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

Men and Women, Perspectives on Communication Essay -- Gender Difference

Men and Women, Perspectives on Communication Throughout time it has been documented that men and women see things in the world from different perspectives. A man will pay $2 for a $1 item he wants but a woman will pay $1 for a $2 item she doesn't want. Men and women’s minds are truly wired up differently, and I’m not just talking about sex. Making love, for most women is the greatest expression of intimacy a couple can achieve. To most men, you can call it whatever you want just as long as they end up in bed. (Actually, I hope that is my last sexual reference.) A woman knows all about her children. She knows about dentist appointments and romances, best friends, favorite foods, secret fears, and hopes and dreams. A man is vaguely aware of some short people living in the house. These are just a few crude stereotypical examples of how men and women see the world differently. Heartfelt, meaningful and truthful communication or the lack there of, is a primary culprit in accentuating the differences between men and wom en. Women long desperately for it and men don’t know how to or are unwilling to provide it. These differences, although sometimes very subtle, are also apparent in many of today’s literary classics. In the short story by John Steinbeck, â€Å"The Chrysanthemums†, the husband and wife do not communicate effectively and both see their particular status in life differently. Stanley Kauffmann’s â€Å"The More the Merrier† is a funny look at four people’s perspective on what marriage would mean for them and how the secrets they kept will come ‘round to bite them. But, perhaps, not all men and women are as ineffectual at communicating as those I have highlighted in the first two examples. Judith Viorst’s â€Å"True Love† is an expression of how she knows what she shares with her husband is true love. Most men would probably agree with her. There is obviously great two way communication in her relationship with her husband.   Ã‚  Ã‚  Ã‚  Ã‚  Heartfelt, meaningful and truthful communication or the lack thereof, plays a large part in John Steinbeck’s â€Å"The Chrysanthemums† and Judith Viorst’s â€Å"True Love† and to a smaller extent in Stanley Kauffmann’s â€Å"The More the Merrier†. The stereotypical model tells us that the man is usually the one that can not or will not communicate. In chrysanthemums, there is a bit of a twist, Elisa is the one that has a hard time com... ...unspoken message. â€Å"It is true love because†¦ When I said that playing the stock market was juvenile and irresponsible and then when the stock I wouldn’t let him buy went up twenty-six points, I understood why he hated me.† (19, 23-24) Strangely, I think that most men would agree with Ms. Viorst’s expression of their true love. Genuine, heartfelt, meaningful and truthful communication between men and women is the key that can solve any problem. Men may be from Mars and women from Venus, but every once in a while, a couple to manage to split the difference and meet her on earth. Work Cited Poem Viorst, Judith. â€Å"True Love.† Literature, An Introduction to Reading and Writing. 2nd Compact ed. Eds. Edgar Roberts and Henry Jacobs. Upper Saddle River, NJ: Prentice Hall, 2003. 471. Short Story John Steinbeck, â€Å"The Chrysanthemums.† Literature, An Introduction to Reading and Writing. 2nd Compact ed. Eds. Edgar Roberts and Henry Jacobs. Upper Saddle River, NJ: Prentice Hall, 2003. 359-66. Play Kauffmann, Stanley, â€Å"The More the Merrier.† Literature, An Introduction to Reading and Writing. 2nd Compact ed. Eds. Edgar Roberts and Henry Jacobs. Upper Saddle River, NJ: Prentice Hall, 2003. 821-30.

Poetics in 330 BC. Shakespeare

Plays have been written ever since Aristotle discussed the origin and function of theater in his famous treatise Poetics in 330 BC. Shakespeare, William the supreme English poet and playwright, recognized in much of the world as the greatest of all dramatists. He was also the first person to have a script for his plays, macbeth is thought to be the first, written in 1606 and published in 1623. As the play unfolds, Macbeth's ambition causes him to change his nature towards evil.At the beginning of the play, Macbeth was portrayed as a courageous soldier who fought for his King without mercy. But once the witches planted the seeds of greater things and Lady Macbeth fuelled his ambition, which lead him to become greedy and power hungry. What is ambition? Ambition is described as eager for success, power or fame. For Macbeth. Ambition was what drove him to become great, it forced him to change his nature towards evil. At the beginning of the play, Macbeth was portrayed as a courageous soldier who fought for his King without mercy. But once the witches planted the seeds of greater things and Lady Macbeth fuelled his ambition, which lead him to become greedy and power hungry. Macbeth was led down to an unescapable road of doom by an outside force, namely fate in the form of the three witches. There was no supernatural force working against Macbeth, which therefore makes him responsible for his own actions and inevitable downfall. Macbeth is indeed responsible for his own actions, which are provoked by an unwillingness to listen to his own conscience, the witches, and his ambition. The witches tempted Macbeth with their prophecies, which made Macbeth ¡Ã‚ ¦s heart and mind slowly filled with ambition and his huger for power. The witches predicted, at the beginning of the play, that Macbeth would soon become the Thane of Cawdor and eventually the outright King. They tell Macbeth this, simply to ignite what would finally end up being a burning desire for success. Lady Macbeth then help Macbeth by inserting ill thoughts into his mind, and provided suggestions as to how to become King. At first, Macbeth rejects the horror in his mind but eventually he succumbs to evil for his ambition is far too great. The effect of the witches on the action of the play can be summarised by these words:  ¡Ã‚ §while the influences of the Witches' prophecies on Macbeth was very great, but it was quite clearly shown that it was only an influence and nothing more ¡Ã‚ ¨ (from a book called Macbeth Analyse). What I want to say was that Macbeth was just morally weaker than other normal human beings such as Banquo, who have very little ambition, Macbeth should been more responsible for his own actions and not blaming his downfall on the witches and his wife. Thanks to Lady Macbeth who acts as a ruthless, overpowering woman who dominates her husband and his actions. She makes Macbeth's decisions for him without giving him any say in his own actions, and she orders her husband to do what she determines to be best for him. It was Lady Macbeth who contrives the plan to kill King Duncan, because she knows that Macbeth would never commit such an act on his own without her prodding. At this present stage, Macbeth still has a conscience and he was very hesitant about killing the King but his weak nature over powers his conscience. Throughout the entire play Macbeth had by many imagination due to his guilt. Like seen the vision of the dagger, the ghost of Banquo, his vivid imagination and his constant worries also provokes him, this showed that he still has a conscience. This was also evident in his terrible dreams, which gives the solid theme that he has indeed â€Å"Murdered sleep†. Macbeth's personnel ambition and his insatiable lust for power drives him to his downfall. Although Macbeth's ambition was not in itself evil. Macbeth ¡Ã‚ ¦s new knowledge, which he obtained from the witches, makes him uncomfortable, as he realises the implications. His first thoughts considering murdering Duncan appeared, and he was scared. But his ambition, his desire for power over comes his fear, for him to pursue the murder. After he commits the murder, Macbeth Say,  ¡Ã‚ §The voice cried  ¡Ã‚ ¥sleep no more ¡Ã‚ ¦ to all the house  ¡Ã‚ ¥Glamis ¡Ã‚ ¦ hath murdered sleep, and therefore Cawdor shall sleep no more; Macbeth shall sleep no more. ¡Ã‚ ¨ Knowing that has committed such a vile act makes him uncomfortable. It will be difficult to act innocent and to deal with his guilt. However when he reaches the kingship, his ambition grow like never before, with his new found power, Macbeth begins to gain strength which he never before possessed. He starts to take charge of his own actions, and Lady Macbeth loses control of him. He no longer needs her to make his decisions for him. This becomes evident, as he planned the murder of Banquo and hired the murderers himself without consulting his wife at all. In fact, Lady Macbeth urges him to forget what has happened in the past and move on. Macbeth, however, with his new sense of control, refuses to submit to her command. He goes on with his plans to kill Banquo because he was the only one that know about witch ¡Ã‚ ¦s prophecies other than himself and his wife, he was also scared that his later generations will become king at the same way that he become king (murdering Duncan). He later decides to kill Macduff's family as well, because he had decide from now oh he ¡Ã‚ ¦ll act whatever his heart told him to. Lady Macbeth was no longer involved in the decisions of Macbeth's life, decisions over which she formerly exercised total control. She was left behind with no part in his life, as Macbeth heads off with new plans of his own. Towards the end of the play when Lady Macbeth went insane and kills herself but still unable to remove the â€Å"damned spot† When she died, Macbeth shows some good which may have been. He wishes for a normal life for which he would have lived to an honourable age but he realised that can ¡Ã‚ ¦t be done. Even when Macbeth hears that the prophecy has become true of Birnam Wood coming to Dunsinane, he rejects this idea and fights on until he realised that Macduff wasn ¡Ã‚ ¦t born in a natural birth but instead was â€Å"Untimely ripped† from his mother ¡Ã‚ ¦s womb. When Macbeth hears of this he realises what he has done and how the witches tricked him, he was absorbed in his own ambition and can not pull out of it. He realise it was too late so he fights on only to be slain by Macduff. Macbeth was a virtuous man, corrupted by power and greed. His ambitions led him to treason, murder and brutal killings by ordering the deaths of individuals, including his friends. The witches, to some extent are responsible for these temptations, as they had the power to provide temptation and to induce wrongful doings. His ambition grew within his head until his thirst for power caused him to lose it all to the blade of Macduff ¡Ã‚ ¦s sword It is my opinion; Macbeth is by no means but a butcher. Unfortunately his great ambition destroyed him and his relationship between his wife, friends (Banquo) and King Duncan. He was simply tempted by the witches to commit these acts with the only motive being personal glory and achievements. Usually, when not being manipulated, Macbeth was a good, loyal and courageous man, who was held by others of the community, in high esteem.

A Report On Effectiveness Of Ultrasound Education Essay

Ultrasound technique has been used in the past 60 old ages in medical services. It has since developed significantly and its function is more advanced and recognised by patients and wellness professions. Diagnostic imagination is an of import portion of the wellness service, US is one of this household, which contributes greatly to the patient ‘s directions. Title of this survey is:Effectiveness of Ultrasound ( US ) imaging in Genito-urinary system ( GUS ) for diagnostic intents: A comprehensive comparing with other modes in position of safety and handiness.Every mode has some sort of restrictions and advantages. Safety is a major issue in utilizing imaging techniques. Ultrasound is considered as one of the safest and most readily available imaging mode ( Bates, 1999 ) . However, these advantages do non warrant the undermining of the other modes, because restrictions in ultrasound can be overcome by other modes for patient directions. GUT is prone to many diseases in which some of them are life endangering ( Ref ) , patient directions require an efficient method for diagnosing. Sonography plays a great function in this respect. Some of the common GUT diseases:Infection, Glomerular disease,Diseases related to blood circulation:Atherosclerosis can do hypofunction. High blood pressure can take to mortification of the glomeruli.Metabolic disease:chronic nephritic failure, diabetes.Cysts:lone, multiple, inbornTumors:affects kidney, ureter, vesica and urethraRenal cell carcinoma:Wilm ‘s tumorBladder tumorsNephritic rocks and urinary piece of land obstructorSurvey Purposes:Advantages and disadvantages of US imaging in GUT.Can US be the first mode of pick in GUT imagination?Study Aims:Study the usage of US imaging in GUT.Study the restriction of US imaging in GUT.Accuracy of US imaging for diagnostic intents.Cover the latest engineering in US imagination.BackgroundUltrasound is a sound wave that can non be heard by human ears, it uses a frequence above 20,000 Hz ( Ref ) . The moving ridges are converted by engineering to enable us to see constructions within our organic structures, which is really utile for medical intents ( Szabo, 2004 ) . Ultrasound attenuates otherwise in human organic structure depending on tissues ‘ fading coefficients, and tissues reflect wave otherwise, in which a assortment of strength and contrast images are produced. Main advantages of ultrasound compared to other modes that justify this survey are:No major known hazardImmediate diagnose or referral for farther scrutinyReadily availableShort waiting clipPatient convenienceCost effectualReal clip imageNon-invasiveGood contrast of soft tissueCan separate between stable and traveling tissue ( Doppler consequence )Ultrasound scrutiny in GUT has a broad scope of usage. Imaging starts from kidneys down to bladder, urethra, and venereal variety meats. Ultrasound can observe many pathologies and abnormalcies in this system without the demand for farther scrutinies. In fact, some pathology such as obstructors and tumors can be detected without intercessions, while other modes intervene such as utilizing contrast agents ( Ref ) . Other modes used in GUTX-ray utilizations ionizing radiation as the rule of bring forthing radiogram, widely used in initial GUT scrutinies for being convenience and fast with high rate of diagnostic value images ( ref ) .Computed Tomography ( CT ) Scan, uses ionizing radiation as the rule of bring forthing radiogram, widely used for farther scrutiny in GUT system. Produces high-resolution two-dimensional images ( can be reconstructed to 3-dimension ) . Very sensitive in observing different lesions, concretion, obstructor and bleeding. Main concern about utilizing CT is the high radiation dosage to the patient ( Ref ) .Magnetic Resonance Imaging ( MRI ) , uses a strong magnetic field to aline H atoms in the organic structure, pulsations of wireless moving ridges sent to realine and aline H atoms, during this, H atoms let go of energy, which is detected to bring forth great contrast images peculiarly of soft tissue. MRI scan can supply definite reply to uncertain instances because of its superior soft-tissue contrast when other mode can non. The function of MRI in GUT is largely in distinguishing benign lesions from malignant if CT has contraindication to the patient ( Ref ) .Nuclear Medicine Imaging ( NMI ) , Radiopharmaceuticals administered to the patients so that the patient become radioactive, Gamma camera scan the patient and detects gamma beam emitted from the radiation and so concept images from these informations. NMI chiefly used to analyze the map in GUT system and look into the obstructors ( Ref ) .This thesis reviews literature in relation to ultrasound scrutiny in GUT system. Comparing the usage of other mode while look intoing pathology of a patient. Why in some instances ultrasound is the first pick of usage, why it is non in other instances? This paper can heighten the advantages of the scrutiny and reexamine the progresss in this engineering, these can back up patient directions and besides be used in instruction. The inquiry needs to be answered in this survey: is US effectual plenty to be the first pick scrutiny in GUT system issues? What makes it to be the first pick? What makes it non to be? The survey efforts to analyze the conditions in which US scrutiny can supply doubtless replies to indicants. All beginnings that have relevant information will be used, and the chief database hunt will be Medline, CINAHL, Psycinfo, Embase, AMED, PubMed and e-books.