Comparing Machiavelli And Plato - 1843 Words

Machiavelli and Socrates reveal strong beliefs and principles regarding the manner in which a government should operate, reflecting their ideals to their current states. Socrates emphasizes the importance of truthfulness and justice in governmental systems and Machiavelli focuses on having a determined ruler than can lead the state into success. Both men lived during a time of uncertainty and instability, desiring to change their society for the better. Socrates would view Machiavelli’s Prince as a unacceptable ruler due to Machiavelli’s emphasis on deceit and power, while Socrates bases his government ideals of justice, honesty, and morality. In The Prince and the Discourses, Machiavelli asserts his views of a political leader during a†¦show more content†¦Wisdom, justice, and honesty reflect principles that Socrates values in a positive leader. Machiavelli asserts how a Prince can be as deceitful and merciless as possible, as long as it satisfies one’s interests and gives a positive result (The Prince,35). Socrates would not agree with this principle because he values honesty within the government, calling for an end to corruption. As the courts prosecute and put him on trial, Socrates continues through all parts of this process in order to show his participation in this society, obeying the laws and refusing to put himself above all citizens. Many people claim that Socrates uses deceit when questioning, attempting to embarrass others and prove his own wit. However, Socrates denies this by claiming how his questioning serves the purpose of trying to find more wisdom and figuring out who in his society bears more wisdom than him (Apology,44b). In addition, he assures the court that he will speak in an honest manner to portray his truthfulness and sincerity to the courts and the rest of the state. During his trial, Socrates claims, â€Å"When I leave this court I shall go away condemned by you to death, but they will go away convicted by Truth herself of depravity and injustice† (Apology, 68b).His portrayal of loyalty and honesty reveal his thoughts on how political leaders should compose themselves, behaving in aShow MoreRelatedComparing Machiavelli And Plato s The Republic 1612 Words   |  7 Pagescrossfire of human’s need for individual freedoms and liberties yet their desire for structure and some form of order. Two powerful voices in this debate are those of Niccolo Machiavelli and Plato, separated by hundreds of yea rs in history the two men had differing views on the role of the government’s influence on its people. Machiavelli expresses his idea of the correct form of government in both â€Å"The Prince† and â€Å"The Discourses† in which he preaches that a government must stand strong in order for theRead MoreSimilarities Between Machiavelli And Socrates1544 Words   |  7 PagesMachiavelli and Socrates agree on very little. While an initial reading of the two may elicit some comparisons, the goals of their respective philosophies rely on different foundations, and would therefore culminate in very different political results for society. Socrates would likely see in the Prince a selfish ruler, while Machiavelli would see in Socrates a dangerous idealist whose ideas would lead to instability and the death of the state in which these ideas were implemented. Machiavelli’sRead MoreCompare And Contrast Socrates And Machiavelli1419 Words   |  6 Pagesvs. Machiavell i: The meaning of truth As philosophers, both Socrates and Niccolo Machiavelli developed theories in response to the warring political environment around them. However, the theories and principles developed by the two philosophers are vastly different in regard to the concept of truth, Socrates would hate Machiavelli’s model prince due to Machiavelli’s manipulative view of truth. While Socrates desired a state that focuses on fundamental truth and ethical decisions, Machiavelli advocatedRead MoreSocrates And Niccolo Machiavelli1735 Words   |  7 PagesEssay 1: Socrates and Machiavelli Although Socrates and Niccolo Machiavelli lived in different time periods, the political climate that their philosophies were founded on were very similar. The trial of Socrates began after the Peloponnesian War when the new Spartan Tyranny took over the Athenian government. Socrates was accused of corrupting the youth and disrespecting the gods by the Spartan government. In the eyes of the Spartan government Socrates is a gadfly because of his posing of upsettingRead More Comparing Machiavellis The Prince and Platos The Republic Essay1790 Words   |  8 PagesComparing Machiavellis The Prince and Platos The Republic  Ã‚     Ã‚  Ã‚   Many people in history have written about ideal rulers and states and how to maintain them.   Perhaps the most talked about and compared are Machiavellis, The Prince and Platos, The Republic.   Machiavelli lived at a time when Italy was suffering from its political destruction.   The Prince, was written to describe the ways by which a leader may gain and maintain power. In Plato?s The Republic, he unravels the definition of justiceRead MoreHow Does Machiavelli Bring Us From A Medieval View Of Politics Of Power And Interests?1402 Words   |  6 Pagesobservations made of Greek city-states. When comparing these two influential men we should entertain the question, â€Å"would you rather be loved or feared?† Is it possible to have a fully functioning republic without fear of the consequences of disobeying laws and government? Political scientist Aristotle provided excellent work and ideas but I dub incomplete without the added works of Niccolo Machiavelli. Fur thering this discussion, what is the new road Machiavelli sets out on, how does he differ/compareRead More Comparing the Concepts of Seeming and Being in Relation to Political Power and Leadership in The Prince and The Republic2977 Words   |  12 PagesComparing the Concepts of Seeming and Being in Relation to Political Power and Leadership in The Prince and The Republic 9. Machiavelli says the prince only has to seem good, not be good. Socrates insists that seeming is bad, being is good. Is it better to remain in the cave with Machiavelli, or see the light with Socrates? Write three pages for Machiavelli and against Socrates, write another three pages against Machiavelli and for Socrates. Both Niccolà ² Machiavelli and Plato, in theirRead MoreThe Renaissance Of The European Renaissance1890 Words   |  8 Pagesoften punished by the Catholic Church, which brought about famous works like The Prince, by Niccolà ² Machiavelli, as referred to later in this paper. Renaissance leaders had similar beliefs and experiences about the overall renaissance movement and change in humanist thought, but they were not exactly the same. Three renaissance leaders of humanist thought, Giovanni Pico della Mirandola, Niccolà ² Machiavelli, and Thomas More all had different views on human nature, and how they portrayed mankind. Pico’sRead MoreSocrates And Machiavelli1961 Words   |  8 PagesWhat would Socrates think of Machiavelli’s political world? Socrates and Machiavelli were some of the most influential political philosophers in their respective times. Some argue that their view of empowering individuals, whether it be through free speech or ruthless fighting, are quite similar. However, their views of leadership and government do not align. Socrates’ support for free expression and due process makes his view of effective governance far different from Machiavelli’s focus on nationalRead MorePower And Authority : The Tempest Essay1597 Words   |  7 PagesScene 2). Shakespeare seems to use Antonio as a mirror for the politics of that era, and he is seen as very Machiavellian at times, as Antonio was willing to attain power by any means necessary. The influence of the political teachings of Niccolà ² Machiavelli on The Tempest are actually undeniable, and his ideals definitely shine through Antonio. It is from Prospero that we first learn of his brother’s betrayal as he is telling his daughter how they came upon the island they now reside on, which is very

Start a business Free Essays

Selecting the line of business : – The first thing to be decided by the entrepreneur is the line and type of business to be undertaken. 2. Scale or size of business After deciding the line of business the businessman must decide whether he wants to set up large scale or small scale business. We will write a custom essay sample on Start a business or any similar topic only for you Order Now 3. Choice of form of Business organisation :- The next decision must be taken Is to finalise the form of business I. e. , to set up sole proprietorship. , partnership or joint stock company. 4. Location of Business Enterprise :- The entrepreneur has to decide the place where the enterprise will be ocated. Before taking this decision he must find out availability of raw materials, power, labour, banking, transportation etc. 5. Financial Requirement : The businessman must analyse the amount of capital he might require to buy fixed assets and for working capital (Day to day expenses) Proper financial planning must be done to determine the amount of funds needed. 6. Physical facilities include machinery, equipment building etc. This decision depends upon the size, scale and type of business activities he wants to carry on. 7. Plant layout How to cite Start a business, Papers

Catapult Physics Essay Example For Students

Catapult Physics Essay A catapult is an ancient device used to launch heavy objects at targets during war. The catapult dates all the way back to 400 be when it was invented in the Greek town of Syracuse. The main types of catapults are Utrecht, mangoes, nonage and ballista. There are many more types of catapults also. Catapults were an absolute revelation in weaponry. The mangoes was best suited for launching projectiles at lower angles to the horizontal, which was useful for destroying walls, as opposed to the Utrecht, which was well suited for launching projectiles over walls. However, he mangoes is not as energy efficient as the Utrecht for the main reason that the arm reaches a high speed during the launch. This means that a large percentage of the stored energy goes into accelerating the arm, which is energy wasted. This is unavoidable however, since the payload can only be launched at high speed if the arm is rotating at high speed. The idea of a catapult came from the invention of the crossbow, which is significantly smaller but uses some of the very same aspects. Catapults where used to throw hot sand to get between the armor of the enemy knights also they were used to throw hot tar to attack there enemies. It was also used to launch infected bodies into enemy camps to spread disease. Although they are very hard to create, they use very simple forms of physics to complete their task of destruction. The catapult has a basket or cup on the end of a movable arm strong enough and large enough to hold the weight of the object it is intended to hurl. Tension is applied to the arm, whether that be applied by elasticity or Utrecht, which is forced down and then locked in place. People in ancient times used twisted ropes to create tension. Upon release, the arm rotates at a high speed and throws he object out of the bucket, towards the target. The launch velocity of the payload is equal to the velocity of the arm at the bucket end. The launch angle of the payload is controlled by stopping the arm using a crossbar. This crossbar is positioned to stop the arm at the desired angle, which results in the payload being launched out of the bucket at the desired launch angle. This crossbar can be padded to cushion the impact. Distance can be controlled with a tighter rope coil or increasing the amount of bungee cords. Things such as arm length and weight, or the aerodynamicists of the heron object, can also contribute importance towards the amount of distance traveled. However, the longer it takes the catapult to rise, the more velocity the object or projectile moves. The best angle to launch a projectile is a 45-degree angle because the projectile will move halfway between a horizontal and vertical motion, resulting in the best of both height and vertical speed. If a projectile is launched, a 90-degree it does not move horizontally, Just vertically, and a zero degree angle would result in the object Just rolling along the ground until gravity and friction brought it to a stop. Isaac Newtons statement that an object in motion continues in motion with the same speed and in the same direction unless acted upon by an unbalanced force. This more commonly known as inertia. Inertia plays an important part in projectile motion because it explains why an object moves without a source of propulsion. In addition, a vector quantity is something that has both magnitude and direction. A good example is velocity, which has both speed and direction. The arm. Unlike a Utrecht, this mechanism is more direct. It consists of either a tension device or a torsion device, which is directly connected to the arm.

Sophie Scholl and the White Rose

The Sophie Scholl and the White Rose was a book written by Annete Dumbach and Jud Newborn. It is a well researched and presented book that account for the honor and bravery that was shown by young German students and their philosophy professor. These students were up against Nazism and the Nationalist Socialist movement. This was during the Second World War. The group was involved in the distribution of leaflets that encouraged people to oppose the regime of Adolf Hitler.Advertising We will write a custom report sample on Sophie Scholl and the White Rose specifically for you for only $16.05 $11/page Learn More The leaflets campaign was from June 1942 to February 1943. Unfortunately, the six core members of the group were apprehended by the German police and arrested. In 1943, these members faced execution by decapitation. For instance, in 1945, there was the prosecution of one of the key members of the group. Hans Conrad Leipelt was executed for having p articipated in the distribution of Leaflet 6 in the town of Hamburg, Germany. The main theme in the book is the fight against oppression. In the book, we see students trying to come up with strategies that could end the dictatorship of Adolf Hitler. This period marked the darkest days in Europe. Most of the oppression was seen during the deportation of the Jews in 1942. When the Jews were deported, Hans, Jurgen, Sophie and Alexander decided to do something about the oppression of the Nazi regime. They decided to buy a typewriter and a duplicating machine. Hans and Alex wrote the first leaflet bearing the heading, â€Å"Leaflets of The White Rose. As members of The White Rose, the four did work hard, day and night, in secrecy. They produced thousands of leaflets from unknown locations in Germany. These leaflets were send to scholars and medics. In order to divert attention from their activities, Sophie used to buy stamps, as well as paper from different locations. In the book, the t heme of oppression is shown when people who are against the tyranny in the country are arrested and executed. A typical example is Sophie Scholl who is executed for her stand against Jewish deportation. Here, we see her being arrested, interrogated, imprisoned, tried and executed by the government. Additionally, the arrest, trial and execution of Christoph Probst and Hans show the oppression that was going on at that time. The killing of more than 100,000 people in Germany showed that there was oppression. The Nazis killed mainly the handicapped, as well as the ones with generic disorders. To the Nazis, people with generic disorders were degenerates and were, therefore, not worthy living. The major weakness of the book is that it has concentrated so much on only one character at the expense of others. The character, Sophie Scholl, takes a central part of the book despite there being other main character. For instance, her brother Hans also plays a critical role in the fight against Nazi. However, most attention in the book focuses on Sophie.Advertising Looking for report on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, after they were done with printing the leaflets, no one was ready to do the distribution. Thereafter, we see Hans accepting to do the distribution and he was ready to take responsibility. Sophie only comes in assist in the distribution of leaflets. The best quote that sums up this work is â€Å"I am, now as before, of the opinion that I did the best that I could do for my nation. I therefore do not regret my conduct and will bear the consequences that result from my conduct†. This shows how the students were willing to sacrifice for the good of the country. They were ready to take responsibility of whatever they did, as well as what authorities could say. Works Cited Dumbach, Annette, Newborn, Jud. Sophie Scholl and the White Rose. New York: Oneworld Publicat ions, 2007. Print. This report on Sophie Scholl and the White Rose was written and submitted by user Arturo A. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Low Self-Esteem Linked to Domestic Violence

Low Self-Esteem Linked to Domestic Violence In many cases, self-esteem and domestic violence  go hand in hand. Low self-esteem can be brought on by a variety of factors and can be a serious issue for women (and men) who are victims of domestic violence. Contrary to what many believe, domestic violence is not just about physical violence. It can also include sexual abuse, emotional abuse, financial abuse, and stalking. Basically, domestic violence offenders always feel the need to be in control of their victims. The less in control an offender feels, the more they want to hurt others. If victims of domestic violence have low self-esteem, it can cause them to stay in an abusive relationship. This can lead to serious injuries and even death. Maria Phelps, a survivor of brutal domestic violence and the blogger behind A Movement Against Domestic Violence, notes: Self-esteem alone cannot combat domestic violence. A woman with high self-esteem can be affected by domestic violence, but I feel that the woman with better self-image will be more empowered to leave a relationship where there is abuse, and that is the important thing to focus on. Women with low self-esteem feel that they cannot do better than the situation they are in, which makes them far less likely to leave than a woman who has high self-esteem and can stand up for herself. Domestic violence offenders tend to prey on women who have low self-esteem, realizing that the victim will want and need them no matter what they do. Because of the connection between self-esteem and domestic violence, it is critical to teach children about self-esteem. According to Overcoming.co.uk, a website that focuses on mental health issues, â€Å"Crucial experiences that help to form our beliefs about ourselves often (although not always) occur early in life.† It is, therefore, essential that children are introduced to the concept of self-esteem at an early age. In order to help prevent domestic violence in future generations, children need to understand if what they are feeling is healthy and learn positive ways to feel better about themselves. Alexis A. Moore, founder of Survivors In Action, observes: Women don’t leave because of fear and self-esteem. Most women, if we ask them to say the truth, are fearful of going out on their own. It’s a self-esteem issue primarily that is compounded by fear that they can’t make it alone without their batterer. Offenders are very aware of this and use it to their advantage. If an abuser feels that his partner is becoming more empowered to leave, hell turn on the charm to convince the victim that he actually does love her, then take something away from her to control and dominate her. That something could be the victim’s right to money or privacy or any number of other rights. He may tell the victim that shes nothing compared to him, causing the victim to feel vulnerable and afraid. Even if a victim seems like she has nothing else to lose, an offender can still find something to control and that usually has a significant impact on the victim’s self-esteem, causing her to stay with her abuser for just that little bit longer. Women dealing with domestic violence need to remember that they are not alone. Friends and family members of victims should provide ongoing reminders that they can get out of the situation and lead a normal life. Victims need support to feel empowered to live a life free of violence. Phelps, who was battered for years by her husband a teacher and a martial arts black belt knows how hard it is to leave. Yet she has one response to domestic violence victims who ask what they should do: The only answer to this question is to run. It is never the right choice to stay in a relationship where there is abuse involved. A victim of domestic violence should form a safety plan and get out of the situation at the first chance they can. Every victim of domestic violence needs to remember that it doesn’t matter how small and vulnerable your attacker makes you feel. You are worth more and deserve to be treated with respect and dignity, just like everyone else.

Changing social diversity in the United States Essay Example for Free

Changing social diversity in the United States Essay As USA is a land of opportunities, millions of people of different origin have migrated to the country and settled there, thus changing the social and cultural diversity of the nation. Children at the young age face problem as they get exposed to two sets of language and culture at school and home. A massive increase in Hispanic population has increased the importance of Spanish language and more businesses related to Spanish have come up. But this Hispanic population has no difficulty in accepting English as their main language. The uniqueness of the immigration is that everybody wants to get integrated into American mainstream. Changing diversity in USA 3 Changing social diversity in the United States As United States is known as the land of opportunities for many decades, millions of people had migrated to this country since long time. It has been mentioned in the website http://www. sedl. org/pubs/sedletter/v12n02/2. html that the make up of the US population has changed so much over the last three decades that the definition of diversity has itself got transformed in the process. It has also been stated that for the first time in the US census held in 2000, individuals were allowed to tick on more than one race in the form. Due to this change in diversity, cultural and socioeconomic factors are now becoming increasingly important while interacting in the society. The website http://www. naeyc. org/about/positions/pdf/psdiv98. pdf deals with the problem children faces in schools due to increased linguistic and cultural diversities. To quote from the above mentioned website, â€Å"At younger ages, children are negotiating difficult transitions between their home and educational settings, requiring an adaptation to two or more diverse sets of rules, values, expectations, and behaviors. † If the child forgets his home language, it may cause disruption in family communication methods. Thus families are facing increasingly complex responsibilities. The website http://knowledge. allianz. com/en/globalissues/demographic_change/gender_diversity/hispanics_integration_us. html states that there has been a massive growth in Hispanic population in the USA and most of them have accepted English as their main language. But the importance of Spanish is also growing as many newspapers have come up in Spanish and Hispanic related businesses are growing in the United States. Changing diversity in USA 1) Responding to Linguistic and Cultural Diversity Recommendations for Effective Early Childhood Education; in National Association for the Education of Young Children adopted November 1995; Retrieved on 13th March 2009 from the website < http://www.naeyc. org/about/positions/pdf/psdiv98. pdf > 2) A Changing Nation: The Impact of Linguistic and Cultural Diversity on Education by Kathleen Trail ; SED letter Volume XII Number 2 December 2000; Retrieved on 13th March 2009 from the website 3) Ethnic Business in a Changing America, Allianz Knowledge Partner site, published on September 11, 2007; Retrieved on 13th March 2009 from the website < http://knowledge. allianz. com/en/globalissues/demographic_change/gender_diversity/hispanics_integration_us. html > Changing social diversity in the United States. (2017, Feb 20). We have essays on the following topics that may be of interest to you

My Driving Experience Essay Example | Topics and Well Written Essays - 750 words

My Driving Experience - Essay Example I was driving with my dad to the beach on a hot summer day when our car got stuck in traffic. It was a holiday and, thus, most of the people were out. Our car was at a signal. On green light, the driver in front of our car did not move. My dad has always been very short-tempered but, still, he kept his nerves. We got out of the car, and went to the driver. I saw that he was trying to grab his cell phone from the back seat that his kid has thrown there. â€Å"Excuse me! The signal is green from ages. Will you mind moving?† My dad asked him. â€Å"Yes, I will mind moving until I grab my phone,† he replied with much arrogance. â€Å"How rude that is!† Dad exclaimed, â€Å"Don’t you know you are bugging others in the line?† â€Å"No, I don’t!† He shouted at dad, â€Å"I’ll move, just go, I know I don’t have to stay here forever. Hey Jimmy, did you find the damned phone?† This time he shouted at his kid. The signal had already turned red again. My dad wanted to end the situation without any quarrel. But he looked annoyed, and this annoyed me. I wanted to punch that man right in his face. He really wanted some lesson. But I kept silent, and let my dad talk. â€Å"Hey man,† Dad said loudly this time, â€Å"I won’t allow you to be rude to me. Move your car right now. I’m getting late.† Everyone was giving horns and shouting at us to move. I could see all other drivers staring at us. The man had found his phone by then. He gave us a wave with his hand with a look as if trying to tell us to shut up. I heard him say, â€Å"Piss off, you old man!†... I could see all other drivers staring at us. The man had found his phone by then. He gave us a wave with his hand with a look as if trying to tell us to shut up. I heard him say, â€Å"Piss off, you old man!† That infuriated my dad, but I held his arm and told him not to indulge in quarrel. I could sense him getting furious. The man turned his ignition on, and moved away with a jerk staring at us which was even more exasperating. We, at once, got into our cars and moved away from the scene to unblock the traffic behind us. We, then, talked about road sense and driving tips. I could see that my dad was trying to make me learn how to be conscious on road. Although this experience was a bad one, but it left a big positive impact on me, since I found out how important driving sense could be. I decided to learn more about driving and road sense, and to be respectful to people I met on road. There was a lesson for me in this experience. I learned that, it is a very unmannerly thing to annoy other drivers on road, especially on signals. No driver should look hither and thither, looking for lost things, eating food, reading magazines, talking on cell phones, quarreling with other passengers, or doing things that distract him from concentrating upon driving. Hence, to ensure peaceful driving, drivers must stick to the indispensable dos and don’ts of driving, if they want to keep others and themselves safe and courteous. Safety of others is just as important as our own safety on road. This lesson was something that I learnt from the overall experience that day, and that has continued to make me a good driver since then. I would suggest the audience to drive positive lessons and impacts from any negative event that they encounter.

HR Home Work 6 Assignment Example | Topics and Well Written Essays - 250 words

HR Home Work 6 - Assignment Example These areas of my education are very helpful to an aspiring CSA like me, as they will enable me to deal with clients of all walks of life and successfully close any transaction they might have with the company.† â€Å"I want to work for this company because not only is it reputed to have a good working environment that drives employees to excel, but it also has a record of fairness. This implies that the company strictly complies with existing labor laws and provides its workforce certain opportunities for growth. In addition, I want to work for this company because its mission-vision is very much in line with my personal goals.† The quoted paragraph above was my reply to this particular question during my job interview. I do not think any necessary revision should be made because the answer really captured the thoughts I intended to express at that time. I answered this question with by saying, â€Å"I believe I am the best person for the job because I am dedicated, devoted and armed with the right knowledge and skills. I will work to the best of my abilities.† â€Å"I believe I am the best person for this job because I am equipped with the knowledge and skills suitable to the position I have applied for. Such knowledge and skills are also honed by a high standard university with competent instructors. More than that, however, I am a person who is very much dedicated in almost every aspect of life. I am willing to sacrifice time, energy and resources just to get a work done. Giving up is also not in my vocabulary. Thus, if I am given my job, I will do my utmost to deliver the performance you seek.† â€Å"My strengths as an individual would stem from the drive to excel, sincere devotion to the responsibilities and tasks assigned to me, and the ability to cope up with pressures while delivering outputs on time. I am also

Social Normalities and Voicing of Opposition Essay Example for Free

Social Normalities and Voicing of Opposition Essay Brian Crane Throughout history, social norms have dictated the opinions of all members of society to a certain extent. Expressing disapproval of these social norms is a difficult and ambitious task, seeing as one challenging a social norm is essentially disputing, in addition to often disproving, the reasoning and opinions of the majority of any given culture. Take, for example, the ending of ones own life under the circumstances of terminal illness. Now, our basic and most common cultural view on the subject is that suicide is not a natural death and therefore a violation of nature regardless of nes physical condition. However, it is nature itself that has given us as humans the intellect to contemplate such a decision. If nature has enabled us to develop the intellectual ability to contemplate suicide, then one could argue that choosing to end ones life is in fact a natural death simply because nature has allowed us to examine the pros and cons of life or death. However, this is not to say that suicide based on emotional imbalance is in any way Just or morally acceptable. Mental illnesses, which often bring about suicidal deation, can be treated, therefore ridding one of all motivation to end their own life. Generally, those who suffer from mental illnesses cannot be held accountable for their own life because the affective disorder inhibits them from perceiving reality the way they once did. So, the argument that the time of our death should not be a decision we as humans can morally make is somewhat valid although very misguided. It is wrong to look down upon terminally ill people who choose suicide as their cause of death. The many different circumstances leading up to ones death akes this topic too complex for one to claim that choosing life over death is morally applicable and correct in every situation that involves the contemplation of suicide. John West discusses his fathers decision to end his life before enduring the pain, suffering, and eventual death caused by cancer in an excerpt from The Last Goodnights: Assisting My Parents with Their Suicides. Judging from this excerpt, West and his father seem to be very well rounded, cultured individuals in addition to being extremely open minded and emotionally balanced. Wests father was a very mportant fgure in the world of psychiatry. His knowledge on the topic of suicide is obviously very extensive. Their opinions and examinations of this topic are indeed equally as rational as they themselves are as people. Dealing with the death of a parent is hard enough emotionally as it is, but the fact that West is grounded enough to grapple with the complexity and sorrow of assisted suicide is a testament to his extreme emotional maturity. He sheds light on a crucial point in support of his fathers decision as he asks the reader, Should Jolly [my father] have been forced to endure a few more days or eeks of agony Just to satisfy some peoples notions that death should be natural? (33 West) If one were to explore the possible answers to the question West asks above, without an impartial view based on societal influences, it is undeniable that one would agree with the opinion that such a great deal of suffering is not necessary to tultill the requirements ot a morally sound death In tact, it is arguable that Wests decision to assist his father with his suicide and in-turn spare him from such a great deal of pain is actually a more compassionate choice in comparison to xposing him to months of unimaginable pain by denying his fathers request. Again, West implies that suicide is not a natural death. A supplemental argument to his case is missing. If one were to argue that suicide and natural death cannot possibly go hand in hand, then why has nature allowed our intellect to excel to a point at which suicide is even a possible conception for the human race? Later on in the excerpt, West reflects on his memory of when his father asked him to commit assisted suicide. He recalls: I sat up in my chair. I suddenly felt hot and cold at the same time, as I realized hat he meant. But as powerfully as his words registered, the idea behind them didnt seem strange at all. It made sense. He was about to die anyway, so why linger in pain? I knew Id want to do the same thing if I were in his position. (34 West) Jollys contemplation of suicide is undoubtedly a common one of people with analogous situations to his own. Most would find it hard to believe that this wouldnt cross the mind of a person with a terminal illness that would soon lead to unimaginable pain and suffering, followed by death. If exploration of suicide is in act a common happening, why is it that the practice of suicide to avoid agony followed by death is not more common as well? It seems as though the answer to this question is quite simple; It is socially unacceptable to commit such an act solely because it is abnormal. Because abnormality is not a sensible or rational reason not to do something, making the argument that suicide is not a morally righteous death is in-turn irrational and insensible as well. Another challenger of social norms is Catherine Newman, author of I Do. Not. : Why I Wont Marry. Although Newman discusses a very different topic than West does in his short story, the two subjects are very closely related. Newman is a successful writer with a little too much insight on the role of women in society, and the flaws of this role, to happily accept monogamy and more importantly marriage. She breaks down the history of marriage and its original role in society. Marriage represents a very evil concept that very few are even aware of. Newman describes it is as such: marriage is about handing the woman off, like a baton, from her father to her husband. Also known as traffic in women, this is how men have historically solidified their economic connections to other men and guaranteed the continuation of their Seed. (Newman 61) Women were more like bargaining chips for men than soulmates. Marriage is the legal bonding of two families, which doesnt sound very romantic as marriage is made out to be. Although women are no longer owned by their husbands, this ritual is still quite demeaning. Many women experience some feelings of inferiority and in-turn feelings of resentment towards men due to the heavy influence of the media and its bjectification of women. Newman seems to be a prime example of this. Her additional education on the history of the subject has given her an even greater grasp of the hardships of women in our contemporary society which are overlooked more often than not by the general population. Voicing out against the social norm of marriage is extremely commendable and in addition, a betterment of the mentality ot those who are exposed to the underlying implications ot such an act through ner courageous writing. It seems as though many social norms have become so routine to follow and abide y that we rarely ponder the ideas behind them.

Physics and Collision Detection Engines for Computer Applications :: physics video game computer

Includes program code Physics engines are used to simulate real physical interactions in a virtual environment. Many 3d based applications have physic engines included. Software such as modeling and animation programs, have physics engines that tell the program how the models react to certain forces to make them seem more realistic. This is used in the movie industry when creating computer generated effects to composite with live footage. They computer generated images need to look and react the same as real objects. Physics engines help determine the Game software include physics engines to create a a richer environment for the gamer to experience. By using physics engines, encounters do not have to follow pre-scripted courses, but can appear to react as they would in the real world. In both industries effects such as fire, smoke, fluid dynamics, and geometry-based sound all benefit from physics engines. Nothing moves by itself. Animating objects using traditional methods is complicated and time-consumin g. You have to "tell" the object specifically where to go and what to do. Creating natural motion means that objects will respond to environmental forces spontaneously. For example, if there is nothing to support it, an object should fall to the ground and come to rest. Physics-based simulation is a first step in making objects move the way they do in real-life, but there is more to it than that. The aim of natural behavior technology is to generate the expected behavior of the objects that appear in a 3D application. This includes satisfying the laws of physics (or an interesting deviation from them) and some degree of artificial intelligence and autonomous simulated behavior. Physics engines are basically code libraries. When a object is created it is giving a set of values for mass, height, weight, initial velocity, center of gravity, ect, ect. Then when a reaction needs to be calculated these values are used along with the correct formula. These formulas are part of the library and are stored along with it. The reason physics engines are hard to create is because it has to write functions to caculate certain reactions and has to have functions for every single reaction that could take place. In more complex environments there could be millions of formulas needed to be able to give correct answers for all the reactions. They used as reference libraries in the coding for the particular application that needs a physics engine and the functions are called on in that code.

Diana – Cover Up or Accident?

Example of a Persuasive Speech : Diana Diana – Cover up or Accident? There are many conspiracy theories surrounding the death of the beloved Princess Diana. I would firstly like to say that these are not my opinions but facts and quotations that I have found in books or on the Internet. Since the Princess' death in 1997, there was immediate pressure from the public towards the Royal family, and towards MI6. [pic][pic][pic][pic][pic][pic]The first conspiracy theory is that the death was faked. The story goes that fed up with the constant intrusion into her private life by the media, Diana, aided by the resources of lover Dodi, staged a spectacular ‘death', in a hope that she could retreat to a life of privacy. A plan that went horribly wrong, leading to her death. But would this idea be possible? My view: No. Diana was famous all over the world. In this day and age it would not have been possible to avoid the press – Diana and Dodi would have known this all too well. Also, she loved her sons. In this plan she would have had to leave them. To me this theory is not what happened The second conspiracy theory is that of the evidence – one that stands out in particular for me. A) Bodyguard Trevor Rees-Jones still lives, but testimony from Mercedes auto experts says that it would have been almost impossible for anyone to have survived a crash in the tunnel in a car going at 121 mph. Maybe, as driver Henri Paul's lawyers claim, the car was not going that fast. Maybe the crash was faked by the army-trained Rees-Jones who had previously deposited Diana and Dodi elsewhere. My view: Highly unlikely. If the bodyguard was to set up the accident, why be in the car at all? If he had set up the accident I am sure he would have set up an excuse/alibi to not be in the vehicle. And as is commonly known now, he was the only one wearing a seatbelt – the fact that this saved his life seems most likely to me. B) Dodi's usual driver was not used. Mystery still surrounds Henri Paul, the security officer, who stepped in at the last minute to drive the Mercedes S-280. It took a full two days for his name to be revealed, for instance. Co-workers at the Ritz Hotel say he kept himself to himself and never socialised with them. One version of this conspiracy has it that Paul simply did not exist, another that he was quickly whisked away from the hospital after being declared dead by doctors in cahoots with the Al Fayed family. My view: We know for a fact that the drivers were changed, but there is no solid evidence to say why. Also, surely the Al Fayed family had more than one driver. If I was them I would want to know the person driving me in my car. Wouldn't you? Now finally from the evidence: C) Just six hours before she died Diana let slip to Daily Mail reporter Richard Kray that she was about to withdraw completely from public life. My view: A funny one – but is the reporter just looking for a cheap story or has he got the proof? The truth is still unknown. The final conspiracy is the most popularly believed. That the British MI6 killed her. Some say that she was the target; some say that it was Dodi. Here's the evidence: Rogue elements in the British Secret Service decide that Diana is a threat to the throne, and therefore the stability of the state. They take her out. As for Dodi, business enemies of Dodi and his father Mohammed Al Fayed assassinate Dodi, with the death of Diana; a magnificent cover for their peration. My views are exactly that, and you should make up your own minds. But there is a mountain of evidence to say that The Lady Diana's death was no accident. Either way, the people of Britain have demanded answers for ten years now – after coming close, then having all the evidence stolen! Will we ever find out? My final view on this is, that as long as the people responsible don't wan t us to, then no, we will never find out the truth. Getting Civil I am against the government sanctioning same-sex marriages. Am I intolerant? Am I homophobic? Am I part of a fundamentalist religious sect of some sort? What if I tell you that I am against the government sanctioning marriages between a man and a woman as well? Am I against marriage? Am I an anarchist? Am I insane? Actually, I believe I have the sanest solution to the whole marriage debate and I don't hear anyone talking about it. My solution is to leave marriage where it belongs – in religious and private institutions. What business is it of the government to sanction relationships between consenting adults? Why is it up to the government to define what a marriage is? Why should the government be involved in promoting or discouraging particular types of relationships? We are a free country so why is it up to the government to tell us how we, the citizens, can define our relationships and which ones are acceptable in their eyes and which ones are not? My contention is that unless relationships chosen by consenting adults of their own free will endanger other individuals, the government has no business sanctioning them or preventing them. Am I saying that the government has no role in personal relationships? Well, not exactly. Legal arrangements are necessary for the purpose of expeditiously dividing property and providing for custody of any children resulting from a relationship if the relationship ends. Through legal arrangements, the rights of all involved can be protected. That's why I believe that all legal partnerships between two people who have committed to each other should all be civil unions in the eyes of the government. Whether these relationships are called marriages or not is up to religious institutions and the individuals themselves. pic][pic][pic]I have a friend who is a lesbian. The woman she loves is Dutch and they got married last summer in Holland where it is legal. I saw the pictures. They were happy, joyful. Their families and friends attended the ceremony and support them in their commitment to each other. They have a house together. They have jobs and pay taxes. They participate in civic activities. They are enjoying life, liberty and the pursuit of happiness. B ut what if their families did not support their choice and their commitment to each other? If something were to happen to one of them, either a life threatening illness or even death, by law, the family could prevent the partner from being involved in making decisions for her loved one's care or even the arrangements for a funeral. Unless prior arrangements were made, the benefits of being a legal couple would not apply to these two committed partners who make every bit as much of a contribution to society as any heterosexual married couple does. I have a friend who has two children with her partner. If their partnership were to dissolve, it is possible that the woman who actually gave birth to the children could bar the other woman, the woman that the children have always known as their mother from having any contact with them. The non-birth mother would have no rights. Are the children's rights protected here? Some people argue that allowing same-sex couples to have civil unions would result in an undue financial burden on society, primarily because of the benefits that currently apply to married couples that would now have to be extended to same-sex couples. So are we trying to prevent people from having equal rights to save a few bucks? To me, that's like saying we should not have allowed women the vote because it would increase the cost of elections. Some people are concerned that allowing same-sex couples the legal rights of a civil union would require religious institutions to marry them. There would be no such requirements. Churches and other religious institutions would be free to exercise their beliefs and traditions as they have always been. Two people who love each other should be able to commit to each other and be protected by law in the relationship and in the case that the relationship ends. Any children who are the result of the relationship should have their rights protected as well. In my opinion, all people who want to have legal recognition of their committed status should have the option of a civil union and that all people joined in a civil union should have equal rights regardless of their gender. Whether a name is given to that union beyond the legal one should be up to religious institutions and the individuals themselves, not the government.

Hitler and Mussolini Essay

Benito Mussolini during his rule from 1922 to 1943 faced many domestic problems within Italy that he had to deal with. Mainly the internal problems had to do with economic policies and struggle, which Mussolini attempted to deal with through his autarky policy. He also had to deal with political problems, which were derived from the interference of the church. Finally Mussolini also had to contend with social problems such as unification, and increase of popularity. Through his rule Mussolini had to deal with economic, social and political problems, however he was to a great extent not successful in dealing with these problems. One of Mussolini’s greatest internal problems was his economic problem. Mussolini wanted to make Italy a great economy, one that could compete with the great economies of World War I such as Britain and France. In order to this Mussolini wanted an autarky, which was economic self-sufficiency in food and raw materials. He wanted Italy through autarky to become a powerful and large empire. In order to achieve this Mussolini instigated what historians such as MacDonald refer to as a ‘series of battles’. These battles were a struggle for the economy that Mussolini envisioned. A series of four battles were fought however only one can be regarded as a partial success while the other three were seen by most historians as failed attempts. The first battle was known as the Battle for Grain, which was to a great extent a failure. This battle started in 1925 because there was a poor harvest that year, and the grain for the most part was being imported. In order to become a self-sufficient economy Mussolini wanted Italy to be able to produce the grain on its own. By the 1930’s Italy was able to become a self-sufficient grain growing economy by controlling imports and increasing the production of cereal crops. However despite being able to achieve grain production, Italy as a whole suffered due to this battle. By encouraging the production of grain, farmers had to stop growing fruits and vegetables, which were cheaper to produce. Therefore exports of fruits and vegetables also decreased, which caused the economy to become weaker because revenue from exports decreased. Also due to an emphasis on making grain the use of sheep’s and cattle decreased, causing the decline of these animals. It also caused the country to go into debt since the government had to give subsidies to farmers and there were huge tariffs associated with the production of grain. Also the price of grain in Italy rose causing the price of bread to increase. This affected the working class and poor since the core of their diet was made up of bread. The masses of Italy suffered especially the poor and the farmers, although the industrialists did not suffer as much. Since grain production increased the demand for fertilizers and tractors increased, which increased the business of the industrialists. However the industrialists are a smaller proportion of the population of Italy than the masses, therefore to the most part the Battle for Grain was a failure. The second battle was the ‘Battle for Lira’ whose main aim was to reinstate the purchasing power of the currency. Sine Mussolini wanted a powerful Italy; he thought that the weak currency added to weakness of the economy. Therefore in 1926, Mussolini revalued the Lira so that one pound was 90 liras. This battle also proved to be a failure since the price of exports increased. Due to this unemployment increased and firms and industries were not able to sell their goods as efficiently. This also caused the aim to increase economic influence to decrease since it had a negative effect of exports and unemployment. The ‘Battle for Land’ was the third battle fought in order to increase economic power. This battle had mixed responses and could be seen as a success and failure. The Battle for Land attempted to control the migration to cities from the countryside’s, which helped control unemployment. The Battle for Land was a success because of the Pointe Marshe in 1935 which served as good propaganda, helped decrease unemployment and also allowed for the control of subsidies to farmers. Pointe Marshe provided small farms and also increased public work, which called for employment. However it was also known as a failure because small plots of land were inefficiently utilized for a lot of wheat production. Also it did not help decrease the poverty of poor people. The economic problems in Italy that Mussolini tried to deal with through autarky were mainly a failure due to the failures of the battles. Another internal problem that Mussolini had to deal with was political problems. Mussolini wanted to obtain totalitarianism, however in order to this Mussolini had to deal with the Roman Catholic Church. This to an extent was a success, however tension between the Church and the state was never completely eradicated. In order to make relations with the Church better Mussolini allowed religious studies in education and also allowed the crucifix to be displayed in courts and classrooms. Also in order to gain support from the Church Mussolini had his children baptized and also had a church wedding in 1925 in order too show that he believed in the Church. The Church also accepted Mussolini’s policy on abortions and contraception, in order to increase population. Mussolini also officially ended the tension by forming the Latern Pacts, which made the Vatican state independent, made Catholism the official religion of the state and also made education of cat holism mandatory in schools. This pact decreased tension between the church and Mussolini and allowed Mussolini to gain more power of the state. However despite the pact and decreased tension, conflict always remained between the Church and Mussolini’s state. Mussolini’s continued interference in catholic education in schools continued to be a problem between the church and the state and the Pope threatened to censure fascism. Another conflict between the state and the Church was relations with Nazi Germany in 1938, having to do with the views on anti-Semitism. The continued tension with the Church never allowed Mussolini to have full control over Italy, which added to his internal problems. The last internal problem that Italy had to deal with was social problems. Mussolini attempted to unify Italy and increase his popularity through propaganda since he did not have full control and poulatiry over the Italian people. Mussolini was most successful in dealing with social problems through L’inquadramento and the idea of a corporative state. L’inqadramento was an illusion that Mussolini created in order to unify Italy. Through this movement Mussolini increased their popularity and membership by providing support and financial aid during after the Depression from 1931 to 1937. â€Å"This recovery from the deep depression of the postwar was remarkable and greatly aided the Fascists in winning favor and in establishing power.†, was the view of historian Clough. They also increased employment by inflicting a forty-hour workweek and allowing family compensations. These helpful acts during the Depression helped Mussolini gain support from more people, and allowed him to control more of the state. Also schemes such as the Pointe Marshe helped increase employment, which also helped Mussolini, gain support. Mussolini used propaganda through a policy called Corporative state, which also helped him gain support. The Corporative state advertised a state where there was no class system and all labors worked together. It also strived to make working conditions better and sought to help all laborers when they were in trouble by allowing them to share their concerns with their employers’ representatives who then shared them with Mussolini.

Free Essays on Native American Captivity

D.H. Lawrence’s view of American spirit in his essay, â€Å"Spirit of Place,† coincides with the account of Mary Rowlandson’s emotions and experiences in, â€Å"A Narrative of the captivity and Restoration of Mrs. Mary Rowlandson.† D.H. Lawrence writes about a false sense of freedom in America, in which people do not understand nor cherish their freedom until their basic liberties are stripped away from them. Through Mary Rowlandson’s captivity and drastic change in her lifestyle, we can see a greater appreciation of daily life and a true sense of freedom develop. The United States of America has always been a country that is based on freedom. Even before this country was established, the Pilgrims came to live in America to get away from the British government and for freedom of life and religion. On the road to gaining independence from Britain, the ideal of freedom in this country still remained evident. The founding fathers of our nation wrote laws, founding the United States of America upon ideals that will keep citizens free from government in many aspects of their life, such as freedom of speech and right to vote or not vote. The closing lyrics to our national anthem are â€Å"The land of the free, And the home of the brave.† D.H. Lawrence believes that people’s view of freedom in America throughout our history has been a false sense of what true freedom actually means. Lawrence believes that one understands freedom when they have accepted their life and is at peace with themselves and all aspects of their life. â€Å"Men are freest when they are most unconscious of freedom. Men are not free when they are doing just what they like†¦Men are only free when they are doing what the deepest self likes†¦If one wants to be free, one has to give up the illusion of doing what one likes, and seek what it wishes done† (Lawrence 6). Lawrence feels that people understand freedom to be doing as they please. However, free... Free Essays on Native American Captivity Free Essays on Native American Captivity D.H. Lawrence’s view of American spirit in his essay, â€Å"Spirit of Place,† coincides with the account of Mary Rowlandson’s emotions and experiences in, â€Å"A Narrative of the captivity and Restoration of Mrs. Mary Rowlandson.† D.H. Lawrence writes about a false sense of freedom in America, in which people do not understand nor cherish their freedom until their basic liberties are stripped away from them. Through Mary Rowlandson’s captivity and drastic change in her lifestyle, we can see a greater appreciation of daily life and a true sense of freedom develop. The United States of America has always been a country that is based on freedom. Even before this country was established, the Pilgrims came to live in America to get away from the British government and for freedom of life and religion. On the road to gaining independence from Britain, the ideal of freedom in this country still remained evident. The founding fathers of our nation wrote laws, founding the United States of America upon ideals that will keep citizens free from government in many aspects of their life, such as freedom of speech and right to vote or not vote. The closing lyrics to our national anthem are â€Å"The land of the free, And the home of the brave.† D.H. Lawrence believes that people’s view of freedom in America throughout our history has been a false sense of what true freedom actually means. Lawrence believes that one understands freedom when they have accepted their life and is at peace with themselves and all aspects of their life. â€Å"Men are freest when they are most unconscious of freedom. Men are not free when they are doing just what they like†¦Men are only free when they are doing what the deepest self likes†¦If one wants to be free, one has to give up the illusion of doing what one likes, and seek what it wishes done† (Lawrence 6). Lawrence feels that people understand freedom to be doing as they please. However, free...

ASIA PACIFIC BUSINESS Essay Example | Topics and Well Written Essays - 1000 words

ASIA PACIFIC BUSINESS - Essay Example The business and economic strategy based on chaebols took an export and outward-oriented model to boost the country’s economy through business associations. Today, the chaebols have become global powerhouses that have made the economy of South Korea become one of the greatest in the world. Chaebols are multinational conglomerates that are controlled by certain families in South Korea. The chaebols have received immense government support in South Korea resulting in fast economic growth and an increase in the country’s GDP of about 10 percent between the years 1962-1994 (Powers, 2010). The Korean chaebols have resulted in enormous economic growth of South Korea from early 1960s to early 2000. The economic growth in South Korea was due to the effects from industrial and other services sector. The industrial sector increased its contribution to the country’s economy from 20 to 37 percent while the services sector increased from 43 to 60 percent from 1965 to 2008. To boost economic growth, the South Korean government fully supported the chaebols. The government nationalized all commercial banks so that the banks could channel all their finances to the chaebols. The chaebols had a great share of the total credit produced by financial institutions. As a result, the chaebols had to fulfill most of their export obligations thus, increasing economic growth in South Korea. The government also developed an export strategy to promote export of goods and at the same time substitute imports that favored the conglomerates. The government also restricted direct foreign investments and used this as a chance to get new technologies and business expertise. As a step to support fast economic growth, the government allowed the chaebols to access foreign loans. In contrast, the government curbed any outflows in domestic capital. Government support of the chaebols was of a great magnitude to the extent that the chaebols expanded unprecedentedly in size. The cha ebols had

Self-awareness and Career Management (2) Essay Example | Topics and Well Written Essays - 2250 words

Self-awareness and Career Management (2) - Essay Example I will undertake the MBTIÂ ® Step I Programme and take the applicable courses from ICA in order to get closer to my goal of being a highly competent accounting person. Measurable Immediately after my graduation I will seek to find employment in the accounting function of a small organization while in the accounting graduate program. I lack work experience in accounting, therefore, the chances of a large multinational organizations declining my application would be very high. I will apply to small or medium sized organizations in the capacity as a trainee or junior or staff accountant in the accounting department. After working for a period of 12 to 18 months in a small or medium sized organization while sharpening my skills in accounting, I would venture out in search of employment in a multinational organization in the capacity of Accounting Manager or Senior Accountant. I would also strive to attend at least 6 public workshops during the next year in order to gain exposure and und erstanding of the accounting process and how to maintain accounts ledgers. Attainable The immediate goal would be to find work experience in the field of accounting with a long term goal to establish a career path within the accounting area at Qatar Petroleum Co. Within the first three months after graduation my goal will be to equip myself with suitable work experience and then work within the accounting field for a minimum of 12-18 months. Additionally, my skills in writing and speaking English need to be improved. Another skill that needs improving is proficiency with excel spreadsheets as it would be important in maintaining a large database of accounts and presenting charts and diagrams on project schedules. I will join the Brookes Entrepreneurs club and also the Oxford Entrepreneurs club in order to expand my network with both compatible and diverse individuals, thereby increasing my prospect of navigating myself into accounting function. Darling (2005) discusses the importanc e of networking. Networking with others who have had similar experiences will be helpful to me as I investigate relocating to the UK and then relocate to the UK. Realistic During the holiday break, I will purchase a CD that teaches how to use Microsoft Office tools more proficiently in order to be armed at managing databases of accounts. I will do more research on the current accounting job market; make an appointment with the Careers and Advice centre; and speak with a career advisor on making my CV more attractive to prospective employers. My interview skills will need to be reviewed with my Career advisor. Upon graduation, I will venture out in search of employment in Accounting Management as a graduate manager-trainee level or even at a staff level. Timely I would aim at improvement of my information technology skills with Microsoft office tools during the next holiday break (2010-1011). I will also join the Brookes Entrepreneurs society and the Oxford Entrepreneurs society imme diately. I will find employment in the capacity of an accounting graduate trainee or an accounting manager – trainee within the first three months after graduation. To summarize, I have goals established to take the MBTIÂ ® Step I Qualifying Programm

I think that pornography is harmful to a couples relationship Essay

I think that pornography is harmful to a couples relationship - Essay Example In today’s world of technology where everything has gone cyber, all multimedia including pornography is available on the internet easily accessible around the world and has become part and parcel of people’s sexual lives especially youngsters. I would strongly recommend all couples to accept this notion to be a healthy part of their relationships and, in case of any difference of opinions, to discuss openly about this agenda and give it a try to experience the fruitful outcome it generates between them. Through ages, surveys have been conducted to determine whether pornography is harmful for a relationship and what effects it produces for a couple. Consequently, researchers have identified few established facts about the aftereffects of watching pornography by a couple, individually or together. If we see in terms of collectively watching it, we come across two major advantages it provides as explained in a lecture by Mr. Chen: It contributes to the learning and sexual knowledge of couple. They can educate by identifying new exciting activities and ways to physically mate with one’s partner. They can know new ways to stimulate the partner and about the dos and don’ts during sex. It also adds to their chemistry by enhancing the intimacy and ecstasy between them in bed. Couples tend to get bored soon due to repetition of similar activities in every session. Pornography makes them look forward to their regular intercourse sessions where they can try new things as seen on video, creating better thrill and variations (Chen, 14 March 2013). Variety in sexual relationship plays a vital part for almost all couples. According to Crooks and Baur, many individuals have a misconception that excitement and arousals stirred in their sexual experiences will always stay the same as in initial stage. Soon, they seek alternatives as their saving grace to gain satisfaction which they cannot get anymore from their own relationship (Crooks and Baur, pp. 201). This destroys a relationship completely and might ultimately result in breakup out of need for change! This is where the essential role of pornography sweeps in, creating new vibes of pleasures and sensuality. It is important for couple to allow its involvement in their sexual lives and discuss about it when the need arises. Speaking on an individual level, it is also necessary to have personal space to watch pornography occasionally when he or she feels too overdosed with intercourse. Also, according to an article provided in Elia’s book, researches showed that individuals, especially men, claim that, inspired from tactics used in pornographic content, they discovered new methods to pleasure themselves and guide their partners to do the same during sex to stimulate them better. The craving to improvise and to try something different got fulfilled for most of the men by indulging themselves in self-pleasure while watching pornography (Elia, John and Albert, pp. 283). Se xual pleasures are the primary goal for any intimate activity carried out by a couple. In his book, â€Å"Sex Industry: Porn and Prostitution† (Pp. 269-273), suggests that self-pleasures while watching pornography motivates individuals to try these activities with their partners as well. They associate having intercourse with their partners to the reward of getting arousals and ultimately orgasm. There is a possibility of enhancement of emotional attachments in a couple through attaining orgasms which in turn are guided through education learnt via pornography. Therefore, it might prove to be beneficial to discover oneself through self-pleasure exercises during pornography and

Wine production and tourism Essay Example | Topics and Well Written Essays - 750 words

Wine production and tourism - Essay Example Focusing on wine tourism as a growing area of business, the researcher laid the background on the premise that, the key to the continued growth and success of wineries in the world's wine producing region is in meeting customer's expectations and wine products attributes.Using an importance performance analysis, the study revealed how well an operation performs with respect to the attributes most important to guests. The study focused on 353 visitors to wineries and used modified SERVQUAL methodology; The study also offers a chance for the Tourists to taste wineries premium products.In recent years, the growth in tourism in the world's wine producing regions has grown rapidly. This has not only attracted the attention of researchers with increasing attention on various aspects of wine tourism, but has attracted the flow of international capital towards this direction. Wine tourism today is widely acknowledged as a growing area of special interest as agued by the researcher.The main p roblem statement of the research is defined within three folds. Firstly the study focused on visitors' perceptions of the service received at the cellar door-that is, at the winery-and the effect of that service on consumer satisfaction, brand loyalty, and long-term behavioral intention. The study addressed further, the issue of customer service in the emerging wine-tourism sector. Thus an important objective of the study is the definition of the concept of wine tourism as it analysed the linkages between wine quality and brand values, as well as the role of a visit to the cellar door in reinforcing these linkages. Another objective of this paper is the identification of the attributes of service quality as they apply to visits to wineries. 1.2 Research Methods and Design In the study, the researcher adopted a largely quantitative approach to identify significant trends among current visitors to wineries. The researcher however, criticized the method as not well suited to exploring the underlying symbolism or meaning of a visit to a winery34 or to gaining a deep understanding of the needs and motivations that lead individuals to visit a winery. Such an approach would form a future avenue of inquiry, and our quantitative survey may indicate questions that could usefully be explored with deeper qualitative research. 1.3 Findings of Research The researcher ran a series of T-tests and evaluated where mean performance scores differed significantly from the mean importance scores. The findings revealed a high degree of colinearity within the results for both the perception and the importance measures. According to the researcher, the result presented true accurate reflections of Visitor's perception when recorded. Results of the study also showed operators in the wineries are marginally underperforming as visitors proofed to be unhappy with the quality of wine offered for tasting, as most premium wines were out of stock and the wine tasting fees were high. The study came out with many exciting findings. The study first of all found out that Operators do seem to be experiencing some difficulty, though, with respect to the relational aspects of the cellar-door experience. This interesting finding reinforced the importance of

Errors Made By Polish Students In English English Language Essay

Errors Made By Polish Students In English English Language Essay Introduction Language is an instrument of communication among people. It is a well structured and special characteristic of human interaction. According to Sapir (1921,p.8) Language is a purely human and non-instinctive method of communicating ideas, emotions, and desires by means of a system of voluntarily produced symbols. Learning a new language involves such components as grammar, vocabulary and phonology. It is necessary to make a distinction between two processes: acquiring and learning a language. The former can be defined as a subconscious process that is identical to the process children utilize in acquiring their first language. Krashen (1985, p.1) states that learning refers to the conscious process that results in knowing about language. Ellis (1994) adds that learning is not as successful and long lasting as language acquisition. In order to be able to communicate, people should master the four skills: reading, listening, speaking and writing. The last skill which the researcher focussed on is a very complex process. As Allen and Corder (1974, p.177) say, it is the most difficult of the language abilities to acquire. When learners want to produce a piece of writing in second language (L2), they try to translate some First language (L1) words or phrases by applying rules from their L1. It is presumed that most of the problems facing L2 learners are caused by their mother tongue. If the contrast between L1 and L2 appears, the learners native language knowledge interferes with the target language and problems are difficult to avoid. However, a similarity of two languages in some situations may help L2 learning. The process that is responsible for this is called language transfer which is also known as cross-linguistic influence (Arabski, 1997). Many linguists have been interested in the nature of the learners la nguage and the major mistakes which arise in it. One of those was Corder (1981) who recognised the significance of interference and fossilisation in the process of second language learning, claiming that each L2 learner uses a special kind of a legitimate dialect governed by its own set of rules, some of them being peculiar to the learner and his native language(1981,p.25). Selinker (1974, p.35) also believed in the existence of a separate linguistic system based on the observable output which results from a learners attempted production of a TL norm. Such a system, which he referred to as interlanguage, is always different from the target language until the native speakers competence has been achieved by the learner. The concept of such an interim language added a new dimension to the learner language study. Before that, with contrastive analysis, linguists made only a one direction comparison between the first and the target language. With reference to Selinkers theory, language structure comprises the fundamental processes such as: (1) First language transfer; (2) Errors occurring as a result of this process are attributed to the learners native language influence; (3) Transfer of training; (4) Strategies of second language learning; (5) Overgeneralization of the target language linguistic material (Selinker 1974, p.37) Polish language belongs to the West Slavonic branch of the Indo-European languages; it is closely related to Czech, Slovak and Russian. In some parts of Europe such as : Russia, Lithuania, Belarus and Ukraine Polish is also used as a second language. In terms of the grammar, Polish is a very inflected language. There are numerous features, which distinguish the language from the other languages. A noun for example constitutes gender: masculine, feminine, neuter. Nouns, pronouns and adjectives have seven case forms, which have different endings. Another difficulty for Polish learners refers to phrasal verbs and articles that dont exist in their native language. Moreover Polish language also has indefinite fractional and collective numerals, which depend on the thing that is counted. All these contrasts lead to errors. In Poland people learn English as a foreign language. Polish learners are in a different situation than inhabitants of, for instance, India or Republic of South Africa as English is not their official language. Therefore, they have no need to develop assimilative or integrative motivation for learning English as they do not feel the drive to write and speak like native speakers and sustain high level of foreign language. In this way, Poles are far more interested in studying English for more instrumental purposes, such as: going abroad and finding a well-paid job, or getting a promotion in their native country. It also happens that they friendships acquired by means of the Internet has led to a desire to communicate with them, thus English seems to be most suitable as it is spoken all over the world. One of the benefits of knowing a foreign language skills is intercultural communication. English is becoming the most popular second language in the world. It is used as lingua franca, f or politics, and business and education. After changing the political system in Poland, English has become more popular and is considered an important part of a good education. It became a compulsory subject in primary and secondary schools in Poland (Swan and Smith, 2001). Errors Every foreign language learner commits errors. As Brown (1980,p.164) claims second language learning in contrary to the first language learning is a process in trial-and-error nature. Teachers and researchers realized that L2 learners errors created a new system of language which had to be analyzed carefully. It is very important to make a distinction between various types of language behavior by giving the definition of error and mistake which are frequently misused. According to Ellis (1997,p.17) errors reflect gaps in a learners knowledge; they occur because the learner does not know what is correct As for the mistake Brown (1980,p.165) states that it refers to a performance error that is either random guess or a slip, in that it is a failure to utilize a known system . From the researchers experience as a Polish native it is necessary to state that Poles commit many errors, such as: syntactic, or semantic ones, and they are the ones in which either L1 and L2 (or both) play the mo st important role. This is partially caused by the fact that learners often experiment with prepositions and articles they know they cannot rely on the interference/transfer from Polish. Hence, they build their own hypotheses and try to insert the correct functional word. Moreover, some syntax errors are difficult to classify. Most of the deviances result from applying Polish syntactic rules to English phrases. The main difficulty is that the wrong choice of word results in the emergence of a semantic error, and if a larger phrase is written on the basis of L1 rules, it renders the whole phrase or sentence incomprehensible for a non- Polish speaker. Then, malformed sentences make English difficult to decode even for a proficient speaker. It has also been one of the main concerns of the branch of linguistics, which is, researching similarities and dissimilarities between first and foreign language acquisition, as well as determining the strategies which learners employ in the course of these processes. Teaching adolescent foreign language learners is a challenge for second language teachers and there are many reasons behind it. Firstly it is essential to emphasize the fact that in the case of children, acquiring L2 comes together with general cognitive and affective development of a child, which means that even though children have no meta-awareness, they are capable of automatic acquisition that is not hindered by personality, motivation, attitude or other factors (Brown, 2000). Older learners, such as adolescents or adults undergo the process of language acquisition in a different way. It looks more like a formal sort of learning (which is the result deliberate teaching) in the course of which explicit rules and language content are presented since the cognitive development is already completed in this age group. In other words, adolescents are able to think in abstract terms, they can learn far complex grammatical issues as the already developed meta-cognition and inductive lear ning ability allow them for that (Ellis,1995).There are various factors which influence second language learning. They include individual learner differences such as age, cognitive style, intelligence, motivation/needs, learners grammatical system and learners native language. According to Komorowska (2002) adults and adolescent learning is unnatural; it is much easier if they learn a second language or particular goals or reasons which results in a greater motivation. Littlewood (1984,p.53) confirms the importance of motivation for learning a second language: In second language learning as in every other field of human learning, motivation is the crucial force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he perseveres. According to Hopp (2004), two kinds of motivation can be distinguished: intrinsic and extrinsic. The former one is more prevalent among adults. The learners see language as an instrument to raise their self-esteem and achieve special goals such as getting a better job. The second kind of motivation is characteristic of a childs way of learning. Both these types of motivation are useful in the language learning process. Reason for choosing the topic Writing is a very important skill, however it causes much more problems than speaking or reading especially for L2 learners who think in their own language. In Poland the majority of secondary school pupils have not mastered this skill due to the lack of emphasis on teaching writing. During studies in Poland and working as a teacher of English, the researcher observed a number of errors made by Polish learners. A considerable number of these errors were similar to the ones she used to make as a beginner or even intermediate learner of English. Most of them reflected her lack of competence, knowledge of rules, whereas other errors were very much related to the writers mother tongue. Linguistically speaking, there were transfer errors, or, in other words, errors which involved interference e.g. Polish grammatical rules were applied to English. There are various reasons why the researcher has chosen this topic. One of these is differences between the two languages and also difficulties facing the learners from Poland. Although Polish students learn English language in primary and secondary schools, they are not able to produce correct sentences. They still try to translate sentences from their native language into English. All of the rules that need to be applied in L2 are different in L1. Thus, Polish learners and other non-native speakers (NNS) are prone to make more errors. 1.2. Aim and Objectives of the study The research has been conducted with reference to secondary school pupils from Poland. The overall aim of the study is to examine what type of errors are most common in the written discourse of the students. The associated research objectives are: What sorts of errors are most common in the written discourse of Polish learners of English as a foreign language? What is the percentage of various errors in learners written discourse? What are then the possible sources of those errors? How might the frequency of these errors be reduced? Why these errors occur? What could be done to improve written discourse? 1.3.Outline of the study The dissertation is divided into five chapters. It begins with the introduction describing the general background of the study. The second chapter provides a literature overview of theories related to errors and their sources. This part also shows classification and explanation of language behaviors. The definition of Contrastive Analysis and Error Analysis can also be found it this chapter. A description of methodology can be found in the third chapter. The author discusses the instrument for collecting and analyzing the data. Chapter four deals with results from analysis of students errors in written compositions. Students samples and questionnaires are examined and interpreted in detail. The last chapter draws some conclusions on the research and considers recommendations for students and teachers. It also discusses implications for future teaching and research Chapter II Theoretical background 2.1 Nature of error It is obvious that every language learner is bound to make errors which are typically human characteristic. Errors have been of interest to many researchers as they are seen as a very important element in language acquisition. According to Norrish (1983) they can occur for many reasons; they may arise from the choice of the material, from the learners processing of the material or even from learners lack of attention. However the most serious kind of language deviances is caused by lack of learners knowledge. It is very important to introduce the distinction between errors, mistakes, lapses and slips. These terms are frequently misused by teachers. Although they have a similar meaning, the differences are significant. As for an error, numerous definitions have been given by different linguists with various attitudes towards errors. In most cases errors are regarded as negative language behavior. Norrish (1983,p.7) believed they are undesirable a sign of failure and systematic deviation, when a learner has not learnt something and consistently gets it wrong. Corder (1967) and Richards (1974) also consider errors as deviations from a standard linguistic system. To support this assumption Corder (1967,p.166) says: Errors are systematic, consistent deviances characteristic of the learners linguistic system at a given stage of learning. The key point is that the learner is using a definite system of language at every point in his developmentà ¢Ã¢â€š ¬Ã‚ ¦The learner errors are evidence of this system and are themselves systematic A similar attitude was presented by Dulay and Burt (1982,p.138) who considered errors as the flawed side of learners speech or writing. On the other hand errors can also be seen as an important and positive part of learning a language. :As Norrish (1983,p.6) states: the error itself may be a necessary part of learning a language. People are not able to detect errors because they have not learned the particular part of the material. Another linguist who was interested in this area was Ellis (1986,p.9), who also believed in the good side of error, stating: Errors are an important source of information about SLA, because they demonstrate conclusively that learners do not simply memorize target language rules and then reproduce them in their own utterances. They indicate that learners construct their own rules on the basis of input data, and that in some instances at least these rules differ from those of the target language. Lightbown and Spada (1999) agreed with the positive sides of errors, claiming that they can be the result of seeking the correct structure of the language. A different, less serious type of language behavior is called a mistake. According to Corder (1967) mistakes are deviances due to performance factors which include limitation of memory or emotional strain. Ellis (1997,p.17) claims that mistakes are simply the result of slips of the tongue and should not be seen as the result of a wrong interpretation of some rules of the target language. Moreover, the learner who has made this kind of random inaccuracies can correct them when his attention is drawn to them. Norrish (1983) identifies two more terms related to errors such as: lapse and slips. The former one is defined as a type of wrong usage, which may occur due to lack of concentration or shortness of memory. He adds that this kind of wrong usage is not very serious and can be also made by native speakers at any time. The last type of language deviation described by Norrish (1983,p.8) is a careless slip, that is caused by the learners inattentiveness in class. 2.1.1. Significance of errors An essential theory referring importance of errors was introduced by Corder (1967) in his article The significance of learners errors. The author made a distinction between systematic and non systematic error (mistake). He noted that incorrect utterances were a sign of the language development. Moreover he provided evidence that errors are significant in three ways. Firstly to the teachers, errors can tell how far the learner progressed and what knowledge he has to learn to reach the aim. Furthermore they are helpful to the researcher as they demonstrate evidence of the way the language is learned and also methods that are used by a learner to discover the language. Thirdly, making of errors are regarded as a device used by a learner in order to learn. Corder (1967) also claims that making of errors is a strategy employed both by children acquiring their mother tongue and by those learning a second languge. 2.2.Contrastive analysis In 1960 some new theoretical concepts were brought in to foreign language teaching that is: Contrastive Analysis and Error Analysis. As Connor (1996) stated the theory of second language learning assumed that before that time most errors were attributed to interference. Contrastive analysis (CA), a major branch of applied linguistics was a very valuable tool in language teaching methodology for both teachers and learners. It provided comparative and contrastive description of the learners native language and the target language. It was assumed that if teachers knew the structure of the learners MT, they would be able to prepare better teaching materials. Lado (1957 cited in James 1980) explained that the contrastive study was established to transfer some features of the L1 to the L2 .Practitioners of CA aimed at explaining particular aspects of L2 learning. They looked at correspondence between the two languages. Lightbown and Spada (1999,p.23) gave an explanation to that situation, stating: Contrastive analysis hypothesis predicts that where there are similarities between the first and the second language, the learner will acquire second language structures with ease; where there are differences, the learner will have difficulty. As James (1980) observed, there are three things that can be predicted by CA. They include areas which will cause problems, learners difficulties and learners errors. The aims of the method are pedagogical. As Lado (1957) cited in Ellis. The main aim of CA is pedagogical. As Lado (1957 cited in Edmondson 1999,p.92) states: The teacher who has made a comparison of the foreign language with the native language of the students will know better what the real problems are and can provide for teaching them. According to Gass and Selinker (2001) CA was based on several of the following assumptions: theory defining language as habit language learning involves a new set of habits the main cause of errors in the production of L2 is learners mother tongue. CA considers differences between L1 and L2 learners should learn only dissimilarities between the two languages whereas similarities should be ignored difficulties are established by differences and similarities between L1 and L2 Contrastive Analysis Hypothesis developed two positions that refers strong and weak version. In the strong version it was assumed that prediction could be made about learning and the success of teaching material after comparing the two languages. The weak version begins with an analysis of learners errors attempting to account for these errors on the basis of L1 and L2 differences. Besides the positive aspects of CA, researchers saw many problems deriving from comparison L1 and L2. According to Gass and Selinker (2001) CA could not predict all of the areas in learners difficulties. Moreover they claimed that it is inadequate to clarify the sources of certain types of errors. All of the disadvantages of CA led to development of another linguistic notion called Error Analysis. 2.3 Error Analysis Error analysis (EA) is a type of linguistic investigation which deals with the differences between learning a language and using the language by native speakers. According to Crystal (1980: 135) error analysis is described as: As a technique for identifying, classifying and systematically interpreting the mistakes made by someone learning a foreign language, using any of principles and procedures provided by linguistics. A similar definition of Error Analysis (EA) is given by Brown (1980). He described it as a process of observation, classification of errors and after that revealing the systems used by learners. It was expanded when validity of CA was questioned. According Gass and Selinker (2001) EA offered more possible explanations than CA .It uses possibility of accounting for learners errors while CA attributed errors to mother tongue only. Corder (1967) stresses that EA has two aims: diagnostic, which shows the state of learners interlanguage and prognostic which predicts future learners problems. It focuses on the errors learners make in SLA, assuming that these errors can be easy to avoid if the learners mother tongue and the target language were compared (Richards, 1974). The analysis of the errors was carried out in order to detect difficulties in learning and to discover how a student learns a language. Moreover, EA is dealing with the exploring of the language of second language learners. 2.4. Procedures of Error Analysis There were three steps introduced by Corder (1967) in EA reseach: Data collection: recognition of idiosyncrasy Decription: Accounting for idiosyncratic dialect Explanation (the ultimate object of error analysis) Furthermore, Gass and Selinker (2001,p.79) recognized six steps in conducting error analysis. They include: Data collection, Identifying errors, classifying errors, quantifying errors, analysis of sources and remediation. Beside the advantages of EA, researchers found that it fell short in the analysis of SLA data. According to Gass and Selinker (2001,p.83) one of the problematic area was the attempt to ascribe causes to errors. EA assumed that errors belonged to one source or another. Dulay and Burt (1974b,p.115) identified the fact that EA cannot categorize errors. As a result they originate a category called ambiguous goofs which are defined as those that cant be categorized as either Interference-like goofs or L1 developmental goofs 2.4.1. Identifying errors In this step Corder (1974) prepared a model for recognizing erroneous or idiosyncratic utterances in L2. According to this pattern any sentences produced by learners can be investigated for idiosyncrasies. Based on that model, Corder made a distinction between overt and covert errors. As Ellis (1994) claims the first group of errors is very easy to identify due to the fact that a deviation in forms is very clear. Covertly erroneous sentences are superficially well formed but it can not be interpretable. This mean that the learner may create utterances that are produced on the basis of internalized rules. Overt errors involve utterances which are ungrammatical. As Allen and Corder (1974,p.126) added that recognition of error is thus crucially dependent upon correct interpretation of the learners intentions. 2.4.2. Description of errors The next step after recognizing the errors is describing them. There were a few attempts to describe errors using various taxonomies. Ellis (1997,p.18) among other linguists divided errors into categories. He presented a type of classification related to general ways in which the learners utterances differ from the reconstructed target-language utterances. A similar error taxonomy was produced by Dulay, Burt and Krashen (1982), who classified errors into four categories. They include omission, addition, misformation and misordering. The first kind occurs when some items are left out in well formed utterances. For example She writing. Addition involves producing structure that is not required for an utterance to be considered grammatical. As Ellis (1997) claims the most common group of errors is misformation, which considers using sentences with the wrong form of the structure. As an example Dulay, Burt and Krashen (1982 cited in Ellis 1994,p.56) offer some samples of wrong forms such as: He did not went there (Dulay, Burt and Krashen cited in Ellis (1994)). Evidence of misordering is found when some morphemes are in the wrong order. For instance What he is reading?. It is noteworthy that this kind of error taxonomy only shows which errors are the most frequent. However , it was not possible to explain how L2 is learned. Therefore a better framework was introduced by Corder (1973) who presented three steps in learning according to error nature and degree of systematicity: Presystematic stage Systematic stage Postsystematic stage In the first stage according to Brown (1980) learners do not know the language structure well, they experiment what results in making many errors. Moreover, students are not aware of particular systems or rules in L2 and they produce random errors. The presystematic stage is seen as the time when students know some rules which they attempt to apply but unsuccessfully. The learner can explain his errors by providing linguistic messages in different structures. However, self correctness is still not possible in this phase. The next stage assumes that learners appear to have acquired a rule. Brown (1980) mentions a term backsliding to errors which can occur in this stage. Brown (1980,p.170) defines it as a form of linguistic regression arising out of the natural spiraling characteristic of human learning Appearance of postsystematic stage is found when learners make errors which can be corrected. As Brown (1980) claims at this stage errors seem to be infrequent. Moreover, learners are p rone to produce correct utterances but it happens inconsistently. The rules were learned but the learners was unsuccessful due to a lapse or lack of attention. 2.4.3. Explanation of errors After identifying and describing the errors in SLA the researchers tried to find the explanation why these language behaviours occurred. There are numerous interpretations underlying error appearance. According to Taylor (1986) the sources of errors can be psycholinguistic, sociolinguistic and epistemic. The first group of sources regards the nature of L2 system and the problems learners have in using it. Sociolinguistic sources concern learners abilities to adjust his language in terms of the social context. The last category involves the learners lack of world knowledge. Psycho-linguistic sources of errors, were created by Richards (1974) who proposed a special figure accounting for them and enumerating certain mental phenomenon being in charge or certain accuracy failures, that is Performance errors including transfer, interlingual (overgeneralization, transitional competence, induced errors Performance related to processing problems and communication strategies. Apart from the psycho-linguist sources Richard aimed at giving more origins which resulted in a list of three more sources that include Interference related errors 2.Intralingual errors are divided into four following subcategories: Over -generalization involves creating deviant structures in place of two target language structures (Ellis,1994,p.59). It can also be related to redundancy reduction. It may occur with forms which do not carry important contrasts for the learner. This means that ending -ed- in Past Simple can be omitted. As a result learners produce sentences like: I go to University yesterday. ignorance of rule restrictions involves application of rules which should not appear in contexts. This is a type of transfer when the learner uses structures that have been previously acquired. It can occur even when the target language is close to the mother tongue. Some rule restriction errors may derive from analogy which is a major factor in the wrong use of prepositions. Learners may attempt to use the same prepositions by analogy what leads to producing sentences: He explained me the book from the sentence He showed me the book. Another example of the analogy can be seen in article usage. incomplete rule application, that reflects errors related to analogy. The structures in learners production is not fully developed. This may result in producing declarative word order in questions like: You like to swim? instead of Do you like to swim? false concepts hypothesized can originate from faulty comprehension in the target language. This type of error appears when learners use structures was or were as a marker of Past Simple Tense in example: One day it was happened. Developmental errors, which reflect learners competence and show general features of language acquisition. These errors are caused due to learners limited experience. In contrary Richards (1974, p.174) claims that they illustrate the learner attempting to build up hypotheses about the language. Another linguist who attempted to outline origins of errors was Brown (1980,p.173).whose classification was similar to Richards view. However he added a few more sources of errors that are significant in a teachers understanding of learners interlanguage systems The author recognised such sources as: communication strategies, prefabricated patterns and language switch. George (1972) presented a few arguments related to error derivation. He assumed that some sources of errors are universal. Furthermore, Richard and Sampson (1974) distinguished causes of errors which fall into seven categories: Transfer Intralingual interference Sociolinguistic situation Modality of exposure to TL Age Successions of approximative systems Universal hierarchy of difficulty Apart from interlingual and intralingual sources James (1998) attempted to distinguished another type of sources such as induced errors. Another term described this kind of error was introduced by Brown, who called it context of learning. As Stenson (1974) explains these errors derive from the classroom situation. They occur when learners receive faulty explanation of grammatical rules. Such errors can show teachers the level of the students language competence. 2.4.3.1. Transfer The problem of language transfer has been explained by many researchers. It is believed that it plays a very important role in second language acquisition. According to Ellis (1997) transfer refers to an attempt to use the knowledge of languages that have been learned previously. Learners use their mother tongue experience in order to organize the second language data. They try to create their own rules, construct their grammars. Dulay, Burt and Krashen ( 1982: 101) describe it as the automatic, uncontrolled and subconscious use of past learned behaviors in the attempt to produce new responses According to Arabski (1997) there are numerous factors playing role in transfer occurring. They include learners age, type of language structure and interlanguage development. Littlewood (1984) and many other linguists distinguish two types o