Athletic Leadership Development Program Essay

There is great need to develop effective athletic management programs in high schools. Apart from the fact that students derive direct benefit from such programs, it is also a good training resource since today’s high school athletes will eventually take shape as tomorrow’s sports leaders as coaches, trainers, athletic administrators, sports physicians, sports psychologists and other capacities (Lanasa, Ciletti & Lackman, 2005). High school is a very important stage in which students prepare for the future by getting a good education, making friends and participate in other activities such as athletics. It is unfortunate, that many schools have adopted budget cuts that under provide for sports, taking the opinion that money would be better spent on academics. Though it is right that academics come first, sacrificing high school sports is dangerous to the students’ high school experience as it affects their ability to perform at optimum academic levels (Amorose & Horn, 2000). Sports are also an important component that helps students develop into well-rounded adults who give full benefits to the country at large. INTRODUCTION This paper will carry out a literature review to illustrate how a School Athletic Leadership Plan works to give students full benefits. In extension, the school as an institution also derives high levels of achievement and satisfaction from the same. It will show how students with an interest in the field of training and treatment of athletes can effectively be prepared by the school athletic training programs. They are a perfect opportunity of gaining college and career preparation. These programs give an appropriate opportunity to the attainment of information, certification, scholarships and networking for students (MacGregor, 2005). HOW TO DEVELOP A LEADERSHIP PROGRAM This section will evaluate the leadership program adopted by Wheeler High School in Indiana. It presents a situation that is appropriate to most high schools where there are potentially good players but their hopes and targets fail to materialize due to lack of a well organized sports framework and leadership in the school. On evaluation of the progress and areas that need change, Snodgrass notes that the foremost problem was the lack of player leadership in the students’ teams coupled with the lack of senior talent (2005). Borrowing from the plan adopted by this school, this paper will give guidelines on how a school athletic leadership plan can be developed. Structure of the program An effective leadership program should start by identifying players that can participate in the plan. For starters, the first class could be made up of six senior and two junior students who would meet weekly for two to three hours over a ten week period (Snodgrass, 2005). In this period, they would they would participate in the curriculum by carrying out the following; Interaction They are expected to visit and spend one or two hours in the curriculum each night (Snodgrass, 2005). From this interaction, the head of the plan identifies the strengths and weaknesses of the selected team by observing how they interact and how committed they are. This is the stage at which the leaders and those with skills valuable to the plan are identified. As they share ideas, hopes and aspirations, this pilot group can come up with an excellent blueprint of the plan since they are better positioned to know what would work with their fellow student athletes and what would not. Activities strengthening core values The activities that strengthen core values are important as they set the plan in motion with the rest of the student athletes. The pilot group of eight should each be assigned a group of student with which they carry out these activities. This could occur in class for discussions and after knowing each other, the group members should engage in out of class activities. Group leaders are expected to call incoming players and engage with them with an aim of getting to know them intimately (University of Wisconsin, 2007). This is a very important step as the group leaders get in a position to identify strengths and weaknesses that might be hidden from the coaches and teachers. This enables the teams to avoid failures that commonly arise from the lack of proper understanding within the team. Leadership in youth camps The eight members of the pilot team should serve as counselor at the summer youth camp. They are expected to take up roles such as teaching a position, coaching the team in flag football, running the punt-pass-kick contest etc (Young & Edmonson, 2010). It should involve activities such as story narrations to emphasize the importance of team playing. The plan should be sure to implement a youth summer camp. The Handbook of Organizational Consulting Psychology underscores the importance of such camps in the development of leadership plans. It is from such camps that the members emerge as a team understanding each other, with strong leadership and ready to work together (Fiedler, 2002). The above activities lay the foundation on which the plan can be built upon. After getting the required individuals to spearhead the program and the necessary team sprit, the plan can proceed into the next step in which it formally assembles the best ideas and strategies for the leadership program in form of a blueprint discussed in the following section. PLANNING THE BLUEPRINT Snodgrass defines a blueprint as the process of designing a leadership program in any field from start to finish (2005). It guides the implementation of the whole process and it gives guidelines on how to check progress and success levels. This paper will provide a blueprint that is divided into steps as follows; Step 1: Assembling the planning team According to the program adopted by the Leigh University for the summer of 2007, the planning team should comprise all the key stakeholders to build a program that is acceptable campus wide (Fiedler, 2002). It is imperative to ensure that all individual stakeholders understand the importance of athletics in the life of the students. Teachers and other members of staff should be ready to sacrifice some academic hours in order to bring the plan into track. In this university, the team consisted of coaches from the Athletic Department, administrators and student-athletes as well as staff from the Dean of Student’s Office to attain a healthy balance (Young & Edmonson, 2010). They should meet weekly to discuss the rest of the steps in the blueprint. Step 2: Conducting a leadership audit â€Å"The leadership audit is a systematic assessment of leadership development opportunities at the institution and beyond. A complete audit includes both internal and external reviews and inventories all leadership opportunities† (Lanasa, Ciletti & Lackman, 2005). Internal audit: The information from this audit should find out whether there are other leadership initiatives on campus in which student-athletes can participate (). Fiddler finds that often these programs are not designed to directly increase the value of the student’s leadership and do not fundamentally impact Athletics as a whole(Amorose & Horn, 2000). There should be goal setting and skill building workshops that are conducive to the unique schedules of student-athletes and athletics department staff. External audit: This involves researching specific leadership opportunities at other institutions. This should particularly look for leadership development programs and delivery options within other institutions (Robinson & Skinner, 2008). It can be done in neighboring schools that have highly successful leadership development programs to identify crucial aspects that can be adopted. It can also be done online or from other literature on the issue to set good standards for a comprehensive plan. Step 3: Identification of an anchor The anchor is another crucial aspect of the plan that should be in place. Young and Edmonson define it as the â€Å"existing institutional purpose, outreach or reason that makes the program’s efforts essential and justifies the investment of time, energy and resources to support the effort (2010). It helps in the acceptance of the plan since it does not appear as something totally alien. For instance the mission statement of Lehigh University is; â€Å"To advance learning through the integration of teaching, research, and service to others† (Young and Edmonson, 2010). To be in tandem with the school’s mission statement, the Lehigh Athletics Mission Statement could be made to capture that of the institute, e. g. â€Å"Our mission in the Lehigh Athletics Department is to advance learning to develop leadership, and to foster personal growth through comprehensive athletics programming. † (Young and Edmonson, 2010). This way, the plan manages to entrench itself within existing institutional goals and hence all stakeholders can comfortably identify with it and work towards its implementation. As such, teachers for instance would drop their hard line stance towards the plan as they feel it helps in academics. Step 4: Determining the scope The scope is the extent of the leadership experience which encompasses aspects such as how deep the program will be embedded in institutional culture and the programmatic mission and learning objectives (Robinson & Skinner, 2008). The scope should be connected to the vision, mission, and learning outcomes of the school’s sports department. Vision: the plan should be aimed at cultivating a culture of leadership which encourages self-awareness, commitment to team playing, and emphasis on values and actions that enhance a good athletic experience. (Amorose & Horn, 2000) Mission: the sports department should use the plan to complement and support the larger missions of the institution as a whole. This can be achieved with the use of the transformational leadership theory that enhances student’s leadership skills and understanding (Fiedler, 2002). It should accomplish a sense of community among al stakeholders focusing on the value of positive leadership. Learning outcomes: these are the benefits that the students should derive from participating in the Athletic Leadership Program. Firstly, they enhance their knowledge of basic leadership skills and principles. Others are interpersonal skills, integrity, peer motivation, self awareness and the value of diversity in every situation (University of Wisconsin, 2007). This will enhance their wellbeing in every field of life in school and beyond. Step 5: Shaping the philosophy A philosophy is important in shaping an appropriate vision, mission and goals for a comprehensive Athletic Leadership Program. Robison and Skinner put forward two examples of philosophy that can be used to achieve this end. They do so by addressing the unique needs of student-athletes, teams and coaches (2008). The Transformational Leadership Theory is the primary philosophy in which the program is embedded. â€Å"It describes a course of action where both leaders and participants engage in a mutual, ongoing process of raising one another to higher levels of motivation, moral reasoning, and self-consciousness† (Robinson & Skinner, 2008). This encourages collaboration and interdependence within participants by appealing to social and community focused values. Principle-Centered Leadership Theory: this theory is based on principle based leadership. Leaders are required to center their practices in natural based practices. Their values can only be effective if they remain true to these guiding principles, which are identified as; â€Å"continually learning, service-oriented, radiate positive energy, believe in other people, lead balanced lives, see life as an adventure, are synergistic, and exercise for self-renewal† (Robinson & Skinner, 2008). Step 6: Selecting delivery framework These are the strategies and individuals to be used for teaching participants about leadership. This includes positional leaders and emerging ones. Positional leaders include coaches and captains who are directly responsible of development of athleticism in individual-student athletes which will ultimately lead them to winning championships (Fiedler, 2002). Emerging leaders include students joining the program and those who have been it for a while and want to further their leadership skills. This way, the plan ensures that it has a never ending supply of talent and new leadership, i. e. it is sustainable. Step 7: Select Assessment and Evaluation Strategies This step ensures that intentional assessment and evaluation tools will are available. It is recommended that the implementation of the blueprint is assessed after the first full year of implementation. The tools to be used for this assessment may include â€Å"focus groups, student-athlete exit interviews, pre- and post-surveys, student-athlete post-season evaluations, etc† (University of Wisconsin, 2007). This process is meant to explore needs, outcomes and satisfaction derived from the plan. CONCLUSION A School Athletic Leadership Plan like the one outlined above will go a long way in accomplishing a varied range of needs in the school. It clearly shows the need to implement an effective plan from which students can derive numerous benefits. The step by step process is imperative in creating a leadership program which is self sustaining and which is deeply rooted in the institutional goals and vision. This ensures that it is embraced by all. REFERENCES Amorose, A. J, and Horn T. S (2000). Intrinsic Motivation: relationship with collegiate athletes’ gender, scholarship status, and perceptions of their coaches’ behavior. Journal of sport and exercise psychology. 22(1), 63 – 84. Fiedler, F. E (2002). Proactive ways to improve leadership performance. Handbook of organizational consulting psychology, 76 – 105, San Francisco: Jossey-Bass Lanasa, J. , Ciletti, D. and Lackman, R. (2005). Designing a Model for Improved Outcomes Among Students- Athletes in Sports Education. Left Coast Press. Retrieved, 6th August, 2010 MacGregor, G. M. (2005). Designing Student Leadership Programs: Transforming the Leadership Potential of Youth. Youthleadership. com Robison, T. I and Skinner, T. (2008). The Athlete and the Grade Change. Cases in Educational Leadership. Retrieved, 6th August, 2010 Snodgrass, S. (2005). Building a high school leadership program. Gale, Cengage Learning. University of Wisconsin. (2007). A Grounded Theory Of High Quality Leadership Programs: Perspectives From Student Leadership Development Programs In Higher Education. Madison: University of Wisconsin. Young, J. and Edmonson, S. (2010). High School Athletic Directors and Educational Leadership Traits: A Conceptual Analysis of the Literature. Retrieved, 6th August, 20 10

Project Repote on Lakme

Details of planning, organising, staffing and directing functions. In this chapter we shall learn the details of coordinating and controlling functions. You know that the various business activities of an organisation are grouped and carried out by different departments and within each department there is division and sub-division. In order to achieve the organisational goals effectively, there is need to ensure that activities of such divisions, sub-divisions and departments are harmonised and duly monitored so that the performance of the organisation conforms to the plans and the prescribed time schedule.This is achieved through proper coordination and control of the activities of all groups. Let us now learn about the concepts of coordination and control and the various steps involved in the control259 Notes MODULE -3 Business Management 14 CO-ORDINATION AND CONTROLLING You have learnt about the various functions of management and gone through the details of planning, organising, staffing and directing functions. In this chapter we shall learn the details of coordinating and controlling functions.You know that the various business activities of an organisation are grouped and carried out by different departments and within each department there is division and sub-division. In order to achieve the organisational goals effectively, there is need to ensure that activities of such divisions, sub-divisions and departments are harmonised and duly monitored so that the performance of the organisation conforms to the plans and the prescribed time schedule. This is achieved through proper coordination and control of the activities of all groups.Let us now learn about the concepts of coordination and control and the various steps involved in the control process. OBJECTIVES After studying this lesson, you will be able to: explain the meaning and significance of coordination; explain the meaning of control; describe the characteristics of control and the importance of controlling; and identify the steps involved in the process of control. 14. 1 MEANING OF CO-ORDINATION In every organisation, different types of work are performed by various groups and no

Environment Affects Humans Health Essay

The environment affects human health in many ways in this short passage I will talk about air pollution and polluted waters. Air pollution is everywhere, and no we do not always see it but it is their harming everyone’s health. Why is air pollution bad for children’s health because it harms their lungs and increases the chances or childhood asthma. Air pollution is harmful to children’s lungs, but adults also. Air pollution has been known to cause a number of respiratory problems. Places with a higher rate of air pollution people tend to be at higher risk of heart problems. The reason why is because of the amount of air pollution that they breather every day is not helpful. Big companies that produce lots of air pollution should try to invest some money into their facility’s, so that there is not as much air pollution formed in the area. If the air pollution is toxic is can eventually higher someone’s rate of developing cancer. This means if you liv e in an area with lots of pollution, and can see the thick pollution clouds in the air chances are there is a higher cancer rate in that area because of the pollution the people are breathing in every day. Something has to be done to stop the amount of air pollution that is forming in some areas because it is severely harmful to people’s health, and the people of the companies producing it make it sound as if it is not harmful at all. The truth is that is does a lot more damage to our health than they are telling us.On to polluted waters it is not as bad as polluted air, but it is there. Polluted water is bad for us and can make us sick when we drink it or swim in it. Low danger symptoms that might occur from it are vomiting, diarrhea, skin rashes, and stomach problems. Do not think these are the only types of occurred symptoms that polluted water can cause because they only become worse. Polluted water can also cause developmental and reproductive problems these problems occur when we drink the polluted water for long lengths to time. Air pollution is not the only thing that causes everyone’s nightmare cancer polluted water also can cause it. The same as air pollution and breathing it we would have to drink lots of polluted water before this occurs. Tap water is normally safe to drink, but it is good to drink filtered tap water because water pollution can still travel through our reservoirs where they filter our tap water at. They pollution is normally very little traces of it in tap water, but on occasion they will be a high amount of pollution were the water company has to let us know of the  problem. The environment we live in can affect human’s health in many more ways than explained. We as humans create most the problems with the environment that we are faced with. Unfortunately I doubt that will change anytime soon, maybe in the far future. The two types of environmental problems I discussed were air and water pollutions and the harm that they do to humans.

How will China look to sustain economic growth in the future Essay

How will China look to sustain economic growth in the future - Essay Example (Hu and Khan, 1997: Harder, 2010, p.1) The nation has been able to sustain the growth inspite of minor fluctuations. The economy had been experiencing a 6 percent annual growth before it underwent an economic reform in 1978, which changed to 9 percent post reform. It witnessed a above 13 percent per capita growth in its peak years- a nearly quadrupled figure. The country experienced a growth in its capital accumulation in the form of ‘stocks of capital assets’ and the setting up of new factories, developing machinery, and logistics systems which was an important factor in the growth of the economy. The growth in the number of Chinese workers also resulted in a sharp and sustained increase in the productivity, which was also a major factor for the economic growth of the country. The key driving force of the growth has mainly been the unremitting expansion in the production of the economy, which accounted for more than 42 per cent during the period 1979-94. This also broke the traditional myth that an economy can only grow with the growth in its capital accumulation. ... It has been argued that productivity driven growth are more sustainable and the ‘market oriented reform’ taken up by the country had resulted in creating the ‘productivity boom’. The reform brought in the introduction of ‘profit incentives to rural collective enterprises, family farms, small private business and foreign investors and traders’, which stimulated the efficiency of the economy. Many enterprises were also exempted from the state authority intervention, which resulted in an increase in the share of the collective enterprises from 42 percent to 50 percent and the share of the private business and joint ventures from 2 percent to 10 percent, while the output of the state owned enterprises declined from 56 percent to 40 percent. The profit motive of the producers increased the investment in their business in order to improve its performance. Reforms in the economic policy had also extended property rights in the countryside as the rural people started of non-agricultural business. The post reform period was marked with more competent use of labor and more fruitful farms as a result of de-collectivization and high priced farming products. This resulted in fast growth of village enterprises driving many people into ‘higher value added manufacturing sector’ from the ‘traditional agricultural sector’. The reform granted the enterprise managers with greater freedom as they were free to place their own production goals, sell the products in the private market with competitive prices, and give bonus to the employee who works better and fire the one whose performance is not good. The reform also entitled them to retain some of the firm’s earnings for further

Critically Debate The Arguments For And Against Global Mega-Mergers Essay

Critically Debate The Arguments For And Against Global Mega-Mergers - Essay Example With the growth in the competition and with the rising trend of globalisation, it has been found that most of the companies are merging together in order to avail several advantages. These mergers are the result of the strategy to become world market leader in certain sector or at least to reach a critical mass. There is significant growth in the international mergers and acquisitions that are taking place across the boundaries of any particular country (Einy & et. al., 1995). Arguments For and Against Global Mega-Mergers The international mergers and acquisitions are conducted for the purpose of gaining strategic benefits in the market of a particular country. Salent & et. al. (1983) stated the fact that when an industry is oligopolistic with identical goods and cournot competition along with constant marginal cost and linear demand then in such circumstances a merger tends not to be gainful unless and until it encompasses more than 80 percent of the firm (Salant & et. al., 1983). M ergers in case of Cournot oligopoly is recognised to be quite lucrative if both the merging companies possess asymmetric information regarding market demand (Das & Sengupta, 2001). It has been argued that the cross border M&A is the key to flow of foreign direct investment. Greater share of the total merger tasks tend to be performed largely across international borders (Clarke, 1983). International mergers & acquisitions are a trend nowadays. Most of the top managements of the companies argue the fact that international mergers lead to benefits of scale, high shareholders’ value, access to new markets as well as low overheads. However, it can also be argued that mergers lead to cultural differences, in terms of organisation culture along with national culture as well which is considered to be the biggest challenge in such integration. It has been noted that successful integration of an international merger is quite a long method which is assisted by a sense of equality and c ommon management goals, programs and tasks (Olie, 2002). The new form created because of the merger activity is anticipated to possess increased market share that may facilitate to minimise competition. Although the minimisation in the completion is harmful for the public interest, it can assist the firm in earning more profits (Otchere & Mustopo, 2006). Mergers can assist the firms in dealing with the threats of multinationals and struggle on an international scale. It has also been argued that mergers might permit high investment in Research & Development (R&D) since the new firm is expected to garner significant profits. This will result in better quality of goods for the consumers. Mergers have been found to be quite advantageous in a deteriorating industry where the firms are facing problems to stay buoyant. It has been argued that in case of conglomerate mergers, two firms belonging to distinct industry merge together. Therefore, one of the benefits received in such mergers is sharing of knowledge that is generally applicable to distinct industry (Gal-Or, 1988). The arguments against global mega-mergers is that when

None Essay Example | Topics and Well Written Essays - 750 words - 5

None - Essay Example This paper will briefly describe the characteristic features of the Great Depression, compare the approaches of Hoover and Roosevelt to the economic and social turmoil, and explain Roosevelt's New Deal responses to the crisis. As a preliminary matter, the Great Depression was characterized by unprecedented levels of consumer debt, a decrease in international trade in the wake of the first World War, price deflation which compelled both individual and business debtors to cut spending while attempting to service higher than anticipated debt payments, a liquidity crisis which saw the money supply contract rather than expand, and a stock market crash as equity failed to yield anticipated returns (Bernstein, 1989: 33-35). In effect, stating the matter rather simply, money was disappearing on the income or loan side at the same time that debts and expenses were increasing. The consequences were disastrous. Unemployment increased, bankruptcies became commonplace, and huge migrations occurred as people sought new opportunities. There were too few resources for too many people; and where there were adequate resources; they were not allocated equally. President Hoover failed to grasp the pervasive nature of the economic failings; on the contrary, rather than approaching the crisis from a structural point of view, he chose to deal only with the more superficial symptoms of the crisis. More specifically, espousing a philosophical role of government which remained detached and aloof, Hoover refused to involve the government more directly into the market economy or social welfare. He was, in this way, a regulatory minimalist and he trusted that the business cycle and the American work ethic would sort out the crisis without substantial governmental intervention (Kennedy, 199: 56). These views became manifest as a policy of "avowed cooperation"; more particularly, Hoover encouraged certain reforms, such as bank deposit insurance, without supporting any more specific or comprehensive reforms. He was, in the final analysis, extraordinarily passive and ineffective in dealing with the scale of the disaster. President Roosevelt, on the other hand, was much more active and advocated a direct and deep intervention by the federal government. To this end, Roosevelt pursued structural reform, a broader notion of social welfare, and a governmental role in the economy which would increase demand and create jobs by entering into infrastructure contracts and becoming an active economic actor alongside individuals and businesses (Bremer, 1975: 642). Roosevelt distrusted both the free market and businesses in the forms espoused by theoretical purists; as a result, he approached the crisis from the point of view of the federal government helping to manage the business cycle and keeping the excesses of greed and capitalism at bay. Roosevelt was thus a reaction to the passivity and detachment of Hoover; his programs, incorporated as a part of the New Deal and the Second New Deal, remain important parts of our governmental structure and philosophy even today. The New Deal dealt first and foremost with restoring the integrity and the health of America's financial system; Roosevelt was thus forced to reform the powerful banks on Wall Street and elsewhere. This

Muti questions Assignment Example | Topics and Well Written Essays - 2000 words

Muti questions - Assignment Example Mutualistas comprised of all individuals who were ready to liberate and unite Mexicans in United States. Its membership was not restricted and it consisted of Mexican authorities, nation organizations for instance Alianza Hispano formed in 1894, Club Femenino Orquidia and women groups. 12. What did El Norte symbolize to the immigrants from Mexico in the early twentieth century? The main two actors in El Norte were David Villalpando and Zaide Gutierrez and they experienced civil war, which made them flee to America. Experiences witnessed by the individuals symbolized hard life they encountered while in United States of America where they did hard chores within poor environments. Conversely, their freedoms and rights were hand capped by government and those who tried to boycott duty were severely murdered and tortured. Though they were discriminated in United States, it still remained better to them than their homeland where there was turmoil and insecurity. These actors preferred life in captivity where you can get basic wants than being free in a country where you suffer due to high poverty levels. 13. What were the results of the Mexican Revolution for the average Mexican? Mexicans enjoyed a tranquil society after the revolution since new democratic country was formed which catered for needs of the people. Economic development was jerked by applying mixed economy strategies that welcomed investors and local entrepreneurs. Mexican citizens who were squatters were given land by the government and this improved their living standards since they can engage in agricultural production. Human rights and freedoms were adhered to by the government and laws and policies were put in place to protect citizens for instance formalization of peasant organisations and labor unions. Restoration of peace created an avenue for distribution of goods and services making it readily available for consumers. 14. What did the train come to symbolize? Train come symbolizes a new beginn ing in the life of Americans after a long time of captivity and unrest. It bestows lots of hope to citizens and encourages the government to gear towards achieving initial stability before the revolution. However, these hopes and aims can be achieved via uniting all Mexicans to create a common bond and cohesion. Though train come made people lose their hard earned property and others lives, it marked a beginning since Mexicans were to contribute to economic growth of their own country. 15. What kinds of work did most Mexicans find when they came to the United States? Give some examples for both men and women in different parts of the country? Mexican immigrants found life hard in foreign land and had to indulge in odd jobs in order to make ends meet. Early immigrants found good jobs but with endless flow of illegal Mexican citizens, Unites States economy was disfranchised of jobs and all Mexicans were relegated to blue collar jobs for instance in industries, farm work and house maid duties. In this regard, men participated in tedious jobs for example working in plantations, herding livestock and operating industrial equipments. On the other hand, women indulged in housekeeping chores like babysitting, washing toilets, caring for the old and washing clothes. This depended on different regions one inhabited for instance industrialization was practised in North America and agriculture in the South. Most Mexicans’ work places were un conducive for example industrial set up where there is a lot of noise, harmful fumes and

Hitler's greatest mistake Research Paper Example | Topics and Well Written Essays - 750 words

Hitler's greatest mistake - Research Paper Example Hitler was very much overconfident about invading Russia. The troop was not provided with winter clothing or equipments. More than half of Germen troops were frozen to death. The invasion was started on three fronts, in the south towards the Ukraine, in the north towards Leningrad, and centre towards Moscow. The moves were initially considered as successful advances. Within few days the Luftwaffe achieved air supremacy. German troops started encircling Russian defenders. Nazi legions soon conquered 1200 tanks and 600 big guns. They also gained more than 150,000 prisoners. Hitler attempted to control Russia to a great extent. Their crucial aim was to gain control over Leningrad-Moscow-Volga line. Germany’s three-pronged invasion was intended for seizing production areas in Ukraine and the Donetz basin. Germany’s plans were to acquire mineral deposits, oil and grain. They attempted to capture the Black and Baltic seas. Russian citizens were encouraged to accept the ‘scorched policy’. They were instructed that if they were forced to evacuate from their place they should not leave anything behind. They should evacuate fully. Germans at the same time started feeling trouble as weather was becoming disadvantageous for them. Russian partisan groups were gaining strength as they began imposing big tolls on supply convoys. Germans gained control over Riga, Smolensk and Kiev. They invaded Stalingrad to acquire the oilfields of Cacasus in August 1942.

Importance of Recycling Assignment Example | Topics and Well Written Essays - 500 words - 3

Importance of Recycling - Assignment Example The partnership allows Recycline to easily obtain the raw material for manufacturing the handles. And as more and more people are favoring the Go Green revolution, the availability of these plastic cups for Recycline is abundant at the collection points, where people are dropping more and more recyclable yoghurt cups. Another point that favors the company is the nature of Stonyfield Farm’s product, the demand for the Stonyfield Farm yoghurt will remain more or less constant with time resulting in a continuous and uninterrupted supply of yoghurt cups for Recycline. The Stonyfield Farm has been in the business since 1983 and with their organic and eco-friendly products, they have a much-trusted reputation in the market. The corporate image and experience of Stonyfield Farm will help the new and rising Recycline to form a better and stronger impact on the market. Recycling is a company that uses another company’s waste products and turns them into their product. The company helps protect the environment through minimizing waste disposal. The company can use this ground idea for its existence as its Unique Selling Point ‘USP’ in marketing its products. The company can project its product as being a Green product. â€Å"Recycling relies heavily on publicity to market their brand.† (Kurtz 673) So the more the company will project its image and promote its product through media thee more marketing it will attract for its product. Hudson could use environmental magazines like Ecology, Environmental Values, Review of Environmental Economics and Policy etc. for placing its advertisements. The more coverage the company gets through readership of people interested in the Go Green notion the more popular its product will become. Another marketing strategy is the price comparison of the top brands of razors with the eco-friend ly razor of Recycline, for example, a double razor four pack of Recycline is $5 as compared to the others  that are over $15. The company can encourage people to buy Recycline and save money with a cause of helping the environment.

Linguistics and Language Essay Example for Free

Linguistics and Language Essay While bilingualism has always been an object of interest and thorough research for scientists of various fields, mixing languages had been, until the last few decades, cast aside as its defective by-product. However, recent linguistic studies show that intermingling languages should not be considered an ill-conceived overlapping tendency that implies carelessness and a improper use of language, but a linguistic phenomenon with its own intricate rules and purposes. The addition of objectivity towards this subject has enabled linguists to describe in length the downsides and benefits of intermingling languages. None of the pros and cons can be treated with absolute certainty as language mixing itself is often subject to different interpretations. The term ‘intermingling languages’ is sometimes replaced with ‘code switching’ or ‘code mixing’, and the latter two treated as synonyms, although their meaning differs in multiple aspects. Code switching implies that the alternation between languages takes place after longer periods of time. Since code-switch mostly occurs at a clause or sentence boundary, it is referred to as intersential switching. According to the Sridhar brothers (1980) code mixing comprises of changing languages after shorter utterances within a single sentence, and can therefore be considered intrasential. Unlike code switching, it is not accompanied by a shift in speech situation. Code mixing also differs from borrowing, which is a less comprehensive form of using multiple languages in a short period of time. Code mixing, unlike borrowing, is not necessarily caused by a lexical gap in the host language. Neither are the mixed elements limited to a collection of terms accepted by the speech community. The mixed sequences are longer than single words (as is immanent to borrowing), but they are not always assimilated into the base language according to usual grammatical rules. The greatest difference of the two linguistic devices is probably the fact that code mixing is inevitably the result of bilingualism, however, borrowing can also occur in monolingual speech. (Sridhar Sridhar 1980) Despite the availabilty of aforementioned precise definitions numerous studies use code/language switching, mixing and intermingling synonymously without notable deficiency in the results, since these definitions tend to not hold a high level of importance when it comesto analysing the reasons, benefits and downsides of mixing languages. Contrary to popular belief, code mixing is not necessarily a sign of improperly acquired languages or inability to switch from bilingual to monolingual mode. Instead, the contradicticting mixing occurs when the usage of a single language no longer efficiently conveys meaning that is appropriate to a certain situation. According to Crystal (1987 cited in Rezaei Gheitanchian 2008) the benefits of code-switch become apparent when solving communication problems in three types of situations. The most obvious reason for a switch in languages being the difficulty in expressing oneself due to a deficiency in the base language. This shortage of a lexical item may come about because the expressed concept has no equivalent in the culture of the other language, or simply because of a momentary inability to remember said term in the host language. This type of code switching is especially prone to happen when the speaker is upset, tired or distracted in some manner. Work related mixing also falls into the ‘lexical gap’ category. For example, code switching becomes a useful tool when individuals lack the appropriate jargon while speaking about a particular topic. One may mix languages when talking about work because the technical terms associated with work are only known in one language. The second important cause in switching is the wish to ensure social belonging. An individual my want to express solidarity with a particular social group. In this case rapport is established between the speaker and the listener if the latter responds with a similar switch. Code mixing may also be used to exclude people from a conversation: for example, when travelling companions switch to their native language when mentioning things they do not wish to convey to the surrounding people; or when bilingual parents mix languages to keep their monolingual children from understanding private conversations. Thirdly, the reason for switching may be result of the wishing to convey one’s attitude towards the listener. Whereas monolinguals can express attitudes by means of variation in the level of formality in their speech, bilinguals have an extra device in this situation – code switching. When two bilinguals are accustomed to communicating in a fixed language, switching to the other is thought to create a special effect. This idea suggests that code switching can be used as a socio-linguistic tool, that aids bilinguals to emphasise a particular point in a sentence. While these benefits havebeen pointed out only during the last few decades of language studies, the downsides of code switching have always been an emphasised parallel to bilingualism research. The most common allegations have been the inability to fully comprehend either language; delays in thinking, speaking and understanding; language pollution and deterioration. The notion that intermingling languages is a results of insufficient knowledge of either of the languages, their grammatical structures and syntax, can be dismissed with the aid of the Equivalence Constraint by Poplack: â€Å"Codeswitches will tend to occur at points in discourse where juxtaposition of L1, and L2 elements does not violate a syntactic rule of either language, i. e. , at points around which the surface structures of the two languages map onto each other. † (1979 cited in Sridhar Sridhar 1980). This means that when the two languages have very different syntactical rules, the mixing is done in a way that switches occur in those parts of the sentence that allow the presence of a foreign word without causing grammatical discrepancies. However, when this is not possible the following principle of linguistics minimises the incongruity of the situation: â€Å"Dual Structure Principle: the internal structure of the guest constituent need not conform to the constituent structure rules of the host language, so long as its placement in the host sentence obeys the rules of the host language. † (Sridhar Sridhar 1980) Another problem associated with intermingling is the claimed time delay that occurs in switching. However, Gollan and Ferreira (2009) suggest that bilinguals switch languages only when non-dominant language responses are easily accesible and the switching does not occur with the price of accuracy, or if the switches improve accuracy. Furthermore, if the switches are not forced, bilinguals can actually make up for some of the costs linked with language mixing, including the small costs in time. The uncertainties that bilinguals experience when expressing emotions can also be considered a problematic aspect of language mixing. The common belief that emotions conveyd in the mother tongue have the most strength and sincereness, implies that code switching somehow lessens the truthfulness of one’s emotions. In contrast, Grosjean (2008) points out that the notion of bilinguals always expressing their emotions in their first language is a myth. The opposite can be true when a childhood in one language lacked affection or had an abundance of distressing events – in  that case, the second language may be used more often as it has stronger reaffirming emotional tones. Despite the emergence of the previous pattern, there are instances where a person might benefit more from using an emotionally less-dominating language. For example, code switching is sometimes strategically used in psychological counseling. This can be accounted to the usefulness of speaking in a second language when trying to distance oneself from emotional events. Language switching becomes a defence mechanism because of usaging a language that is not associated with such a broad range of emotions (often L2). (Altarriba Santiago Riviera 1994 as cited in Altarriba, Heredia 2001). Language mixing is an important aspect of bilingualism, and a natural occurence the conversations of bilinguals. Some linguists see it as a polluting factor which indicates the lack of language proficiency. This notion is supported by findings alike the apparent delays that switching has shown to occasionally cause in speech formation and comprehension. The claim of language mixing resulting in improper use of syntax has been counteracted with proving the well-formed and grammatically correct unwritten rules of code switching. Therefore, most of the downsides of code mixing have either not found enough proof or are minimised by counteractive processes. Analysing the reasons for language mixing has enabled us to point out its benefits. Intermingling may be induced by a simple lack of a lexical term, the need to build rapport with a fellow bilingual, a wish to restrict the conversation from surrounding monolinguals or the necessity to convey a different tone or opinion towards what is being expressed. When the problemic conditions that triggered code switching are solved this linguistic devices proves its usefulness. Keeping these notions in mind, it is easy to agree with practitioners, who despite some downsides, see language mixing as an inevitable linguistic occurance that enhances communication rather than decreasing its quality. Intermingling strengthens the content and the essence of the message, thus becoming an important social funtion of communicating. References Altarriba, J. and Santiago-Rivera, A. L. 1994. Current perspectives on using linguistic and cultural factors in counseling the Hispanic client. Professional Psychology: Research and Practice, 25, 388–397. Altarriba, Jeanette and Heredia, Roberto R. 2001. Bilingual Language Mixing: Why Do Bilinguals Code-Switch? Current Directions in Psychological Science, 10: 15, 164-168. Crystal, D. 1987. The Cambridge Encyclopedia of Language. Cambridge University Press: Cambridge. Gollan, Tamara H. and Ferreira, Victor S. 2008. Should I stay or should I switch? A cost-benefit analysis of voluntary language switshing in young and aging bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35: 3, 640-665. Grosjean, Francois. 2008. Studying Bilinguals. Oxford and New York: Oxford University Press. Poplack, S. 1979. Sometimes I’ll start a sentence in Spanish y termino en Espanol: Toward a typology of codeswitching. Linguistics, 18: 7-8, 581-618. Rezaei, Seyyed Hassan Seyyed and Gheitanchian, Mehrnaz. 2008. E-proceedings of the International Online Language Conference (IOLC), 61-67. Sridhar, S. N. and Sridhar, Kamal K. 1980. The Syntax and Psycholynguistics of Bilingual Code Mixing. Canadian Journal of Experimental Psychology, 34: 4, 407-416. | | |

Historical Changes to Illnesses and Infections

Historical Changes to Illnesses and Infections General introduction Every individual or human being desires to live a healthy and respectful life. There is an age old saying â€Å"health is wealth.† Every country desires that its subjects remain healthy to keep itself prosperous and progressive. In spite of the best efforts to achieve this goal, human suffering has become synonymous with the rapid advancements made in technology. It has taken competition to break neck levels and the young generations have given the health parameters a go by. Commercialization in agriculture has assured in a green revolution, yields have increased with bioengineered crops but the nutritional components have progressively decreased. The current day lifestyle of fast food and non exercise has led to a spurt in non communicable and metabolic related diseases.1 If lifestyle diseases are self created destruct buttons, infections have reared its head in spite of the best attempts to tackle them. Charles Darwin’s statement â€Å"survival of the fittest† works aptly in this scenario. Microorganisms and parasites are rapidly adapting to new environs with ever increasing reports of drug resistance.1 Drug discovery programmes today are not restricted to a single country, so also are the markets. Pharma majors invest heavily in research, but their agenda is mainly commercial. Countries with deep pockets also have extensive budgets with investment in drug research focused to their health care needs. Many drugs in the past are due to serendipity, with universities contributing substantially. Academic involvement is significant and academic research, however small, can be a contributor to the development of science and beneficial to mankind at large. Introduction to Infections Rapid growth in population, especially in the developing countries is leading to challenges in combating infectious diseases. Reports state that there are 17 infectious diseases, which include the likes of leprosy, tuberculosis, malaria, leishmaniasis etc., to be endemic in 149 countries, with over one billion people being exposed to them. The World Health Organization has raised the ante and has suggested to the various affected countries to be more focused on disease control. Most of these diseases are vector borne or communicable. Climate change has also been a contributing factor in slowing down vector control programmes. Favourable changes in the weather suiting to the growth of vectors have generated new transmission zones with an increased spread of infections.2 Tropical countries, including India are prone to certain common infections like malaria, dengue, chikungunya, filariasis, tuberculosis, leprosy, leishmaniasis, typhoid etc. The geographical distribution of some of them is localized depending on the regional climatic conditions. 6,60,000 deaths were reported in 2012 due to malaria of which 95% was in Africa.3 A cohort study by Neeraj Dhingra and colleagues suggest that the mortality rates of malaria in India are much higher than reported. They attribute this to a similarity of malarial symptoms with other infections like typhoid, ricketsial fever etc., thereby making malaria go unnoticed. Symptomatically similar typhoid has a fatality rate of 2 lakh deaths per year across the globe.4,5 Dengue and chikungunya, spread by the mosquito Aedes aegypti has been wide spread. Improper sanitation and hygiene has let to their rapid growth and an estimated 2/5th of the world’s population is exposed to them.6 A positive aspect of the WHO report is that the combined efforts of the countries has shown a decreased incidence by 17% and a 26% reduction in morbidity for the period 2000 – 2010.7 There is a lot of concern with reference to tuberculosis (TB). The World Health Organization in its latest report states that over 8.6 million people developed tuberculosis in 2012 with 1.3 million TB related deaths.8 Some reports suggest that there are a million missing patients who are actually positive but undiagnosed and one million infected children.9,10 A significant 13% of this infected population were HIV positive. The report also states that India alone accounted for a staggering 26% of the reported cases. The organisation has stressed the need for better diagnostic methods to detect the infection at early stages especially multi drug resistant tuberculosis (MDR-TB). Patients with MDR-TB are resistant to the first line drugs rifampicin and isoniazid.8 The advent of modern techniques like GeneXpert has helped to identify as many as 64,000 cases in India alone.11 Experts believe that TB is a silent epidemic which has mutated very fast in the last twenty years leading to MDR-TB and extremely drug resistant tuberculosis (XDR-TB) with the first case of XDR-TB reported in the year 1997 at Sewri. Even though there are thirteen drugs available in the management of tuberculosis, it is difficult to treat drug resistant varities.11A Reports of XDR-TB in Africa have been frightening12-13 and according to WHO, accounts for 9.6% of MDR-TB cases. It is now believed that a wrong diagnosis and treatment of XDR-TB as MDR-TB complicates the further treatment. Attempts are being made to develop fixed dose combinations for treatment of TB, especially in children.14 Another mycobacterial infection that prominently bags the headlines is leprosy. 58% of the 2,32,857 leprosy cases reported worldwide were from India. Though there has been a substantial reduction in the number of cases, there needs to be some more work done till leprosy is completely eradicated.15 An area of concern is the development of resistance to antibiotics. This has impeded global efforts in containing infections. Higher rising incomes and higher rates of hospitalization have let to the higher use of antibiotics. There is also rampant over the counter sales of antibiotics without prescription in many countries including India. Microorganisms, when exposed to sub optimal doses of antibiotics develop resistance by undergoing mutations and these strains are increasingly transmitted. Some of the well documented drug resistant strains are methicillin resistant Staphylococcus aureus (MRSA), Escherichia coli ST131 and Klebsiella ST258.16 Resistance is more to ÃŽ ² lactam class of antibiotics, with a 10 fold increased incidence in the last 20 years. The evolution of hospital MRSA was directly attributed to the indiscriminate use of quinolone antibiotics.17 Recently, the gene responsible for resistance in the malaria parasite Plasmodium falciparam was also identified.18 Inflammation19-21 Inflammation can be defined as series of pathological changes associated with local vascular reactions and cellular responses of living tissue to an injury insufficient to kill the tissue. It is the body’s defence mechanism in order to eliminate or limit the spread of an injurious agent and is characterized by local heat, redness, swelling, pain and loss of function. Depending upon the duration and the mode of onset, the inflammatory reaction can be classified as acute, sub-acute or chronic. Acute inflammation is characterized by a sudden onset and as a short course which may last for a few minutes to several hours. On the other hand, sub acute inflammation is set to last for one to six weeks or more. Chronic inflammation is known to last for months to years and is characterized by proliferation of connective tissue and blood vessels with presence of lymphocytes, plasma cells and histocytes but absence of polymorphs. Another prominent feature is the denaturation of proteins that occur in the region of inflammation. The root cause for inflammation could be a variety of chemotactic factors which could be any one among the following: Membrane derived lipid substances like eicosanoids platelet activating factors, Vasoactive amines, cytokines, lysosomal proteases etc., the most common however being the eicosanoids. The arachidonic acid pathway is well known to be the primary mechanism for the generation of pain and inflammation. The arachidonic acid itself is derived from lipid hydrolysates that are supplied from the diet. At the cellular level, the enzyme phospholipase A2 converts the phospholipids to arachidonic acid. This arachidonic acid is acted upon by two major enzyme systems: namely lipoxygenases and cyclooxygenases. Together, they regulate various immune defenses and pain mediating responses in the body and maintain homeostasis. The enzymes 5-lipoxygenases and 12-lipoxygenases metabolize the arachidonic acid to various leukotirenes which bring about vasoconstriction and vascular permeability, promote adherence of leucocytes to vascular endothelium and induce bronchial smooth muscle contraction. The role of 5-LOX in inflammation is well established. Modulating the activity of these intermediates has helped in the better management of asthma. The prostaglandins, obtained as the major products of action of cyclooxygenases on arachidonic acid show significant physiological activity when activated. Thromboxanes help to increase vascular permeability and in the aggregation of platelets, the prostacyclines decrease vascular tone and decrease platelet adhesion, the prostaglandin D2 increases hyperalgesia in sensory apparent nerve fibres whereas the prostaglandins E1, E2, F1 F2 are known to increase vascular permeability, increases hyperalgesia in sensory apparent nerve fibres, cause inflammation, reduce gastric acidity. Both isoforms of the enzyme cycloxygenase, namely COX 1 and COX 2 are expressed in various cells and tissues. It is well established that COX 1 is expressed more in the stomach and prominently involved in the regulation of acid levels, whereas COX 2 is expressed in tissues only during an injury and releases eicosonoids which regulate inflammation. Regulation of COX 2 is therefore a primary focus area in the man agement of inflammation. Arthritis is a very common occurrence these days. Eating habits and non-exercise have let to obesity. Lack of synovial fluids is known to increase friction resulting in the inflammation of the joints. Patients suffering from arthritis are subject to chronic medication and under such circumstances, patient safety becomes critical. The current strategies of NSAID research are to develop selective COX 2 inhibitors. Drugs like celecoxib, rofecoxib have been introduced in the past for the management of chronic inflammation. Figure 1: Scheme of Arachidonic acid pathway Reactive oxygenated species As reported in the initial part, lifestyle related diseases are quite common. Extremely stressful life and the enormous level of pollution that one is exposed to has affected the health of the common man. Free radicals are extensively produced in the body due to various chemo stimuli. These reactive oxygenated species are known to damage various tissues in the body. The role of antioxidants in scavenging these free radicals is well known.22 The reactive oxygenated species are formed due to different mechanisms which could be due to ionizing radiations, byproducts of cellular respiration or due to defence mechanisms of neutrophils and phagocytes. The electrons lost in electron transport chain attack molecular oxygen to form superoxide ion. These superoxide ions are capable of attacking various mitochondrial membranes and fatty acid side chains, thereby damaging them. The body has its own defence against these destructive reactive species like the enzymes superoxide dismutase and catalases which scavenge these radicals. It is also well established now that antioxidants also go a long way in combating this reactive species.23 Combating the menace of free radicals is either by prevention or by scavenging of already existing free radicals. Various enzyme, metals and vitamins work in tandem to remove these reactive oxygenated species.24 a) Anti-oxidative enzymes: These are superoxide dismutase, catalase, and glutathione reductase. They are synthesized in the body and convert reactive oxygenated species like superoxides and hydroxyperoxides into non-reactive oxygen molecules. b) Metal Chelating antioxidant: The role of metal ions in accelerating lipid oxidation is of paramount importance, especially the transition metals like iron and copper. The initiation step of oxygen oxidation requires removal of a hydrogen atom which are catalysed by these metals. c) Singlet oxygen-quenching antioxidants: Singlet oxygen is highly reactive towards any molecule with electron or lone pairs of low ionization energy. d). Radical scavenging antioxidants: These can donate hydrogen atoms to free radicals, can scavenge free radicals and prevent lipid oxidation. Eg: vitamin C, albumin (hydrophilic), vitamin E, carotenoids (lipophilic) Acharya Nagarjuna University, GunturPage 1

The Electron Transport Chain

The Electron Transport Chain In the electron transport chain, electrons flow downward in energy from coenzyme NADH and flavoprotein FADH2 to the terminal electron acceptor, molecular oxygen, O2. Electrons move spontaneously from carriers of lower reduction potential (Eo) to carriers of higher reduction potential. Molecules involved in the ETC have reduction potentials between the values for NAD+/NADH couples and oxygen/H2O couples. Energy extracted from the transfer of electrons is most efficiently conserved when it is released in a step wise fashion, and is accomplished with four distinct protein complexes in the mitochondrial membrane: Complex I = NADH-coenzyme Q reductase (NADH dedhydrogenase) Complex II = succinate-conenzyme Q reductase (succinate dehydrogenase) Complex III = coenzyme Q-cytochrome c reductase Complex IV = cytochrome c oxidase Complex I oxidizes NADH and reduces coenzyme Q (UQ), transferring a pair of electrons from NADH to UQ. The oxidation of one NADH and reduction of UQ results in a net transport of protons from the matrix side to the intermembrane space. Complex II oxidizes succinate and reduces UQ, yielding a net reduction potential of +0.029 V, which does not contribute to the transport of protons across the inner mitochondrial membrane. Complex III facilitates the transfer of electrons from UQ to cytochrome c (cyto c) via the Q cycle, which oxidizes UQH2 and reduces cyto c, releasing four protons into the intermembrane space for every two electrons that pass through the Q cycle. Complex IV accepts electrons from cyto c and reduces oxygen to form H2O, driving proton transport across the inner mitochondrial membrane into the intermembrance space. For every four electrons used to reduce oxygen, four protons are released into the intermembrance space. Components of the ETC are arranged in line with the flow of electrons from donors with lower affinity for electrons toward acceptors with higher affinity for electrons. Affinity for electrons is measured by the reduction potential. The transfer of electrons does not occur in a simple linear sequence. Electrons can enter the ETC at different entry points, either through Complex I or Complex II, and then the pathways converge at Complex III. As Fig. 1 shows, electrons move from more negative to more positive reduction potentials on the energy scale. Table 13-7 presents the following reduction potentials for reactions that occur in the ETC: NAD+ + 2H+ 2e- Æ’Â   NADH + H+ ΔEo = -0.320 V FAD + 2H+ +2e- Æ’Â   FADH2 ΔEo = -0.219 V Fumarate + 2H+ + 2e- Æ’Â   Succinate ΔEo = +0.031 V Q + 2H+ + 2e- Æ’Â   QH2 ΔEo = +0.045 V cyt c1(Fe3+) + e- Æ’Â   cyt c1(Fe2+) ΔEo = +0.220 V cyt c(Fe3+) + e- Æ’Â   cyt c(Fe2+) ΔEo = +0.254 V Â ½ O2 + 2H+ + 2e- Æ’Â   H2O ΔEo = +0.816 V As mentioned, molecules involved in the ETC have reduction potentials between the values for NAD+/NADH couples and oxygen/H2O couples. Electrons move from more negative to more positive reductions potentials in the following order: NADH Æ’Â   Q Æ’Â   cytochrome c1 Æ’Â   cytochrome c Æ’Â   O2 Reactions that have positive reduction potentials have negative free energy and are energetically favorable. Complex III has a more positive reduction potential than Complex I and II, and Complex IV has a more positive reduction potential than Complex III. The reduction potential for each complex can be estimated with the half reactions and reduction potentials provided in Table 13-7. Below are the net equations for each complex: Complex I NADH + 5H+N + Q ↔ NAD+ + QH2 + 4H+P Complex II Succinate + Q ↔ fumarate + QH2 Complex III QH2 + 2 cyt c1 + 2H+N ↔ Q + 2 cyt c1 + 4 H+P Complex IV 4 cyt c + 8 H+N + O2 ↔ 4 cyt c + 4 H+P + 2 H2O For example: Complex I NADH + 5H+N + Q ↔ NAD+ + QH2 + 4H+P NAD+ + 2H+ 2e- Æ’Â   NADH + H+ ΔEo = -0.320 V Q + 2H+ + 2e- Æ’Â   QH2 ΔEo = +0.045 V ΔEo = Eoacceptor Eodonor ΔEo = 0.045 (-0.320) = +0.365 V Complex III QH2 + 2 cyt c1 + 2H+N ↔ Q + 2 cyt c1 + 4 H+P Q + 2H+ + 2e- Æ’Â   QH2 ΔEo = +0.045 V cyt c1(Fe3+) + e- Æ’Â   cyt c1(Fe2+) ΔEo = +0.220 V ΔEo = [2 x 0.220] 0.045 = +0.395 V The reduction potential for Complex III is greater than that of Complex I, correlating to flow of electrons in the ETC. Electrons move from more negative to more positive reductions potentials. In addition, both overall reactions for NADH/FADH2 to O2 are positive values, another indication that electrons moving from Complex I/II to Complex IV is energetically favorable. The calculations are provided below. This is the overall reaction for electrons that travel from NADH to O2 NADH + H+ + Â ½ O2 Æ’Â   NAD+ + H2O NAD+ + 2H+ 2e- Æ’Â   NADH + H+ ΔEo = -0.320 V Â ½ O2 + 2H+ + 2e- Æ’Â   H2O ΔEo = + 0.816 V ΔEo = 0.816 (-0.320) = +1.136 V This is the overall reaction for electrons that travel from FADH2 to O2 FADH2 + Â ½ O2 Æ’Â   FAD + H2O FAD + 2H+ +2e- Æ’Â   FADH2 ΔEo = 0.219 V Â ½ O2 + 2H+ + 2e- Æ’Â   H2O ΔEo = + 0.816 V ΔEo = 0.816 (-0.219) = +1.035 V As a result of the ETC, the net reaction for the transfer of two electrons from NADH through the respiratory chain to molecular oxygen is highly exergonic (positive reduction potentials and negative free energy). For each pair of electrons transferred to O2, four protons are pumped out of the matrix into the intermembrane space by Complex I, four by Complex III and two by Complex IV, producing a proton gradient that drives ATP synthesis (Fig.2).

Confusion in Landscape for a Good Woman Essay -- Landscape for a Good

Confusion in Landscape for a Good Woman I found Landscape for a Good Woman to be a confusing landscape, one whose contours are difficult to follow. I don't mean to imply that I did not find the book fascinating, but it was so rich and the stories and scholarly discussions were so intertwined that it was difficult to keep track of what Steedman was trying to convey. Why did she choose to write in this way? Instead of giving us a straight narrative about her childhood and allowing us to make our own inferences, I feel as if she's told a story and, at the same time, she's told us how to interpret that story and has given us a critique of her own and others' interpretations of her story. Steedman does begin the section titled "Stories" by saying that "this book. . . is about interpretations." Of course, all stories, fiction or non-fiction, are interpretations of events and characters, told from the perspective of the author. I don't find the interpretations themselves to be problematic; maybe what I find confusing is that Steedman gives us interpretations from so many different...

Loneliness of Long Distan :: essays papers

Loneliness of Long Distan Born in Nottingham in 1928 to a working class family, serving in the Air Force, and going through many struggles, Alan Sillitoe is known as an effective representative of the English working class. Through his story "The Loneliness of the Long-Distance R unner" and the other stories contained within the book, Sillitoe effectively criticises the legal system of England, which deprives individualism from its people, is ineffective and interferes with people's lives. His stories "Uncle Ernest," "On Saturday Afternoon, and "The Loneliness of the Long-Distance Runner" show these themes. The issues presented still are pertinent today. Sillitoe effectively criticises the legal system in "Uncle Ernest." Uncle Ernest is a working-class lonely man who lives an isolated, despondent existence. Joan and Alma, whom he befriends, are very poor and in need of a father figure. Ernest has lost all of his old friends. His family has left him. He is need of company. He can no longer cover up his loneliness like he covers up the sofas he re-upholsters for a living. Ernest buys food for them, clothes, and gifts. All three are happy in the rela tionship they have with one-another. However, one day, he was told, "Now look here, we don't want any more trouble from you, but if ever we see you near those girls again, you'll find yourself up before a magistrate" (57). Ernest is deprived his life, w hat makes him happy. He is deprived the only friendship he has because the unwritten social code suggests that a man such as himself befriending young girls as such means that he is a paedophile. The detectives interfere with his life. Sillitoe shows t he legal system not only makes false assumptions, but goes by an unwritten social code that is accusational. The issue of conformity is central; Ernest is not a "normal" member of society, therefore he is further ostracised. In "On Saturday Afternoon," Sillitoe's narrative is of an account of a bloke hanging himself. The man survived. When found by a copper, he was told, "Its against the law." "It ain't your life. And it's a crime to take your own life. It's killing your self. Its suicide." (103). The legal system is ineffective; the man proved to the coppers whose life it was. He jumped out of a hospital window to his death. Furthermore, the legal system is questioned. In this almost spooky

India’s First Five Year Plan Essay

At the time of India’s first Five Year Plan, the government focused primarily on the agriculture sector. A large part of capital and technology was devoted to increasing agricultural production. This was effective at the time and is now referred to as the green revolution. The success of this plan convinced the Indian Planning Commission to shift their strategy. The NM strategy drew inspiration from the USSR and suddenly focused on rapid industrialisation in the second Five Year Plan rather than the agricultural sector as they had done in the previous plan. The NM strategy focused on industrialisation, mostly on the idea that manufacturing industries enjoy economies of scale, while agricultural production would face secularly diminishing returns. The productivity of labour could also be increased in capital intensive manufacturing industries while the surplus gained per labourer from agricultural production would be lower. Therefore, the available quotient for re-investment and the resultant growth would be higher from basic and heavy capital industries. Major developed capitalist countries like Japan, the U.S.A and the U.K took an alternate path to industrialisation called the â€Å"demand-pull† process. This involves starting with establishing consumer good industries, intermediate good industries and light engineering industries to supply simple materials and equipment to the consumer good industries. Agricultural development would lead to the growth of consumption good industries that supply basic consumption needs such as food and clothing and this in turn would lead to growth in agriculture. Under this system, even small increases in capital invested in agriculture would increase output and employment as opposed to the large amount of investment required for setting up heavy capital industries. This increase in agricultural growth would enhance the demand for consumer goods and gradually, basic and heavy capital industries would emerge. This path ensures a self-financing system without inflationary  pressures, as profits generated in the consumer goods industries would be re-invested in infrastructural industries. This could have been highly advantageous. The booming population in India, i.e. the growing labour force in the country was not accounted for due to the nature of capital-intensive industries. The growth of the basic and heavy capital goods industries did not increase the supply of essential consumption goods for an increasingly poverty ridden population. The large investment in infrastructural industries led to an increase in monetary demand and the slow growth in the supply of consumption goods could not match it. This led to growing inflationary pressures. In order to control the flow of private investment, policy makers implemented a system of licenses to ration industrial capacity between the existing firms. Therefore, private investment was not profitable and thus, efficiency, product innovations, technological advancements and competitive pricing were foregone. It can be seen that the fundamental problems of poverty and unemployment faced by India were not addressed by the N-M strategy. The neglect of agriculture can be seen from the allocation of the total outlay that was given to this sector in the Five Year Plans that followed the first one. Only large irrigation projects were financed and therefore the vast majority of small, marginal and subsistence farmers were neglected. The protection that these industries were given from foreign competition made India a high cost and technologically stagnant economy. In conclusion, it can be seen that only 25% of the plan expenditure was directed towards the rural economy which comprised 70% of the labour force of the country. Government employees and white and blue collar employees of public and private large-scale industries were the only people who benefited from the strategy.

Shoe Horn Sonata

Through the use of projected images, music and dialogue, distinctively visual texts represent challenging aspects of life effectively. This is portrayed through texts such as John Misto’s play The Shoe Horn Sonata, Kevin McDonalds docu-drama Touching the Void and Roberto Innocenti’s picture book Rose Blanche. The shoe horn sonata by John Misto is a play that deals with the brutality of World War 2 by locking at the stories of two financial characters, Bridie and Sheila. When he wrote the play, Misto was concerned that the pain and suffering that many women endured at the hands of their Japanese captors after the fall of Singapore had been forgotten. Both army nurses and civilians were the victims of terrible mistreatment and cruelty during the war, yet their stories were not widely known, nor had successive Australian governments acknowledged them. The play serves as a tribute to those victims of the atrocities of war, and looks at the effects such horrendous experiences can have on those who experience them. By the use of distinctively visual elements, Misto has created a compelling play. Whilst projected images of the celebrations at Martin Place are projected behind the actors, the women struggling to live at Belalau are still fighting through the war. During this scene, the women struggle to ascend up a hill thinking it will be the last moment of their lives. Dialogue used to reveal the weakness is quoted â€Å"The sick and the dying were left behind† and â€Å"the old and frail began to die†. As the lucky women succeeded to ascend the hill, an orchestra performing the beautiful piece â€Å"The Blue Danube† is set out for the prisoners. The music creates the effect of the audience realising that the women are going to survive creating and symbolising triumph and life. This image of the realisation that the women will live is seen when Joe Simpon in Touching the Void comes out of the crevasse into the world of light, although he was weak and at the brink of dying. A sense of joy and relief is felt. Another example of the use of music in the Shoe Horn Sonata where challenges are explored is encountered whilst the song â€Å"Jerusalem Hymn† is played on stage. Sheila is clutching onto wood floating in the water as the lights gradually darken. The darkness and stirring chorus together convey the desperate situation of the young women as they almost drown. The hymn effectively represent the challenging aspects of life that the women endured whilst living through the war. Dialogue when used with music can create a great scene and emphasise the audiences understanding of the play. The audience is confronted with the disturbing details of the horror these women had to endure as captives which is projected through images on stage. It is followed with â€Å"hundred of women who could barely stand up, dragging their children behind them†. We are positioned to empathise with the women’s trauma and hopeless situation. This image of desperation is created with the use of poignant and evocative dialogue, stirring music and disturbing images. Distinctively visual elements are used in the docu-drama Touching the Void to relive the event that took place on the South American Andes and to convey challenging aspects of life effectively through the use of dialogue, music/sounds and projected images. Touching the Void chronicles the events of two young men Joe Simpson and Simon Yates as the triumph to climb a mountain in the South American Andes which no human has ever achieved. Following a successful three and a half day ascent, disaster struck. Simpson fell a short distance and broke several bones in his leg. With no hope of rescue, the men decided to attempt descent together with Simon trying his best to keep his friend in a positive mood. Another mistake which caused a life threatening situation was that Joe had fallen into a deep crevasse. How Simpson survived the fall, and made it back to base camp is a story that will astound and inspire. With the help of distinctively visual elements, the scenes in this docu-drama were successful and realistic. The text begins with a beautiful panoramic moving camera shooting above the mountain which is used to establish the scene. We see great enormous mountains as loud and foreboding orchestral music is played. The voice over’s begin of Simon and Joe beginning their recount of the story and Joe quotes â€Å"If you get badly hurt, you die†. This represents the challenges these men were about to face. The same consequences are faced in Shoe Horn Sonata where if a girl would get sick, she would die. 3 and a half days later the men reach the amazing summit and the use of the camera as it moves around the men also showing the height they are positioned in shows the exhilaration and the achievement these men went through as heavenly chorus music in a major key is played. The excitement stops as Joe quotes â€Å"80% of accidents happen on the descent†, which is followed by monstrous images of the mountain and dark horrific music in a minor key. The transition of music from the major to minor creates the sudden devastation and we realize it isn’t going to be a safe descent. The challenging aspects of life these men face begin to show and is emphasized with dialogue. On the 4th day a bad storm changes the life of these men dramatically and what they are about to experience. Simon tries to lower Joe down a cliff face not knowing if the length of the rope will last as the men didn’t know the depth of the cliff. The next morning Joe quotes â€Å" I knew when I saw it, it had been cut† which meant Joe had purposely cut the rope that he was lowered in. This creates a slight relief as it gave Simon the feeling that Joe could still be alive but not long after, he realizes the depth he must’ve fallen creating the sense that he must be dead so therefore Simon continued to descend the hill and get himself back to safety. The next scene shows Joe laying in a dark, cold and monstrous crevasse. â€Å"It was not the place for the living†. This quote shows the fear and thought of death Joe goes through. He then builds up in frustration as he yells â€Å"Stupid† and other obscenities. Towards the end of the docu-drama as Joe is near the camp sight we see the delirium scene where we hear a Boney M song which creates a death like feeling with images of death and decay as we see animal bones and carcasses, together with close-up shots of his battered, dehydrated body and use of fish-eye lends used in circular motion demonstrate the distorted thoughts and sensations Joe was experiencing at this moment. All of these elements creates a distinctively visual dream like delirium scene and effectively demonstrates how challenging the aspects of life are. Finally, dialogue reveals his relief that he was not going to die alone â€Å"I remember that feeling of being held†. Distinctively visual elements are used to convey images of misery and despair replaced by the possibility of regeneration in the picture book Rose Blanche, illustrated by Roberto Innocenti with text by Ian McEwan. This text follows the experience of the young girl Rose Blanche during the second world war as she discovers the Jewish children condemned to death in a concentration camp. Although the book ends with her death these is hope for new life at the end. The seventh opening through the book presents the devastating image of children in the camp. A single illustration spreads across both pages. The colours used are dark and dismal reflecting the misery of the scene and helping to create the image of despair. A line of children face the responder demanding our attention. Their faces are blank but their eyes ask for help, which we cannot give. A barbed wire fence between the responder and the children adds the image of hopelessness. The text which accompanies the illustration also helps convey the image of misery and despair and also the challenging aspects of life. Ian McEwan uses poetic images to capture the scene and make is distinctively visual. His use of the simile â€Å"they stood like ghost† and the use of the personification â€Å"the chilly wind made the barbed wire moan† conjure the image of death faced by these children emphasizing the challenging aspects of life the Jewish children are going through in this book. Therefore, distinctively visual element including projected images, dialogue and music represent the challenging aspects of life effectively which is seen through he texts The Shoe Horn Sonata by John Misto, Touching the Void a docu-drama by Kevin McDonald and also Roberto Innocenti’s picture book Rose Blache.

The Vocabulary Acquisition Of Children Education Essay

A individual ‘s vocabulary is the set of words that they are familiar with. It normally grows and evolves with age and serves as a utile medium for communicating and geting linguistic communication. One ‘s working vocabulary may non be representative of one ‘s entire cognition of a linguistic communication. Vocabulary can be improved by exposure to new linguistic communication information. In mundane conversation we speak of vocabulary in the singular ; we speak of a individual ‘s vocabulary. This is really an simplism. The American Heritage Dictionary defines vocabulary as â€Å" the amount of words used by, understood by, or at the bid of a peculiar individual or group. † Harmonizing to Nation ( I. S. P. Nation 2001 ) , vocabulary acquisition includes three procedures, viz. detecting, retrieval, and originative ( productive ) usage. 1.2 Statement of the job For the first five old ages or so of their childhood, kids are involved in the procedure of geting a significance or unwritten vocabulary -words that they understand when they hear them and that they can utilize in their address. During this period, kids basically do non hold literate vocabularies. Most kids get reading and composing accomplishments upon come ining school. So, for really immature kids, their significances of vocabularies are much larger than their literate vocabularies. Therefore this survey is an effort to look into vocabulary acquisition among kids between one to five old ages old. 1.3 Aims The aim of this survey is: To determine vocabulary acquisition among 1-5 old ages old kids with different background. 1.4 Research inquiries What are the differences between the two kids in term of their vocabulary acquisition? How does the kids ‘s background act upon their English vocabulary acquisition? Does a bilingual kid perform better in their vocabulary acquisition? 2.0 REVIEW OF LITERATURE 2.1 Children Vocabulary Acquisition Broad definition of vocabulary is the cognition of words and word significances. Longman Dictionary of Contemporary English defined vocabulary as all words that person knows or uses. Vocabulary acquisition is lingual accomplishment that is truly of import and complex acquired by kids and grownups. For the first five old ages of kids ‘s lives, they are involved in the procedure of geting a significance or unwritten vocabulary which contain words that they understand when they hear them and they can utilize in their day-to-day address ( Pikulski & A ; Templeton, 2004 ) . From a survey done by MacWhinney ( 1998 ) , it appeared that babies learned to go to to and bring forth linguistic communication with easiness, but to get a linguistic communication is non an easy undertaking ( Phythian-Sence & A ; Wagner, 2007 ) . Before kids can larn to pass on with words, their gestures signal an apprehension of linguistic communication. A kid is said to hold acquired vocabulary when he or she non merely merely link spoken sounds with objects and events in the environment, but besides understand that words mention objects and constructs ( Phythian-Sence & A ; Wagner, 2007 ) . Leung ( 1992 ) in her survey explored vocabulary acquisition in unwritten contexts utilizing a repeated read-aloud with kids in kindergarten and first class. She found that read-aloud influenced kids ‘s acquisition of words for familiar constructs, but did non significantly act upon the acquisition of words stand foring unfamiliar constructs ( Phythian-Sence & A ; Wagner, 2007 ) . In short, we can state that kids get new words with and without direct direction with environment influence their acquisition. 2.2 Parents and Economic Background Parents play an of import function in kids ‘s vocabulary acquisition. Parents help their kids learn about objects and actions through day-to-day conversation. At this point of clip, kids already exposed to a scope of vocabulary. Although research clearly stated that parents influenced the vocabulary acquisition of the kids, there are differences whether this occurs across households that vary in instruction and economic background. Hart and Risley ( 1995 ) in their survey found that, kids from lower income households used vocabulary that deficiency of rich content. In that survey, they besides stressed on the differences in kids ‘s vocabulary size due to socioeconomic position and other hazard factors. The consequence in their survey indicated that, kids who have from parents of professionals had a cumulative vocabulary of about 1,100 words, those from working category households had about 650 words, and those from welfare households had merely over 400 words ( Hart & A ; Risley, 1995 ) . Many research found that kids from low-income environments score more ill on steps of phonemic consciousness and vocabulary during preschool and simple school. Raz and Bryant ( 1990 ) found such a strong association between household income, phonemic consciousness, and reading that they concluded that ascertained differences among SES groups in simple school could be explained by differences in consciousness and sensitiveness to phonemes in preschool as cited by Rush ( 1999 ) . Research by Dickinson and Tabors ( 2001 ) has shown that kids reared in lower-SES conditions develop vocabulary and linguistic communication usage more easy than kids from higher-SES families ( Sinatra, 2008 ) . New research done by Rowe and other research workers suggested that the income and instruction degrees of parents are connected to a babe ‘s accomplishments with gesturing, which in bend can bespeak whether a kid will develop strong linguistic communication abilities. Their fin dings showed that during the first session, the kids from high-income families gestured 24 times, compared to 13 gestures from childs in low-income places. Then both groups were tested for vocabulary, the childs from the high-income households scored 117, compared to 93 in the other group ( 2009 ) . 2.3 Bilingualism and Vocabulary Acquisition There are two major beginnings of informations about optimum conditions for L1 vocabulary development: surveies of the place environments in which kids typically get big vocabularies and surveies of instructional patterns that support vocabulary ( Snow & A ; Kim, 2007 ) . These types of informations are of import in back uping the vocabulary acquisition in first linguistic communication. Hart and Risley ( 1995 ) indicated that the best forecasters of immature kids ‘s vocabulary acquisition in L1 are the measure of address heard. Pearson and Fernandez ( 1994 ) suggested that these same characteristics of anticipation in efficient lexical acquisition to be used in bilingual and monolingual kids. Their findings concerned about the importance of the place linguistic communication environment in bilingual babies ‘ vocabulary development ( Snow & A ; Kim, 2007 ) . Apart from that, vocabulary acquisition is thought as holding two constituents which are larning new constructs and larning new phonological signifiers. So, a L2 scholar who has get many lexical points in L1 has the advantage that he or she needs to larn merely the new signifiers in the L2 while a kid who is monolingual has to get both of the constituents in larning lexical points of L2 ( Snow & A ; Kim, 2007 ) . Bilingualism provides the advantages for kids ‘s vocabulary acquisition. Peal and Lambert ( 1962 ) are one of the earlier research workers to happen out the positive effects of intelligence for bilingualism. They conclude that bilingualism consequences in greater mental flexibleness and abstract thought. They besides suggested that bilingualism is non doing ‘confused believing ‘ but its improved thought ( Steinberg & A ; Sciarini, 2006 ) . Quay ( 1992 ) in his survey showed that a Spanish-English bilingual kid acquired a figure of tantamount words in both linguistic communications and so about ever used the words right by linguistic communication context. His survey reported that the bilingual kid used words for which she knew a interlingual rendition equivalent ( that is, words with tantamount significances in the two linguistic communications ) in the appropriate lingual context as cited in ( Nicoladis & A ; Secco, 2000 ) . As cited in Thordardottir, Weismer and S mith ( 1997 ) , Garcia stated that, larning is to be facilitated under a bilingual status compared to a monolingual status in his research sing Empirical surveies of L2 vocabulary acquisition in minority kids geting English ( 1983 ) . 3.0 METHODOLOGY 3.1 Subjects The topics for this survey were two kids of 5 year-old. We managed to acquire a brace of kids which was a male child and a miss from the same cultural, Malay. These kids were the pupils of Makmal Taman Asuhan ( MTA ) which located following to Sultan Abdul Samad Library of Universiti Putra Malaysia. They were the pupils from the eventide session. Their background inside informations were stated as below:1 ) Muhammad Haqeem bin Erman ( Subject A )He was born on April 2, 2005 at Putrajaya. He lives at Bandar Baru Bangi. His male parent ‘s name is Erman bin Subri and he is Sarawakian. His female parent is Musliyana binti Mansor and she is a Johorian. His male parent works on his ain while his female parent is a science officer at Institut Biosains UPM. He loves watching televison and his favorite nutrient is egg curry. He is the lone kid in his household. Besides that, he speaks 2 linguistic communications, viz. Malay and English at place and even in schoolroom.2 ) Nuradilla Umair a binti Dalha ( Subject B )She was born on April 17, 2005 at Kajang, Selangor. She lives at Balakong. Her male parent is Dalha bin Abdul Halim while her female parent is Yammah binti Ahmad Ramlan. Her male parent works a clerk at Pejabat Pendaftar UPM. Her female parent is a full-time homemaker. Umaira has three siblings and she is the lone girl in the household. She is rather chatty among her friends. She merely speaks one linguistic communication which is Malay whether at place or in the schoolroom. 3.2 Instruments In order to obtain the informations, we have used slide show presentation which consisted of 40 images. We selected simple images to be presented to the kids so it would non be so hard for them to think. The images are runing from household members, animate beings, nutrient, fruits, transit, stationary and so on. Other than that, we besides used narrative book which contained images in it. Our purpose of utilizing the narrative book was non to inquire them to read the narrative, but we wanted to detect how they used the images in it to state a narrative. 3.3 Data aggregation processs Permission for carry oning this survey was obtained from Jabatan Pembangunan Masyarakat dan Perkembangan Keluarga ( JPMPK ) of Human Ecology Faculty by make fulling in the application signifier. In a hebdomad clip, we managed to acquire the permission from the section and an assignment was set up with the instructor at Makmal Taman Asuhan to happen a suited day of the month to carry on the survey. We did reference to her that we merely need to detect 2 kids in the schoolroom for our survey. As our agencies of roll uping informations was through observation, we used digital camera to enter the activity that we did with the kids. The first thing that we did with them was to compose their names on a piece of paper. Then, we put them together to watch a slide show presentation which has been prepared by us. During this session, both of them were asked to state us what image was shown in the slide show. Following, we used the object available in their schoolroom and asked them the name of the objects. Both old Sessionss were done at the same time for the kids where they need to response to the inquiries on the same clip. After that, we continued with the narrative books. In this session, we asked them to state what image was contained in at that place and make a narrative based on the images that they have seen. In the last session, they were asked to sing any vocal that they knew. 3.4 Data analysis We transcribed the recorded observation into text. We did non transcribe every individual word that the both kids said, but we merely focused on the of import portion. Then, we organized the information into classs which based on the Sessionss that we had with them. There were chiefly 4 classs ; composing ain name, figure of English vocabularies, stating a narrative based on images in the narrative book and numeration Numberss. We analyze the information by utilizing Microsoft Office Excel 2007 and besides we did descriptive analysis. 4.0 RESULT Writing ain name Capable Description A Can compose his ain name with the aid from the interviewer. He seemed to cognize the letters that stood for his name Bacillus Can non compose her ain name yet and did non look to cognize the letters ; merely scribbled on the paper given to her Number of English Vocabularies Stating a Story based on Pictures in the Story Book Capable Description A Focus entirely on depicting the images, non seeking to lucubrate or state a narrative based on the images Bacillus Describe the images every bit good as state a narrative based on the images provided in the narrative book Counting Numbers Capable Numbers A â€Å" One, two, three, four, five, six, seven, eight, nine, 10s † Bacillus â€Å" Satu, dua, tiga, empat, Lima, enam, lapan†¦ . † 5.0 FINDINGS AND DISCUSSION 5.1 Effect of Bilingualism The consequence showed that Subject A had more English vocabularies compared to Subject B. Tracing back to Subject A ‘s background, he is a bilingual kid where he was brought up in 2 linguistic communications environment. He spoke both Malay and English linguistic communication at place and in the schoolroom. This state of affairs would do him had more exposure to English linguistic communication compared to Subject B. In the other manus, Subject B merely spoke Malay whether at place or in the schoolroom. She could be said as non holding adequate exposure to English linguistic communication. This state of affairs made her non competent in that linguistic communication. However, both topics knew about all the objects shown in the slide show presentation, the lone difference laid in the linguistic communication that they used to call the objects ; whether it was Malay or English. 5.2 Family background Based on the consequence, household background did influence kids ‘s vocabulary acquisition. Subject A ‘s parents have higher educational background compared to subject B ‘s parents as topic A ‘s parents are both diploma undergraduates, his female parent working as science officer at Institute Biosains UPM while his male parent working on his ain. On the other manus, capable B ‘s male parent is working as a clerk at Pejabat Pendaftar UPM and her female parent is a fulltime homemaker. This showed that parents ‘ educational background has influenced the kid ‘s vocabulary acquisition as topic A ‘s parents have the advantages in assisting him to get vocabulary in both linguistic communications. Their educational background has given subject A ‘s more chance to larn two linguistic communications at the immature age. Subject A was exposed to these linguistic communications, Malay and English, so that he can utilize both linguistic commu nications in geting his vocabulary. Subject B ‘s parents educational background is a small spot lower compared to Subject A ‘s parents and they are utilizing merely Malay Language at place, so she did non hold much chance to larn English at place. That ‘s why capable A utilizing Malay Language more when she responded to our inquiries. She had limited vocabulary in English compared to Subject B who was bilingual and had acquired vocabulary in English and Malay Language. Another ground that made topic A has more English vocabulary compared to subject B because topic A is the lone kid in his household, so all the attending will be focused merely on him. He besides socialized with grownups at his place so that he had more vocabulary while capable B ‘s had 3 siblings in her household and she was the lone girl. Capable B did non acquire much attending like topic A because there are another kids in her household. 6.0 Decision Based on the findings and treatment before, it shows that kids ‘s English vocabulary acquisition is influenced by their background. The parents ‘ instruction degree does play a function in finding their kids ‘s vocabulary acquisition. The parents may supply the exposure to their childs so that they can enrich their vocabulary. Other than that, bilingualism besides contributes to vocabulary acquisition in kids. Childs who are bilinguals seem to hold large vocabulary size and this appears as an advantage to them compare to the other kids who are monolinguals. Mentions: Dotinga, R. ( 2009, February 12 ) . Baby Gestures Linked to Vocabulary Development. U.S.News & A ; World Report. Goh, H. S. & A ; Fatimah Hashim. ( 2006 ) . Use of L1 in L2 Reading Comprehension Among Tertiary ESL Learners, 18, 1. Hart, B. , & A ; Risley, T. ( 1995 ) . Meaningful Differences in the Everyday Experiences of Young American Children. Baltimore: Rupert brookes. Nicoladis, E. , & A ; Secco, Giovanni ( 2000 ) . The function of a kid ‘s productive vocabulary in the linguistic communication pick of a bilingual household. First Language, 20, 3-28. Phythian-Sence, C. , & A ; Wagner, R. K. ( 2007 ) . Vocabulary Acquisition: A Primer. In Wagner, R. K. , Muse, A. E. , & A ; Tannenbaum, K. R. , Vocabulary Acquisition: Deductions for Reading Comprehension ( pp. 1-11 ) . New York, London: The Guilford Press. Pikulski, J. J. , & A ; Templeton, S ( 2004 ) . Teaching and Developing Vocabulary: Cardinal to Long-run Reading Success. Current Research in reading / linguistic communication humanistic disciplines, 1-12. Retrieved from Houghton Mifflin. Rush, K. L. ( 1999 ) . Caregiver-Child Interactions and Early Literacy Development of Preschool Children From Low-Income Environments. Subjects in Early Childhood Special Education, 19 ( 3 ) , 3-14. Department of the interior: 10.1177/027112149901900101 Sinatra, R. ( 2008 ) . ‘Creating a civilization of vocabulary acquisition for kids populating in poorness ‘ . Journal of Children and Poverty, 14 ( 2 ) , 173-192. Department of the interior: 10.1080/10796120802336001 Snow, C. E. , & A ; Kim, Y.-S. ( 2007 ) . Large Problems Spaces: The Challenge of Vocabulary for English Language Learners. In Wagner, R. K. , Muse, A. E. , & A ; Tannenbaum, K. R. , Vocabulary Acquisition: Deductions for Reading Comprehension ( pp. 123-136 ) . New York, London: The Guilford Press. Steinberg, D. D. & A ; Sciarini, N. V ( 2006 ) . Bilingualism, Intelligence, Transfer, and Learning Strategies. Second ( Ed. ) , An Introduction to Psycholinguistics ( pp. 160-173 ) . Great Britain: Pearson Education Limited. Thordardottir, E. T. , Weismer, S. E. , & A ; Smith, M. E. ( 1997 ) . Vocabulary acquisition in bilingual and monolingual clinical intercession. Child Language Teaching and Therapy, 13 ( 3 ) , 215-225. 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