Amnesty is Already a Verb

Amnesty is Already a Verb Amnesty is Already a Verb Amnesty is Already a Verb By Maeve Maddox A reader questions a word she heard spoken by a Fox News announcer: [The announcer used] the non-word â€Å"amnetize† to mean â€Å"granting amnesty to.† Just to make sure that it is not a real word, I looked it up as â€Å"amnetize† and â€Å"amnitize.† How can we stop this grammatical ugliness before it spreads? There’s no entry for amnetize in either the Oxford English Dictionary or in Merriam-Webster. I checked the Ngram Viewer as well: no sign of it there. According to OED and M-W, the verb that means â€Å"grant amnesty to† has the same form as the noun: OED amnesty (verb): To give amnesty to, to admit to amnesty; to proclaim the overlooking of the past offences of (rebels). M-W amnesty (transitive verb): to grant amnesty to A Google search for the verb amnetizewith and without quotation marksgarnered only about 300 hits. The two contexts in which I found the verb form amnetize were in discussions of sports contracts and in posts critical of US immigration policy: What is the rush to amnetize Scola? To make room for Howard? That’ll be the subject of a third amnesty in a few years unless the bureaucrats amnetize-as-they-go. There isnt an Illegal Alien he won’t Amnetize!    the obama minions will soon amnetize 40+ million new voters Im sitting down to type an argument that says the Spurs shouldnt and wont amnetize Richard Jefferson this season. One writer questions the validity of the word even while using it; another encloses it in quotation marks to indicate that the word is being used in a nonstandard way: Obama and the democrats want badly to amnetize (is that a word?) all 12-20 million illegals. With the vast majority of ‘amnetized’ illegals voting Democrat, they will take the next presidential election. The kind of amnesty meant in the context of sports refers to â€Å"amnesty clauses† in contracts between players and franchises: The Amnesty Clause is a clause negotiated into the newly ratified Collective Bargaining Agreement between the players and owners which allows a team to release one player from their roster and be free of any financial obligations to that player.  This was added to allow teams to clear salary cap space in preparation for new salary cap rules.   A player who is released under this program is said to be â€Å"amnestied.† Sporting Charts Dictionary Note that this official definition uses the verb form amnestied and not amnetized. Bottom line: The standard verb that goes with the noun amnesty is amnesty, not â€Å"amnetize.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Arrive To vs. Arrive AtUsed To vs. Use ToHow Long Should a Synopsis Be?

Aztecs vs Incas essays

Aztecs vs Incas essays Two of the biggest and greatest civilizations in the Americas were the Aztecs and the Incas. These two civilizations were both said to be conquered by the Spanish, but it was not just the Spanish who conquered them. They both also fell from a combination of a weak government, lack of technology, new disease introduced by invaders, and not being prepared for the invasion of their empires. For many centuries the Aztec civilization revolved around an ideological, social, and political system in which expansion was the cornerstone. Expansion was the cornerstone of their whole civilization because their religion requested that a large number of human sacrifices were to be made to the gods. To get these sacrifices the Aztec went to war with other tribes in Mexico. The people that they captured became sacrifices to the gods. With each conquest more sacrifices and more land was added to the Aztec kingdom. The Aztecs had a strong civilization that was familiar with organized, large scale war, had specialized war chiefs, and a well organized system of territorial levy in which large armies could be brought together in a short period of time. Although, they may have been well prepared or organized for a war, but they were not prepared for internal changes in their civilization. When expansion was no longer an option, their system crumbled. Without expansion they could no longer give the human sacrifices in the same amount in which they used to. Upon the arrival of the Spanish the Aztec government was falling apart, and Montezuma II (ruler of the Aztecs) programs of internal military consolidation and administrative and social stabilization had failed. . The Spanish used the Aztecs own legends to take advantage of them and gain the upper hand. Montezuma believed that Hernando Cortes, leader of the Spanish army, was the God Quetzalcoatl. An Aztec legend said that Quetzalcoatl was driven away by another rival g...

Trading for Meatingly Essay Example | Topics and Well Written Essays - 3500 words

Trading for Meatingly - Essay Example It was 1985; I was 13 and had just beheld a goddess at the baseball card show. Looking back with the experience that years bring, I have often tried to unearth if she really was as beautiful as I first imagined, or if the impact of her appearance was simply some sort of ode to the relativity of all things. In essence, I have tried to discern if she really was as awesomely radiant in an absolute manner or if she appeared so simply because she was the only other girl of my age in the entire Ramada conference room that day. The crowd at baseball card shows in those days was predominately male and could be sorted into two general categories. First was the pre-to-young adolescent cohort. This was made-up of kids that were old enough to have some sort of job that provided income for their baseball card habit. They were also old enough to be trusted by parents to walk or ride a bike to the Ramada without stopping to take candy from strangers or getting into a rusty Dodge van with a man that promised to show you his pet turtle. We were a decidedly pimply lot with greasy hair, greasy smiles and pale skin from marathon baseball card trading sessions in basement entertainment rooms of friends and relatives. The second cohort was the gentlemen whose waist sizes were keeping pace with their age well into their late forties and early fifties. They were a beefy, jovial bunch of men that found great pleasure in statistics, speculation and talking with young adolescents for hours on end about baseball players. They never talked baseball. It was always the players. Like a secret language, the mention of certain surnames among these gentlemen could inspire awe and reverence or loathing and argument. Names from the recent past such as Yastremski and Morgan were invariably compared to older players such as Ruth and Young. Not just compared as players, but compared as commodities. This was the real love for these men. Who’s card would raise in value, fall in value? The future was the real interest for these men. Who was playing now that would be the next Ruth or Aaron? And more importantly, how can I get his cards cheap now so I can sell them at a profit in the future? So it is understandable why, given this backdrop of greasy, pimply, fleshy maleness, I might think that her beauty was somehow a mirage. How I might think she was the most beautiful girl simply because she was the only girl in the room at the time. For years, pondering on this first vision of her loveliness was one of my great pastimes. When I was too tired to pick up a book to read or simply didn’t want to invest the effort, I’d think about seeing her for the first time. Over time, I have come to believe that she was not lovely in relation to anything else, she simply was lovely. I now believe that had I seed her for the first time at poolside in the midst of a wild party full of gyrating, bikini-clad supermodels, her immaculate high-tops and ponytail would have had the exa ct same effect upon me. I would have forgotten my name, surreptitiously glanced her way at every opportunity and chiefly, nearly forgotten that I had embarked upon this particular trip to the card show on a special mission. I was, in fact, convinced that I had out speculated the men with the bellies. I was certain in 1985 that I had seen the future of baseball. I could see my fortune being made with a few purchases of a particular player.

Health policy Essay Example | Topics and Well Written Essays - 250 words - 4

Health policy - Essay Example The funds will be used to develop an advanced genetic sequencing technology (Burton, 1). 70 million dollars, will be used by the national cancer institute, to develop a genome marker that will help in much more precise cancer treatment. Further 5million dollars will be allocated to the health record information management that will ensure that the data collected is stored safely and accessible to researchers. The physicians will also have access to the information to aid them in the management of patients. This initiative, will go long way in reducing the cost patient’s incur while undergoing treatment when empirical treatment is used. This too will prevent the patients from having to take a number of medication therapies that are not helpful to their conditions. I agree with the policy and the article since it will be of much help to the patients and the physicians as a whole. It will provide a guideline on the modality of treatment hence saving on time used to figure out the best method of treatment for a particular ailment Burton, Thomas M. "Obama to seek $215 million for precion-medicne." Wall Street Jounal (2015): 1. Document, Retrieved from

Marriage and family class Essay Example for Free

Marriage and family class Essay There are many different factors of communication in relationships. One of the most often asked questions about communication is how one achieves mutual communication in any type of a relationship. People sometimes feel that communication makes a better marriage. Many people often wonder how to reconnect with their partner after communication has stopped. Body language or non verbal communication plays a major role in communication. These are some the topics that will be discussed in this research paper. Mutual communication is achieved when both partners in a relationship can effectively listen and communicate their feelings with one another. Some say that this is the basis for a healthy long lasting relationship. There are many skills a good listener has to have. Some of which are easier to express than others are. The most important of which is expressing empathy (De Jong). In mutual communication both partners should make eye contact with one another. Usually when one makes eye contact it shows that they are paying attention to what the other person is saying to them at the time. When mutually communicating neither partner should send destructive messages. Destructive messages include but are not limited to ordering, threatening, lecturing, and ridiculing (Lauer). Destructive messages lead to conflict and not resolution. When one person sends a destructive message to the listener the listener more than likely will get discouraged and that will make the situation worse. Ordering and threatening lead to more of a power struggle rather than to effective communication. There are many  different styles of a poor listener. There are people who fake the fact that they are listening when their mind is in another place. For example John is making it seem like he is listening to his wife Julie when in fact he is thinking about his golf game the next day. There are people who interrupt. Interrupting decreases mutual communication. There are also people who can intellectually listen and carry on a conversation. An example of an intellectual listener is Jessica. Jessica has just told her friend Jake about her new teacher at her college. She tells Jake what he taught and the manner in which he taught it. Jessica is clearly giving Jake non verbal cues that should lead him to believe that she has a romantic interest in the new teacher. Jake does not pick up on the cues but criticizes the style that the teacher uses to teach his classes. Some people say that communication makes a better marriage. Everyday conversations increase satisfaction by offering a broad range of topics to be discussed. Usually in a marriage, when everyday conversation increases happiness, and the partners often laugh more together. Everyday conversation also allows the couple to talk about their interests and the happenings of their day in a relaxed and calm setting. When you have good communication in a marriage, conflicts are often calmly discussed. People in a marriage are self disclosed. Self disclosure is defined as the honest revealing of ones self to another. Self disclosure increases intimacy and marital satisfaction (Lahey). Partners who are in a married situation often feel the need to communicate their feelings and ideas to keep their marriage open, happy, and healthy. The main reason for breakup of marriages is a lack of communication (Stark). The cause for the lack of communication most often is that people do not know how to properly communicate with one another especially in a conflict situation where they do not agree on a point. Sometimes it takes someone from a neutral point of view to point this fact out to couples, who are having problems in the relationship. Most often the couple will not realize that they have a problem unless an outside source points it out to them. This could help them or create more conflict with in the relationship. If there is a problem, and there is no communication between the two partners in the relationship the problem will  grow. However, if there is good communication the problem has potential to be resolved and to possibly never reoccur (De Jong). It is also important, to effectively communicate, to maintain the boundaries. Maintaining boundaries is the separation of home life from work life. If you bring your work life into your home life discussions, it is more than likely that you will get distracted from the topic at hand (Stark). Some people bring their work life home it creates jealousy. Jealousy is also a leading cause of breakups in a relationship (Laurer). When people effectively communicate in a married relationship, exchange and role equity are heightened. Exchange equity, for example is the female being the primary bread winner and the male staying home. Role equity, is sharing the chores of the house as well as the duties of the head of the house. Partners in a married relationship may have different opinions about role and exchange equity. Some people feel that the female should stay home and be a traditional house wife. For example the woman would do the dishes, laundry, and take care of the children. Some people feel that both the male and female should be able to go to work and have a career. Effective communication in a marriage about these kinds of feelings can solve many future problems in a rational and timely manner (Lauer). Therefore, if there is ample problem solving and good communication, in a marriage it will generally be a healthier, happier, more satisfying marriage. Body language or non-verbal communication is said to be used between 50-80 percent in a relationship. Women use non-verbal cues or body language more often than males do. Non verbal cues froe example are the position in which a person is sitting, the expression on ones face, or the amount of eye contact that they are making. If you have an open posture, and are leaning in towards the speaker, you are giving off good body language. If you are sitting with your arms crossed, and a closed posture then you are giving off bad body language. Women also tend to read into body language and the meanings behind it more than men (Lauer). Women tend to read body language on a more emotional level than men do. For example women tend to see when someone has a romantic interest in another where as men do not see that. Partners, generally speaking, in a good relationship should be able to read  the other partners body language and know what they want to say without them always having to verbalize their thoughts. Body language can tell your partner what you are thinking without actually having to say it. I decided on this particular topic for a few reasons. The first of which is that I have seen a lot of friends and family who have been in relationships that did not last and wanted to figure out why that was. The second reason was because I thought it could help me in my future relationship(s), and to help me from making the same mistakes that I have in the past or that others have made. Another reason that I chose this topic is because I am also interested in being a counselor and counselors need to be able to have good communication with their clients. Another reason is because counselors need to be able to understand, in some sense, where their clients are coming from and to be able to help in any way possible. One good analogy that I found one day while surfing the internet was this: If you were to be in thorough and complete communication with a car and a road, you would certainly have no difficulty driving that car. But if you are in only partial communication with the car and in no communication with the road, it is fairly certain that an accident will occur. This was said by Ronald Hubbard who is an expert in the field of scientology. He deals mainly with the realm of communication. That quote really inspired me to look into the realm of communication further. I wanted to know what effects that it had on a relationship and / or a marriage. Just an ending piece of advice: The best problem solving agent is honest open and effective problem solving. Works Cited DeJong, Peter. Interviewing for Solutions, 2nd Edition. California: Wadsworth Group, 2002. Hubbard, Ronald. www.standardtraining.com Church of Scientology International: 2000-2002. Lahey, Benjamin B., Psychology: an introduction, 7th Edition. New York: McGraw Hill, 2001. Laurer, Robert H. and Lauer, Jeanette C., Marriage and Family, 4th Edition. Chicago: Brown Benchmark, 2000. Stark, Rodney. Sociology, 8th Edition. Wadsworth Group, 2001.

Discovering a Culture through Magical Realism Essay -- Literature Essa

Discovering a Culture through Magical Realism      Ã‚   Every culture has a memorable type of literature. When one thinks of English literature, one thinks of William Shakespeare or Charles Dickens. The American writers Thoreau, Clemens, and Emerson bring to mind the days when America was still proving herself to be equal to the European countries. France had her own artists, such as Voltaire and Hugo, as did Spain with Cervantes and Dante. However, when one thinks of Latin America, what writers come to mind? Very few of these authors are as well known as those mentioned. However, through the concept of a previously unknown literature, the world is viewing Latin America in a new light. Magical Realism seems to have flourished in the warm, tropical climate and has bloomed so beautifully that scholars are at a loss to fully explain this concept and where it originated. Many opinions exist as to the true origins of Magical Realism. Flores has claimed that Borges, with his accomplished writings, began the movement. Flores also believes The Metamorphosis, written by Kafka, greatly influenced Borges, while other theories support Franz Roh as the source of this new movement. It seems the phrase was first coined by Roh while describing a new method of artwork in the 1920’s. This new artwork combined reality with a small addition of a nonrealistic aspect. For the most part, the general idea follows the theory of Roh’s creation. Each culture carves its own notch in the world of literature. America had to create her own new world of literature and still was criticized for not being like the other countries. It seems that when something is different, it is outcast and criticized to a much larger extent than should be. This situation... ... actually originated. The allure of this literature and the controversy concerning it will keep it on a steady rise in popularity through changing times because it is capable of change itself. Magical Realism reminds one of the beauty and the magic that can be found in everyday life. Works Cited Flores, Angel. â€Å"Magical Realism in Spanish American Fiction.† Magical Realism: Theory, History, Community. Ed. Lois Parkinson Zamora and Wendy B. Faris. Durham, N.C.: Duke UP, 1995: 109-117. Leal, Luis. â€Å"Magical Realism in Spanish American Literature.† Magical Realism: Theory, History, Community. Ed. Lois Parkinson Zamora and Wendy B. Faris. Durham, N.C.: Duke UP, 1995: 119-124. Roh, Franz. â€Å"Magical Realism: Post-Expressionism.† Magical Realism: Theory, History, Community. Ed. Lois Parkinson Zamora and Wendy B. Faris. Durham, N.C.: Duke UP, 1995: 15-31   

The Natural Approach Stephen Krashen’s Theory of Second Language

THE NATURAL APPROACH Stephen Krashen's Theory of Second Language Acquisition â€Å"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. † â€Å"Acquisition requires meaningful interaction in the target language – natural communication – in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. † â€Å"The best methods are therefore those that supply ‘comprehensible input' in low anxiety situations, containing messages that students really want to hear.These methods do not force early production in the second language, but allow students to produce when they are ‘ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production. † â€Å"In the real world, conversations with sympathetic native speakers who are willing to hel p the acquirer understand are very helpful. † Introduction Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of language acquisition and development.Much of his recent research has involved the study of non-English and bilingual language acquisition. During the past 20 years, he has published well over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada. This is a brief description of Krashen's widely known and well accepted theory of second language acquisition, which has had a large impact in all areas of second language research and teaching since the 1980s.The Natural Approach (NA) is a product of Stephen Krashen, an applied linguist at the University of Southern California and Tracy Terrell, a teacher of Spanish in California. Krashen's work on second language acquisition and Terrell's teaching experiences form the bases of the Natural Approach. The principles and practices of this new approach have been published in â€Å"The Natural Approach† (Krashen and Terrell, 1983). The book contains theoretical sections prepared by Krashen and sections on implementation and classroom procedures prepared mostly by Terrell. The most triking proposal of the NA theory is that adults can still acquire second languages and that the ability to ‘pick up' languages does not disappear at puberty. Thus, Krashen's contribution to Chomsky's LAD proposition is that adults follow the same principles of Universal Grammar. The theory behind the NA implies that adults can acquire all but the phonological aspect of any foreign language, by using their ever-active LAD. What makes adults different from children is their abstract problem solving skills that make them consciously process the grammar of a foreign language.Therefore, adults have two paths to follow: Acquisition and learning. However, children have only one: Ac quisition. In their book, Krashen and Terrell refer to their method of picking up ability in another language directly without instruction in its grammar as ‘the traditional approach'. They consider their approach as a traditional one whereas many methodologists consider Grammar Translation Method as the traditional method. For Krashen, even Grammar Translation Method is not as old and traditional as the method of acquiring a language in its natural environment, a method which has been used for hundreds of thousands of years.The term ‘natural' emphasizes that the principles behind the NA are believed to conform to the naturalistic principles found in successful second language acquisition. One may think that the Natural Approach and the Natural Method are similar. The Natural Method (or the Direct Method) and the Natural Approach differ in that the former lays more emphasis on teacher monologues, formal questions and answers, and error correction. Krashen and Terrell not e that â€Å"the Natural Approach is in many ways the natural, direct method ‘rediscovered'[and] it is similar to other communicative approaches being developed today†.The Natural Approach, like TPR, is regarded as a comprehension-based approach because of its emphasis on initial delay(silent period) in the production of language. What is novel is that the NA focuses on exposure to input instead of grammar practice, and on emotional preparedness for acquisition to take place. II. THEORETICAL BASIS OF THE NATURAL APPROACH II. 1. Theory of Language Krashen regards ‘communication' as the main function of language. The focus is on teaching communicative abilities. The superiority of ‘meaning' is emphasized.Krashen and Terrell believe that a language is essentially its lexicon. They stress the importance of vocabulary and view language as a vehicle for ‘communicating meanings' and ‘messages'. According to Krashen, ‘acquisition' can take place on ly when people comprehend messages in the TL. Briefly, the view of language that the Natural Approach presents consists of ‘lexical items', ‘structures' and ‘messages'. The lexicon for both perception and production is considered critical in the organization and interpretation of messages.In Krashen's view, acquisition is the natural assimilation of language rules by using language for communication. This means that linguistic competence is achieved via ‘input' containing structures at the ‘interlanguage + 1' level (i +1); that is, via ‘comprehensible input'. II. 2. Theory of Language Learning (1) The Acquisition-Learning Hypothesis Krashen, in his theory of second language acquisition (SLA)suggested that adults have two different ways of developing competence in second languages: Acquisition and learning. â€Å"There are two independent ways of developing ability in second languages. Acquisition' is a subconscious process identical in all import ant ways to the process children utilize in acquiring their first language, †¦ [and] ‘learning' †¦ , [which is] a conscious process that results in ‘knowing about' [the rules of] language† (Krashen 1985:1). The Acquisition-Learning distinction is the most fundamental of all the hypotheses in Krashen's theory and the most widely known among linguists and language practitioners. According to Krashen there are two independent systems of second language performance: ‘the acquired system' and ‘the learned system'.The ‘acquired system' or ‘acquisition' is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language – natural communication – in which speakers are concentrated not in the form of their utterances, but in the communicative act. The ‘learned system' or ‘learning' is the product of f ormal instruction and it comprises a conscious process which results in conscious knowledge ‘about' the language, for example knowledge of grammar rules.According to Krashen ‘learning' is less important than ‘acquisition'. Krashen believes that the result of learning, learned competence (LC) functions as a monitor or editor. That is, while AC is responsible for our fluent production of sentences, LC makes correction on these sentences either before or after their production. This kind of conscious grammar correction, ‘monitoring', occurs most typically in a grammar exam where the learner has enough time to focus on form and to make use of his conscious knowledge of grammar rules (LC) as an aid to ‘acquired competence'.The way to develop learned competence is fairly easy: analysing the grammar rules consciously and practising them through exercises. But what Acquisition / Learning Distinction Hypothesis predicts is that learning the grammar rules of a fo reign/second language does not result in subconscious acquisition. In other words, what you consciously learn does not necessarily become subconsciously acquired through conscious practice, grammar exercises and the like. Krashen formulates this idea in his well-known statement that â€Å"learning does not became acquisition†.It is at this point where Krashen receives major criticism. (2) The Natural Order Hypothesis According to the hypothesis, the acquisition of grammatical structures proceeds in a predicted progression. Certain grammatical structures or morphemes are acquired before others in first language acquisition and there is a similar natural order in SLA. The average order of acquisition of grammatical morphemes for English as an ‘acquired' language is given below: -Ing——–Aux———Irregular——Regular Past Plural—–>Article—->Past———->3rd Sing.The implication of natura l order is not that second or foreign language teaching materials should be arranged in accordance with this sequence but that acquisition is subconscious and free from conscious intervention (Ellidokuzoglu, 1992). (3) The Input Hypothesis This hypothesis relates to acquisition, not to learning. Krashen claims that people acquire language best by understanding input that is a little beyond their present level of competence. Consequently, Krashen believes that ‘comprehensible input' (that is, i + 1) should be provided. The ‘input' should be relevant and ‘not grammatically sequenced'.The ‘input' should also be in sufficient quantity as Richards pointed out: â€Å".. child acquirers of a first language are provided with samples of ‘caretaker' speech, rough – tuned to their present level of understanding, .. [and] adult acquirers of a second language [should be] provided with simple codes that facilitate second language comprehension. † (Richa rds, J. 1986:133) (4) The Monitor Hypothesis As is mentioned, adult second language learners have two means for internalising the target language. The first is ‘acquisition' which is a subconscious and intuitive process of constructing the system of a language.The second means is a conscious learning process in which learners attend to form, figure out rules and are generally aware of their own process. The ‘monitor' is an aspect of this second process. It edits and make alterations or corrections as they are consciously perceived. Krashen believes that ‘fluency' in second language performance is due to ‘what we have acquired', not ‘what we have learned': Adults should do as much acquiring as possible for the purpose of achieving communicative fluency. Therefore, the monitor should have only a minor role in the process of gaining communicative competence.Similarly, Krashen suggests three conditions for its use: (1) there must be enough time; (2) the foc us must be on form and not on meaning; (3) the learner must know the rule. (5) The Affective Filter Hypothesis The learner's emotional state, according to Krashen, is just like an adjustable filter which freely passes or hinders input necessary to acquisition. In other words, input must be achieved in low-anxiety contexts since acquirers with a low affective filter receive more input and interact with confidence. The filter is ‘affective' because there are some factors which regulate its strength.These factors are self-confidence, motivation and anxiety state. LANGUAGE ACQUISITION   Ã¢â‚¬â€œ   LANGUAGE LEARNING The expression â€Å"language learning† includes two clearly distinct, though rarely understood, concepts. One involves receiving information about the language, transforming it into knowledge through intellectual effort and storing it through memorization. The other involves developing the skill of interacting with foreigners to understand and speak their la nguage. The first concept is called â€Å"language learning,† while the other is referred to as â€Å"language acquisition. These are separate ideas and we will show that neither is the consequence of the other. The distinction between acquisition and learning is one of the hypotheses (the most important) established by the American Stephen Krashen in his highly regarded theory of foreign language learning. LANGUAGE ACQUISITION Language acquisition refers to the process of natural assimilation, involving intuition and subconscious learning, which is the product of real interactions between people where the learner is an active participant.It is similar to the way children learn their native tongue, a process that produces functional skill in the spoken language without theoretical knowledge; develops familiarity with the phonetic characteristics of the language as well as its structure and vocabulary, is responsible for oral understanding, the capability for creative communi cation and for the identification of cultural values. Teaching and learning are viewed as activities that happen in a personal psychological plane.The acquisition approach praises the communicative act and develops self-confidence in the learner. A classic example of language acquisition involves adolescents and young adults who live abroad for a year in an exchange program, attaining near native fluency, while knowing little about the language in the majority of cases. They have a good pronunciation without a notion of phonology, don't know what the perfect tense is, modal or phrasal verbs are, but they intuitively recognize and know how to use all the structures. LANGUAGE LEARNINGThe concept of language learning is linked to the traditional approach to the study of languages and today is still generally practiced in high schools worldwide. Attention is focused on the language in its written form and the objective is for the student to understand the structure and rules of the lang uage through the application of intellect and logical deductive reasoning. The form is of greater importance than communication. Teaching and learning are technical and governed by a formal instructional plan with a predetermined syllabus.One studies the theory in the absence of the practical. One values the correct and represses the incorrect. There is little room for spontaneity. The teacher is an authority figure and the participation of the student is predominantly passive. In the teaching of English, for example, one studies the function of the interrogative and negative modes, irregular verbs, modals, etc. The student learns to construct sentences in the perfect tense, but only learns with difficulty when to use it.It's a progressive and cumulative process, normally tied to a preset syllabus that includes memorization of vocabulary and seeks to transmit to the student knowledge about the language, its functioning and grammatical structure with its irregularities, its contrasts with the student's native language, knowledge that one hopes will become the practical skills of understanding and speaking the language. This effort of accumulating knowledge becomes frustrating because of the lack of familiarity with the language. Innumerable graduates with arts degrees in English are classic examples of language learning.They often are trained and theoretically able to teach a language that they can communicate in only with extreme difficulty. INTERRELATIONSHIP BETWEEN ACQUISITION AND LEARNING AND ITS IMPLICATIONS The clear understanding of the differences between acquisition and learning makes it possible to investigate their interrelationships as well as the implications for the teaching of languages. First, we ought to consider that languages, in general, are complex, arbitrary, irregular phenomena, full of ambiguities, in constant random and uncontrollable evolution.Therefore, the grammatical structure of a language can be too complex and abstract to be cate gorized and defined by rules. Even if some partial knowledge of the functioning of the language is reached, it is not easily transformed into communication skills. What happens in fact is a dependency predominantly opposite: to understand the functioning of a language as a system and to understand its irregularities is a function of familiarity with it. Rules and exercises only will make sense when we have already developed solid intuitive control of the language in its oral form, that is, when we have assimilated it.On the other hand, Krashen admits that the knowledge obtained through formal study (language learning) can serve to monitor speaking. Krashen, however, doesn't specify the language that would be the object of study, but he was probably using the study of Spanish as the basis for his inferences and conclusions because it is the dominant foreign language in the United States, and particularly in the state of California, where Professor Krashen lives and works.Therefore, i t is necessary to explore the degrees of irregularity and difficulty of the target language and how that affects Krashen's theory. THE DEGREE OF PHONETIC SIGNALING IN THE LANGUAGE AND THE INEFFICIENCY OF LEARNING: It's also easy to assess the degree of phonetic signalling of languages and understand the importance that that aspect has. If we analyse and compare Spanish and Portuguese with English, we conclude that there is a significant difference, being English considerably more economical and compact than the Romance languages.This means a greater difficulty in achieving oral proficiency in the target language when going from Portuguese or Spanish to English than going the opposite direction. It also means that more time needs to be devoted to the practice of the spoken language (especially listening) and less time spent on the study of text and grammatical items. |Let's-work. (2) |  (5) Va-mos-tra-ba-lhar. | |I-like-be-er. (4) |  (7) Eu-gos-to-de-cer-ve-ja. | |A-brick-house. (3) |  (8) U-ma-ca-sa-de-ti-jo-los. |Help-me-please. (3) |  (7) A-ju-de-me-por-fa-vor. | |How-old-are-you? (4) |  (7) Quan-tos-a-nos-vo-ce-tem? | |Where-is-the-bath-room? (5) |  (8) On-de-fi-ca-o-ba-nhei-ro? | |I-want-cof-fee-with-milk. (6) |  (8) Eu-que-ro-ca-fe-com-lei-te. | |Did-you-watch-that-mo-vie? (6) |(10) Vo-ce-as-sis-tiu-a-que-le-fil-me? |Third-world-coun-tries-are-             |(24) Os-pa-i-ses-do-ter-cei-ro-mun-do- es-tao- | |  fac-ing-e-co-no-mic-pro-blems. (13) |en-fren-tan-do-pro-ble-mas-e-co-no-mi-cos. | |TOTAL: 46 silabas |84 silabas | |35,3% |64,6% | ac-cess   /   a-ces-so |me-thod   /   me-to-do | |a-gri-cul-ture   /   a-gri-cul-tu-ra |mu-sic   /   mu-si-ca | |air-plane   /   a-vi-ao |na-ture   /   na-tu-re-za | |ca-len-dar   /   ca-len-da-rio |o-cean   /   o-ce-a-no | |cho-co-late   /   cho-co-la-te |po-li-tics   /   po-li-ti-ca | |ci-ty   /   ci-da-de |prin-ter   / m-pres-so-ra | |com-pu-te r   /   com-pu-ta-dor |pro-cess   /   pro-ces-so | |cre-a-tive   /   cri-a-ti-vo |pro-ject   /   pro-je-to | |de-part-ment   /   de-par-ta-men-to |psy-cho-lo-gy   /   psi-co-lo-gi-a | |dif-ference   /   di-fe-ren-ca |pu-blic   /   pu-bli-co | |gram-mar   /   gra-ma-ti-ca |qua-li-ty   /   qua-li-da-de | |im-por-tant   /   im-por-tan-te |stu-dent   /   es-tu-dan-te | |in-tel-li-gent   /   in-te-li-gen-te |te-le-phone   /   te-le-fo-ne | |ma-chine   /   ma-qui-na |trans-port   /   trans-por-te | |mo-dern   /   mo-der-no |ur-gent   /   ur-gen-te | WORD STRESSING:The unpredictability of word stressing in English and the absence of any indication of stress from spelling is another element to demonstrate that Krashen's arguments acquire even greater strength. There are many other points of contrast between English and Spanish that show the greater degree of irregularity and difficulty of English. The fact is that e ven with a target language with a large degree of regularity such as Spanish, the contribution of learning will only be effective and durable if the student simultaneously develops familiarity and skill with the language in natural environments. |(stress on the last syllable)   |hotel, control, police, improve, exchange, etc. only two-syllable | | |words) | |(stress on one before the last)   |video, English, important, united, revolution, etc. | |(stress on two before the last)   |excellent, hospital, government, photograph, photographer, etc. | |stress on three before the last |approximately, significantly, intelligible, objectionable, etc. | |double stress |approximation, refrigerator, characteristic, category, necessary, | |   |dictionary, fundamental, introductory, etc. | ———————– [pic]

Factory Act Essay

In this Act, unless there is anything repugnant in the subject or context, ‘adolescent’ means a person who has completed sixteen years but has not completed eighteen years of age,’adult’ means a person who has completed eighteen years of age, ‘child’ means a person who has not completed sixteen years of age,’day’ means a period of twenty-four hours beginning at mid-night, ‘explosive substance’ includes any materials for making any explosive substance; ‘factory’ means any premises including the precincts thereof whereon ten or more workers are working or were working on any day of the preceding twelve months and in any part of which a manufacturing process is being carried on with or without the aid of power, but does not include a mine subject to the operation of the Mines Act. Power to apply the provisions of this Act to certain places. – (1) The Government may, by notification in the official Gazette, declare that all or any of the provisions of this Act shall apply to any place wherein a manufacturing process is being carried on or is ordinarily carried on whether with or without the use of power whenever five or more workers are working therein or have worked therein on any day of the twelve months immediately preceding. (2) A notification under sub-section (1) may be made in respect of any one such place or in respect of any class of such places or generally in respect of all such places. 3) Notwithstanding anything contained in clause (f) of Section 2, a place to which all or any of the provisions of this Act are, for the time being, applicable in pursuance of a declaration under sub-section (l), shall, to the extent to which such provisions are so made applicable but not otherwise, be deemed to be a factory. Section 4. Power to declare departm ents to be separate factories. The Government may, by order in writing, direct that the different departments or branches of a specified factory be treated as separate factories for all or any of the purposes of this Act. Section 5. Power to exempt. – The Government may, by notification in the official Gazette, exempt any factory or any class or description of factories from all or any of the provisions of this Act for such period as it may think fit in the public interest: Provided that no such exemption shall be made for a period exceeding six months at a time. Section 6. Notice to Inspector before commencement of work. – (1) The occupier shall, at least fifteen days before he begins to occupy or use any premises as a factory send to the Chief Inspector a written notice containing the name and situation of the factory,the name and address of the occupier, the address to which communications relating to the factory may be sent,the nature of the manufacturing process – (2) In respect of all factories which come within the scope of this Act for the first time, the occupier shall send a written notice to the Chief Inspector containing particulars specified in sub-section (1) within thirty days from the date of the commencement of this Act.. 3) Before a factory engaged in a manufacturing process, which is ordinarily carried on for less than one hundred and eighty working days in the year, resumes working, the occupier shall send a written notice to the Chief Inspector containing the particulars specified in sub-section (1) within thirty days before the date of the commencement of work. Whenever another person is appointed as Manager, the occupier shall send to the Chief Inspector a written notice of the change, within seven days from the date on which such person assumes charge. (5) During any period for which no person has been designated as Manager of the factory or during which the person so designated does not manage the factory, any person found acting as Manager or if no such person is found, the occupier himself shall be deemed to be the Manager of the factory for the purposes of this Act. Section 7. Seasonal Factory. – The Government may, by notification in the official Gazette, declare any factory in which manufacturing processes are ordinarily carried on for not more than one hundred and eighty working days in the year and cannot be carried on except during particular seasons or at times dependent on the irregular action of natural forces, to be a seasonal factory for the purposes of this Act. Section 8. Approval of plans and fees for licensing and registration. – (1) The Government may require that previous permission in writing be obtained in the prescribed manner from the Chief Inspector for the construction or extension of any factory or class or description of factories, require registration and licensing of factories or any class or description of factories and payment of fees for such registration and licensing or for the renewal of licences, in the prescribed manner. If, in accordance with the provisions of sub-section (1) an application for permission accompanied by the plans and specifications is sent to the Chief Inspector and no order is communicated to the applicant within two months from the date of its receipt by the Chief Inspector, the permission applied for in the said application shall be deemed to have been granted. (3) Where the Chief Inspector refuses to grant permission to the said construction or extension of a factory or to registration and licensing of a factory the applicant may, within sixty days of the date of such refusal, appeal to the Government.

Optimize Your Resume for an 8-Second Skim

Optimize Your Resume for an 8-Second Skim You’ve put all this time and effort into your resume. It reads like a perfectly crafted, grammatically perfect dream from the header to the footer. Trouble is, most recruiters and hiring managers will spend approximately 8 seconds perusing your treasured document. The trick is figuring out- in addition to making a quality document through and through- how to make sure whoever glances at your resume gets a great impression, and quickly. Here are a few tips for how to pass the dreaded 8-second skim test.Use keywords like a pro.Load that baby up with as many choice keywords as you can. You better believe the recruiter is spending most of those 8 seconds skimming for precisely those words that matter most to their search. Make it easy for them. Don’t forget to pepper in specific technical skills and knowledge set phrases particular to the job description.Lead with your  best.When you’re bulleting your accomplishments, make sure to put the most impressive ones at th e top of your list. Imagine a recruiter reading only one bullet per section! Make that bullet count.Make smart formatting choices.Looks are almost as important as content. Don’t make your print smaller than size 11, or you’ll make your recruiter spend valuable seconds squinting at your document. And keep everything in the same font/size. Align your text to the left and your dates to the right. Don’t justify so you avoid any unsightly gaps. Bold either your roles or the companies you’ve worked for to make them more eye-catching. And remember: using all CAPS makes text harder to read. Be consistent with your formatting for an easy read.Keep it brief.Keep your bullets short and sweet. Make your language hyper-economical. Remember that skimmers are likely to read the first 5 words of every sentence or bullet. Put the full force of your attention there. Use numeric digits instead of spelling out numbers- it’s more eye catching and saves space.Leave a li ttle blank.Any art student will tell you that a little negative space can affect the way we look at things. Don’t be afraid of a little blank white space. It will help your text to flow.Create  a skills box.Yes, you’ve detailed all or most of these skills in separate subsections anyway, but it never hurts to recap them in a skills box to help the recruiter extract the right information and walk away with what you need them to know.Make a  top heavy document.Some readers won’t skim the whole document but will concentrate their skimming on the top half. Make sure all your biggest achievements and fanciest skills or experience are detailed there. Save the bottom half for the older or less impressive content.

Fiscal Stimulus - Three Key Ingredients

Fiscal Stimulus - Three Key Ingredients In late 2008 and early 2009, you could not turn on a TV or open a newspaper without hearing the term fiscal stimulus over and over again. The idea behind fiscal stimulus is a rather simple one - a reduction in consumer demand has resulted in an unusually high number of idle resources such as unemployed workers and closed factories. Because the private sector will not spend, the government can take the place of the private sector by increasing spending, thus putting these idle resources back to work. With their newly found income, these workers will be able to spend again, increase consumer demand. As well, workers who already have jobs will have increased confidence in the state of the economy and will increase their spending as well. Once consumer spending rises enough, the government can slow their spending, as they are no longer needed to pick up the slack.The theory behind fiscal stimulus depends on three basic factors. As we will see, in practice it is difficult to have more tha n two of these met at any one time. Fiscal Stimulus Factor 1 - Provide Stimulus Through Use of Idle Resources Fiscal stimulus only works if it uses idle resources - resources that would not otherwise be used by the private sector. Using employees and equipment that would otherwise be used by the private sector is of no use; in fact, it is detrimental if the private sector projects are of more value than government ones. This crowding out of private spending by public spending must be avoided.To avoid crowding out, great care needs to be taken in a fiscal stimulus package to target industries and geographic areas that contain idle resources. Re-opening a closed automotive plant and rehiring the laid off workers is an obvious way to do so, though in the real world it is difficult to target a stimulus plan so precisely.We cannot forget that the choice of what type of fiscal stimulus is chosen by politicians, and thus is a political issue as much as it is an economic one. There is a great likelihood that a politically popular but non-stimulating package will be chosen over one that is politicall y less popular but more beneficial to the economy. Fiscal Stimulus Factor 2 - Started Quickly A recession is not a particularly long-lived phenomenon (though it often feels like one). Since World War II recessions have lasted between 6 and 18 months, with an average duration of 11 months (source). Suppose we are in a long recession of 18 months, with another 6 months of slow growth afterward. This gives us a 24-month window in which to provide fiscal stimulus. During this period a number of things have to happen: The government has to recognize that the economy is in recession. This takes longer than one might imagine - the National Bureau of Economic Research did not recognize that the United States was in a recession until 12 months after it started.The government needs to develop a stimulus package.The stimulus bill needs to be made law and pass all the necessary checks and balances.The projects involved in the stimulus package need to be started. There may be delays in this step, particularly if the project involves the building of physical infrastructure. Environmental assessments need to be completed, private sector contractors need to bid on the project, workers need to be hired. All of this takes time.The projects, ideally, need to be completed. If they are not completed before the economy fully recovers, then we will certainly have crowding out as these employees and equipment would be of use to the private sector. All of these items need to happen in the window of, at best, 24 months. Meeting this task seems quite difficult, if not impossible. Fiscal Stimulus Factor 3 - Perform Reasonably Well on a Benefit-Cost Test Ideally, we should get good value for our money - the government should spend taxpayer dollars on items of real value to the taxpayer. Government spending will necessarily raise GDP because in the calculation of GDP the value of any government project is determined by its cost, not its value. But building roads to nowhere does nothing to increase our true standard of living.There is also the political issue here - that projects may be chosen on their political popularity or value to special interests, rather than on their merits.   Fiscal Stimulus - Meeting One Factor Is Hard; Three Is Impossible In Fiscal Stimulus - Unlikely To Work in the Real World we will see that not only are some of these factors hard enough to meet on their own, it is nearly impossible to meet more than two of them at any one time.

Give an account of the main rules of statutory interpretation and Essay

Give an account of the main rules of statutory interpretation and illustrate their operation by reference to decide cases. do these rules provide a helpful guid - Essay Example When comparing legislation with common law, statutes can change the set norms of common law but the common law can not overturn or change statutes; it can be modified by a later statute. There is a common belief that law is straightforward; actually it is not so. There are three rules being practiced by judges to interpret statutes (UK Law Online). The golden rule – when literal interpretation leads to silliness, it is improvised to a less obvious meaning. Otherwise also, there could be policy implications arising out of literal interpretations. The mischief rule – It defines the issue the Act was meant to resolve and decides on the interpretation which best suites the issue. Law Commission reports and Hansard – the journal of debates in Parliament – can also be consulted to decide the problem before the Act. Smith v Hughes (1871) LR 6 QB 597 is an example of the mischief rule (UK Law Online). The literal approach is the default position that honours Parliamentary Sovereignty. It demands that judges enforce law and not make it. The purposive approach, based on the golden rule, is preferred in Europe and the ECJ while the literal approach of statutory interpretations is the preferred choice throughout in the UK (legal Easy, 2006). In certain particular social policy implementations, the like of outlawing of sex discrimination, judges need to be flexible by using a more purposive approach (the golden or mischief rules) There is the case example of Pickstone v Freeman [1988] 2 All ER 803. The above approaches have wider applications. There are certain other rules of interpretation, which come under two sub categories (UK Law Online). Rules of Language – The â€Å"eiusdem generic† rule – a Latin phrase, which means of the same kind: It states that normal words follow particular examples for getting meanings, and are not that general or ordinary after

Week 12 Essay Example | Topics and Well Written Essays - 250 words

Week 12 - Essay Example Associating nicely with my colleagues enabled me to get the positive remarks from them during instances when the organization was conducting some performance appraisals in order to measure the efficiency of their work force. My trick in winning over my fellow workers was to initiate positive communication with them, always on the lookout for their interests, ensuring that I did not breach them, as long as their interests was not against the operations of the organization. This made me popular with my colleagues, and because of this, they helped me in instances when my work load was heavy. The only thing that I could change about my internship experience is the discriminative tendencies in which the organization uses in selecting the employees to train. The organization uses the results it obtains from its performance appraisal measures to select the employees in question. In my own opinion, the organization needs to train all of its employees on the new technological skills they should have for purposes of efficiently conducting their duties Berger, 15). The organization should have a timeline that identifies who should be trained at a certain period, and how it the organization should conduct the train. By doing this, all employees would benefit, and this would result to efficiency in their work performance (Berger, 27). Finally, in my work experience, the issue that I could change is manner in which I controlled my time. Though I used to complete my work at the right time, the problem emanated at the time in which I was supposed to carry out my work. The problem is that I used to take almost an hour, before I began working on my work, and this made me constrain a lot, with the purpose of accomplishing the work before the deadline. The reason to this one hour delay was the time I was taking to collect the materials, and solve certain issues with my colleagues. The thing that I would like to do differently is