Philosophy of language Speech act theory

Dynamic Speech acts are the premise on which everyday interchanges among people is established. It was anyway not until the mid twentieth century that appropriate investigations were done on this theme (Sosa Villanueva 2006). Throughout the years there have been warmed discussions and conversations on the theme especially affected by the works logicians, for example, J.L Austin and John Searle. The hypothesis of discourse acts has from that point forward come to accomplish significance in different fields beside reasoning (Platts 1989).Advertising We will compose a custom exposition test on Philosophy of language: Speech act hypothesis explicitly for you for just $16.05 $11/page Learn More The discourse demonstration hypothesis has come to be perceived as significant in regular day to day existence and especially after the disclosure by researchers that these discourse demonstrations do considerably more than depicting reality. Studies that have occurred throughout the years since th e discourse demonstration hypothesis was proposed have come to recognize the way of thinking of language as a substance not quite the same as different ways of thinking (Platts 1989). A comprehension of the discourse demonstration hypothesis has likewise come to set up some fundamental organizing for the field of etymology. This structure incorporates some different angles used to depict reality. This article tries to expand on the idea of the discourse demonstration hypothesis. To this end, an investigation of crafted by the first defenders of the hypothesis will be given. This will essentially sum up crafted by John Searle and J.L. Austin. A further examination of the hypothesis will be introduced under the guide of crafted by cutting edge savants. Presentation Speech acts are a lot of activities that are performed through expressing of sounds with a point of passing on a specific importance; implications which are naturally connected to that blend of sounds. When an individual ta lks, he/se needs to go over a specific significance and that whatever that individual says, or the arrangement of sounds that originate from his/her mouth as of now have a related importance. As per advocates of this hypothesis, with the goal for one to have a comprehension of a specific language, he/she should initially understand the expectation of the speakers of the said language when they utilize a specific blend of sounds. This hypothesis depends on the basic reason that discourse is a demonstration in itself. The different blends of sounds (discourse) used to pass on a specific importance are not simply used to assign yet they are self standing activities. J.L Austin’s concentrate on discourse acts J.L. Austin is one of the key defenders of the discourse demonstration hypothesis and a large portion of his work on the subject was distributed in 1978 after his passing by his understudies in a book known as how to get things done with words. In spite of the fact that this distribution can't be completely taken as Austin’s work it is a general portrayal of his perspectives and quite possibly his assessments would not have contrasted much had he distributed the book himself. As indicated by Austin articulation was a demonstration in itself. As indicated by Austin (1978) there are two significant qualifications of discourse acts viz: constatives and perfomatives.Advertising Looking for article on phonetics? How about we check whether we can support you! Get your first paper with 15% OFF Learn More Constatives are those articulations that will in general present reality for what it's worth and can in this way be portrayed as either obvious or bogus. Perfomatives then again are depicted as either well suited or infelicitous. Austin anyway goes to the understanding that a larger part of articulations are essentially perfomative. This fundamentally implies a great many people when talking they are partaking in one type of activity or other. As indic ated by Austin, â€Å"Performing a locutionary demonstration †¦ is generally comparable to expressing a specific sentence with a specific sense and reference, which is again proportional to importance in the customary sense. Second, we said that we additionally perform illocutionary acts, for example, illuminating, requesting, cautioning, undertaking, and so on., for example articulations which have a specific regular power. Thirdly, we may likewise perform perlocutionary acts: what we realize or accomplish by saying something, for example, persuading, convincing, preventing and even, say, astonishing or misleading† (1978). As per Austin, the activity that the speaker is included is basically, framing a few real factors that can possibly bode well when put inside the setting of a specific culture. For instance, when one uses a positive perfomative sentence, for example, â€Å"I proclaim him the president† on account of a political decision vote counting in which t he individual is affirming which contender won the seat, he/she is fundamentally displaying an occurrence of social reality. That is, in this specific setting, an authority figure. J.L. Austin concocted three significant qualities or highlights of articulations which start with the fundamental organizing or words and finish up with the effect of those words on the crowd being focused on. These were locutionary acts, illocutionanary acts and perlocutionary acts. Locutionary acts are essentially typical sentences that are planned for passing on a specific significance while illocutionary acts are those explanations that convey some attribute of power, (for example, notice and requesting). Perlocutionary acts are the final products of articulations i.e what is accomplished as an outcome of saying something. These perlocutionary demonstrations incorporate influence and astonishing. The significant focal point of Austin’s study was on illocutionary acts. This is on the grounds tha t announcements in this class obviously clarifying the idea of execution as a part of discourse. For example an announcement like â€Å"Don’t drink and drive† has the intense idea of a notice. A similar explanation can be confined so that it is an unmistakable perfomative act, for instance â€Å"The president is cautioning you, don’t drink and drive.† The individual being tended to may hear the articulation and get it as a notice, at that point the individual can be said to have been cautioned. This doesn't anyway imply that the individual will act such that will relate to the notice. This in this manner implies that illocutionary demonstrations, for example, the announcement appeared above can not be arranged on a valid/bogus premise. Austin in his investigations demanded that people ought to get that while breaking down a sentence, the spotlight ought not be on the sentence itself yet rather on how it is uttered.Advertising We will compose a custom pape r test on Philosophy of language: Speech act hypothesis explicitly for you for just $16.05 $11/page Learn More His support that any expression ought to be viewed as an exhibition demonstration fundamentally relied upon the reason that examining a sentence or its constitutent words (locutionary acts) without putting them in the best possible social setting wound up clarifying the net impact of the correspondence (illocutionary act) inadequately (Sosa Villanueva 2006). This negligence of social setting likewise significantly bargains the clarification of the impact of the articulation on the intended interest group (perlocutionary acts) Austin and different researchers of the discourse demonstration hypothesis have consistently strived to clarify their thoughts by utilization of what can be portrayed as fanciful models. In their contentions the social setting of an announcement is disregarded so as to make strict point. Afterward, a similar social setting is added to the expression in a manner essential articulations show up extremely confused. So as to delineate how articulations (perfomances) work Austin summed up the illocutionary go about as F(p). In this specific articulation, F is the power behind the illocutionary demonstration and p is suggestion that the expression is making John Searle and discourse acts John Searle is one of the significant logicians who did a broad investigation the discourse demonstration hypothesis following its commencement by J.L. Austin. He significantly centered his work around concentrates around illocutionary, locutionary and perlocutionary acts. His discoveries recommended that an illocutionary demonstration is said to have happened at whatever point somebody talks or keeps in touch with someone else (Searle, 1989). As indicated by him illuctionary acts structure the premise of all phonetic correspondence. He additionally concurred that an illocutionary demonstration must be purposeful in its hidden nature. This essentially implies an individual must have an explanation behind talking and would not make an expression in the event that he/she didn't expect to accomplish something out of the activity (Tsohatazidis 2007). The individual being tended to likewise has a significant part to play if the illocutionary demonstration is said to have accomplished its motivation. This listener ought to have the option to comprehend the aim of the speaker’s articulation by picking significance from a previously settled method of disentangling expressions (Searle, 1989). This is what is alluded to as a perlocutionary impact. For instance, an individual may state something like â€Å"Drive the car† with the goal that the listener will get this correspondence as an order and furthermore that t listener will react by driving the vehicle. In any case, as indicated by Searle’s discoveries a discourse demonstration may wind up influencing the listener in an alternate manner from the underlying goal of the speaker. For example, the speaker may state â€Å"Drive the car,† and the listener may decide not to play out the activity instructed and rather make his/her reaction by saying â€Å"I don’t want to drive, you drive it yourself.†Advertising Searching for article on semantics? We should check whether we can support you! Get your first paper with 15% OFF Find out More This as per Searle uncovers that illocutionary demonstrations are intrinsically purposeful and is the premise on which significance is established. Perlocutionary relying upon the conditions where they present may either be purposeful or unexpected. This backup Searle has as of late been the subjects of discussion. People who don't bolster this stand have contended that it is the perlocutionary demonstration that

Discuss Yeats’ changing attitude to ‘Romantic Ireland’

It is one of the dualities in Yeats' work that an artist prestigious for the widespread pitiful love verse ought to be so inseparably bound to the specific personality, battle and fate of the Irish country. In any case, on closer assessment, Yeats' graceful style demonstrates that appearing Catch 22 is handily clarified when the genuine idea of Yeats' optimism is considered. This exposition will contend the evident political progressive duty found in the 1910's was something of a variation, in a transitional time of his profession. To find this progress, it is important to begin toward the start and end of his life, and work inwards, following the changing depiction of Ireland in his refrain. The early Yeats was a piece of a solid Romantic convention. Its preference for the enthusiastic credibility of fables found a prepared spot in Yeats' work, as he abused the rich Irish legendary convention: his long story works all date from this first stage. The principal assortment utilizes the number structure much of the time, and the effortlessness of sonnets like ‘To An Isle in the Water' †â€Å"shy one, timid one/modest one of my heart/she moves in the firelight† †reviews customary Irish verse. Maybe original of Yeats' initial sentimental pieces is ‘To The Rose Upon The Rood Of Time'. His treatment of Ireland and formal method meet up under the support of customary Romanticism: he is proud in regards to drawing from â€Å"Old Eire and the antiquated ways.† The sonnet is populated by mythic and shadowy figures from Ireland's Gaelic past: the warrior-lord Cuchulain, a druid, and Fergus, at some point King of Ulster. Notwithstanding originating from an Irish Protestant family, Yeats despite everything paints Ireland as a Celtic idyll, and brings out it utilizing conventional Romantic symbolism †stars, the ocean, forests, blossoms. The utilization of the rose as a theme all through his initial work is obligated not exclusively to the Order of the Golden Dawn, however to Blake specifically. Both shared an enchanted propensity past Christianity resounded by Yeats' own desire to be a diviner artist in the Irish custom: the manager of the story of personality. Officially and in fact, it shows the away from of Romanticism as well. The initial line, in strong measured rhyming, runs as an adapted summon †a typical procedure of conventional expressive refrain. The reiterations reverberation petition, further escalating the otherworldly component of the piece. The jargon, while not really old, is surely that of customary idyllic expression: â€Å"thine†, â€Å"whereof†, â€Å"boughs.† There is a comparative stylization in the language structure †â€Å"I would, before my opportunity to go† †and embodiment of â€Å"eternal excellence meandering on her way.† This period of his verse, known as the ‘Celtic dusk' period, is wealthy in comparable sonnets; their keynote being Irish subjects and fantasy wedded to Romantic style and concerns, for example, solitary love, valor and supernatural association with nature. Different pieces which utilize Irish folklore are â€Å"The Hosting of the Sidhe', ‘The Song of Wandering Aengus', yet the possibility of a Celtic idyll (got from the Romantic's radical reshaping of peaceful vision) runs all through. This early work is a solid difference to his last assortments, approximately three or after four decades. It is difficult to describe such a broad assortment of verse with hardly any models, however the movement is particular. His social casing of reference appears to be far more extensive, drawing on such assorted sources as: â€Å"a Quattrocento painter's crowd/A neglectful picture of Mantegna's thought†[1] to the popular imagery of Byzantium, speaking to innovative solidarity and the most elevated type of culture. Officially, the uniform elegiac tone of the early stanza (broken uniquely by straightforward anthems and holds back) is supplanted by a lot more prominent assortment. Yeats' experience in theater comes through in numerous pieces depending on the discourse structure. There are additionally the one of a kind and heathen ‘Crazy Jane' sonnets, just as arrangement of verses and pieces of a couple of lines. The tone is far less stylised and less reluctantly Romant ic: ‘Crazy Jane' speak to the summit of an undeniably progressively open and common word usage. The depiction of Ireland in these sonnets reflects the new movement in style. ‘Under Ben Bulben' sees Yeats' somewhat frantically asking youthful journalists to â€Å"learn your trade† and â€Å"cast your brain on other days.† This sends out a more surrendered vibe than the early ‘To Ireland In The Coming Times' the place Yeats avowed: â€Å"I cast my heart into my rhymes† and evoked â€Å"faeries, moving under the moon/A druid land, a druid tune!† ‘Parnell's Funeral' isn't such a great amount of surrendered, as unmistakably pessimistic, with Yeats expressing: â€Å"all that was sung/every one of that was said in Ireland is a falsehood/reared out of the virus of the throng.† It is a demeanor partaken in the acidic ‘The Great Day' and furthermore ‘Nineteen Hundred And Nineteen' which portrays the â€Å"traffic in mockery†: â€Å"We, who seven years back Discussed respect and truth, Scream with joy on the off chance that we appear The weasel's turn, the weasel's tooth† The sonnets in The Tower and The Winding Stair, especially, depict despairing misery which sees Yeats withdrawing, regardless of whether it be to the representative Byzantium, or his own watchtower at Coole Park. The ordinary disarray of Ireland is deserted as Yeats gives up to reflection. However this likewise denotes a continuation between the two time frames; in the figure of a single, intelligent craftsman: â€Å"a man in his own mystery contemplation/is lost in the midst of the maze that he has made† (‘Nineteen Hundred and Nineteen.') We see that Yeats had lost none of his present for the lyric.Note the grave supernatural quality of â€Å"wine-dull 12 PM in the sacrosanct wood† (‘Her Vision In The Wood') or the amazing profound apothegm in ‘Under Ben Bulben': â€Å"Many times man lives and bites the dust/Between his two eternities.† This congruity, in spite of the fact that at chances with the movements previously noted, assists with clarifying them. It is the essential string going through his transitional stage, binding together both early and late Yeats, and incites new investigation into the alleged ‘political' sonnets. Yeats was constantly a Romantic in the Keatsian or Tennysonian intelligent strain, instead of the radical political side. Concealed verse almost consistently came instilled with legend, ‘otherness': he continued from the Late Romantic time frame to shape a sort of Romantic Modernism progressively normal for American writers, for example, Hart Crane. His enthusiasm for dream imagery and programmed composing likewise positioned him with the impressionistic side of Modernism (eg.Surrealism) as opposed to the harsher or increasingly savage wings (imagism, futurism and so forth.) Yeats' fantasy making and political sentimentalism is clearly obvious if the utilization of legend in the ‘Celtic sundown' stage is put under nearer examination. Without putting an excessive amount of store on true to life subtleties, Celticism (in the hands of Yeats and others) was twofold edged. In spite of the fact that it supported national personality and culture, it was additionally strengthening majestic generalizing of the Celts as silly, ladylike and passionate. By utilizing the old legend of Ireland, Yeats was verifiably denying that Ireland had a present; by praising the lower class and the mistreated, he was certainly insisting that Ireland's place was as an oppressed country. This mystery has been noted from a general perspective by Edward Said: â€Å"to acknowledge nativism is to acknowledge the outcomes of dominion too energetically, to acknowledge the extremely radical, strict and political divisions forced on places like Ireland.†[2] Yeats' is certainly not an extreme progressive vision, yet an innovative optimism: running along otherworldly and mythopoetic lines; not authentic or political ones. On the off chance that this inclination †the propensity to escape into legend †is noticed, the later pieces appear to be less expelled from his initial profession. Yeats peppers his refrain with references to previous writers, and unequivocally expect the Romantic mantle for himself: â€Å"Some moralist or fanciful writer Looks at the lone soul to a swan; I am happy with that, Fulfilled if an upset mirror show it, Before that short glimmer of its life be gone.† (‘Nineteen Hundred and Nineteen') He delights in the image of the twisting step to mythologise the writer's rising to mull over the disturbance of the world beneath. Though before Ireland's captivated past was the legend, presently Ireland is burdened to more prominent plans. The common war speaking to the brutality and baffle of presence to be set against the profound virtue of the writer in his pinnacle. The occasions in Ireland are tied to Yeats' intricate dreams of repetitive history set out in ‘The Second Coming' and ‘The Gyres.' The â€Å"violence upon the roads† (Nineteen Hundred and Nineteen† and the â€Å"rage-driven, rage-tormented, and eager for rage troop† (‘Meditations in Time of Civil War') are neighborhood analogs for the general â€Å"blood-darkened tide† of ‘The Second Coming'. Yeats despite everything celebrates Ireland †it would be false notion to propose that the brutality of the Civil War sickened his vision so much he would never confront Ireland again with anything other than pessimism. In any case, his commitment was frequently vigilant, here and there amusing †the drinking tune of ‘ Come Gather Round Me, Parnellites.' Neither would it be able to be overlooked that he periodically refashioned his old Celtic plans, most broadly in ‘Under Ben Bulben' albeit even here it turns into a section of a more extensive construction: â€Å"gyres run on/when that more noteworthy dream had gone.† It is especially intriguing, albeit maybe to be expected, that Yeats took the occasions of the common war and promptly mythologised them. As referenced over, the dark and-tan clash turns into an antithet

15 Games To Teach Kids About Social Issues

15 Games To Teach Kids About Social Issues (2) Incorporating games into the classroom is a great way to engage students and increase motivation. But how can social studies and history teachers use games to help students better understand social issues? Our guest contributor and expert on game-based learning, Dr. Matthew Farber, shares his favorite tools: Social impact games are a genre that seek to effect positive changes in society through play. Often, players are put in roles (known as “player agency”) and must make decisions that have impactful consequences. These games are not necessarily designed for teaching; rather, the goal is to enable players to have empathy about  social issues. As a social studies teacher, I have found that they are effective in putting students in authentic situations in which difficult problems get engaged. And like any media you bring to students preview first to check for age appropriateness. Sometimes, I have students play the entirety of a game, while others are played in a learning station, or center, or whole class on the interactive whiteboard. When games have difficult themes (e.g., 1979 Revolution: Black Friday) I unlock one level and monitor the experience. Be sure to assess learning by asking your students about the decisions they made, as well as the reasons behind it! Reflecting and journaling are terrific ways to assess learning from games. This is especially true with the list below; these games can be read like a digital text, interpreted similarly to how film or books are critiqued. Here are some of my favorite social impact games that I use with students (listed alphabetically, not ranked). 1979 Revolution: Black Friday (paid; iPad/PC/Mac) 1979 Revolution: Black Friday is a documentary-style, narrative. It plays like Telltale Games’ The Walking Dead, except it takes place during the 1979 Iranian Revolution.  The protagonist is a photographer, and the game features primary source images. Intense to play, preview first. Ayiti: The Cost of Life (free; PC/Mac) A human rights game in which the player is a young, poverty-stricken child in Haiti. This is one of the first games about serious topics, and the experience lingers with my students. Darfur Is Dying (free; PC/Mac) Another of the first social impact titles, its message still resonates today. Missions task players with foraging for water while outrunning the militia, as well as experiences daily life in a refugee camp. Gone Home (paid, inquire via email about educational bundles; PC/Mac) An award-winning first-person exploration game set in the 1990s. The narrative is pieced together as players find objects in the empty house in which family problems unfold. Check out Parl Darvasi’s blog on how his students “read” Gone Home in his English class. Life Is Strange (paid; PC/Mac) Play as Max Caulfield, a photography student who has a mysterious new power to rewind time. When she does, there is a butterfly effect. The game covers bullying, teen suicide, and fleeting teen friendships. There is coarse language, as well as scenes of bullying. Preview first. Consider using it in high school use with older students, or play yourself to see the potential of games as an artistic medium. Last year Life Is Strange partnered with the Parent Advocacy Coalition for Educational Rights (PACER) for an anti-bullying campaign. The Migrant Trail (free; PC/Mac) Tied to a documentary about undocumented immigrants, players assume two roles: a migrant and a patrol agent. It teaches themes of empathy through simple role-play. Consider having students play twice, as each role, and then complete a Venn diagram or a graphic organizer. Mission US games (free; PC/Mac) There are currently four missions to play:  For Crown or Country,  set in the pre-Revolutionary Boston;  Flight to Freedom, told from the point-of-view of an slave; the award-winning  A Cheyenne Odyssey,  about the plight of the Cheyenne people; and the newly released  City of Immigrants, about life in the tenements of New York City. Never Alone (paid; iPad, PC, Xbox, PlayStation) Never Alone is from E-Line Media and Upper One Games. It is the first game adapted from an In~upiat folk story. The story is a hero’s journey interspersed with unlockable chapters, which are video clips of the people from Cook Inlet. Nightmare: Malaria (free; iPad/Android) Nightmare: Malaria is a social awareness game about malaria. The narrator is voiced by actress Susan Sarandon. The game features facts about malaria and how simple solutions, like nets, can save lives. Papers, Please (paid; iPad and PC/Mac) Papers, Please won multiple awards in 2014. It is an ethical decision-making game set in a fictional communist country during the Cold War. The objective is to checks immigrant papers. The penalty is delayed, such as a reduction in income that can affect the health of your family. (It is recommended for older students; Preview first. suggestive content can be toggled off in “Settings”). Parable of the Polygons (free; iPad/PC/Mac) Parable of the Polygons is an explorable explanation from Nicky Case and Vi Hart. Nominated for a Games for Change award, it simulates segregation and discrimination. The playable blog post is interspersed text with drag-and-drop interactives to drive the message home. To “play”, drag unhappy polygons to the happy polygons. Quandary (free; PC/Mac) An award-winning game about ethical dilemmas, or quandaries. In it, players must assemble a team to colonize a new planet. Last year a new mission on digital citizenship was added. Syrian Journey: Choose Your Own Escape Route  (free; all devices) BBC’s Syrian Journey: Choose Your Own Escape Route is similar to the branched narratives in the classic Choose Your Own Adventure book series. Each ending is different. Consider having students journal as they make difficult choices. That Dragon, Cancer (paid; iPad/PC/Mac) An emotional game about young Joel Green’s battle with cancer, it was conceived and developed by his parents, Ryan and Amy. It is poetic to play, and it is a deeply moving experience. Also look for the documentary about how it was made, Thank You for Playing. Third World Farmer (free; PC/Mac) Third World Farmer is a simulation game about the difficulties of farming in a developing country. Family economics are among the issues to resolve. Similar to independent films, social impact gaming has a community of enthusiasts who recognize achievements with awards and recognition.  The idea is that games, as “new media”â€"compared to “traditional media,” like books, theater, and filmâ€"can influence people in a positive direction. Aside from this list, I recommend reviewing the games curated on the  Games for Change  website.

Analysis Of Tattoos On The Heart, The Power Of Boundless...

Resilience is the power or the ability to return to the original form. â€Å"Resilience is born by grounding yourself in your own loveliness, hitting notes you thought were way out of your range† (94). Father Gregory Boyle says this because he knows that resilience is needed in order to change. Resilience is important because we can become better people by doing things, we thought we couldn’t do. In the book, Tattoos on the Heart, The Power of Boundless Compassion, by Father Gregory Boyle, resilience is essential in our lives because it is the key to do better. My brother, Osvaldo growing up was basically a teacher’s pet and someone I looked up to. He would get good grades, enough to get him Honor Roll and Principal’s Honor Roll. He was always a hard worker, but it all changed when he went to middle school. He was always getting into trouble. He would have to do a weekly reports of all his classes and then turn it in to the counselor. When he went to high school, he was enrolled at Nogales. He was doing okay in school, up until the ending of his freshman year. He was caught smoking near the band room with friends, but took all the blame. That cause a lot of problems because he was kicked out and then had a court case. He went to CDS (Community Day School), to finish off his sophomore year. My mom enrolled him at Rowland High School, in his Junior year. When he got to Rowland, he got some sense knocked into him. He was trying to change his life around. He started takingShow MoreRelatedAnalysis Of Tattoos On The Heart, The Power Of Boundless Compassion Essay1140 Words   |  5 PagesWait For It Resilience is the power or the ability to return to the original form. â€Å"Resilience is born by grounding yourself in your own loveliness, hitting notes you thought were way out of your range† (94). Father Gregory Boyle says this because he knows that resilience is needed in order to change. Resilience is important because we can become better people by doing things, we thought we couldn’t do. In the book, Tattoos on the Heart, The Power of Boundless Compassion, Boyle claims resilience isRead MoreWho Gregory Boyle s Tattoos Of The Heart1873 Words   |  8 PagesAlia Claudia P. Lao 142158 TH121 Q May 11, 2016 Gomez, Javier Father Gregory Boyle’s Tattoos of the Heart, tells of his experiences during the time he served in Homeboy Industries and of how he saw God’s work in those who felt as if they had no hope in becoming better people nor getting better lives, and how things turned around for them. In this book, he teaches gangsters that the Kingdom of God is for everyone, that it is never too late to start a loving relationshipRead MoreAnalysis of The Song Candle in the Wind5850 Words   |  17 PagesA HISTORICAL amp; BIOGRAPHICAL ANALYSIS OF THE SONG â€Å"CANDLE IN THE WIND† BY ELTON JOHN A Literary Research Presented to The Faculty of Arts in Literature University of the Immaculate Conception Davao City In Partial Fulfillment Of the Requirements for the Bachelor of Arts Degree, Major in Literature Submitted to Dr. Yda Yap Patron Professor Roxan Vee G. Tampos October 201 â€Å"Candle in the Wind† Goodbye England’s rose, May you ever grow in our hearts,You we’re the grace that place itself

Secrets About Definitional Essay Topics Exposed

Secrets About Definitional Essay Topics Exposed But What About Definitional Essay Topics? Sexism is a wide term, and has been defined dependent on several disciplines. Avoiding plagiarism is extremely critical and a matter of concern in regards to essay writing. An argumentative essay presents either side of a problem. It is a type of essay that presents arguments about both sides of an issue. What Needs to be Done About Definitional Essay Topics In the debut, that is the very first paragraph of the essay, Myrtle will want to spell out the problem and state her position. Artificial intelligence Definition essays are a frequent type of assignment for a great many college students. New Questions About Definitional Essay Topics Don't forget that a definition paper is rather different from several other essays and you have to balance objective strategy, professional terms and a personalized approach to demonstrate that you're not simply able to collect information but can al so ensure it is interesting for the audience. You should know as much as possible so that the full content of your essay ought to be the origin and the use of the object or the words. Books, needless to say, are the very best source of helpful information. Unlike other sorts of essays, definition papers can fluctuate in their volume. Whenever your students write lengthened definition essays, they might have to think carefully about the structure and mechanics of their writing in addition to the intent of providing such an in depth definition. An essay has become the most common kind of academic paper assigned at the school and college level on any sort of topic, with the major wish to cover a specific parcel of information in the most in-depth way. In such a circumstance, your essay will seem like a manual or instruction. An argumentative essay is a writing piece intended to persuade a person to believe the way that you do. The Key to Successful Definitional Essay Topics Whenever you need to compose a definition essay, you need to decide on a topic for your discussion. You will describe the method by which the topic that you select is structured. You should make certain that whichever one which you choose, you will work to spell out the topic to your reader so they really understand it. When selecting a definition essay topic, you should understand the topic before you pen the essay for other people to read. As you probably already know, simply because you've got a definition essay topic and a couple examples doesn't signify you've got an essay. Once you will feel your essay is completely complete and you don't have any doubts about its clarity, submit it to your tutor. You've approached the last portion of your essay. To start with, if you're writing definition essay you want to pick a topic which will be interesting. The Tried and True Method for Definitional Essay Topics in Step by Step Detail Sometimes people just can't begin writing t heir essay without looking at an entire instance of somebody else, seeing the structure and the way it's written. When you have quickly looked via the assignment, there's a chance that you've missed some essential points or misunderstood something. Don't attempt at any certain case to borrow ideas from someone because maybe you're nervous about how you're likely to perform on that special subject or maybe the assignment is too hot to deal with, the consequences of plagiarism are extremely serious in comparison to the effects that may accompany you as soon as you turn in a paper late. To begin with, your key to winning essay is a very clear comprehension of what it is you're likely to take care of. The Definitional Essay Topics Pitfall Attempt to pick out a definition, which isn't widely used or which has various interpretations. Should you do, paraphrase the offered definition to prevent issues with plagiarism. There are 3 different varieties of definition essays you may writ e. You will learn the way to compose a definition essay, how to decide on the topic you love the most, how to deal with defining the elaborate conditions. Typically, a definition essay isn't complicated to write. It is a type of essay where you are required to define a particular term in order to explain it to your audience. Also it can be called an elongated definition essay. A protracted definition essay has a quite intriguing structure. The Number One Question You Must Ask for Definitional Essay Topics Select a word which you're acquainted with in deciding on the subject, you ought to go for a word which you're well conversant with so you can easily explain it and give examples that match. Don't use the exact words if you don't need to seem repetitive. The word appears interesting enough so as a prudent student you opt to look this up in the dictionary. Since you may see, there isn't anything complicated about explaining the meanings of distinct words. The Basics of Definitional Essay Topics All essays should have a thesis statement. A definition essay may be one of the simplest kinds of academic paper to comprehend. A p rotracted definition essay can readily be penned with an outline for a guide. To generate the topics you merely must choose definition essay in the sort of essay and set some keywords when you have any on your mind. Also, if you're having someone make a protracted definition essay for you then you need to be certain that they'll be the proper person for the job. The thought of feminism is to earn women and men equal, there are not any exclusions on who can provide help. Naturally, you can begin with a broader concept, and bring the audience to your primary statement. If your teacher doesn't give certain words or terms to define, start looking for the excellent tips on your own.

Sample Introduction Free Essays

Good Afternoon. My name is Joe Dane ; you can call me Mr. Dane. We will write a custom essay sample on Sample Introduction or any similar topic only for you Order Now I am a representative of Morgan State University (MSU). I am here to present to you what our prestigious school of higher learning has to offer for potential students like you. Here at MSU, we are a coeducational institution, located in a residential section of Baltimore, Maryland. We are founding members of the Mid-Eastern Athletic Conference (MEAC). Morgan State is a historically black university, established in 1867 as the Centenary Biblical Institute but was renamed Morgan College in 1890 in honoring of the Reverend Lyttleton Morgan, the first chairman of its Board of Trustees. In our vast school, we are strict and cautious about college entrance rules/regulations. Violations of any rules will be handled by our Office of Student Judicial Affair. We have wide variety of athletic programs, ranging from men and women’s basketball, cross-country, tennis, and track field; Women’s bowling, softball, volleyball, even cheerleading; Also football for our guys. We proudly represent our school mascot, Morgan State University Bear. Now our school makes it possible for you to apply and highly be accepted; in state Tuition is proximately 7,000 and out-of-state proximately 16,340. We require you have a composite score of (2400) for SAT’s and a score of (36) for ACT’s.; High GPA’s are required. Enrollment size would be approximately 1,040 freshmen. At MSU, we offer implement a semester-based curriculum system and offers choices on 64 majors; most popular are Business, Engineering, Nursing, and Communication and Journalism. WE at MSU, have male ratio of 44% compared to female, 56%. While being a historically black institution, we serve students of all racial and ethnic backgrounds. Basically Morgan State University is the best choice for you. Thank You How to cite Sample Introduction, Papers

Sample Introduction Free Essays

Good Afternoon. My name is Joe Dane ; you can call me Mr. Dane. We will write a custom essay sample on Sample Introduction or any similar topic only for you Order Now I am a representative of Morgan State University (MSU). I am here to present to you what our prestigious school of higher learning has to offer for potential students like you. Here at MSU, we are a coeducational institution, located in a residential section of Baltimore, Maryland. We are founding members of the Mid-Eastern Athletic Conference (MEAC). Morgan State is a historically black university, established in 1867 as the Centenary Biblical Institute but was renamed Morgan College in 1890 in honoring of the Reverend Lyttleton Morgan, the first chairman of its Board of Trustees. In our vast school, we are strict and cautious about college entrance rules/regulations. Violations of any rules will be handled by our Office of Student Judicial Affair. We have wide variety of athletic programs, ranging from men and women’s basketball, cross-country, tennis, and track field; Women’s bowling, softball, volleyball, even cheerleading; Also football for our guys. We proudly represent our school mascot, Morgan State University Bear. Now our school makes it possible for you to apply and highly be accepted; in state Tuition is proximately 7,000 and out-of-state proximately 16,340. We require you have a composite score of (2400) for SAT’s and a score of (36) for ACT’s.; High GPA’s are required. Enrollment size would be approximately 1,040 freshmen. At MSU, we offer implement a semester-based curriculum system and offers choices on 64 majors; most popular are Business, Engineering, Nursing, and Communication and Journalism. WE at MSU, have male ratio of 44% compared to female, 56%. While being a historically black institution, we serve students of all racial and ethnic backgrounds. Basically Morgan State University is the best choice for you. Thank You How to cite Sample Introduction, Papers

Strategies for a University and Strategies for an Organization free essay sample

It is important for representatives from all areas of college or university t9o identify and discuss alternative strategies that could be benefit faculty, students, alumni, staff and other constituencies. As you complete this exercise, notice the learning and understanding that occurs as a people express different opinions. Recall that the process of planning is more important than the document. STEP 1 Key External Factors of University Opportunities 1. Provide education to women 2. Offers a wide range of courses . New campus 4. Day care centre 5. Number of permanent faculty members 6. Offers online university degree Threats 1. Transportation 2. Technolgy advances required innovation 3. Lack of faculty 4. Increase in number of universities Key Internal Factor of University Strength: 1. First aid facility 2. Well Reputation 3. Many computer labs 4. Increasing Revenues 5. Construction of new departments 6. Mosque for student’s prayers 7. First women bank limited branch Weaknesse s 1. Administration is not efficient 2. Un availability of multimedia . Management not solves the problem of students. We will write a custom essay sample on Strategies for a University and Strategies for an Organization or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 4. Availability of class room. 5. Problem in submission of fee. 6. PCO (Public call office) does not provide full time service to students. STEP 2 Alternative Strategies that could benefit my university: 1. University should arrange their own busses and to provide pick and drop service to the students 2. Allow the students to submit their fee in other branch of first women bank limited located outside the university to over come the load and save the time of students and staff. 3. Construct separate new labs for all the departments with the availability of all required instruments. 4. Atleast one new campus of the university should be located in different provinces of Pakistan. 5. Increase in number of permanent faculty member to make the administration more efficient. 6. New interns should also provide with a facility to teach in the university with their new ideas and capabilities. 7. Make a separate department which not only listen the problems of student but also sort out these problems. 8. Introduce M. phil department with a wide range of courses. 9. To arrange all activities on time, management staff should give all necessary information according to their work. 10. Student should given a chance to participate in more events held outside the university. 11. Teachers should not allow taking classes after 4. 00 pm. 12. Every class has its own multimedia to teach the students in more efficient way. 13. New technology should introduce which help the administration to do their work in more efficient way. 14 Duties of workers on PCO should divide into two shifts which will help the student to take the benefit of full time service. Now a day’s educational institutions are using strategic management techniques and concepts more frequently. This process could enable them to enhance their performance. Through involvement in strategic management activities staff members of the university achieve a better understanding of university’s priorities. Strategic management allows organization to be efficient and allows them to be more effective the strategic planning does not guarantee organizational success it allows the organization to make proactive decision. It also needs the full cooperation and support of all the staff members working in the organization, this can represent a new beginning to a firm. I have share the class result with the administrator of our university and he say that this is a good procedure to identify those factors of university which has negative impact on our organization and they are working on some of those top scoring strategies and trying to implement them as soon as possible, and they’ll also think about the remaining strategies. This exercise focus on how risky various alternative strategies are for organization to pursue. Different degrees of risk are based largely on varying degrees of externality, defined as movement away from present business into new markets and products. In general, the greater the degree of externality, the greater the probability of loss resulting from Un expected events. High risk strategies generally are less attractive then low risk strategies   Number vertically from 1 to 10. DiversificationAdding new or un related products or services 2Horizontal diversificationAdding new or un related products or services for present customers. 3 Backward integrationSeeking ownership or increased control of a firm suppliers 4Product developmentSeeking increased sale by improving present products or services or developing new ones 5liquidationSelling all of company assets, in parts, for their angible worth 6Market penetrationSeeking increased market share for present products or services in present markets through great market efforts 7Market developmentIntroducing present products or service into new geographic area 8Joint ventureWhen two or more companies form temporary partnership for the purpose of capitalizing on some opportunity 9Forward integrationGaining ownership or increased control over distributors or retailers 10 Horizontal integrationSeeking owner ship or increased control over competitors

How and Why Guinea Pigs Were Domesticated

How and Why Guinea Pigs Were Domesticated Guinea pigs (Cavia porcellus) are small rodents raised in the South American Andes mountains not as friendly pets, but primarily for dinner. Called cuys, they reproduce rapidly and have large litters. Today guinea pig feasts are connected with religious ceremonies throughout South America, including feasts associated with Christmas, Easter, Carnival, and Corpus Christi. Modern domesticated adult Andean guinea pigs range from eight to eleven inches long and weigh between one and two pounds. They live in harems, approximately one male to seven females. Litters are generally three to four pups, and sometimes as many as eight; the gestation period is three months. Their lifespan is between five and seven years. Domestication Date and Location Guinea pigs were domesticated from the wild cavy (most likely Cavia tschudii, although some scholars suggest Cavia aperea), found today in the western (C. tschudii) or central (C. aperea) Andes. Scholars believe that domestication occurred between 5,000 and 7,000 years ago, in the Andes. Changes identified as the effects of domestication are increased body size and litter size, changes in behavior and hair coloration. Cuys are naturally gray, domesticated cuys have multicolored or white hair. Keeping Guinea Pigs in the Andes Since both wild and domestic forms of guinea pigs can be studied in a laboratory, behavioral studies of the differences have been completed. Differences between wild and domestic guinea pigs are in some part behavioral and part physical. Wild cuys are smaller and more aggressive  Ã¢â‚¬â€¹and pay more attention to their local environment than domestic ones and wild male cuys do not tolerate each other and live in harems with one male and several females. Domestic guinea pigs are larger and more tolerant of multi-male groups, and exhibit increased levels of social grooming of one another and increased courtship behavior. In traditional Andean households, cuys were (and are) kept indoors but not always in cages; a high stone sill at the entrance of a room keeps cuys from escaping. Some households built special rooms or cubby holes for cuys, or more typically keep them in the kitchens. Most Andean households kept at least 20 cuys; at that level, using a balanced feeding system, Andean families could produce at least 12 pounds of meat per month without decreasing their flock. Guinea pigs were fed barley and kitchen scraps of vegetables, and the residue from making chicha (maize) beer. Cuys were valued in folk medicines and its entrails were used to divine human illness. Subcutaneous fat from the guinea pig was used as a general salve. Archaeology and the Guinea Pig The first archaeological evidence of the human use of guinea pigs dates to about 9,000 years ago. They may have been domesticated as early as 5,000 BC, probably in the Andes of Ecuador; archaeologists have recovered burned bones and bones with cut marks from midden deposits beginning about that time. By 2500 BC, at sites such as the Temple of the Crossed Hands at Kotosh and at Chavin de Huantar, cuy remains are associated with ritual behaviors. Cuy effigy pots were made by the Moche (circa AD 500-1000). Naturally mummified cuys have been recovered from the Nasca site of Cahuachi and the late prehispanic site of Lo Demas. A cache of 23 well-preserved individuals was discovered at Cahuachi; guinea pig pens were identified at the Chimu site of Chan Chan. Spanish chroniclers including Bernabe Cobo and Garcilaso de la Vega wrote about the role of the guinea pig in Incan diets and ritual. Becoming a Pet Guinea pigs were introduced into Europe during the sixteenth century, but as pets, rather than food. Remains of one guinea pig were recently discovered within excavations at the town of Mons, Belgium, representing the earliest archaeological identification of guinea pigs in Europeand similar in time to the 17th-century paintings which illustrate the creatures, such as the 1612 Garden of Eden by Jan Brueghel the Elder. The excavations at the site of a proposed parking lot revealed a living quarter which had been occupied beginning in medieval times. The remains include eight bones of a guinea pig, all found within a middle-class cellar and adjacent cesspit, radiocarbon dated between AD 1550-1640, shortly after the Spanish conquest of South America. The recovered bones included a complete skull and the right part of the pelvis, leading Pigià ¨re et al. (2012) to conclude that this pig was not eaten, but rather kept as a domestic animal and discarded as a complete carcass. Sources History of the Guinea Pig  from archaeologist Michael Forstadt. Asher, Matthias. Large males dominate: Ecology, social organization, and mating system of wild cavies, the ancestors of the guinea pig. Behavioral Ecology and Sociobiology, Tanja Lippmann, Jà ¶rg Thomas Epplen, et al., Research Gate, July 2008. Gade DW. 1967.  The Guinea Pig in Andean Folk Culture.  Geographical Review  57(2):213-224. Kà ¼nzl C, and Sachser N. 1999.  The Behavioral Endocrinology of Domestication: A Comparison between the Domestic Guinea Pig (Cavia apereaf.porcellus) and Its Wild Ancestor, the Cavy (Cavia aperea).  Hormones and Behavior  35(1):28-37. Morales E. 1994.  The Guinea Pig in the Andean Economy: From Household Animal to Market Commodity.  Latin American Research Review 29(3):129-142. Pigià ¨re F, Van Neer W, Ansieau C, and Denis M. 2012.  New archaeozoological evidence for the introduction of the guinea pig to Europe.  Journal of Archaeological Science  39(4):1020-1024. Rosenfeld SA. 2008.  Delicious guinea pigs: Seasonality studies and the use of fat in the pre-Columbian Andean diet.  Quaternary International  180(1):127-134. Sachser, Norbert. Of Domestic and Wild Guinea Pigs: Studies in Sociophysiology, Domestication, and Social Evolution. Naturwissenschaften, Volume 85, Issue 7, SpringerLink, July 1998. Sandweiss DH, and Wing ES. 1997.  Ritual Rodents: The Guinea Pigs of Chincha, Peru.  Journal of Field Archaeology  24(1):47-58. Simonetti JA, and Cornejo LE. 1991.  Archaeological Evidence of Rodent Consumption in Central Chile.  Latin American Antiquity  2(1):92-96. Spotorno AE, Marin JC, Manriquez G, Valladares JP, Rico E, and Rivas C. 2006.  Ancient and modern steps during the domestication of guinea pigs (Cavia porcellus L.).  Journal of Zoology  270:57–62. Stahl PW. 2003.  Pre-columbian Andean animal domesticates at the edge of empire.  World Archaeology  34(3):470-483. Trillmich F, Kraus C, Kà ¼nkele J, Asher M, Clara M, Dekomien G, Epplen JT, Saralegui A, and Sachser N. 2004. Species-level differentiation of two cryptic species pairs of wild cavies, genera Cavia and Galea, with a discussion of the relationship between social systems and phylogeny in the Caviinae.  Canadian Journal of Zoology  82:516-524.

Battle of Antietam in the American Civil War

Battle of Antietam in the American Civil War The Battle of Antietam was fought September 17, 1862, during the American Civil War (1861-1865). In the wake of his stunning victory at the Second Battle of Manassas in late August 1862, General Robert E. Lee began moving north into Maryland with the goal of obtaining supplies and cutting the rail links to Washington. This move was endorsed by Confederate President Jefferson Davis who believed that a victory on Northern soil would increase the likelihood of recognition from Britain and France. Crossing the Potomac, Lee was slowly pursued by Major General George B. McClellan who had recently been reinstated to overall command of Union forces in the area. Armies Commanders Union Major General George B. McClellan87,000 men Confederate General Robert E. Lee45,000 men Battle of Antietam - Advancing to Contact Lees campaign was soon compromised when Union forces found a copy of Special Order 191 which laid out his movements and showed that his army was split into several smaller contingents. Written on September 9, a copy of the order was found at the Best Farm south of Frederick, MD by Corporal Barton W. Mitchell of the 27th Indiana Volunteers.   Addressed to Major General D.H. Hill, the document was wrapped around three cigars and caught Mitchells eye as it lay in the grass. Quickly passed up the Union chain of command and recognized as authentic, it soon arrived at McClellans headquarters.   Assessing the information, the Union commander commented, Here is a paper with which, if I cannot whip Bobby Lee, I will be willing to go home.   Despite the time-sensitive nature of the intelligence contained in Special Order 191, McClellan displayed his characteristic slowness and hesitated before acting on this critical information. While Confederate troops under Major General Thomas Stonewall Jackson were capturing Harpers Ferry, McClellan pressed west and engaged Lees men in the passes through the mountains. In the resulting Battle of South Mountain on September 14, McClellans men attacked the out-numbered Confederate defenders at Foxs, Turners, and Cramptons Gaps.   Though the gaps were taken, fighting lasted through the day and bought time for Lee to order his army to reconcentrate at Sharpsburg. McClellans Plan Bringing his men together behind Antietam Creek, Lee was in a precarious position with the Potomac at his back and only Botelers Ford to the southwest at Shepherdstown as an escape route. On September 15, when the lead Union divisions were sighted, Lee only had 18,000 men at Sharpsburg. By that evening, much of the Union army had arrived. Though an immediate attack on September 16 likely would have overwhelmed the scrambling Lee, the ever-cautious McClellan, who believed Confederate forces to number around 100,000, did not begin probing the Confederate lines until late that afternoon. This delay allowed Lee to bring his army together, though some units were still en route. Based on the intelligence gathered on the 16th, McClellan decided to open the battle the next day by attacking from the north as this would allow his men to cross the creek at the undefended upper bridge. The assault was to be mounted by two corps with an additional two waiting in reserve. This attack would be supported by a diversionary attack by Major General Ambrose Burnsides IX Corps against the lower bridge south of Sharpsburg. Should the assaults proved successful, McClellan intended to attack with his reserves over the middle bridge against the Confederate center. Union intentions became clear on the evening of September 16, when Major General Joseph Hookers I Corps skirmished with Lees men in the East Woods north of town. As a result, Lee, who had placed Jacksons men on his left and Major General James Longstreets on the right, shifted troops to meet the anticipated threat (Map). The Fighting Begins in the North Around 5:30 AM on September 17, Hooker attacked down the Hagerstown Turnpike with the goal of capturing the Dunker Church, a small building on a plateau to the south. Encountering Jacksons men, brutal fighting began in the Miller Cornfield and the East Woods. A bloody stalemate ensued as the outnumbered Confederates held and mounted effective counterattacks. Adding Brigadier General Abner Doubledays division into the fight, Hookers troops began to push the enemy back. With Jacksons line near collapse, reinforcements arrived around 7:00 AM as Lee stripped his lines elsewhere of men. Counterattacking, they drove Hooker back and the Union troops were forced to cede the Cornfield and West Woods. Badly bloodied, Hooker called for aid from Major General Joseph K. Mansfields XII Corps. Advancing in columns of companies, XII Corps was hammered by Confederate artillery during their approach and Mansfield was mortally wounded by a sniper. With Brigadier General Alpheus Williams in command, XII Corps renewed the assault. While one division was halted by enemy fire, Brigadier General George S. Greenes men were able to break through and reach the Dunker Church (Map). While Greenes men came under heavy fire from the West Woods, Hooker was wounded as he tried to rally men to exploit the success. With no support arriving, Greene was forced to pull back. In an effort to force the situation above Sharpsburg, Major General Edwin V. Sumner was directed to contribute two divisions from his II Corps to the fight. Advancing with Major General John Sedgwicks division, Sumner lost contact with Brigadier General William Frenchs division before leading a rash attack into the West Woods. Quickly taken under fire on three sides, Sedgwicks men were forced to retreat (Map). Attacks in the Center By mid-day, fighting in the north quieted as Union forces held the East Woods and the Confederates the West Woods. Having lost Sumner, French spotted elements of Major General D.H. Hills division to the south. Though only numbering 2,500 men and tired from fighting earlier in the day, they were in a strong position along a sunken road. Around 9:30 AM, French began a series of three brigade-sized attacks on Hill. These failed in succession as Hills troops held. Sensing danger, Lee committed his final reserve division, led by Major General Richard H. Anderson, to the fight. A fourth Union assault saw the famed Irish Brigade storm forward with its green flags flying and Father William Corby shouting words of conditional absolution.   The stalemate was finally broken when elements of Brigadier General John C. Caldwells brigade succeeded in turning the Confederate right. Taking a knoll that overlooked the road, Union soldiers were able to fire down the Confederate lines and force the defenders to retreat. A brief Union pursuit was halted by Confederate counterattacks. As the scene quieted around 1:00 PM, a great gap had been opened in Lees lines. McClellan, believing that Lee had over 100,000 men, repeatedly refused to commit the over 25,000 men he had in reserve to exploiting the breakthrough despite the fact that Major General William Franklins VI Corps was in position. As a result, the opportunity was lost (Map). Blundering in the South In the south, Burnside, angered by command rearrangements, did not begin moving until around 10:30 AM. As a result, many of the Confederate troops that had originally been facing him were withdrawn to block the other Union attacks. Tasked with crossing the Antietam to support Hookers actions, Burnside was in position to cut off Lees retreat route to Botelers Ford. Ignoring the fact that the creek was fordable at several points, he focused on taking Rohrbachs Bridge while dispatching additional troops downstream to Snavelys Ford (Map) Defended by 400 men and two artillery batteries atop a bluff on the western shore, the bridge became Burnsides fixation as repeated attempts to storm it failed. Finally taken around 1:00 PM, the bridge became a bottleneck which slowed Burnside advance for two hours. The repeated delays permitted Lee to shift troops south to meet the threat. They were supported by the arrival of Major General A.P. Hills division from Harpers Ferry. Attacking Burnside, they shattered his flank. Though possessing greater numbers, Burnside lost his nerve and fell back to the bridge. By 5:30 PM, the fighting had ended. Aftermath of the Battle of Antietam The Battle of Antietam was the bloodiest single day in American military history. Union losses numbered 2,108 killed, 9,540 wounded, and 753 captured/missing while the Confederates suffered 1,546 killed, 7,752 wounded, and 1,018 captured/missing. The next day Lee prepared for another Union attack, but McClellan, still believing he was out-numbered did nothing. Eager to escape, Lee crossed the Potomac back into Virginia. A strategic victory, Antietam allowed President Abraham Lincoln to issue the Emancipation Proclamation  which freed slaves in Confederate territory. Remaining idle at Antietam until late October, despite requests from the War Department to pursue Lee, McClellan was removed command on November 5 and replaced by Burnside two days later. Selected Sources CWSAC Battle Summaries: AntietamAntietam on the Web

Construction Procurement and RIBA Plan of Work Assignment

Construction Procurement and RIBA Plan of Work - Assignment Example Separated & Cooperative System This system is one of the most widely used system where each party of the project namely client, designer and contractor are different and work separately. In this system each party completes it work and then project is transferred to next sequential predecessor. The system initiates with a feasibility study then detail design, tendering, contracting for construction along with construction supervision. The main advantages include the fact that it is one of the most practiced systems that’s why there are lesser problems encountered and general protocol procedure have been developed and well versed in case of problem. Another advantage of the system is that every aspect is done by an expert, hence every drawing, design and detail is developed to its maximum. Hence this produces a high quality of work done. The figure below shows each process that exists in a traditional procurement system. The disadvantage is that the system requires a lot of input and attention of the client, as his involvement in each step is detrimental. In addition due to the sequential nature of the system, extra time is required and wasted while transition from one step to another, as qualification and bids invitation for each party has to done for each step. Hence a variation is made in the systems processes which are now called as accelerated system, where feasibility, detail design, tender documentation and construction supervision, all the three works are given to single consultant. The whole construction process is assigned to single contractor, who selected from a prequalified contractors list. As a quantity surveyor I believe the system is well established and all system bugs have been eliminated. This system has better cost control as the client has to pay and perform the whole project piece by piece. But the time consumed is more hence the cost increase with time due to price escalation s. In my understanding, the system can be improved if the strong effective timeline of the project is created in the planning phase which will highlight the key dates of transition of different phases and review the whole timeline for free floats and critical activities to optimize the time allocation. An accurate time allocation can be only done if the correct quantity of work is known. 2. Integrated Procurement System The reason for creation of this system was to eliminate the disadvantage of the traditional procurement system. Rather than having several parties engaged in single project, in integrated procurement system the complete project is assigned to one firm that means the firm has to design as well as construct the project. The â€Å"Design & Build† system is comes under this procurement system. The starting process of this system is that a client gives an invitation to EPC (Engineering procurement construction) firms for a project and then these firms submit the te chnical and financial proposal for both design and construction. In addition the contractor along with consent of the client generally come into contractual bidding of completion of project with a certain agreed duration and in a negotiated price normally lump sum. There are some modification made to the integrated procurement systems which have resulted into newer and efficient systems for both the client and the contractor. The first among which is the â€Å"Turn key† project type. In this system the client will be handed over the keys

Indian Women Essay Example | Topics and Well Written Essays - 2500 words

Indian Women - Essay Example Studying on Indian women (1) means to study the variety of women oriented cultures and values that the Indian women are distinguished for. There is not only one typical cultural aspect associated with the term, "Indian Woman", but there are rather diverse cultures and values that have become the ethos of the varied types of womanhood found in the country. The Indian woman can be classified into various categories such as a mother, a sister, a daughter, a wife and even in the professional sector as a working lady and a housewife. All of these diversities are maintained in a streamlined manner and as India is a vast as a country, similarly, the cultures also vary. There are places where patriarchal society exists and there are also certain areas, such as some parts of Kerala, where there exists matriarchal society. Patriarchal society is one which is dominated by the male members of the family whereas the matriarchal society is dominated by the female counterparts. The role of the wome n in both the societies has lots of differences and this adds to the variety of the cultural diversities of the women in India. But keeping apart all the above said things it can be said with great certainty that whatever diverse forms the Indian woman may have but there is one national culture which is almost the same and found throughout the country. It has been the concern of many thinkers that the Indian woman not only devotes her precious time in the performance of the regular domestic chores but rather succumbs to the egoistic pleasures of her master and even for her own pride (2). It is now high time that our womankind should be freed from this barbaric act of forcing them to give up all their time in the kitchen. There has been certain revolutionary change that has taken place in the recent times and one of them is that of the growing status of the women. It is for the contribution of many factors that such a revolution has taken place freeing the modern woman from the fetters of the worn-out traditions, ignorance and prejudice. Talking about the culture, along with the growth of the British system in the 19th century, a varied cultural change could be felt. Towards the end of the decade, the change in the culture of India had taken a strong grip in the urban cities like Bombay, Chennai, Calcutta etc, and the world of restr icted domestic life and the most intimate relationships became subjects of public issues and topics of debates. India's (3) culture is implanted in values and virtues so deeply that even the British colonialism couldn't move even a single piece of it during their reign of change. But today, India is going through a change which is no less awkward. The change, however, is being determined by all such things: education, opportunity and development. My Interviewee, Sheetal, has been staying in India and she has two children. She stays in a joint family system where all the members of a family stay under a single roof and share everything within them. They follow the rules of a Hindu joint family. According to her in the joint family system, the head of the family deals with all the problems of the house that comes up and thus nothing goes out of the house to become a public issue. This has been found embedded in the Indian

Benefits of Teaching Culture and Language

Benefits of Teaching Culture and Language Definition of culture Culture (from the Latin â€Å"cutura† stemming from colre meaning â€Å"to cultivate†) generally refers to patterns of human activity and the symbolic structures that give such activities significance. â€Å"Farhang†, meaning culture, has always been the focal point of Iranian civilization. Values (the ideas about what in life seems important), norms (expectations of how people will behave in various situations), institutions (the structure of a society), and artifacts (things or aspects of material culture, which derive from values and norms) are four components of culture (Wikipedia, 2009). The culture of a people refers to all aspects of shared life in community. Children growing up in a social group learn ways of doing things, ways of expressing themselves, ways of looking at things, what things they should value and what things they should despise or avoid, what is expected of them and what they may expect of others. We can define culture from different points of view. But the most common definition of culture among several scholars is what Haddley (2003) have in his book â€Å"Teaching Language in Context†. She tries to classify aspects of culture into two groups. The first group is the best in human life. This is what is called Big-C culture. Literature, music, art, etc. fall into this category. The second group is everything in human life. This is called the small-c culture. This category includes the way people eat, dress, and behaves in their society. The importance of studying culture There are many benefits that people can obtain from studying culture. It is useful for understanding the people of other cultures and also one’s own culture (Kitao, 1991). It can also help us to be more tolerant (Saz as cited in De Gordon, 2007). Dominant thoughts in the societies during the history, the way people look at the world, living manners and different forms of socializing, enculturation and like that lead us to a better understanding and appreciation of economic affairs. According to various developments in the world we can say that although the content and form of culture may change, it never fade away. (Pahlavan, 2003). Culture has been studied under different sciences and fields of study and this can show the importance of culture by dealing with this phenomenon. Culture and language In this section we will come to a wider area and look at the culture with respect to the relation it may have to the concept of language. As usual in this section we will divide these relationships into different sections according to what different scholars believe. There are three kinds of relationship determined between culture and language. The structure of a language determines the way in which speakers of that language view the world. The culture of a people finds reflection in the language they employ. Cultural requirements certainly influence how a language used and perhaps determines why specific bits and pieces are the way they are. A neutral: there is little or no relationship between language and culture (Wardaugh, 1993) Culture and L2/FL Teaching and learning Although some teachers think that the present of culture in current writings is relative recent, a review of the L2/FL literature shows that this is clearly not the case. The early ages were the time people learned an L2/FL for the purpose of reading and studying its literature. Literature is categorized as the high culture or the best in human life (brook, 1975, as cited in Haddley 2003, p.361). The next stage of concerning with culture is the era of Audio-lingual. This is the era of communication goals in language teaching and the time the emphasis is on the â€Å"little c culture†. In 1970s, the communicative competence replaced the audio-lingual method. In this new paradigm a more natural integration of language and culture takes place through a communicative approach than a more grammatically base approach (Lessard-Clouston, 1997). Why teach culture In the previous section we saw that the relationship between language and culture is undeniable. Despite this certain fact we should think of the implication of this reality in a real situation. Therefore, we raise another question regarding the importance of teaching culture and why a teacher should teach culture in the classroom. In order to fully learn a foreign language, an individual needs to understand the culture that goes along with it. What follow are some of the reasons for teaching culture in the classroom. Giving the students a reason to study the target language. Help in teaching grammar: relating abstract sounds and forms of a language to real places and people. In achieving high motivation, culture classes does have a great role because learners like culturally based activities such as singing, dancing, role playing, doing research on countries and people, etc. It gives learners a liking for the native speakers of the target language. Culture studies have a humanizing and a motivating effect on the language learner and the learning process. They help learners observe similarities and differences among various cultural groups. Teaching culture (intercultural learning) Many people have shown their own contribution to the issue of relation between culture and L2/FL learning as well as the role of culture in learning/teaching a language in the classroom. Almost every book in the area of language learning has a chapter in teaching culture. Chastain (1987) maintains that language is used to convey meaning, but meaning is determined by culture. One of the major hurdles to the successful implementation of culture goals in language classes revolves around attitudes. Brown (2000) also has some points in this area: It is apparent that culture as an integrated set of behaviors and modes of perception, becomes highly important in the learning of an L2. The two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture. Dimitrios Thanasoulas (2001) says that the teaching of culture should become an integral part of foreign language instruction. Culture should be our message to students and language our medium. Teachers should present students with a true picture or representation of another culture and language. Baker (2003) believes that culture has become an increasingly integrated component of English language teaching in recent years. He argues that the root of integrating culture in language learning processes come from the theory of communicative competence delivered by Hymes (1972, as cited in Haddley, 2000, pp.3-5). In this theory communicative competence involves an understanding of the norms of social interaction of one socio-cultural community. This concept of communicative competence is called intercultural communicative competence. Central to the notion of intercultural communicative competence is cultural awareness. Culture and language teaching methods From the early stages of teaching language a lot of methods have been discovered by methodologists and researchers with different points of view towards second language teaching and learning. I’ll investigate several methodologies and their approach to culture and its relationship with language teaching and learning. Grammar-translation method: a fundamental purpose of learning a foreign language is to be able to read its literature. Direct method: culture consists of more than the fine arts (students study cultural values). Audio-lingual method: culture consists of the everyday behavior and lifestyle of the target language speakers. Language cannot be separated from culture. Silent Way method: they believe that culture, as reflected in students unique world view, is inseparable from their language. Suggestopedia: it says that the culture which students learn concerns the everyday life of people who speak the language. The use of fine arts (music, art and drama) enables suggestions to reach the subconscious. Community language learning: it believes in integrating the culture with language. Total Physical Response: says that culture is the life style of people who speak the target language natively. In Communicative Language Teaching: culture is the life style of people who use the language natively. The cultural-communicative learning paradigm: â€Å"learning a language is learning a culture. Intercultural competence Intercultural competence is an enormously popular concept nowadays, its content being discussed in a great variety of contexts. It is not possible to arrive at one particular definition of the concept it is always contextually determined, colored by the latest discourses on competence, culture, communication, language, etc (Risager, 2000). Looking for a comprehensive definition of this phrase, we encounter a lot of different ideas and various definitions. By Alvino E. Fantini (1997) a basic definition of intercultural competence includes: The fundamental acceptance of people who are different to oneself outside one’s own culture. The ability to interact with them in a genuinely constructive manner which is free of negative attitude (e.g. prejudice, defensiveness, apathy, aggression etc.) The ability to create a synthesis, something which is neither â€Å"mine† nor â€Å"yours†, but which is new and would not have been possible had we not combined our different background and approaches (www.kwintessential.co.uk, 2009). Penn State (2009) has also â€Å"A simple definition†: â€Å"the abilities to perform effectively and appropriately with members of another language-culture background on their terms. And finally, In essence intercultural competence can be summed up as the ability to work well across cultures. Culture in Foreign Language Curriculum A major goal of foreign language instruction is to increase students’ literacy in languages other than their own, thereby also increasing literacy in that culture. The concept of literacy encompasses the students ability to read with understanding, to write with clarity and accuracy, to understand what is heard, and to speak comprehensibly with accurate grammar and pronunciation. To communicate successfully in another language, students develop facility, with the language, familiarity with the culture that use the language, and awareness of the ways in which language and culture interact in society. Reaching this point is central to developing literacy in any language. Two aspects of culture appropriate to be included in the foreign language curriculum are: first, the society’s production of art, music, and literature, and second, the social conventions of that society’s members. Culture in the classroom Now it is the time to come to the classroom and investigate culture related to the requirements of the class: Foreign Language Teachers and Foreign Language Learners. Culture and language teachers Traditionally, language teachers have listed culture as one of the five principal objectives of second language study. Attaching the same value to culture as to each of the four language skills is no surprise because of its importance in the development of global awareness and international understanding, in being able to function in the second language society, and in stimulating and maintaining students’ interests and motivation. The primary goal and dominant focus of attention in most classes continues to be language, to the detriment of achieving desirable cultural objectives. As conclusion to this, the teacher ought to be able to describe and assess his or her own intercultural competence. A foreign language teacher should be able to: Understand the contributions and lifestyles of the various cultural groups Recognize and deal with dehumanizing biases, discrimination, and prejudices Create learning environments that contribute to the self-esteem of all persons and all positive interpersonal relations Respect human diversity and personal rights (Lafayette, 1979, p. 132). Some authors do recommend placing the greater emphasis on culture. What these authors are advocating is an organized, systematic presentation of the major characteristics of the second language culture that will lead students to an understanding and an appreciation of the culture. In many regards, culture is taught implicitly, imbedded in the linguistic forms that students are learning. To make students aware of the cultural features reflected in the language, teachers can make those cultural features an explicit topic of discussion in relation to the linguistic forms being studied. It is important for a language teacher as an influential figure in the class to be interculturally aware and responsive. Teachers should be aware of and sensitive to the cultural differences (Valdes, 1986), and its influences on students’ growth and learning. They should also be aware of their own cultural values and beliefs (Wang, 2006). Culture and language learners One of the principal reasons for stressing culture in language classes has to do with the students. They are extremely interested in the people who speak the language they are studying (Chastain, 1987). A program which seeks to develop systematic progress in cultural understanding side by side with growing mastery of the language will ensure that the language learners are able to communicate with the speakers of the language in the fullest sense of the word. Intercultural contact is both a means and an end in second language studies. It is impossible to identify the specific ethnic and cultural groups that represent native speakers of the language. As a result, in order to investigate the role of the intercultural contact in foreign language learning environments, we first need to explore what kind of contact students of foreign languages have with home and how frequently, what attitudes they display and how they see the role of contact in language learning. It appears that favorable contact leads to the discovery of cultural similarity and of our common humanity. Then, contact will improve attitudes (Piage R. M., et al., 1998).

Modern and Traditional Families

Have modern families changed over the past few generations, or have people remained the same in playing each of their own leading gender role responsibilities in modern families? Some statistics show that times have now changed in spite of the man’s perception of women being stay at home mothers to their children. In addition, women can also be the breadwinner in their families rather than the father going to work. In fact, traditional families in contrast with modern families have exponentially changed as time has passed.To better understand the context of this paper I will discuss the differences and similarities between modern and traditional mothers. In my opinion I believe there are three key important responsibilities in a traditional and modern family childcare, education, and healthcare. In addition, there are various things to consider when taking care of child. For example, in the article of â€Å"The Men We Carry in our Minds,† by Russell Sanders, realizes as a young lad that hard working men like his father would have to go to work leaving his mother to stay at home and take care of young Russell.Secondly, in the story Russell talks about men and realizes that men can sometimes be overbearing and view power, competency, efficiency and achievement more importantly (Sanders, R. 1984). To cite another example, in early human history women were frowned upon to tend to their kids because of the high death rate which consequently led mothers to take the task of nurturing their children at home. (Henslin, J. M. 2009). In contrast, there are some moderate differences between modern and traditional mothers in childcare and education.Even though, we live in a modern time there has been a 16% percent increase in traditional mothers still taking care of their children. In addition, studies done in a class group together found that younger parents, as opposed to older parents, were placed in the 73 percent and placing traditional mothers at 86 perc ent. On the other hand, educating a child is equally important so the parents must decide how they will educate their children; in traditional families it is usually the mother who tends to educate the children.For example, one of the parents  may feel more strongly about supervision, discipline, and education to the child, In particular, the same cannot be said about modern parents. In fact, the reason being is because there has been a 13% percent decrease in modern mother taking care of their children because of work related problems. (See Appendix, in Figure 1). Furthermore, healthcare is another major form of responsibility for the mothers. In most households it is usually the mothers that are left behind to fend for their child throughout the first forty days of the baby being born.Moreover, this may sometimes abrupt verbal disputes, misunderstandings, and communication problems about how they want to raise their child. In Addition, one of the parents may feel stronger about the habits and health of the child. (Neuman. F, 2013). In the same way, modern mothers are taking the leading role in taking care of the child’s health. In comparison, between modern and traditional mothers people are still see a declining percentage in modern parents in regards to caregiving and healthcare. So people can conclude that there are some negative changes in modern families even though women still tend to the children.There are two more additional factors in a household that must be decided when it comes to providing for the family. This leads to the second question in the matter of who will work, and who will be in charge of balancing the books as well as paying the bills. Modern and traditional mothers have always had the capability of working, paying bills, and balance check books, but because of the plain definition and meaning of the word â€Å"gender† has some biological adherence, and has resulted in mothers being socially deemed incapable. (Henslin, J. M. 2009) Whereas today, modern mothers are now less likely to be stay at home mothers.In contrast, modern mothers today, rather than traditional, have drastically changed and can now multitask just as well as fathers. For example, mothers today can now pay bills, work, and balance check books without the help of the father. In fact, people are now seeing mothers today playing the role of the breadwinner a lot more. Lastly, families are still seeing traditional and modern mother cleaning and doing most of the household duties around the house. Modern and traditional families are now noticing a slight differential change in mother helping outside of the home.Although, there has been a small change in modern and traditional mother helping their families outside of the home. For instance, cutting the grass, or fixing the fence, and repairing things around the house. As a result, mothers today are more open to the meaning of household duties. In conclusion, to the discussion presente d in this paper people can conclude that traditional mothers in comparison with modern mothers today have a higher percentage rate in childcare, wage earnings, and household duties rather than modern mother.All in all, I truly believe that it is very important for families to have equality in order to have functional family. In addition, I still believe men should strive to do more for their other half’s. In my opinion there has been a greater significant change over the past generations in mothers, Ultimately, it seems that modern families have relatively remained the same, and traditional families have continuously increased over the past generations.

Womens Right to Vote due to Their Contribution to the War...

Womens Right to Vote due to Their Contribution to the War Effort In 1918 a major milestone was reached in the fight for womens equality rights, this was women being granted suffrage by the government. During the physical endurance of the four years of the war, women proving themselves equal to men, they were rewarded the vote. The Electoral Reform bill was passed which granted voting rights to all female property owners over 30. Some historians say women were never given the vote; it was hard fought for and won. Many historians believe the war to be a turning point because not only did it seal womens victory over the government it secured their status in society as an equivalent to men. Womens†¦show more content†¦Most girls did not get an education. Married womens duty was to obey her husband. There was no occupations open to women other than menial work, such as maids and cleaners. Women wanted to escape the stereotyped image of women and create a new identity, where women have freedom socially, politically and economically and equal rights. Hence these were the beginning stages of womens suffrage when women realized their diminutive power legally and image in society where they were denied economic and social independence. Progressively women were forming groups that campaigned for womens rights. There were over 500 different branches campaigning solely for liberation. A woman called Millicent Fawcett brought together the chain of disparate groups, uniting them under one front. Therefore becoming politically stronger and gaining crucial recognition. In 1897 Millicent Fawcett formed the National Union of Womens Suffrage, and took on the role as leader and leading icon for women. Members of the NUWSS were mainly middle and working class women, men who believed in the franchise were encouraged and endorsed to join. The NUWSS aspired to expand the rights of women as well as improve society as a whole. Millicent believed gaining the vote will be a long, slow process, as it is impossible to change the hearts of men over night.Show MoreRelatedWomens Right to Vote Due to Their Contribution to the War Effort799 Words   |  4 PagesWomens Right to Vote Due to Their Contribution to the War Effort In August 1914 Britaindeclared war on Germany. Both the suffragettes and suffragists suspended their campaigns. Shortly after the outbreak of World War I, the government ordered the unconditional release of all suffrage prisoners. On August 13, Emmeline Pankhurst called a temporary suspension to militancy and asked her followers to support her in the war effort. The suffragette movement was now effectivelyRead MoreTheir contribution during world war one was the main reason why the majority of women gained the right to vote in 1918 How valid is this view?1710 Words   |  7 Pagesbe within their spheres such as the vote for school boards, the vote for poor law boards and the vote for county councils. Traditionally many historians have argued that the main reason for the enfranchisement of women in 1918 was their work during world war one. This view is being disputed on multiple levels; some argue that the war itself called for a rearrangement of the whole electoral system. Alternatively other historians argue that the work of the womens suffrage workers such as the suffragistsRead MoreWomen Over 30 gained the vote in 1918 mainly because of women’s contribution to the war effort596 Words   |  3 Pagesthe vote in 1918 mainly because of women’s contribution to the war effort. Do you agree? Explain Your Answer. The campaign for women’s suffrage had been going for almost 50 years before any women in Britain were given the right to vote. In 1918 women over the age of 30 were allowed to vote for the first time. This was after four years of a war in which women had played a much larger role than ever before. The war was obviously a factor in women getting the vote but howRead MoreThe Major Reasons for Women Receiving the Right to Vote 1099 Words   |  4 Pagesreasons for women receiving in 1918 the vote in my opinion were divided into sections, political view, male view, war effort and changes in law and legislation. Whilst some historians argue that the women’s work during WWI in factories and other work programmes radically changed male ideas about their role in society other traditional historians suggest that the government passing the legislation to give women the vote in 1918 was almost a reward for their efforts I believe that this explanation tooRead MoreFactors Leading to Womens Suffrage Essay1089 Words   |  5 PagesLeading to Womens Suffrage I personally think that it was not only the war that got women the vote, but it was a large factor. An argument against this is that other issues post war and suffragette activity that gained women the vote. When war broke out it had a huge impact on Britain economically and politically. Industry Trade Unions became extremely powerful and a woman voting was at the bottom of the government’s list of priorities. During the war, women playedRead MoreHow Did The First World War Change The Role Of Women?1277 Words   |  6 PagesTo what extent did the First World War change the role of women in British society in the years during and immediately after the conflict? In the lead up to the First World War, the suffrage movement was making significant advances towards the enfranchisement of British women. This would give women a voice in the affairs of the government and greater control over their own lives. By 1914, the National Union of Women’s Suffrage Societies (NUWSS) had 52,000 members and attracted annual donationsRead MoreWorld War One: Canadas Efforts1606 Words   |  6 PagesWorld War One: Canada’s Efforts While The Great War may seem like a global effort it can largely still be considered as a forced war upon certain countries participation. A war that reinforces the idea of group efforts and strength in numbers highlights contribution of certain countries, focused on Canada’s encouraged aid. The Great War efforts of Canada may leave room for assumptions and questioning. A prominent theme through out the First World War chapter found in each of the readings, primaryRead MoreTake A Moment And Think:For How Long Did Women Have Suffrage,1577 Words   |  7 Pages Take a moment and think: For how long did women have suffrage, the right to vote, in America? At first, one would think it has been around for quite a long time, since voting is seen as a basic human right. In reality, women’s suffrage has only been officially around for less than a century, as the 19th amendment, which gave women the right to vote, was ratified in 1920 (history.house.gov). In present day society, not many people think about how little time has passed since the amendmentRead MoreWomens Rights Movement1336 Words   |  6 PagesThe Women’s Rights Movement Women’s Suffrage is a subject that could easily be considered a black mark on the history of the United States. The entire history of the right for women to vote takes many twists and turns but eventually turned out alright. This paper will take a look at some of these twists and turns along with some of the major figures involved in the  suffrage  movement.   The first recorded instance in American history where a woman demanded the right to vote was in 1647. MargaretRead MoreWomen s Suffrage By Susan B. Anthony1724 Words   |  7 Pagesbaying the moon as petitioners without the right to vote!† These were the famous words of a key leader in the women’s Suffrage Movement, Susan B. Anthony. In the past, the rights guaranteed to men were not applied to women, and therefore caused great injustice. It wasn’t until the mid-1800s that women started to take a stand and fight for their voting rights. As a result, these actions caused a positive impact in our country and now, women have equal rights as men, as it should. There are some that

Report on Economists Make That Statement That There is No Such Thing as Free Lunch

A well-known saying â€Å"There is no such thing as a free lunch† belongs to Milton Friedman, Nobel Peace Prize winner in Economic Sciences (Tucker, 2008, p. 27).   This phrase poses a key question whether or not something can be free.   Ã¢â‚¬Å"Free lunch† appeared during a period in history when bars and saloons in America started attracting their customers by offering them free lunch (Riley, 2006). Obviously, they sacrificed money for lunch knowing about the trade-off on drinks their customers would order. It refers to such economic concepts like opportunity cost and scarcity of resources. In addition, it is important to understand that monetary payment is not the indicator, because if an individual does not have to pay for lunch from his own pocket, there is always a person, company, institution or government that has to pay for it (Mankiw, 2010, p. 45). Thus, the famous saying does not imply only the trade-off of those who offer free lunch. Therefore, there is truly no such thing as â€Å"free lunch† in the world of scarce resources and unlimited wants and needs people always make choices, and there is always an opportunity cost involved that is imposed on others. Opportunity Cost and Choice Limited resources and limited income of individuals clearly shows that people cannot buy all they want while their desires and needs are infinite. When people want to buy new clothes with a limited budget, they inevitably have to choose one piece of clothing over the other. Due to the time pressure individuals are unable to do everything they want at the same time. For this reason choice between different alternatives must be always made (Tucker, 2008, p. 34). If you decide to go hiking for a weekend, you will not have an opportunity to prepare for history exam, or take an additional shift at work to earn extra cash. In this way the opportunity cost of hiking consists of extra cash that could have been earned and study time needed to prepare for the history exam. Scarce resources, money, and time apply to the concept of opportunity cost. Choice always implies choosing one product over the other, one service or the alternative one. Therefore, the opportunity cost of any purchase or action is what an individual must give up when making the choice (Riley, 2006). If Peter decided to buy a new necklace for his girlfriend, he spent the money and lost the chance to buy her flowers or invite her for a dinner. Each decision is a sacrifice and a problem of choice. In this case the opportunity cost for Peter is the value of the next best opportunity. The price of the necklace represents the purchase price, but the true cost of his decision is the opportunity cost of a choice he has not made. The concept of opportunity cost also involves explicit and implicit costs. For example, â€Å"How much does it cost to travel to India for two weeks?† Explicit costs for the trip are direct costs like tickets, taxi, hotel, and restaurant. These costs require a money payment. However, explicit costs are only the surface of an iceberg, and are insignificant comparing to the value of time spent on the two-way flight, two weeks of leisure, and excursions in India. Instead of spending two weeks abroad the student could have worked and earned more money. It represents the implicit costs of vacation in India, because these costs do not require a money payment. While the opportunity costs is the sum of both explicit and implicit costs (Mankiw, 2010, p. 62). Furthermore according to Riley (2006), the concept of scarcity implies inability of producing another good after producing one. If government spends money, employs staff and spends time for producing free food for homeless or low-income people, the opportunity of producing another good is lost, since scarce resources and time already have been used. Homeless people acquire free lunch without any payment. From their standpoint it is free. However, economics is not the science studying separate individuals. Recourses and time spend on charity incurs the opportunity cost on government that could have used these resources on building of additional kindergartens, schools, providing better healthcare services, hiring more staff to clean the roads and lakes, or planting additional trees in the parks. In this case tax-payers are those who pay for a â€Å"free lunch†, and from their viewpoint it is not free. Possible Exceptions Despite the common understanding of â€Å"free lunch† idea, there are those who believe that free goods exist and do not impose any opportunity cost on anybody.   For example, many bars and cafes offer their customers second cup of coffee for free. It is a marketing technique to attract more people and make more profit. It also does not mean that the first cup of coffee increased in price to include the cost of the second one. Usually it implies the trade-off that bar and cafà © owners make on pastry and cakes that customers usually buy together with the coffee (Mankiw, 2010). It is a psychological trick. People think they save money one a cup of coffee and for this reason can spend money on something else. Those who do not believe in â€Å"free lunch† would claim that first of all, the additional cost is already included in the mark-up for pastry, and secondly, even if customers do not pay for one cup of coffee, they still spends time that could have been used to wo rk overtime or go to the zoo with their children. Conclusion When discussing the famous phrase of economists, it is important to realize that â€Å"There is no such thing as a free lunch† does not mean that society cannot get anything for free without paying for it. The concepts of scarcity, choice, and opportunity cost help understanding this idea clearly. In our world individuals choose between different alternatives and are forced to make sacrifices. The money spent on a plasma tv cannot buy a snowboard. Even if your friend pays for dinner and you get your meal for free, it does not make your food free. The cost of your dinner imposes additional opportunity cost on the friend, who could have spent this money on a toy for his child. References Mankiw, N. G. (2010). Macroeconomics(7th ed.). Worth Publishers. Riley, J. (2006). Scarcity and Choice in Resource Allocation. Retrieved February 5, 2011, from http://tutor2u.net/economics/revision-notes/as-markets-scarcity-and-choice.html Tucker, I. B. (2008). Survey of Economics (6th ed.). South-Western College Pub.