution of parliament, and the replacement of the English monarchy with a Protectorate (1653–59) under Oliver Cromwells rule.1660- The monarchy is restored; Charles II is proclaimed king.1662- The Royal Societ y of London appoints a committee to consider ways of improving English as a language of science. 1666- The Great Fire of London destroys most of the City of London inside the old Roman City Wall.1667- John Milton publishes his epic poem  Paradise Lost.1670- The Hudsons Bay Company is chartered for promoting trade and settlement in Canada.1688- Aphra Behn, the first woman novelist in England, publishes  Oroonoko, or the History of the Royal Slave.1697- In his  Essay Upon Projects,  Daniel Defoe  calls for the creation of an Academy of 36 gentlemen to dictate English  usage.1702- The Daily Courant, the first regular daily newspaper in English, is published in London.1707- The Act of Union unites the Parliaments of England and  Scotland, creating the United Kingdom of Great Britain.1709- The first Copyright Act is enacted in England.1712- Anglo-Irish satirist and cleric  Jonathan Swift  proposes the creation of an English Academy to regulate English  usage  and ascertain the language.1719- Daniel Defoe publishes  Robinson Crusoe, considered by some to be the first modern English novel.1721- Nathaniel Bailey publishes his  Universal Etymological Dictionary of the English Language, a pioneer study in English  lexicography: the first to feature current  usage,  etymology,  syllabification, clarifying  quotations, illustrations, and indications of  pronunciation. 1715- Elisabeth Elstob publishes the first grammar of Old English.1755- Samuel Johnson  publishes his two-volume  Dictionary of the English Language.1760-1795- This period marks the rise of the English grammarians (Joseph Priestly, Robert Lowth, James Buchanan, John Ash, Thomas Sheridan, George Campbell, William Ward, and Lindley Murray), whose rule books, primarily based on  prescriptive  notions of grammar, become increasingly popular.  1762- Robert Lowth publishes his  Short Introduction to English Grammar.1776- The  Declaration of Independence  is signed, and the American War of Independence begins, leading to the creation of the United States of America, the first country outside the British Isles with English as its principal language.1776- George Campbell publishes  The Philosophy of Rhetoric.1783- Noah Webster  publishes his  American Spelling Book.1785- The Daily Universal Register  (renamed  The Times  in 1788) begins publication in London.1788- The English first settle in  Australia, near present-day Sydney. 1789- Noah Webster publishes  Dissertations on the English Language, which advocates an  American standard of usage.1791- The Observer, the oldest national Sunday newspaper in Britain, begins publication.Early 19th century- Grimms Law  (discovered by Friedrich von Schlegel and Rasmus Rask, later elaborated by Jacob Grimm) identifies relationships between certain  consonants  in Germanic languages (including English) and their originals in Indo-European. The formulation of Grimms Law marks a major advance in the development of  linguistics  as a scholarly field of study.1803- The Act of Union incorporates Ireland into Britain, creating the United Kingdom of Great Britain and Ireland.1806- The British occupy Cape Colony in South Africa.1810- William Hazlitt  publishes  A New and Improved Grammar of the English Language.​1816- John Pickering compiles the first dictionary of  Americanisms.1828- Noah Webster publishes his  American Dictionary of the English La nguage. Richard Whateley publishes  Elements of Rhetoric. 1840- The native Maori in  New Zealand  cede sovereignty to the British.1842- The London Philological Society is founded.1844- The telegraph is invented by Samuel Morse, inaugurating the development of rapid communication, a major influence on the growth and spread of English.Mid 19th century- A  standard variety of American English  develops. English is established in  Australia,  South Africa,  India, and other British colonial outposts.1852- The first edition of  Rogets Thesaurus  is published.1866- James Russell Lowell champions the use of American  regionalisms, helping to end deference to the  Received British Standard. Alexander Bain publishes  English Composition and Rhetoric. The transatlantic telegraph cable is completed.1876- Alexander Graham Bell invents the telephone, thus modernizing private communication.1879- James A.H. Murray begins editing the Philological Societys  New English Dictionary on Historical Principles  (later renamed the  Ox ford English Dictionary).1884/1885- Mark Twains  novel  The Adventures of Huckleberry Finn  introduces a  colloquial  prose  style  that significantly influences the writing of fiction in the U.S. 1901- The Commonwealth of Australia is established as a dominion of the British Empire.1906- Henry and Francis Fowler publish the first edition of  The Kings English.1907- New Zealand is established as a dominion of the British Empire.1919- H.L. Mencken  publishes the first edition of  The American Language, a pioneer study in the history of a major national version of English.1920- The first American commercial radio station begins operating in Pittsburgh, Pennsylvania.1921- Ireland  achieves Home Rule, and Gaelic is made an official language in addition to English.1922- The British Broadcasting Company (later renamed the British Broadcasting Corporation, or  BBC) is established.1925- The New Yorker  magazine is founded by  Harold Ross  and Jane Grant.1925- George P. Krapp publishes his two-volume  The English Language in America, the first comprehensive and scholarly treatment of the subject.1926- Henry Fowler publishes the first edition of his  Dictionary of Mo dern English Usage.1927- The first speaking motion picture,  The Jazz Singer, is released. 1928- The Oxford English Dictionary  is published.1930- British linguist C.K. Ogden introduces  Basic English.1936- The first television service is established by the BBC.1939- World War II begins.1945- World War II ends. The Allied victory contributes to the growth of English as a  lingua franca.1946- The Philippines  gains its independence from the U.S.1947- India is freed from British control and divided into Pakistan and India. The  constitution  provides that English remain the official language for 15 years. New Zealand gains its independence from the U.K. and joins the Commonwealth.1949- Hans Kurath publishes  A Word Geography of the Eastern United States, a landmark in the scientific study of American  regionalisms.1950- Kenneth Burke  publishes  A Rhetoric of Motives.1950s- The number of speakers using  English as a second language  exceeds the number of  native speakers.1957- Noam Chomsky  publishes  Syntactic Structures, a key document in the study of  generative  and  transformational grammar.1961- Websters Third New International Dictionary  is published. 1967- The Welsh Language Act gives the Welsh language equal validity with  English in Wales, and Wales is no longer considered a part of England. Henry Kucera and Nelson Francis publish  Computational Analysis of Present-Day American English, a landmark in modern  corpus linguistics.1969- Canada  officially becomes bilingual (French and English). The first major English dictionary to use corpus linguistics- The American Heritage Dictionary of the English Language- is published.1972- A Grammar of Contemporary English  (by Randolph Quirk, Sidney Greenbaum, Geoffrey Leech, and Jan Svartvik) is published. The first call on a personal cell phone is made. The first  email  is sent.1978- The Linguistic Atlas of England  is published.1981- The first issue of the journal  World Englishes  is published.1985- A Comprehensive Grammar of the English Language  is published by Longman. The first edition of M.A.K. Hallidays  An Introduction to Functional Grammar  is publish ed.1988- The Internet (under development for more than 20 years) is opened to commercial interests. 1989- The second edition of  The Oxford English Dictionary  is published.1993- Mosaic, the web browser credited with popularizing the World Wide Web, is released. (Netscape Navigator becomes available in 1994, Yahoo! in 1995, and Google in 1998.)1994- Text messaging  is introduced, and the first modern blogs go online.1995- David Crystal publishes  The Cambridge Encyclopedia of the English Language.1997- The first social networking site (SixDegrees.com) is launched. (Friendster is introduced in 2002, and both MySpace and Facebook begin operating in 2004.)2000- The Oxford English Dictionary Online (OED Online) is made available to subscribers.2002- Rodney Huddleston and Geoffrey K. Pullum publish  The Cambridge Grammar of the English Language. Tom McArthur publishes  The Oxford Guide to World English.2006- Twitter, a social networking and microblogging service, is created by Jack Dorsey.2009- The two-volume  Historical Thesaurus of the Oxford English Dictionary  is pub lished by Oxford University Press.2012- The fifth volume (SI-Z) of the  Dictionary of American Regional English  (DARE  ) is published by Belknap Press of Harvard University Press. Resources and Further Reading Algeo, John.  The Origins and Development of the English Language, 6th edition. Wadsworth, 2009.Baugh, Albert C., and Thomas Cable.  A History of the English Language, 5th edition. Prentice Hall, 2001.Bragg, Melvyn.  The Adventure of English: The Biography of a Language. Hodder Stoughton, 2003.Crystal, David.  The English Language. Penguin, 2002.Gooden, Philip.  The Story of English: How the English Language Conquered the World. Quercus, 2009.Hogg, Richard M., and David Dennison, editors.  A History of the English Language. Cambridge University Press, 2006.Horobin, Simon.  How English Became English: A Short History of a Global Language. Oxford University Press, 2016.Lerer, Seth.  Inventing English: A Portable History of the Language. Columbia University Press, 2007.McArthur, Tom.  The Oxford Companion to the English Language. Oxford University Press, 1992.McWhorter, John.  Our Magnificent Bastard Tongue: The Untold Story of English. Gotham, 2008.Millward, C.M., and Mary Hayes.  A Biography of the English Language, 3rd  ed. Wadsworth, 2011. Mugglestone, Linda.  The Oxford History of English. Oxford University Press, 2006.Nist, John.  A Structural History of English. St. Martins Press, 1966.

Tips Tricks for Writing an Argumentative Essay

Tips Tricks for Writing an Argumentative Essay Argumentative essay is a relatively difficult type of college writing. However, with our help it won’t cause you any problems. Argumentative Essay: Key Features and Useful Tips Being one of the most common college writing tasks, argumentative essay is still a problem for a lot of students. There are many reasons for that. First of all, you need to study chosen issue and find enough facts to prove your point. On the other hand, a short essay form requires you to express your thoughts in a concise and persuasive way. This paper should also meet a list of standards. First of all, let’s answer the question, what is an argumentative essay? This type of writing tasks implies research, analysis of evidences, and your clear position on an issue you’re writing about. This kind of writing is based on the work with previously published materials, such as articles, statistics, books, etc. The first step of the argumentative essay writing is your clear point on the selected topic. You need to start your essay with the introduction, and this is exactly where you need to introduce your key statement. Here you also need to explain why you consider such a topic important, as well as why others should care about it. This part of your essay is of key importance, since it’s the first thing that your readers see. Writing an argumentative essay, you have to develop logical structure. Let your readers easily move from one point to another, so they could understand you clearly. Make transitions between key sections of your text; this will make the essay easy to read, and to analyze. You also need to keep your research limited to the main topic. Don’t make it too broad; a perfect argumentative essay should explain main issue as fully as possible, without unnecessary data. However, you have to not be one-sided. Make sure that you provide different points of view, especially writing about controversial issues. Of course, such a task is rather difficult, so it’s no surprise if you want to find argumentative essay help. Fortunately, we have a perfect solution for you. Even if you don’t know how to write an argumentative essay at all, we can help you get highest grades. Our professional service is specialized in helping students with writing of any kind. You can contact us anytime and be sure that your essay will impress readers. Now you don’t need to spend a lot of time searching for catchy phrases, and trying to polish your style and grammar. We will do it for you, and we won’t charge you extra money. Our service is qualitative, fast and cheap. Just contact us right now, buy argumentative essay, and enjoy new opportunities!

Assignment Example | Topics and Well Written Essays - 500 words - 39

Assignment Example Due to limited resources accompanied by the constraint on the same, there is demand for choice hence opportunity cost in economics. In the cases presented, allocation of a square block in the heart of Toronto for a parking lot poses the greatest opportunity cost due to the demand for packing space in the city. 3. The cost of production is $(5*40+7*60+2*60+1*20) = $760. Selling price is $(400*2) = $800. The firm can therefore continue producing bread because a margin of $40 will result. The flow of factors of production to the bakery is good since it will enhance technical efficiency and effectiveness. 4. If supply decreases and demand is constant, prices will rise and quantity reduces. With lower demand and constant supply, prices fall and quantities go up. Increase in supply with constant demand leads to reduced prices by the margin of increase while quantities will flood the market. Depending on the increase in demand and supply, there will be an increase with the same proportions. If demand increases and supply remains the same, there is a constraint created hence prices go up while quantity diminishes. Increase in supply accompanied with reduced demand leads to excess goods in the market hence lowered prices with excess goods in the market. If demand increases and supply decreases, prices will drastically escalate with steep decrease in quantity. If supply decreases alongside demand, prices and quantity would follow in the same proportion (Adil & Janeen 2006pg.57). 5. If price falls and demand is inelastic revenue falls since quantity is constant. Price rise with elastic supply leads to increase in revenue with the same proportion. While in a case, when supply is inelastic, rise in prices also increases revenue (Adil & Janeen 2006pg.194). 6. Price ceilings involve the setting of prices by governments below the equilibrium price to favor the consumers while reducing supplier’s profits. Price floors involve a

BUSINESS ANALYTICS METHOD AND SOFTWARE Coursework

BUSINESS ANALYTICS METHOD AND SOFTWARE - Coursework Example Setting up complex statistical analyses on large data without prior identification of the objectives and knowhow about the suitability and possible outcome of the proposed analyses often renders misleading results. According to Albert Einstein, â€Å"the formulation of a problem is often more essential than its solution which may be merely a matter of mathematical or experimental skill† (Faraway, 2002). This report aims to explore the utility of statistical software such as R and gain insights into the statistical methods such as multivariate analysis of variance (MANOVA) with as well as without regard to each other. The report will provide with a comprehensive overview of the R software, its advantages and disadvantages, current market trends in the software category and reflect hands-on experience gained by its use. Next, the report will provide with a comprehensive overview of MANOVA, and advantages and disadvantages associated with it. Finally, the report will include a st ep-by-step description on the implementation of MANOVA in R, followed by the conclusions. R is a computer scripting language and an interactive software environment designed particularly for statistical analyses, manipulation and visualization of data and results (Seefeld, 2007; Venables et al., 2008). The name, R, was used by Robert Gentleman and Ross Ihaka, while creating the R project at the Department of Statistics, University of Auckland, in 1995 (Owen, 2010). The language was mostly derived from two existing languages, S and Scheme, developed in 1985 and 1975, respectively. While addressing the issues involved in the design and implementation of these languages for statistical computing, the authors considered combining their strengths to produce another language. The resulting language, R, largely resembles S but is based on semantics and

Modular Construction Dissertation Example | Topics and Well Written Essays - 7500 words

Modular Construction - Dissertation Example As mentioned before, the increase in the demand for an economical and quick delivery for buildings both in the domestic and commercial scenarios, the innovation in the construction industry should be investigated. The modular construction method being an increasingly deployed method of construction in the UK, and the fact that it is an innovative method of construction to the existing methods makes it a natural choice of analysis in this research. Furthermore, the increasing demand for efficiency in management to reduce costs and loss of resources in the construction industry justifies the choice of research since the modular construction methods involve extensive use of project management methodologies, which will be discussed in the research chapters of this report. The scope of this research is restricted to the commercial and domestic building construction as the construction industry in the UK includes many segments like the road construction and other public utilities building construction. Although it is argued widely that the modular construction method can be deployed in these areas of construction as well, the limitations with the resources and time involved in this research that is academic in nature is the limiting factor to the scope of this report. 1.4: Chapter Overview: Chapter 1: Introduction This is the current chapter that presents the reader with the aim and objectives of the report along with a brief overview on the research envisaged in this report. Chapter 2: Literature Review In this chapter an overview on the construction industry is presented to the reader with the focus on the

The Use Of Skype Education Essay

The Use Of Skype Education Essay The rapid growth and interest of college students in Computer Mediated Communication and social media has impacted the second language learning and teaching process. This study is a reflection of a pedagogical experience that attempts to analyze the use of Skype as a Synchronous Communication tool in regards to the attitudes of students in learning a foreign language when interacting with native speakers and engage in conversation. The participants are Spanish foreign language students at Fordham University in New York City and English foreign language speakers at a Jesuit University in Bogotà ¡, Colombia. Students were paired up and were required to set up online conversation meetings. The results of this pilot project suggest that students felt more interested to engage in conversation with native speakers and exchange personal and academic information as wells as other aspects of their culture using the target language rather than completing language laboratory activities or writing compositions. Key words: Computer mediated communication, Skype, socio-cultural competence, synchronous communication El continuo interà ©s y la rà ¡pida evolucià ³n de la comunicacià ³n a travà ©s de la tecnologà ­a y las redes sociales en estudiantes universitarios han transformado el proceso de enseà ±anza y aprendizaje de los idiomas extranjeros. Este estudio es una reflexià ³n de una experiencia pedagà ³gica que busca analizar el uso de Skype como una herramienta de comunicacià ³n sincrà ³nica en cuanto a las actitudes de los estudiantes en el proceso de aprendizaje de un idioma extranjero con la interaccià ³n de estudiantes que son hablantes nativos para participar activamente en conversaciones. Los participantes de este proyecto son estudiantes de espaà ±ol como idioma extranjero en Fordham University en la Ciudad de Nueva York y estudiantes de inglà ©s como idioma extranjero en una universidad jesuita en la ciudad de Bogotà ¡, Colombia. Los estudiantes fueron emparejados con el propà ³sito de organizar sesiones en là ­nea y hablar usando el idioma que està ¡n aprendiendo. Los resultados de este proyecto piloto indican que los estudiantes se sintieron muchos mà ¡s interesados en conversar con hablantes nativos para intercambiar informacià ³n personal, acadà ©mica y cultural haciendo uso del idioma que està ¡n aprendiendo en lugar de hacer ejercicios y escribir composiciones en el laboratorio de idiomas. Palabras clave: comunicacià ³n a travà ©s de la tecnologà ­a, Comunicacià ³n Sincrà ³nica, Competencias Socio Culturales, Skype Introduction As a young college language instructor, I find myself always trying to provide my students with opportunities in which they can see a real purpose of using L2 (foreign language) outside the conventional classroom where interaction is often reduced to their peers and instructor. The idea of this project was to encourage my students to speak via Skype with other college Spanish native speakers with like-minded interests -lifestyle, culture, education, and food -through the use of Computer Mediated Communication (CMC). The idea of this project started in one of my graduate courses at Fordham University when I had to survey a sample of Jesuit undergraduate students and their likelihood to interact with their surrounding community. Fordham Universitys main campus is located in the Bronx. The New York Botanical Garden and the Bronx Zoo surround the campus. However, Fordhams main campus is located in a community where there is a large low income Hispanic and African American population wher eas the demographics at Fordham is mostly a white upper middle class student body. The survey aimed to understand how much interaction existed between these two communities Fordham students and the surrounding community. Based on the results of the survey, most of the students prefer to spend their free time either on campus or in Manhattan. I also realized that specifically my Spanish students would not take advantage of the Hispanic population to practice their Spanish skills as they felt English would be an easier way to communicate. Consequently, I thought that as a language instructor, I would need to provide my students with a setting in which they feel comfortable and make use of the target language specifically with native speakers who have similar interests or experience similar learning conditions. This article summarizes a pedagogical experience with the purpose of sharing with other language colleagues how I started and structured the project and it also reflects upon its outcomes. Literature Review Computer Mediated Communication (CMC) CMC is defined as the process of creating, exchanging, and perceiving information via networked telecommunications systems facilitating the encoding, transmitting, and decoding of messages (Romiszowski Mason, n.d.). CMC was the result of linking different computers and having people interact by sharing messages and data. CMC spread rapidly and it allowed people from geographically dispersed locations to communicate replacing traveling and Face-to-Face (FtF) meetings with more efficient ways to instantly communicate. Different studies have shown that FtF gatherings give speakers with higher positions or power in any organization a larger portion of speech time while CMC meetings offer an equal share of the meeting participation (Walther, 1996.) Other studies, on the contrary, suggests that CMC does not contribute to active participation because it is assumed that in many CMC discussions a few members dominate the floor and the rest of the members become lurkers or passive recipient s. Both offline and online discussions have passive recipients; this implies that CMC does not discourage active participation and learning (Romiszowski Mason, n.d.). Allowing students to interact with others considering their mutual interests and giving them the freedom to make their own choices when learning a foreign language is essential to motivate them. Bastidas (2002) proposes integrative and instrumental motivation affecting foreign language learners. On one hand, integrative motivation suggests the interest of learners in the community and culture that involves the second language. Instrumental motivation, on the other hand, refers to the specific goals of the students. Bastidas also shows the communicative need to use any foreign language as an aspect affecting learners motivation. He explains that many language students feel demotivated to learn a foreign language because they think the L2 is neither important nor useful for them. Additionally, more than a real life experience, I wanted this project to be an exposure to the target language with native speakers. Fordham University is located in a highly populated Hispanic community in th e Bronx. Unfortunately, many Fordham students do not take advantage of this opportunity to practice Spanish with native speakers. Noam Chomskys innatist theory (Lightbown Spada, 1993) suggests that after that critical period of humans to learn a second language, input exposure is essential to gain L2 proficiency. For this reason, a project including input exposure with native speakers would stimulate students interest in engaging in conversations using the target language. Synchronous and Asynchronous Communication The continuous growth of Internet-based communication and college students interest in social media and networking seems to have a greater impact in the way they interact with others nowadays. These types of communication can be Synchronous or Asynchronous. Synchronous Communication or real-time communication refers to face-to-face discussions among people, whereas Asynchronous Communication (delayed communication) suggests a significant time delay between receiving and sending messages (Romiszowski Mason, n.d.). Hence, the inclusion of a computer-based activity and synchronous communication in my instruction was necessary in order to encourage and engage my students in the L2 learning process. I believe that real time communication would allow learners to provide instant feedback to each other, to emotionally bond, and to be spontaneous. According to Celce-Murcia (2001), the use of media in language classes only brings the outside world to the classroom and makes the learning proce ss more exciting and meaningful. Nevertheless, the only purpose of this project was not the improvement of L2 speaking proficiency but it also aimed to raise awareness in students about other cultures. In other words, I wanted to promote and instill values of inclusion, tolerance, and diversity as a principle of life in this globalized world. Teaching culture in a language class results in better communicators of L2. Culture is understood as body language, gestures, concepts of time, traditions, and expressions of friendliness. Consequently, linguistic proficiency is not enough for a second language learner social cultural competence is fundamental for a more proficient and effective L2 speaker. Hymes (1996)  [1]  also stresses the importance of socio cultural competence by saying that an individual who is not aware of the appropriateness norms accepted in a determined community is likely to be placed in a position of inequality. Similar Projects Other instructors and universities have implemented and explored a similar project, like the one I proposed at Fordham University, with positive results. Dickens (2009) shared an experience of two classes (one from the US and the other from Italy) in which students were initially paired up and required to interact with their partners discussing about different aspects of their life and classes topics using Twitter. After a couple of months the instructors decided that it would be appropriate to have them interact on video chat using Skype. Dickens report about the experience is positive. Students were able to communicate in the target language and to simultaneously multitask (surf on Facebook, share videos on YouTube, Google information, etc.) Alas, most of the session was held in the students native language. In a different experiment, Carney (2008) started a project in which an English class interacted with a Japanese class through the use of blogs, wikis, Skype text, voice, and vi deo chat and the exchange of homemade DVDs movies. Skype sessions in general were set up so that four English class students talk with one Japanese student. Each English class student had to prepare different questions to ask their Japanese partner. Some of the Japanese students were not able to speak due to the lack of web cams and computers. In general, this was a great experience for these students. The author recognizes the importance of CMC and its impact in foreign language classes. Project Objectives There were three major objectives identified at the beginning of this pilot project which will serve as an assessment of the achieved goals: Provide students with a space in which they can practice their listening and speaking skills in the L2 with native speakers by means of interactive and contextualized conversations online. Encourage students to learn from their partners culture, country, and traditions. Give the students the opportunity to interact in real life situations using the target language. Participating Institutions The two participating institutions are private higher education universities under the Cura Personalis (care of the other) philosophy and Jesuit Tradition. Fordham University is the Jesuit University in New York City. Fordhams Department of Languages and Literatures requires undergraduate students to take up to five levels of a foreign language aiming to develop the linguistic proficiency and cultural competence of Fordham students. The Colombian University in Bogota is a Jesuit University offering its community with quality Catholic education. The Department of Languages offers an undergraduate program qualifying its students to become language teachers. Participants A total of 50 students participated in this project. The participants are students from Fordham University (25 students) and from a Jesuit University in Bogota, Colombia (25 students.) Fordham University students are English native speakers learning Spanish in high beginner level courses. Students in Colombia are Spanish native speakers in intermediate English courses. It is important to clarify that Fordham students are studying Spanish (or any foreign language offered at the Department) as a mandatory language course during five (5) academic semesters. Some of them might want to minor in this language. The students at the Colombian university are future language teachers who are majoring in English. Fordham students age in average is 19 years old; whereas their online partners age in Colombia raged between 20 to 45 years old. The technological skills of the students were not considered when implementing this project. Pedagogical Proposal This pedagogical experience attempts to determine if there is any relationship between the implementation of Internet-based Synchronous Communication and the interest of foreign language students and native speakers to engage in conversation and learn about their culture. In order to start this project, a written proposal was submitted to the Chair of the Fordhams Department of Languages and Literatures and the Spanish Language Coordinator. In this document, objectives, description, proposed activities, projected timeline, proposed partners, and their responsibilities of the whole project were specified. The Chair at Fordham University had two important concerns about this initiative: 1. safety of students and 2. feasibility of the project. With the support of the Faculty Technology Center at Fordham University, I was able to persuade the Chair that there were no risks associated with the use of Skype for educational purposes and that its viability was directly related to the collaboration of the other university and the participation of the students. I should note that at Fordham University, foreign language students are required to attend the language laboratory two hours every week. For that reason, I decided to merge this project within the labora tory activities grade. As part of the curriculum at the Department of Modern Languages, language students are required to go to the language laboratory one hour a week. During this time (students are free to decide when to go to the laboratory from Monday to Saturday in a specific schedule) students listen to the audio section of their workbook as well as they complete different grammar exercises on line as part of their course evaluation. Roger Goodson (2005) states that some faculty members and administrators are normally resistant to include technology in their instruction because of time constraints, their demanding academic workload, lack of training, and insufficient research proving the effectiveness of E-learning. It is common to see some institutions still reluctant to explore technological changes in instruction, as it was the example of San Jose State University (SJSU.) The Associate Vice-President of San Jose State University proposed to ban Skype at the University imply ing that Skype might infect the institutions computers with viruses and that Skype might distract students and professors in the classrooms. One faculty member expressed his concern and called the institution luddite about this issue and explained the reasons why Skype should not be banned: 1. Skype allows communicating at no cost with other colleagues around the world, 2. There are many international students who might use Skype to communicate with other students, and 3. Foreign Language instructors have started to use Skype to have their students communicate with other students who are native speakers of the language they are learning Shaw (2006.) When the Chair of the Department at Fordham approved this pilot project, I immediately contacted different universities in Colombia. However, I thought that it would be a good idea to work with another university under the same Jesuit philosophy. Fortunately, a Jesuit University in Bogota, Colombia responded with great interest and eagerness in starting the project as soon as possible. The Chair of the Department of Modern Languages in Colombia designated his English Speaking Advanced class to take part in this linguistic experiment. The groups were not chosen based on any specific criteria. My two Spanish courses would participate in this project. At the Jesuit University in Colombia, the Chair chose that specific class because he was the professor in charge and had asked his students about their interest in partaking in this initiative, which had a positive reaction by the students. I clarified that this was intended to be a pilot project, which if it were to result with positive outcomes could be institutionalized by Fordhams Department, or at least it would encourage other instructors interested in creating a similar online community with their students. Community Development in general refers to the notion of people living close by to each other, face-to-face interactions, companionship, and support at different levels (Wellman, 1999.) However, in online communities the lack of physical location, verbal, and nonverbal cues implies impersonal relationships not able to build a community. However, other studies suggest that online communities can be built if participants have similar interests regardless their physical location they might find as an obstacle to communicate Face-to-Face (Romiszowski Mason, n.d.). Once the project was presented and approved by the two universities, it was necessary to establish a clear set of stages and assigned responsibilities to each instructor in order to launch this initiative. Table 1 describes the different stages that were considered. Task Observations Person in charge Outlining responsibilities A list of responsibilities was outlined and shared to students, professors, and administrators. Instructor at Fordham University. Pairing up students It was easier for the instructor in Colombia to pair the students as he had more students in his class than I did in with my two classes. Instructor at the Colombian University. Choosing topics for each session Both instructors agreed that each session should focus on content, culture, and grammatical structures, which would reinforce the topics, learned in classroom. Both instructors. Setting up a chronogram Considering that the end of the semester was coming soon for both universities, it was important to use the time wisely. Both instructors. Table 1. Stages of the Project The first step was to inform all the participants (instructors, students, and administrators) about their responsibilities regarding this project as shown in Table 2. Instructors Pair up students based on their proficiency level Monitor that students are attending their Skype meeting Make sure that students are respectful with their peers time Remind students to be punctual Decide the topics the students will be discussing Communicate with the other instructors if there are doubts or suggestions Provide a space for the students with the necessary technology to access to Skype Students Be punctual Speak only the language they are required to speak during the session. Prepare enough questions to carry out the conversation. Submit a screen shot of their Skype conversation in order to confirm that they actually had a conversation with their assigned partner and the required time for each session Administrators Establish the partnership between the two universities Attend the on line meeting in December to analyze the effectiveness of the project Table 2. Participants Responsibilities Participants received an email with their respective responsibilities. Consequently, a list of Fordham students was sent to my colleague in Colombia. He was in charge of pairing up his students with mine. His class was considerably bigger (in terms of number of students) compared to my two classes together at Fordham. There were not any specific criteria when pairing up the students it was just a simple matching exercise from two rosters. Then, each student received an email with a list in which they would find their matches for the fours sessions. The list included names and emails. The final stage of the project required each instructor to choose the topics. It was the responsibility of each professor to decide the topics students would be discussing in every session. Each session was expected to last approximately 15 to 20 minutes and it was expected to be conducted by students as follows: use of the target language previously determined (English or Spanish), personal introductio ns (as every session they were paired up with different partners), discussion of a previously determined topic. The topics varying from academic structure, personal interests, gastronomy, etc. were carefully selected so that students have a wide exposure to new vocabulary, expressions, and especially culture. The sessions were organized as shown in Table 3. Session Language Topic In charge One Spanish Exchange personal information (names, hobbies, favorite food, sports they practice) Also get to know about each other. Understand how easy or difficult is to learn English or Spanish. Fordham Two English Compare academic structures from their schools and the differences of educational system. University in Colombia Three Spanish Compare lifestyle, culture, gastronomy, and currencies. Fordham Four English Understand how languages are taught in the US from elementary school through the university. University in Colombia Table 3. Organization of the Sessions Students were required to prepare questions and organize their ideas in order to have a meaningful conversation during the following week. Furthermore, each Fordham student was required to snap a screenshot of their Skype conversation records as a proof that they did Skype with their assigned partners. All the conversations were set up by each student at different times and days (within a week period) this with the purpose of giving students the opportunity to organize their busy time and also to give students a sense of belonging to the project. One important aspect to mention is that the administrators did not ever set up a meeting to discuss the outcomes or implications of the project due to the lack of time. When the project was over the university in Colombia was already in winter break. Findings In this section, the advantages and weaknesses during the completion of the project will be described. In addition, I will mention the opinions and thoughts of 18 participant students who were surveyed after the project was finished. Starting the project was somehow challenging due to the lack of time and the resistance of the administrators to approve the project. Additionally, the communication between the two universities was slow. As it was previously mentioned, each student was randomly paired up with another one from the other university. In order to set up their online meetings they emailed each other. Students reported that their partner did not respond their emails in a timely fashion or kept postponing the meeting, and some others never got an answer from their partner. One student said: I thought it was very interesting and cool to learn about the life of a complete stranger! Sometimes communication was difficult but it was a good experience. This frustrated a big part of the students because it did not allow them to ever experience a conversation My student never answered my emails so we were not able to talk via Skype. A student added. Sometimes there were problems related to technological issues an d Internet connection, which prevented students to have voice conversations. Nonetheless, students opted to chat instead. A great part of participants described their Skyping experienced as interesting and fun. In their own words they said: I found it extremely useful and fun. It was very interesting to speak with my partner and I believe that she and I will probably continue speaking even though the assignment has finished. I would definitely do it again and hope I have the chance to in the future. Another student added: I did enjoy interacting with a student from another country. I found it relatively easy to understand her but harder to express my own ideas. No matter the skill level or level of success, I think it is always helpful though to get practice speaking with someone who knows the language so well. Each session was supposed to last between 15 to 20 minutes. However, most of the sessions ended up exceeding this time limit because they truly enjoyed conversing with their peers. Other students thought it was rude to conclude a conversation in only 15 minutes and they allowed more time to this activity even if they were only text chatting. Only one student requested to be given a different Skype partner. One of them was more than 20 years older than the other participant creating an uncomfortable environment in the younger student. Based on the student at Fordham, her Skype partner made her feel uncomfortable as in their first email that they had exchanged, the student in Colombia had expressed that he had physical issues that prevented him of speaking. He was asking to have someone else participate in the sessions. The student at Fordham thought it was not a good idea and as a Fordham professor I am not allowed to ask her to do something when she has expressed that it makes her feel uncomfortable. Therefore a new Skype partner was assigned to her. Throughout the development of the project some students, who were able to set up their online meetings, expressed during class that they were bonding while many others felt discouraged because they never had the opportunity to speak. It is important to note that this pilot project has led to a possible partnership between Fordham University and AUSJAL (Asociacià ³n de Universidades Confiadas a la Compaà ±Ãƒ ­a de Jesà ºs en Amà ©rica Latina), which is an Association of Jesuit Universities in Latin America. A representative from AUSJAL has contacted me with the purpose to start a possible project in which these types of online environments would benefit students from various Jesuit universities in South America and the United States. Opinions of the Participants A number of 18 participants in this project completed an online survey on Survey Monkey (www.surveymonkey.com) about three different aspects regarding the development of the project as shown in Table 4 and Table 5. The third aspect was an open-ended question in order to understand the opinions of the students and their likelihood to participate again in a future similar project. Surveymonkey.com provides users with free web-based surveys. I chose this website because the website helps you to create any type of survey with predetermined formats. Additionally, Surveymonkey.com does not require a software installation, everything is self-explanatory and most importantly the basic features are free. Based on the answers from Table 4, it can be inferred that after different Skype sessions, students mostly learned about their partners culture regarding personal information, similar interests, and education. The results suggest that students in general were not able to exchange as much information as expected about their regions food, their schools academic structure, and quality of life in their countries. 1. Which of the following aspects do you think Skype sessions helped you learn about your partners culture? Completely disagree Somehow disagree Agree Somehow agree Completely agree Food 27,3% 27,3% 9,1% 27,3% 9,1% Education 0,0% 8,3% 33,3% 25,0% 33,3% Academic Structure 16,7% 8,3% 33,3% 33,3% 8,3% Personal Information 8,3% 0,0% 25,0% 8,3% 58,3% Similar Interests 0,0% 0,0% 41,7% 33,3% 25,0% Quality of Life 8,3% 25,0% 41,7% 16,7% 8,3% Table 4. Cultural Appreciation According to Table 5, students seemed to have a greater difficulty trying to set up a Skype session with their partners than expressing their ideas and carrying out spontaneous conversations. Additionally, participants also believed that understanding their partners ideas was challenging. 2. Considering that your Skype partners were college students with similar interests but they were people you did not know, to what degree was it easy or difficult to interact with them using the language you are learning? Very easy Easy Difficult Very Difficult Understand your partners ideas 25,0% 16,7% 50,0% 8,3% Set up a Skype session 16,7% 8,3% 33,3% 41,7% Carry out a spontaneous conversation 25,0% 25,0% 16,7% 33,3% Express your ideas 8,3% 33,3% 25,0% 33,3% Table 5. Degree of Difficulty in Communication Finally, based on the surveyed student responses, it can be inferred that most of the participants thought that the Skype Project with a foreign country did allow them to learn something new about another culture. Many students were surprised that, different from the US, the majority of Colombian college students live with their parents when they attend college. Also, students at Javeriana University do not use their institutional email account as frequently as many American college students do. In general, participants felt that the project was much more fun than going to the language laboratory and writing compositions. Although, they expressed that communication was somehow difficult due to technological inconveniences (e.g. Internet connection, time flexibility, lack of web cam), participants acknowledged the importance of getting to know people from other countries who are native speakers. Most of the participants agreed that setting up meetings was by far the most tedious part of the project because of their busy schedule, their lack of interest of some participants, and the fact that they were talking to, in literal words, a complete stranger. In addition, the idea to participate in a similar project seems to be a viable one for many of them because they think these types of experiences forced them out of their comfort zone. Unfortunately, some other students were not able to provide any feedback because they were never able to speak with their Skype partner because they never got a response to set up a meeting. Conclusions and Implications The idea of this pilot project between Fordham University and the Jesuit University in Colombia was to understand if Internet-based Synchronous Communication would motivate