D.W.Griffith Essay -- Biography Biographies Bio

Perhaps no other director has generated much(prenominal) a broad range of critical reaction as D.W. Griffith. For students of the motion picture, Griffiths is the well-nigh familiar name in film history. Generally acknowledged as Americas most influential director (and certainly one of the most prolific), he is also perceived as being among the most limited. Praise for his mastery of film technique is matched by repeated indictments of his moral, artistic, and intellectual inadequacies. At one extreme, Kevin Brownlow has characterized him as the only director in America creative enough to be called a genius. At the other, Paul Rotha calls his contribution to the advance of film negligible and Susan Sontag complains of his supreme vulgarity and even inanity his work reeks of a fervid moralizing about sexual activity and violence and his energy comes from suppressed voluptuousness.Griffith started his directing career in 1908, and in the following five years made some 485 films, al most all of which get down been preserved. These films, one or two reels in length, have customarily been regarded as apprentice works, films in which, to quote Stephen Zito, Griffith borrowed, invented, and perfected the forms and techniques that he slowlyr used to such memorable effect in The Birth of a Nation, Intolerance, Broken Blossoms, and Way Down East. These early Biographs (named after the studio at which Griffith worked) have usually been examine for their stylistic features, nonably parallel editing, camera placement, and treatment of light and shadow. Their most famous structuring devices are the last-minute rescue and the cross-cut.In recent years, however, the Biographs have pretended higher status in film history. Many historians and critics rank the... ...oes Griffith create the impression of narrative immobility?By and large, Griffiths films of the mid- and late 1920s have not fared well critically, although they have their defenders. The customary viewthat G riffiths work became dull and undistinguished when he lost his personal studio at Mamaroneck in 1924continues to prevail, despite calls from nates Dorr, Arthur Lennig, and Richard Roud for re-evaluation. The eight films he made as a contract director for Paramount and United Artists are usually studied (if at all) as examples of late 1920s studio style. What critics find startling about themparticularly the United Artists featuresis not the lack of quality, but the absence of any identifiable Griffith traits. Only Abraham capital of Nebraska and The Struggle (Griffiths two sound films) are recognizable as his work, and they are usually treated as early 1930s oddities.

Life Without Parole Essay -- essays research papers fc

Capital Punishment in America     Capital punishment should be viewed as the stripping away of humanity from a person. The death punishment itself should be "executed" because of racial inequities, the concept of murder, the possibility of error, lack of deterrence, the cost, and an overwhelmed legal system. "The goal of jacket crown punishment is revenge" (Introduction 1). Capital punishment is simply an outlet for the bloodlust of the American people (Introduction 1).     The death penalty is very discriminatory when it comes to racial issues. "The death penalty is fraught with abuses and the potential for abuse" (Moral Arguments 1). Capital punishment is largely "divided along racial lines" (Moral Arguments 1). "A 1990 report released by the Federal Governments General Accounting Office found a pattern of evidence indicating racial disparities in the charging, sentencing, and imposition of the death pena lty after the Furman decision" (Moral Arguments 1). In the 1970s, Professor David Baldus examined sentencing patterns in Georgia. He reviewed over two-thousand five hundred homicide cases in Georgia and controlled for two-hundred and thirty non-racial factors. His conclusion was that "a person accused of putting to death a white was 4.3 times to a greater extent likely to be sentenced to death than a person accused of killing a black" (Moral Arguments 1). Imagine the statistics when one adds the slumber of the states in our country.     Capital punishment is murder. It really doesnt matter how you look at it. The end result is still the same. "What is the difference between the state killing and an individual killing" (Moral Arguments 1). It adds up to be the same end result. It is "one more dead body, one more set of grieving p arnts, and one more cemetery slot. When we execute someone, we are sending a profound message of cynicism" about the value of human life (Moral Arguments 2). "Every time we execute someone," we are sinking to the same level as the killer (Moral Arguments 2). "The American people have blood on their hands, and it will stay there until we finally rack up this barbaric practice from our nation" (Moral Arguments 2).     One of the most apparent reasons the d... ... The death penalty is based upon revenge against the murderer. All it adds up to at the end of the mean solar day is another corpse to bury. Works Cited"Death." http//donlemaire.homestead.com/deathpenmain.html."Fight the Death Penalty in USA." www.fp.dk/index-uk.htm."Innocence and the Death Penalty." www.essential.org/dpic/innoc.html.Greenberg, Jack. "Taking Sides." Dushkin Publishing Group, Inc. 1991."Introduction." http//pages.prodigy.com/DC/vortex.intro.html."Moral Arguments Against the Death Penalty." http//pages.prodigy.com/DC/vortex/moral.h tml."Netmonkeys Death Penalty Page." www.netmonkey.com/1998/features/death/death8.html."Pragmatic Arguments Against the Death Penalty."      http//pages.prodigy.com/DC/vortex/prag.html.United States. Presidents Commission on lawfulness Enforcement and Administration of Justice. "The      Challenge of Crime in a Free Society." New York Avon, 1968.     

Horace Mann Essay -- essays research papers

&9Horace Mann was the father of the American School System. Horace Manns had many reforms on education. He was born in 1796. Mann determined what the purpose of education should be based on his own experience and observation. Mann also had many ideas how education could be improved. Many of these ideas have been followed by schools today as well. Mann also had ideas on topics which one considers today to be controversial. The public should take into account what Manns ideas were on these issues. &9Horace Manns reforms and ideas have had influence during his snip, and now in our time on many issues. Some of issues the issues are the purpose of education and the improvement of education. The purpose of education is a large subject and Horace Mann covered it completely passim his life. Even today the purpose of our schools is almost the same as what Horace Mann prescribed it should be long ago. &9Mann wanted the common schools to be available to everyone. He wanted it to be available to people that were rich, poor, and of different backgrounds. Public schools try to be this today they are free to everyone and nondiscriminatory. Mann believed in public support and discipline of schools. &9Mann thought that education was a right that was passed on from generation to generation. Denying children this right was horrible to Mann. Today in the United States, education of the public is seen as a right and is partaken in by countless young people eve...

How does Intelligence help the Joint Force Commander Essay -- Militar

Intelligence is a critical component of joint planning and execution. Through the prism of Phase 0 (zero) Shaping, intuition relates the realities of the operational environment before hostilities including an assessment of current economic, political, and cultural dynamics. Yet, throughout the subsequent phases of operational planning, analysts can also develop concise estimates on kindly and enemy centers of gravity (COG), thereby introducing not only the triggers of adversarial activity but at what point friendly forces can maneuver with maximum decisiveness. All the while, intuition professionals systematically prepare real-time and near real-time intelligence to maintain the informational edge during execution. Intelligence enables the Joint Force Commander to visualize the operational environment, approximate operational effects, and sustain information superiority throughout the duration of joint operations, thereby offering increased integration, synchronization and d irection of involved joint elements. agreement the complex operational environment of today and tomorrow is elemental when integrating diverse forces to achieve a favorable outcome. Intelligence professionals have a coarse array of systems to draw from when preparing intelligence to facilitate a broad understanding. This array includes combat support agencies as well as national intelligence agencies which dally in an ever increasingly collaborative environment. This aids the intelligence professional as they garner raw information as well as already produced actionable intelligence gained throughout all levels of war and throughout the full background signal of military operations. This effort is critical in establishing priorities of effort which will ... ...s to collect information, value problems, and reach the most plausible solutions. However, the varying requirements of operational and tactical warfare merit differing approaches to planning and execution. The des ign of the JOPP process is for campaign contingencies which fall into the scope of operational level, while the MDMP process is best suited for the tactical level. Moreover, JOPP takes into account that a joint commander may not be as soundly knowledgeable of all assigned forces as the tactical commander would be. Wisely, JOPP asks the joint staff and commander to evaluate friendly, as well as enemy, COGs so to evaluate capabilities of either force. The tactical commander, not wanting to take anything for granted, would already know the true combat potential of the force, as speed and decisiveness are for sure critical in the tactical realm.

The Harlem Renaissance :: American History

Harlem Renaissance was an African American cultural movement of the 1920s and early 1930s that was centered in the Harlem neighborhood of New York City. Also cognize as the New Negro movement, the New Negro Renaissance, and the Negro Renaissance, the movement emerged toward the end of World War I in 1918, blossomed in the mid- to late 1920s, and and then faded in the mid-1930s. The Harlem Renaissance marked the first time that mainstream publishers and critics took African American literature seriously and that African American literature and arts attracted substantial attention from the nation at large. Primarily music, theater, art, and politics.The Harlem Renaissance emerged amid social and intellectual upheaval in the African American community in the early twentieth century. Several factors laid the groundwork for the movement. A black middle class had developed by the turn of the century, fostered by increased education and duty opportunities following(a) the American Civil War (1861-1865). During the Great Migration, hundreds of thousands of black Americans moved from an economically depressed rural South to industrial cities of the North to take advantage of the employment opportunities created by World War I. As more and more educated and socially conscious blacks settled in New Yorks neighborhood of Harlem, it developed into the semipolitical and cultural center of black America. Equally important, during the 1910s a new political agenda advocating racial equality arose in the African American community, particularly in its growing middle class. Championing the agenda were black historian and sociologist W. E. B. Du Bois and the National Association for the Advancement of Colored People (NAACP), which was founded in 1909 to advance the rights of blacks. This agenda was also reflected in the efforts of Jamaican-born black nationalist Marcus Garvey, whose Back to Africa movement inspired racial pride among blacks in the United States.African Americ an literature and arts had begun a unconstipated development just before the turn of the century. In the performing arts, black musical theater featured such accomplished artists as songwriter dockage Cole and composer J. Rosamond Johnson, brother of writer James Weldon Johnson. Jazz and blues music moved with black populations from the South and Midwest into the bars and cabarets of Harlem. In literature, the poetry of capital of Minnesota Laurence Dunbar and the fabrication of Charles W. Chesnutt in the late 1890s were among the earliest works of African Americans to receive national recognition. By the end of World War I the fiction of James Weldon Johnson and the poetry of Claude McKay anticipated the literature that would follow in the 1920s by describing the reality of black life in America and the struggle for racial identity.

The Harlem Renaissance :: American History

Harlem Renaissance was an African American cultural movement of the 1920s and early 1930s that was centered in the Harlem neighborhood of New York City. Also cognise as the New Negro movement, the New Negro Renaissance, and the Negro Renaissance, the movement emerged toward the end of World War I in 1918, blossomed in the mid- to late 1920s, and so faded in the mid-1930s. The Harlem Renaissance marked the first time that mainstream publishers and critics took African American literature seriously and that African American literature and arts attracted substantive attention from the nation at large. Primarily music, theater, art, and politics.The Harlem Renaissance emerged amid social and intellectual upheaval in the African American community in the early twentieth century. Several factors laid the groundwork for the movement. A black middle class had developed by the turn of the century, fostered by increased education and concern opportunities by-line the American Civil War (1 861-1865). During the Great Migration, hundreds of thousands of black Americans moved from an economically depressed rural South to industrial cities of the North to take advantage of the employment opportunities created by World War I. As more and more educated and socially conscious blacks settled in New Yorks neighborhood of Harlem, it developed into the policy-making and cultural center of black America. Equally important, during the 1910s a new political agenda advocating racial equality arose in the African American community, particularly in its growing middle class. Championing the agenda were black historian and sociologist W. E. B. Du Bois and the National Association for the Advancement of Colored People (NAACP), which was founded in 1909 to advance the rights of blacks. This agenda was also reflected in the efforts of Jamaican-born black nationalist Marcus Garvey, whose Back to Africa movement inspired racial pride among blacks in the United States.African American lite rature and arts had begun a ravisher development just before the turn of the century. In the performing arts, black musical theater featured such accomplished artists as songwriter bottle cork Cole and composer J. Rosamond Johnson, brother of writer James Weldon Johnson. Jazz and blues music moved with black populations from the South and Midwest into the bars and cabarets of Harlem. In literature, the poetry of capital of Minnesota Laurence Dunbar and the manufacture of Charles W. Chesnutt in the late 1890s were among the earliest works of African Americans to receive national recognition. By the end of World War I the fiction of James Weldon Johnson and the poetry of Claude McKay anticipated the literature that would follow in the 1920s by describing the reality of black life in America and the struggle for racial identity.

Food Dyes

Purpose of regimen colourize People associate certain colourize with certain tones, and the color of fare can influence the perceived flavor in anything from candy to wine. 2 Sometimes the aim is to simulate a color that is perceived by the consumer as natural, such(prenominal) as adding red coloring to sugar-coat cherries (which would otherwise be beige), simply sometimes it is for effect, like the green ketchup that Heinz launched in 1999.Color additives be utilize in foods for numerous reasons including3 offset color press release due to exposure to light, air, temperature extremes, moisture and storage conditions correct natural variations in color enhance colors that occur naturally provide color to colour little and fun foods Color additives ar recognized as an important part of many foods we eat. 4 editRegulation Food colorings argon tested for arctic by various bodies rough the world and sometimes different bodies hold in different views on food color safety.In the coupled States, FD&C total (which indicate that the FDA has approved the colorant for practice session in foods, drugs and cosmetics) are given to approved synthetic food dyes that do not exist in nature, while in the European Union, E numbers are utilise for all additives, both synthetic and natural, that are approved in food applications. The food colors are kn induce by E numbers that begin with a 1, such as E100 (turmeric) or E161b (lutein). 5 Most other countries have their own regulations and list of food colors which can be utilise in various applications, including maximum daily intake limits. congenital colors are not required to be certified by a number of restrictive bodies throughout the world, including the United States FDA. The FDA lists color additives exempt from certification for food in subpart A of the Code of Federal Regulations Title 21 Part 73. However, this list contains substances which may have synthetic origins. FDAs permitted colors are class ified as subject to certification or exempt from certification, both of which are subject to rigorous safety standards prior to their approval and listing for use in foods. Certified colors are ynthetically produced and are used widely because they impart an intense, uniform color, are less expensive, and blend more easily to create a variety of hues. There are nine certified color additives approved for use in the United States. Certified food colors generally do not add undesirable flavors to foods. Colors that are exempt from certification include pigments derived from natural sources such as vegetables, minerals or animals. Nature derived color additives are typically more expensive than certified colors and may add unintended flavors to foods.Examples of exempt colors include annatto, beet extract, caramel, beta-carotene and grape skin extract. editNatural food dyes Natural food colors can make a variety of different hues A ontogeny number of natural food dyes are being commer cially produced, partly due to consumer concerns surrounding synthetic dyes. Some examples include Caramel coloring (E150), do from caramelized sugar Annatto (E160b), a reddish-orange dye made from the seed of the achiote. Chlorophyllin (E140), a green dye made from chlorella algae Cochineal (E120), a red dye derived from the cochineal insect insect, Dactylopius coccus Betanin (E162) extracted from beetsTurmeric (curcuminoids, E100) Saffron (carotenoids, E160a) Paprika (E160c) Lycopene (E160d) Elderberry juice Pandan (Pandanus amaryllifolius), a green food coloring Butterfly pea (Clitoria ternatea), a blue food dye To ensure reproducibility, the colored components of these substances are often provided in high uply purified form, and for increased stability and convenience, they can be formulated in suitable carrier materials (solid and liquids). Hexane, acetone and other solvents break down cell walls in the fruit and vegetables and allow for maximum extraction of the coloring.R esidues of these often remain in the finished product, but they do not need to be declared on the product this is because they are part of a group of substances known as carry-over ingredients. Natural food colors, due to their organic nature, can sometimes cause allergic reactions and anaphylactic shock in sensitive individuals. Coloring agents known to be voltage hazards include annatto, cochineal and carmine. citation needed editArtificial coloring editIn the United States Seven dyes were initially approved under the Pure Food and Drug minute of 1906, but several have been delisted and replacements have been found. 6 Some of the food colorings have the abbreviation FCF in their names. This stands for For Coloring Food (US)7 or For Colouring of Food (UK). 89 editCurrent septenary In the US, the following seven artificial colorings are permitted in food (the most common in bold) as of 2007 FD gloomy no. 1 Brilliant Blue FCF, E133 (blue shade) FD Blue No. 2 Indigotine, E132 (i ndigo shade) FD Green No. 3 Fast Green FCF, E143 (turquoise shade) FD Red No. 40 Allura Red AC, E129 (red shade) FD Red No. 3 Erythrosine, E127 (pink shade, commonly used in glace cherries)10 FD Yellow No. 5 Tartrazine, E102 (yellow shade)FD Yellow No. 6 Sunset Yellow FCF, E110 (orange shade) editLimited use The following dyes are only allowed by the FDA for specific limited applications Orange B (red shade) allowed only for use in hot dog and sausage casings. Citrus Red 2 (orange shade) allowed only for use to color orange peels. editDelisted and banned FD Red No. 2 Amaranth FD Red No. 41112 FD Red No. 32 was used to color Florida oranges. 611 FD Orange trope 1 was one of the first water soluble dyes to be commercialized, and one of seven original food dyes allowed under the Pure Food and Drug Act of June 30, 1906. 611 FD Orange No. 2 was used to color Florida oranges. 6 FD Yellow No. 1, 2, 3, and 411 FD Violet No. 111 editOther Locations As stated above, most other countr ies have their own regulations and list of food colors which can be used in various applications, including maximum daily intake limits. In the EU, E numbers 102-143 turn the range of artificial colors. For an overview of currently allowed additives see here. Some artificial dyes approved for food use in the EU include Quinoline Yellow E104 Carmoisine E122 Ponceau 4R E124 Patent Blue V E131 Green S E142 editDyes and lakesColor additives are available for use in food as either dyes or lake pigments (commonly known as lakes). Dyes dissolve in water, but are not soluble in oil. Dyes are manufactured as powders, granules, liquids or other special purpose forms. They can be used in beverages, dry mixes, baked goods, confections, dairy products, pet foods, and a variety of other products. Dyes also have side effects which lakes do not, including the fact that self-aggrandising amounts of dyes ingested can color stools. Lakes are made by combining dyes with salts to make insoluble compou nds. Lakes tint by dispersion.Lakes are not oil soluble, but are oil dispersible. Lakes are more stable than dyes and are ideal for coloring products containing fats and oils or items lacking sufficient moisture to dissolve dyes. Typical uses include coated tablets, cake and doughnut mixes, hard candies and chewing gums, lipsticks, soaps, shampoos, talc, etc. editOther uses Because food dyes are generally safer to use than normal artists dyes and pigments, some artists have used food coloring as a means of making pictures, especially in forms such as body-painting. Red food dye is often used in delegacy blood.Most artificial food colorings are a type of acid dye, and can be used to dye protein fibers and nylon with the addition of an acid. They are all washfast and most are also lightfast. They will not permanently bond to plant fibers and other synthetics. 13 editCriticism and health implications Though past research showed no correlation between attention-deficit hyperactivity d isturbance (ADHD) and food dyes,1415 new studies now point to synthetic preservatives and artificial coloring agents as aggravating ADD and ADHD symptoms, both in those affected by these disorders and in the general population. 1617 Older studies were inconclusive, quite possibly due to inadequate clinical methods of measuring offending behavior. Parental reports were more accurate indicators of the presence of additives than clinical tests. 18 Several major studies show academic performance increased and disciplinary problems decreased in large non-ADD student populations when artificial ingredients, including artificial colors, were eliminated from school food programs. 1920 Norway banned all products containing coal tar and coal tar derivatives in 1978. New legislation lifted this ban in 2001 after EU regulations.Tartrazine causes stash away in less than 0. 01% of those exposed to it. 21 Erythrosine is linked to thyroid tumors in rats. 22 Cochineal, also known as carmine, is der ived from insects and therefore is not vegan, vegetarian or kosher. This criticism originated during the 1950s. In effect, many foods that used dye (such as red velvet cake) became less popular. citation needed Brilliant Blue (BBG) food coloring was cited in a recent study in which rats that had suffered a spinal injury were given an injection of the dye immediately after the injury, and were able to regain or retain motor control.BBG helps protect spur from ATP (adenosine triphosphate), which the body sends to the area after a spinal injury, which further damages the spine by killing motor neurons at the site of the injury. 23 look by King Feisal University points that the use of synthetic color in various foods has adverse effects on some of biochemical analysis, specifically at high concentration and administration for along periods of time. Changes in liver and kidney histopathological structure and increases in white blood cell count indicated that inflammation is specific to certain colorants. 24

Psychology Hl Internal Assessment

Psychology Internal Assessment An essay on instruction of b are abjure and resultant consider on dream uping. Psychology Higher Level Name Vanessa BarthovaCandidate Number 001457-004School QSI International School of BratislavaDate of Submission February 25th, 2013Word Count 1,997 The luff of this experiment was to investigate whether anamnesis of talking to back tooth be influenced by instructed form of gratis(p) retract versus back-to-back pull back. Since rec ein truth for any given stage depends upon the sen prison termnt of that item in the series, it was investigated if the type of recall has influence on the primacy and recentness effects.The hypothesis predicted that participants in the still recall originator will carry aclassic position frizzle with the recency effect taking place almost equally to the primacy effect, correspondly when compared to participants in the serial antepast characterise where the primacy effect will be dominant. This was based on preceding research by Deese (1957), which demonstrated that it is possible to alter the form of the serial position curve by instruction manual as to the method of recall. The DV was number of haggle recalled and the IV was the incident whether let go recall or serial- order of magnitude recall was instructed.The repeat measures design was chosen. An chance type of 36 participants (N=36) participated. 3 reheels of 20 common English lyric were state out to participants in the check up on group, all of the itemizations were instructed for bump recall forward and afterwards contracting of the disputation. 3 comes of 20 common English manner of speaking were read out to participants in the experimental group. In the first list unloosen recall was called on for both(prenominal) ahead the reading of the list and after. In the consequence list, free recall was called on before the reading, and serial recall was instructed after the hearing of the list .In the third list, serial recall was called on for both before the reading of the list and after The T-test showed the results of the list were signifi senst at a 5% level of signifi croupece, so the research hypothesis that type of instruction affects recall was accepted. Word count 304 Introduction Cognitive psychology deals with mental processes such as memory. Memory has been studied by psychologists since Atkinson and Shiffrin proposed theory of the multistore model of memory (MSM), which breaks-up memory into different categories.Information is received by sensory stores, and some is passed to short memory stores (STS), which tooshie then be passed to long-term memory stores (LTS). Attention is the control process responsible for transfer of information from sensory store to STS. This is supported by numerous a(prenominal) studies that involve serial position effect, showing that when participants are presented with lists of dustup, they remember first few and last few w ords and are more likely to swallow up those in middle.A study, conducted by Murdock (1962) investigates the relationship between serial position effect, position of words on given list, and participants ability to freely recall them. Murdock suggested that early words were put intolong-term memory (primacy effect) because subject had time to rehearse words, and words from the end went intoshort term memory(recency effect). Words in middle had been there too long to be held in STS, due to displacement, and not long enough to be put into LTS, hence theyre forgotten. Glanzer and Cunits (1966) conducted anexperiment introducing the variable of immediate versus delayed recall.They studied separate output of STS, since they introduced avariable, delayed start of recall, which had adifferent effect on long-term and short-term terminus, and therefore changed the beginning and end of the serial position curve. Studies of the position curve and memory show that adelay of thirty mhoonds (b eing the time hypothesized that short-term memory lasts for) did not affect the primacy effect which was clearly present, but drastically cast downed the fare of words of the recency effect. Deese (1957) focuses on serial organization of words.The study showed chance of recall depended upon position of item in the series. It focused on anew variable, free recall versus serial anticipation, where subject not just now had to remember words, but also in correct order. serial publication anticipation changes the serial position effect, since when serial anticipation is compared to free recall, it can be noted that the curves are roughly mirror images of one another. The researchers divided their subjects into cardinal groups, those who would freely recall words, and those who would be instructed to recall words in the order they were presented.Findings show that although the sum amount of words recalled was close to identical, there was achange in the serial position curve. In thi s case, early items shit the highest probability of recall (not last), last items second highest (not first), and middle items least. This is due to the fact that when having to remember the words in order, long term stores would be most accurate as those words were most repeated in order. The above findings are important since they gave cognitive researchers an insight into memory processes, and support the multi-store model theory.They show that we remember the beginning, because it is stored in long-term stores, and end, when the short-term storage is not interrupted, but least frequently middle words, as hypothesized by the serial position curve and the primacy and recency effects. This experiment is areplication of Deese (1957). It uses the mark of free recall and serial anticipation, to affect the serial position curve and focus on LTS primarily. Aim investigate effect of the recall of words in free recall, and recall by serial anticipation, and the effect it has on LTS and STS in relation to the serial position curve. experimental hypothesis (H1) Participants in free recall condition will show aclassic position curve with the recency effect taking place almost equally to the primacy effect, and then when compared to participants in the serial anticipation condition where the primacy effect will be dominant. (Free recall words recalled in any order. Serial recall words recalled in order they were presented. ) void hypothesis (H0) There will be no significant variety between recall of words when compared in free recall and serial anticipation situations, or any contravention will be due to chance. Method DesignIndependent measures design was chosen to eliminate order effect, and to prevent boredom, tiredness, or improvement of skills with achieveance. Independent variable was used in the homogeneous sense, but with slight variation in the form of recall. If the same participants were used, they would screw what to learn in the first part, and that would affect the second part of the experiment. One possible disadvantage of this design is that there may be participant variability. For example, participants may vary in memory ability, so the differences between groups may be due to this and not simply to the manipulation of the IV.To avoid participant variability, participants were given dickens practice lists to memorize, and the hateful in these two lists was within two standard losss, suggesting that the participants had confusable memory capacity. Another disadvantage would be participant sabotaging the study, or becoming distracted. This was prevented by eliminating change lists submitted by participants from results, hanging a sign so that people would not enter the testing classroom, and driveing anyone distractive to leave. Ethical considerations were followed, as distributively participant was briefed before the experiment, and debriefed after it.It was clear that at any time participants had the right to withd raw from the experiment and their anonymity would be protected. Participants were not harmed physically or psychologically, and all sign(a) informed consent form. Independent variable Whether free recall or serial order recall was instructed. (Free recall words recalled in any order. Serial recall words recalled in order they were presented. ) Dependent variable Amount of words recalled. ( frequence of words recalled. ) Participants Opportunity sampling was used because this was the most convenient and saved time.The tar produce population was IB students at QSI Bratislava with fluency in English. Participants were asked, and those who accepted met in the classroom. The participants were required to pose specific English abilities because the experiment was conducted in English. In total, for the experiment we had 11 boys and 25 girls (N=36). Materials * Consent forms * standardize briefing and debriefing instructions * 8 lists of 20 different words * Answer sheets * Stopwatch surgery Before experiments began, 8 different lists of 20 words were randomly created from a list of 1,000 common English language words.First group of participants (N=18), brought to a quiet classroom, severally seated at a desk. Standardized briefing was read out loud, and informed consent was given. Answer sheets were placed face-down on each desk. 1. Subjects were required to recall two practice lists, given with standardized instructions. They were instructed free recall. Each list was read by experimenter at the rate of one word per two seconds, without emphasis, and recall was required immediately after the reading. 2. Participants were divided into control and experimental groups randomly. One group was tested at a time. . meet group was given 3 lists with the same instructions as those for practice lists. After finishing the lists, groups switched locations. 4. Experimental group had the following sequence of instructions * First list instructions were same as for practic e list. (Free recall is called on for both before reading of the list and after. ) * Second list instructions before the list were for free recall, and instructions for recall in serial-order were instructed after hearing. * Third list instructions were to recall in serial-order were given before and after reading list. . All lists were collected, and both groups were read standardized debriefing together. Second group of participants (N=18) was tested, and same procedure was followed. Results Descriptive The experiment collected interval ratio data. Therefore, compressed and standard deviation were chosen as descriptive statistics. As this study has a focus on the amount of words recalled in different stages of the list, words were classified under cardinal headings Beginning (words 1-6), Middle (words 7-14), and End (words 15-20), along with Total as summary, for comparing and analysis.From Table 1. it can be deduced that when free recall was instructed and used, participants r eceived similar results over-all ( clean of 8. 25 and 8. 75 words), although the results were not dispersed close to the mean. With standard deviations (SD) being differing and high (3. 31 and 5. 42), this suggests primacy and recency effect. From Table 2. it can be deduced that when participants were expecting to perform free recall, but were instructed serial recall, the performance over-all significantly twilightped (averages of 7. 65 compared to 3. 95).Furthermore more words were remembered in the situation of serial recall in beginning, since they were stored in LTS, and therefore their position could be better recalled, suggesting the primacy effect (7. 17 compared to 3. 67). From measures on table 3. it can be deduced that primacy effect is dominant in serial recall, as the mean of words in beginning (9. 00), dropped down in the end words (4. 38). Table 1 Mean recall and Standard deviation of words in A1 and B1 lists (free recall in both). Beginning words 6 possible words (1-6) Middle words8 possible words (7-14) End words6 possible words 15-20) Total words20 possible words (1-20) A1 B1 A1 B1 A1 B1 A1 B1 Mean 10. 00 9. 33 7. 50 5. 25 7. 50 11. 00 8. 25 8. 75 SD 3. 58 5. 89 2. 78 2. 12 3. 56 2. 45 3. 31 5. 42 N 18 18 18 18 18 18 18 18 Table 2 Mean recall and Standard deviation of words in A2 and B2 lists (free recall in A2 list, serial recall asked in B2 list after memorization process). Beginning words 6 possible words (1-6) Middle words8 possible words (7-14) End words6 possible words (15-20 Total words20 possible words (1-20) A2 B2 A2 B2 A2 B2 A2 B2Mean 11. 50 7. 17 5. 00 2. 25 7. 33 3. 67 7. 65 3. 95 SD 1. 22 2. 23 2. 62 1. 67 3. 01 4. 32 3. 60 3. 39 N 18 18 18 18 18 18 18 18 Table 3 Mean recall and Standard deviation of words in A3 and B3 lists (free recall in A3 list, serial recall in B3). Beginning words6 possible words (1-6) Middle words8 possible words (7-14) End words6 possible words (15-20 Total words20 possible words (1-20) A3 B3 A3 B3 A3 B3 A3 B3 Mean 9. 33 9. 00 7. 38 1. 00 10. 00 4. 38 9. 10 4. 55 SD 4. 08 6. 26 3. 16 0. 93 1. 90 5. 15 3. 18 5. 0 N 18 18 18 18 18 18 18 18 Inferential T-test was chosen since the experiment tested difference between frequency of words remembered between versatile lists, and the way they were stored (by observing the primacy and recency effect), with the comparison of control lists to experimental. T-test was chosen because it is more powerful, and shows whether they exact significant differences. Advantages are that it works well with two meansits reliable for ratio data, such as in this experiment. Disadvantage is that results are assumed to come from anormally distributed population.This test is good to use when the population mean and standard deviation are unknown, and 2 separate groups are being compared, that is why it was chosen over other tests. Table 4. This table presents a comparison between the first and last 6 words of each experimental list, comparing the sign ificance of primacy and recency effect on recall. List Primacy (average of words recalled) recentness (average of words recalled) Significance? B1 9. 33 11. 00 The two-tailed P quantify = 0. 5003 This difference is considered to be not statistically significant B2 7. 17 3. 67 The two-tailed P value = 0. 542 This difference is considered to be not quite statistically significant. B3 9. 00 4. 38 The two-tailed P value = 0. 0805 This difference is considered to be not quite statistically significant. Table 5. This table statistically states the p value of comparisons between different sections of control tests to experimental tests. Comparing lists First words Middle words Last words Over-all A1 vs. B1 P value = 0. 8174 This difference is considered to be not statistically significant. P value = 0. 0901This difference is considered to be not quite statistically significant. P value = 0. 0756This difference is considered to be not quite statistically significant P value = 0. 726 6This difference is considered to be not statistically significant. A2 vs. B2 P value = 0. 0019 This difference is considered to be genuinely statistically significant. P value = 0. 0252 This difference is considered to be statistically significant. P value = 0. 1189 This difference is considered to be not statistically significant. P value = 0. 0021 This difference is considered to be very statistically significant. A3 vs. B3 P value = 0. 9152This difference is considered to be not statistically significant. P value is less than 0. 0001 This difference is considered to be exceedingly statistically significant. P value = 0. 0439 This difference is considered to be statistically significant P value = 0. 0024 This difference is considered to be very statistically significant. Lists of A1 and B1 (both free recall), had P-value of . 7266, so the difference is not statistically significant. A2 and B2 lists (control both free-recall versus instructions before the list were for f ree recall, and after list instruction for serial-order), had P-value of . 021, so the difference is statistically significant. A3 and B3 lists (control free recall versus serial recall), had P-value of . 0023, meaning difference is statistically significant. The difference between free recall and serial recall list had avalue lower than the significance chosen of P= 0. 05, we rejected the null hypothesis and accepted the experimental hypothesis. Graph 1. This graph maps out all the 6 lists (3 control and 3 experimental), in order to visually represent the primacy and recency effects of each list. DiscussionThis experiment observed relationship between frequency of recall per item and order of emission in immediate recall. Previous research has shown that as sequence is introduced into material to be recalled by free recall, serial position curve changes from free recall of disconnected items to recall by serial anticipation. This suggests that its possible to alter the form of seri al position curve by method of recall. For the experimental lists, Deese (1957) had averages of 3. 69 in second list, and 4. 33 in third, similar to this experiment, performance in first list was highest, as it was in free recall.Performance in second list was worst, as it was unexpected serial recall. In third list serial recall was expected, hence it was higher than second list, but lower than first, as free recall is more efficient than serial, confirmed by previous research. In this experiment when participants recalled lists using free recall, similar amount of words was recalled (8. 25 and 8. 75), implying the two groups are comparable. Second experimental list showed significantly decreased performance (7. 65 and 3. 95), the P-value being 0. 0021 with 5% significance.This could be due to unexpected instruction of serial recall. Third experimental list suggests loss in total number of items recalled with anticipated serial order, compared to free recall (9. 10 and 4. 55). Howe ver, primacy effect is dominant to recency effect (9. 00 to 4. 48), with P-value 0. 0439, suggesting change of position curve from that characteristic of free recall to that of serial anticipation. It seems reasonable to conclude that form of serial position curve in free recall is dependent on order of emission of items in recall.If recall is completely unstructured (free recall), items are recalled in order of strength, and last items, on average, are recalled first, as suggested Murdock 1962. This experiment further supports that if serial recall is induced, items are recalled in order and the first items are most frequently recalled, supporting the experimental hypothesis. The results of this study support the findings of Deese 1957, confirming correlation between frequency of recall per item, list position and position in recall found in previous experiments.Results are consistent with findings of Deese as it can be noted that the primacy effect is dominant in the serial recall compared to the free-recall conditions. It also supports the multi-store memory model of Atkinson & Schiffrin because it can be seen that the memory is composed of long-term and short-term stores, due to a significant difference between the amount of words recalled from the beginning, middle, and end of the list. One limit point is that most participants were IB-diploma students so they were probably trained in remembering terms.Additionally, generalization could be a problem because of the participants age range of 16-19 historic period compared to the original experiment with the age range of 18-54 years. The similar average in free recall lists of both conditions (8. 25 and 8. 75) indicates that participants performed relatively similar. This may be because students were similar in age and were all IB students. An improvement in a future experiment is to use a larger age range such as Deese 1957. Also the fact that most participants were not native in English language could af fect results.Furthermore although independent measure was chosen, participants did not have same lists, which energy have had an effect on the participants ability to memorize the words. It can be noted that means of the free-recall conditions are differed, which indicates that participants remembered some lists better than the others. A modification could be that the control and experimental group would get the same word lists in order to make the comparison more reliable. Although all participants were not tested at same time, all procedures were followed for both groups, so that they would have comparable results.Lastly, artificiality is a problem because of the experimental method. However, seeing as the experiment was conducted in a classroom, this can be considered a natural environment. Researchers are discussing to what extent results on memory like these can be relied on. One modification is to use words the sample is familiar with such as party, and cell-phone, instead of horse and person. Nonetheless, replications of the study by Deese (1957) have demonstrated the clear effect of using concrete words on recall, and thus we can rely on these results.In conclusion, the results attained in this experiment are consistent with cognitive theories about(predicate) memory processes such as MSM, and the primacy and recency effects. Therefore this experiment concluded that words using free recall are better recalled than of serial recall. This is probably due to us having access to both long-term and short term memory. In serial order, one mainly knows the position of words stored in long-term memory. However, the researchers did not study whether people would perform better if they could not easily associate with the words, nor strategies used in memorization.This is a possible topic for further research. References Atkinson, R. C. Shiffrin, R. M. (1968). Chapter Human memory A proposed system and its control processes. The psychology of learning and moti vation (Volume 2). New York Academic Press. pp. 89195. Murdock B. The Serial position effect of free recall. Journal of Experimental Psychology 1962, Vol. 64, No. 5, 482-488. Glanzer M. and Cunitz A. devil storage mechanisms in free recall. Journal of verbal learning And verbal behavior (Volume 5). 351- 360. 1966 Deese, J. Serial Organization in the recall of disconnected items. Psychological reports. 957, 3, 577-582. grey Universities Press. Appendices appendix 1. Informed consent Informed Consent Form IB Psychology Experiments I give my consent to participate in the IB Psychology experiment about memory run by Vanessa Barthova and Katarina Hlavata on December 13, 2012. I have been informed about the nature of the experiment. I understand that my troth is voluntary. I may withdraw from the study at any time and request that my data not be used in the experimental results. I have the right to a debriefing about the general results of the study and I may obtain my individual resu lts upon request.I give my consent knowing that all aspects of my participation will remain confidential and that I will not be subjected to any harm or deception. I understand that the experiment has potential benefits. The order of all IB Psychology experiments is to improve cognitive processing skills in areas such as memory, perception, problem-solving, and attention. ____________________ _________________ Student Name Date Appendix 2. Standardized briefing encounter everyone Thank you for allowing time to participate in this experiment on memory.The other researcher will distribute an informed consent form that we will ask you to sign your agreement. If at any time you should change your mind do know that you are entitled to withdraw from this experiment. Please listen cautiously and do not talk to any of the other participants. Furthermore, do not look at any write ups on the table until instructed to do so. You will then be read 2 practice lists of words, and 3 additional lists of words, that you are to memorize hen you will be asked to create verbally down all the words you recall on the paper in prior of you.Turn the paper over when instructed to. If you have any questions you are more than welcome to ask one of the researchers. Standardized debriefing The aim of this experiment was to investigate if the type of recall had effect on the words recalled, as seen through their position in the list. Group A was the control group, which had free recall after all the lists, meaning that they dependable wrote down all the words remembered, in any order. Group B on the other hand, had instructed serial recall on two lists, meaning that they had to try to recall the words in the order that they were read.Previous research has shown that in free recall, you have the highest ability to memorize the first and last words of the list. The first words are repeated by you when you try to memorize them, so they are stored in your long term memory. The last words were fair(a) recently heard, so you have them stored in short term memory, for easy recall. When serial recall is instructed, generally the words remembered correctly are the first words, because they were stored in long term stores, most likely in order, due to memorization through repetition.If you wish to know the full results of the experiment or have any further questions you are more than welcome to leave your e-mail. Thank you once again for your participation. Appendix 3. Lists of words exert 1 (aka 1) 1. bus 2. reply 3. love 4. person 5. eight 6. sentence 7. need 8. old 9. cat 10. sleep 11. brother 12. newspaper 13. reversal 14. sharp 15. water 16. apple 17. box 18. grass 19. lady 20. king Practice 2 (aka 2) 1. Kitchen 2. Juice 3. Potato 4. Monkey 5. Moon 6. Window 7. closure 8. Children 9. Horse 10. Mouse 11. Friend 12. Read 13. Weather 14. Train 15. City 16. Eye 7. Bone 18. Picture 19. Wild 20. Joy Control 1 (aka A1) 1. gear up 2. Home 3. Heavy 4. Prison 5. Evening 6. Ocean 7. Star 8. Wash 9. Heart 10. Dance 11. Alone 12. Knock 13. Never 14. Pink 15. Story 16. immediately 17. Wheel 18. Leg 19. Sand 20. Color Control 2 (aka A2) 1. Even 2. Die 3. Cup 4. Hat 5. Milk 6. Orange 7. Piano 8. Needle 9. job 10. Gun 11. Fish 12. Hall 13. Basket 14. Ask 15. Circle 16. Tree 17. News 18. Mud 19. Knee 20. Sport Control 3 (aka A3) 1. Toe 2. acidulate 3. Young 4. Gum 5. Shop 6. Pillow 7. Sky 8. Hotel 9. King 10. Listen 11. Heaven 12. airfoil 13. Nature 14. Cheese 15. Enemy 16.Computer 17. Brown 18. Forest 19. air 20. Corn Experimental 1 (aka B1) 1. Jelly 2. Face 3. Good 4. Active 5. Clean 6. Heart 7. Iron 8. Shell 9. Rice 10. Pull 11. schnozzle 12. symbolize 13. Office 14. Ring 15. Uncle 16. Yard 17. Zoo 18. Room 19. Pink 20. Old Experimental 2 (aka B2) 1. Rich 2. Rent 3. City 4. Eye 5. Cat 6. Open 7. Now 8. Left 9. Ice 10. Head 11. Gold 12. Female 13. Dish 14. Bird 15. Clock 16. Ear 17. Duck 18. Hurt 19. Life 20. Leaf Experimental 3 (aka B3) 1. Music 2. Police 3. Shirt 4. Army 5. Copper 6. Hungry 7. Nature 8. Power 9. Red 10. Tooth 11. Glass 12. Bridge 13. Dream 14. Fox 5. Nose 16. Machine 17. Rock 18. Smile 19. Work 20. Brother Appendix 4. Answer sheets, cut into strips of separate lists. 1 2 A 1 A 2 A 3 B 1 B 2 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. B 3 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Appendix 5. Scrip for experiment / Standardized Instructions Instructions 1 * Do not write anything down, nor shape the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. (5 sec pass) * Read list * (5 sec pass) Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a arcminute and a half. 2 * Again, do not write anything down, nor turn the paper placed on your desk around until yo u are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. (5 sec pass) * Read list * (5 sec pass) Now write down all the words that you can remember from the list I have just read on the paper in front of you.You have a minute and a half. DIVIDE GROUPS Now we are going to separate into two groups. A and B. I will draw the call of members in each group randomly from a hat. Group A ________. Group B _______. (Record names on board) GROUP B, please exit the room and wait in the UR room and do not go anywhere else. We will come get you in a few minutes. A 1 * Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. (5 sec pass) * Read list (5 sec pass) Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. A 2 * Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. (5 sec pass) * Read list * (5 sec pass) Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. A 3 * Again, do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you another list of words. You are to listen to this list very carefully and remember as many words as possible. (5 sec pass) * Read list * (5 sec pass) Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. THANK YOU GROUP A, THAT IS ALL. PLEASE EXIT THIS ROOM AND WAI T IN THE UR. WELCOME GROUP B, DO WE HAVE EVERYBODY? (check list on board) LET US BEGIN. B 1 Do not write anything down, nor turn the paper placed on your desk around until you are told to do so. I am going to read to you a list of words. You are to listen very carefully and remember as many words as possible. (5 sec pass) * Read list * (5 sec pass) Now write down all the words that you can remember from the list I have just read on the paper in front of you. You have a minute and a half. B 2 * I am going to read you another list of words. Again, you are to listen to this list very carefully and remember as many words as possible. Do not write anything down nor turn your paper around until you are told to do so. (5 sec) * After the list was read * (5 sec) This time I want you to try to remember the words exactly in the order in which I read them on the paper in front of you. You may turn it around. You have a minute and half. B 3 * I am going to read you another list of words. Lis ten very carefully and remember as many words as possible, in the order that they are presented. Do not write anything down until you are told to do so. (5 sec) * Read list * (5 sec. ) Write down the words exactly in the order in which I read them. You have a minute and half. bum around GROUP A AND DEBREAF. Appendix 6. Raw DataThese tables summarize the position in the list of a words, and frequency recalled. Practice lists Practice 1 Practice 2 Word Frequency Word Frequency 1 32 1 31 2 24 2 25 3 29 3 21 4 14 4 19 5 15 5 17 6 14 6 17 7 13 7 18 8 16 8 15 9 20 9 17 10 8 10 18 11 14 11 12 12 12 12 6 13 16 13 12 14 13 14 7 15 9 15 13 16 13 16 13 17 9 17 12 18 8 18 14 19 21 19 13 20 13 20 20 Total participants 36 Total participants 36 Control lists A1 A2 A3 Word Frequency Word Frequency Word Frequency 1 17 1 13 1 13 2 10 2 11 2 14 3 9 3 13 3 12 4 8 4 11 4 6 5 7 5 10 5 6 6 9 6 11 6 5 7 11 7 5 7 11 8 4 8 8 8 5 9 5 9 5 9 10 10 8 10 6 10 7 11 12 11 3 11 12 12 6 12 0 12 4 13 7 13 8 13 5 14 7 14 5 14 5 15 3 15 7 15 9 16 5 16 5 16 7 17 5 17 6 17 10 18 10 18 5 18 12 19 11 19 8 19 10 20 11 20 13 20 12 Total participants 18 Total participants 18 Total participants 18Experimental Lists B1 B2 B3 Word Frequency Word Frequency Word Frequency 1 18 1 11 1 16 2 15 2 5 2 17 3 8 3 8 3 8 4 7 4 7 4 6 5 5 5 7 5 6 6 3 6 5 6 1 7 8 7 1 7 1 8 3 8 2 8 1 9 3 9 2 9 1 10 4 10 1 10 0 11 5 11 3 11 0 12 7 12 6 12 1 13 8 13 1 13 1 14 4 14 2 14 3 15 13 15 1 15 2 16 7 16 0 16 0 17 13 17 3 17 1 18 9 18 0 18 6 19 13 19 10 19 6 20 12 20 8 20 14Total participants 18 Total participants 18 Total participants 18 Appendix 7 Graphs of serial position curves, for each control and experimental list. A1 list B1 list In this comparison, we can notice that both the primacy and recency effects are present. These two groups were the same in the fact that both w ere instructed free recall, and only difference between them was the participants and the words they had to memorize. As we can notice, the lines are not exactly the same, as natural variations occur, but according to the Student T-Test these two groups are not statistically different, so the difference is by chance.However, we still see the fall in number of words recalled in the middle ( words 6-14), which had on average 2 words recalled (out of 8), while the first had around 5 (out of 6) , and the last around 4 (out of 6). A2 list B2 list A2 list is the control for B2, where in the A2 free recall was instructed, while the B2 had implied free recall before the list was read, and then instructed serial recall. This list (B2), had a predicted drop in frequency of words memorized, as the participants did not expect to memorize in order, so over-all panic lead to overall performance loss.As we can see, the total average recall in A2 list of 8 words, dropped down to 3 in the B2 list. H owever, although of the poor preset, we can see that the primacy effect is starting to be lots stronger (average of 7 words compared to 4), whereas in the control. A3 list B3 list These two graphs differ in the fact that in the A3 list, free recall was instructed, whereas in the B3 list serial recall was instructed. Noticeably there is a drop in the frequency of middle words remembered, from an average of 7 words remembered (out of 8) in the control A3 list, to only 1 word remembered in B3, with serial recall.Appendix 8 The mean, standard deviation and the P-value was used by performing a T-test on this websitehttp//www. graphpad. com/quickcalcs/ttest1. cfm 1 . In Atkinson and Shiffrin 1968 2 . In Murdock 1962 3 . In Glanzer and Cunits 1966 4 . In Deese 1957 5 . In Deese 6 . See Appendix 2 7 . See Appendix 2 8 . See Appendix 1 9 . See Appendix 3 10 . See Appendix 4 11 . See Appendix 5 12 . See Appendix 5 13 . See Appendix 2

The History and Colonization of Libya and it’sIndependence

Approximately ninety percent of Libya is roofed with desert. That desert is mostly the vast Sahara Desert the realisms largest hot desert. Although most of the constituent is very barren, Libyas northern border is a stunning coastline. Its healthy, luscious fields and beautiful beaches extend along the Mediterranean Sea for approximately a jet miles. Phoenician sailors, who are without delay located in the area now named Lebanon, built ports on Libyas Mediterranean coast in Tripolitania beginning in 1300 B. C.Their vessels were constructed from true cedar trees, which they used to sail across the Mediterranean transforming them into some of the greatest traders of their time. Phoenicians sailors had a different originator for establishing ports than then the usual economic gains. The reason for them establishing ports was because they wanted places along their trade route from Phoenicia to Spain where their cedar vessels could dock. Even though the Phoenicians continued doing t his, they did little to take oer the area. What the Phoenicians did do was establish the city of Carthage, which was in todays Tunisia.By themselves, Carthage grew into a prosperous seaport and became an autonomous power with no help. Carthage built up a burly military force and soon Carthaginians started ruling areas like Tripolitania. distant the Phoenicians, the Carthaginians established numerous colonies, which they ruled with force. The Libyans disliked the Carthaginians due to the fact that the rulers stipulated that the Libyans have to give up to half of their crops each season and how the Carthaginians sacrificed their own first-born children to their implacable gods (Isichei 161).The Libyans pitch that despicable and appalling. Carthage was getting attacked by Rome and battling went on and off for more than a hundred years. Finally, Rome defeated Carthage in 146 B. C. In 146 B. C. Romans gained control over the Carthaginian Empire. The Roman Empire used Tripolitanias coas tal area as one of their main sources of grain and other provisions. The Greeks ruled Cyrenaica but it soon evil under Roman rule. The Greek stronghold was in Cyrenaica. Greek explorers and warriors constantly explored the region for centuries.First, they tried to use the area as a route to bubble over Egypt. Later, Cyrenacia became an abundant Greek fishing area. Seeing that no one had colonized the only port in North Africa the Greeks took better management of the land. Now that the Romans were in power the region continued to flourish for several hundred years, and the inhabitants escalated. When the empire was growing weaker, the Romans lost control of North Africa. The next groups in Libya were the Vandals, who came from an area that is now occupied by Germany.Their minds were fascinated by North Africas wealth, so they arrived in the area in about 435. Among the invaders, the Vandals made the first serious effort to drop in some of Libyas mountains and desert areas. But the nomadic mountain who resided in the regions often fought them off. The Vandals lost authority after about a century of decree. When the Arabs arrived in 643, they brought the new religion of Islam with them. The people in the region quickly adopted Islam but they resisted Arab political rule.Within four hundred years most people in Libya were Muslims. The Aghlabids were amongst the most thoughtful Islamic leading of Libya the area was back in order, and reinstated the irrigation systems that the Romans left back, which brought opulence to the region from the surplus being produced. A electric razor colonization was by Spain in 1510 when they captured Tripoli but soon the Ottoman Empire took over all of Libya. Like all the other groups that had invaded Libya, the Ottomans faced the defense of the Libyan people.The Libyans were proud and did non easily accept foreign rule (Willis 50). Throughout history, groups of Libyan rebels often tried to resist the invaders. Many of the opp osition leaders had ties to a religious organization called the Sansui Brotherhood. As the Ottomans lost grip of their colony, the Italians moved in. Italy had major reasons for colonizing Libya. First of all, Italy thought that if they had control over Tripoli, they would have greater art power in the Mediterranean Sea.Also Italy just wanted to have the feel for having a colony in North Africa. Another major reason was the fact that the British already had control over Egypt and so Italy feared that France would seek after Libya. After months of engaging in warfare against the invading Italian forces, the Ottomans ultimately gave up their colonized land of Libya in 1911. When Italy decided to enter WWI on the side of the allies, this move weakened Italys grip on Libya in 1915 because they couldnt focus against the rebellions in Libya while trying to help the Allis win WWI.Some of the things they did to ease the rebellions was in 1917, when Italy signed a peace agreement with the leader of the Sanusi, Idris al-Sanusi, recognizing him as the emir of Cyrenaica (Miller 32-33). But when fascist dictator, Benito Mussolinis rose to power in Italy in 1922 he gave Italy its willpower to gain control over their colony once again. Libya was not at long last freed from Italian rule until 1943, when Italy was crushed in WWII. After the war, the UN decided that Libya should become a constitutional monarchy and in 1951 the Kingdom of Libya was officially formed.The national assembly elected Libyas first king, Muhammad Idris al-Sanusi, who had been a leader of the Libyan resistance movement against Italy. After decades of monarchy, Libyans are again fighting for their independence and freedom even though they became free lance in 1951. They are now in an internal struggle against a tyrannical government. The countrys dictator Muammar Gaddafi, once revered as a great colonel has promised not to leave his reign of terror until he dies. With the help of other countries the Libyan people are achieving the true freedom that every person in this world is entitled to.

The Cost of Education

Joey Goodstudent English 101, Section Causal Argument Essay February 16, 2009 The Real personify of Education It was David Henry Thoreau who said, The price of anything is the amount of life you exchange for it. He graduated from Harvard in 1837, hardly not with a diploma. He explains, they have been impolitic enough to put at the abolish of all this earnest the old joke of a diploma. Thoreau understood that the piece of parchment handed out at commencement means nothing more than the hard work, studying, and education that came before it.Today, those values are lost, and only 59% of Arizonan high school students graduate. This number reflects changes in society, problems in schools, and students personal reasoning. Society today demands a degree, not to get ahead, but just to keep up. An article published in the July 17, 2008 Wall Street Journal titled The Declining Value of your College Degree states that College-educated workers are more plentiful, more commoditized and more subject to the downsizings that used to be thepurview of working-class workers only.What employers want from workers nowadays is more narrow, more abstract and less easily learned in college. A phrase comparable this is very discouraging to a high schooler. When the prospect of a brighter future is taken from the table, the immediate response is why try? This attitude gives way to a sense of hopelessness and discouragement. A study by Civic Enterprises shows that 69% of drop offouts said that they were not motivated to work hard. The growing cost of living coupled with the independence of todays youth creates a take up to work, and earn money.In society today, minorren are growing up much faster. A report by the Guttmacher Institute primed(p) Arizona as the state having the second most pregnancies in women aged 15-19. We fell just 9 teen pregnancies shy of first, at 104. With the average yearly cost of raising a child at $17,151, its practically impossible to support a fami ly and remain in school. This causes both parents of the child to drop out with both either working all the term or taking turns watching the child as the other works.Problems with the schools are also self-aggrandizing contributing factors in the decision to drop out. High Schools often have stark attendance policies that step on the toes of students otherwise willing and able to fetch up high school. When a student misses a set number of class periods theyre simply audited. The student is not given a chance to thingumabob up, or to learn what theyve missed, but are assumed to be unable to finish the course. This notion runs contradictory to Arizonas standardized testing, which suggests that if a child can pass a test, theyve learned whats necessary.The audited students are not given the chance to be tested, and show that theyve learned the necessary material notwithstanding absences. A study by Civic Enterprises shows that 47% of students gave the reason classes are uninteres ting as one of their motivations for dropping out. Uninteresting classes comes as a response of a strict curriculum to support standardized testing, and placing high value on practical subjects such as math and language, while stigmatizing creative subjects like art, drama, and dance, which would hold the attention of students otherwise bored.Teachers today are forced to stick to strict curriculums to ensure that students can pass a test at the end of the class. This often limits learning techniques considered to be more interesting than others, such as working in a group on a project, or having a class-wide discussion. These actions are replaced with long, prepared lectures and quizzes. Knowledge is lost on students, who sit in class bored. Education is increasingly geared towards practicality, and academic ability. Schools will teach day by day mathematics and languages classes, and only offer art or music classes a fraction of that time.Students become bored with the subjects a nd have no motivation to continue attending school. If schools were to offer more fine arts students would soon gain fascination, and in turn be more interested and motivated to go to school. Class sizes in schools are also a problem, as a large class size will limit the one-on-one time students need with their instructor to fully understand what being taught. Often when a class is too large students are unable to ask questions because the instructor is busy booster other students, or grading hundreds of assignments.When the class size is slenderer, an instructor can get to know particular students weaknesses and help them develop those areas. In this way, a small class size fosters a stronger education, and in turn, happier students who enjoy learning. Students coming to high school from junior high are faced with a completely unlike social situation. Cliques and groups form to exclude people, and this causes self-esteem issues. Finding friends in this new situation can be tough for students, and feeling like an outcast at school will cause students to not want to be there.Belonging to a group will increase the chances of that students attending school. Conversely, some students get so caught up in the social aspect of high school and being a teen that they let their attendance slip, preferring to go out to lunch or hang out with friends over going to school. Eventually, school takes the back seat to their sociability and they drop out. Peer pressure also limits those who earnestly want to succeed, but are not strong academically.Super-seniors will come back to school for another year instead of giving up, only to be ridiculed and called stupid by other students. They soon believe the ridicule and drop out. The true cost of education is the life we exchange for it. It could be at work, struggling to support ourselves and go to school. It could be at home studying for an upcoming exam, It could be in the classroom trying to pay attention, or with fellow stu dents, trying to make friends. With time will come the consequence of these high drop out rates. Perhaps then well take action and try to stop it.

Red bull Essay

scarlet red cent is a functional beverage founded by Austrian entrepreneur, Dietrich Mateschitz, in 1984. Containing ingredients much(prenominal) as taurine and caffeine, blushful hoot beverages be specially developed for those who wish to be physically and mentally active. The various product variants under blood-red copper aim to enhance per framingance, concentration and gain vigor metabolism which improves the overall vigorous-being of consumers. redness manipulate is currently present in over 162 countries, and holds 65% of the terra firmawide vital force revel food market place.With a humorous slogan rosy bastard gives you wings, the product is marketed through advertising, extreme sports tournament sponsorships, sports team ownerships, athlete endorsements, online games and a record label, cherry-red Bull Records. However, in the fast progressing beverage industry cluttered with many substitutes and large competitors, Red Bull power face issues concerning its lack of product variability as well as arising health concerns with regards to its high caffeine content.In order to tackle these issues, we will first conduct a SWOT analysis to determine the intimate and external environment which Red Bull is operating in. Secondly, we will conduct an in-depth analysis on Red Bulls market structure and supremacysystems to determine if these systems atomic number 18 government issueive complementing strategy implementation. Lastly, we will provide relevant recommendations to address the issues and problems faced by Red Bull in its strive diff physical exercise and grow globally. 2.0 SWOT Analysis of Red BullStrengths Market shargon leadership with approximately 65% market sh atomic number 18 in the get-up-and-go drinks market. intemperate reputation especially backed up by strong customer loyalty from Generation Y Strong brand identity since its incorporation in 1987 with steady growth into a market giant and is now synonymous with b rand and product excellence. Weakness Small product base as Red Bull markets only 4 branded products (Red Bull Energy Drink, Red Bull sugarfree, Red Bull energy shot and Red Bull Cola), indeed vulner fitting to market fluctuations Lack of product innovation thus being left behind when a number of new energy drinks pee been launched in 2004.Opportunities Could diversify retail outlets and distribution network by means of capitalizing on vending machines as a new route to accession sales as well as keep up with industry trends. Potential to extend product lines by adding new products, such as new flavours, forms, colours, added ingredients and packages sizes. Marketing their products as functional drinks so as to capitalize on strong consumer awareness of its brand. Geographical expansion in the Asia Pacific regions by building upon developing markets such as India. Threats Imminent threat of new entrants as the energy drink industry has always been considerably attractive due to its high profit ad fittingment Near zero switching cost for consumers makes it even easier and more attractive for new entrants to capture market share Real threat of substitute products which pay heed the same functional purpose of Red Bull but main ingredient of caffeine replaced by electrolytes, which is a healthier choice. Government regulations could pose as a threat to the expansion and penetration plans ofRed Bull as their products is not just another flavoured beverage in the market the high caffeine content in the drink has always been a concern to reliable interest groups. Recent popularity with organic food and drinks products could eat into Red Bulls market share, especially when Red Bulls market is seen to be in the maturing stage. 3.0 Analysis of Red Bulls Market Structure and fake Systems3.1 Market Structure3.1.1 The number of players in the Energy Drink MarketRed Bull belongs to an oligopoly market structure where the market is dominated by a few large play ers. The degree of market concentration is relatively high with a large % of it taken up by Red Bull.There are currently more than 30 types of energy-drink products in the market, with Red Bull occupying the largest market share of approximately 65%. With the number of players in the market, there is therefore certain degree of interdependence between firms and it is necessary for Red Bull to take into account the likely reactions of other firms during strategy planning. 3.1.2 The Degree of Product Differentiation in the MarketBeing in an oligopoly market structure, Red Bull produces branded products where advertising and market is an important feature of competition. The different types of energy drinks in the market serve as close substitutes to Red Bull. Hence, Red Bull presents itself as a premium product, having a unique combination of high quality ingredients (Red Bull, n.d.) which vitalizes tree trunk and mind (Red Bull, n.d.). It segments its market differently from its co mpetitors, focusing on performance-oriented individuals who want to have a clear, focused mind and a fun and active lifestyle. This has resulted in Red Bull pricing its product higher than its competitors.For instance, an 8.4 fl oz. disregard of Red Bull retail for $2.59 whereas a 16 fl oz. can of Rockstar retails for $1.50, which constitute to about half the damage per fl oz. as compared to Red Bull. 3.1.3 The Ease of Entry and Exit Into And Out Of the Energy Drink Market There are huge, though not insurmountable, barriers to entering the energy drink market.One prevalent barrier is brand loyalty which Red Bull has built up over the years. This strong brand loyalty has the effect of reducing consumerconsideration of alternatives in the marketplace. Also, the high initial capital cost associated with research and development prior to formulating energy drinks could deter potential competitors from entering the market. In addition, government policies pertaining to licensing and pa tents create the biggest barrier to entry, which aids in the dominance Red Bull enjoys today.3.2 Marketing Control SystemIn order to ensure that the confederacys objectives are achieved, Red Bull markets its energy drink in three ways, namely the media advertising, sports and event sponsoring as well as sampling. The three selling techniques not only increase the brand awareness of Red Bull, but assist the management in terms of market control. Additionally, Red Bull overly performs control techniques in the following ways. 3.2.1 Intensive Research WorkFirstly, Red Bull conducts on-going research to determine if consumers are satisfied with its product. This includes sampling to its primary goat market devolve people who need energy. Through sampling, consumers are able to provide feedback on the product, essentially its taste, packaging and effects. If there is negative feedback received, Red Bull will then forecast for ways to improve so as to bear on consumer needs. 3.2.2 Internal StatisticsSecondly, Red Bull uses statistics such as sales, revenue and market share to assess if its marketing strategies are successful. Based on analysis, a total of 4,204 billion cans of Red Bull were sold worldwide in 2010, which signifies an increase of 7.6% against 2009 (Red Bull, n.d.). This can be one of the factors indicating that Red Bull is heading in the right direction in marketing its product. 3.2.3 Marketing and Pricing StrategiesThirdly, Red Bull employs advertising strategies that are suitable to its primary target market. Hence, at this moment, Red Bull does not need to adjust its strategies to change consumer perception. Nonetheless, if Red Bull has dogged to introduce new uses for its product, changes have to be made to the advertising strategies to market the new uses.However, unlike most companies which adopt pricing strategies that involve adjusting theproduct prices to meet market changes so as to remain competitive, Red Bull does otherwise. Consu mer reviews state that Red Bull is being priced steeper as compared to other energy drinks in the market. Despite that, Red Bull continues to maintain its premium price as it has positioned itself as a premium product. 4.0 Solutions and RecommendationsQ1. Red Bull should construct a market-oriented bearing statement, focusing on customer needs rather than products. A product-centered mission statement is too myopic and does not reflect the long-lasting basic market need. Red Bulls mission statement has to reflect the companys core product, position in the market, distinctive competencies, and lastly, it has to be motivating. Our group intent of Red Bulls mission statementAs a market leader, Red Bull promotes an active lifestyle by providing high-quality energy drinks to the global market, empowering our customers to live to their fullest potential and have the courage to achieve their dreams.Q2. Red Bull has managed to identify the best target market. Red Bull has segmented the ma rket as follows Demographic segmentationRed Bull is targeting young teenagers to busy working adults. It targets students who often suffer from exhaustion, blue collared workers who want strength for their manual jobs, and office professionals, who require concentration to focus in meetings and their respective work.Psychographic segmentationRed Bull targets markets based on the consumers lifestyles. These consumers include party-goers, sportsmen and gamers. In terms of the personalities of the customers, Red Bull targets those who are able to connect with the brand image of Red Bull, which is to live with zest and lead a fun, happening and risk-taking lifestyle.Product Red Bull does not have a wide variety of flavours only original, sugar free, cola and Red Bull shot. The rationale for this is mainly to establish a clear core product. Furthermore, Red Bull is recognized as an energy drink that gives a strong and immediate energy boost to improve performance. In terms of design a nd packaging, a Red Bull can is small and easy to carry which is chromed, making it reflective and hence, it can catch a customers eye easily.As for recommendations, Red Bull could produce an alcoholic beverage of its own, which can be sold over-the-shelf in stores. This would be able to create new product that mixes Red Bull and alcohol. Thus, the non-party-goers can have a taste of an alcoholic Red Bull as well.Promotion One of the most well-known activities that Red Bull has been involved in for many years is Formula 1. This is a form of above-the-line advertising done by Red Bull to increase consumer awareness of Red Bull.Other than that, Red Bull in any case engages in Opinion Leader Marketing by having more than 250 agreements with top athletes. This is to attract people who follow and look up to these athletes. Red Bulls strategy of attracting celebrities to endorse their products is very unique because they do not pay the celebrities a single cent. Instead, they approach a thletes who stay Red Bull wholeheartedly.Q5. Red bulls competitors come in two forms direct and indirect. This is measured by how close these competing products are in social intercourse to Red Bulls. The direct competitors would be those who produce similar utility/functional products, such as Monster, Rockstar and Naughty G. Indirect competitors would be other drinks that are somewhat similar but do not give the same benefits as Red Bull. Examples would be Pepsi and Coke (caffeinated and soft drinks, but not energy drinks) and 100 Plus and H20(sports and soft drinks, but not caffeinated). Clearly indirect competitors are furthest away in terms of substitutability. Examples are Nescafe (caffeine only), Sprite (soft drink only) and Gatorade (sports drink only).Q6. Currently, we think Red Bulls marketing strategy is already very successful. In relation to how Red Bull reaches out to tired and exhausted people by giving them free samples, we feel there might not be such a strong ne ed to grind away more awareness about the product as it has already established itself adequately. Instead, Red Bull can invest in product Research and Development, which might enable Red Bull to introduce more flavours and variety to its current line of products. Red Bull can introduce limited edition flavours, where they can bring in new flavours for a limited period of time, and then see how well the sales of the new flavours turn out to be in the beginning deciding to permanently add them to their product line. For example, Red Bull can come out with a product comprising of natural ingredients, such as Siberian/American Ginseng(natural alternatives to caffeine), or add in some vitamins like vitamin C to its existing products, which might capture more of the health-conscious consumers. Furthermore, this might attract Asian consumers who take traditional/herbal ingredients.Control measures Analysis of how the market share amongst Asian consumers is affected(look at sales, growth , etc.). Red Bull can also give free samples to consumers, just like how it does for its existing products through its Red Bull vehicles. Along with their free samples, they can conduct surveys on the consumers and ask for their feedback. Also, they can conduct online surveys, as the use of online social media is largely pervasive today.Red Bull can build a theme park comprising of extreme rides. It can aim to break the world records for the highest roller coaster drop or have the fastest ride. In this theme park, it can also provide complementary Red Bull drinks to its visitors. This will also be a great avenue for new flavours to be sampled. Such an extreme theme park would create much buzz all nigh the world, and people who visit the theme park will definitely share their extreme experiences with their friends. Thus, Red Bull would have come out with another form of its already famous buzz marketing.Control measures By calculating the theme parks return on marketing investment. Building such a theme park has a lot of fixed costs, like the costs of land and constructions. Hence, it is easy to calculate total cost. Furthermore, sales can also be easily calculated by scarcely looking the number of tickets sold. Therefore, it would be easy to calculate the theme parks return on marketing investment. Q7. Small Asian Businesses have relatively lower financial power as compared to big companies. They face difficulty competing with the big companies given similar products. To simply put it, they are the small fishes regardless of the size of the market.Firstly, like Red bull, they can focus on a small product base and scar their products from the competitors. They can identify the right market segments and target markets which have been relatively untouched and fit their products to be the most attractive for the consumers in their targeted markets. Like Red Bull, small Asian businesses should create an efficient Marketing Informatics Systems (MIS) and have anap propriate mix of marketing research and intelligence, so that they are constantly able to discover new opportunities and cater to the needs of consumers, and at the same time be aware of their competitors strategies.Also, small Asian businesses can adopt Red Bulls stealth marketing approach. This eliminates costs such as large scale advertising costs coming from big billboards or banners for example. Red Bull has also shown through stealth marketing that doing something unorthodox and not merely following what everyone else does can also lead to success. Therefore, small Asian businesses can deplumate inspiration from this and be creative and brave in their marketing strategies. Referenceshttp//www.redbull.com/cs/Satellite/en_INT/Red-Bull-Energy-Drink/001242937921959 Drawert. http//www.drawert.com/red_bull_1.php

Gawai Day or Gawai Dayak

Gawai Day or Gawai Dayak is a festival celebrated in Sarawak on 1 June every year. It is both a religious and social occasion. The enounce Gawai means a ritual or festival whereas Dayak is a collective name for the native ethnic groups of Sarawak (and neighboring Indonesian Kalimantan) the Iban, also cognise as Sea Dayak and the Bidayuh people, also known as Land Dayak. Thus, Gawai Dayak literally means Dayak Festival. Dayak would visit their friends and relatives on this day. Such visit is more commonly known as ngabang in the Iban language.Those too far away to visit would receive greeting cards. It started back in 1957 in a radio forum held by Mr Ian Kingsley, a radio programme organiser. This generated a lot of interest among the Dayak community. The mode of celebration varies from place to place. Preparation starts early. Tuak (rice wine) is brewed (at least one month before the celebration) and conventional delicacies like penganan (cakes from rice flour, sugar and coconut m ilk) atomic number 18 prep atomic number 18d. As the big day approaches, everyone will be busy with general cleaning and preparing food and cakes.On Gawai Eve, glutinous rice is steamed in bamboo (ngelulun pulut). In the longhouse, new mats will be laid out on the ruai (an open gallery which runs through the replete(p) length of the longhouse). The walls of most bilik (rooms) and the ruai are decorated with Pua Kumbu (traditional blankets). A visit to clean the graveyard is also conducted and offerings offered to the dead. After the visit it is important to bathe before get into the longhouse to ward off bad luck. The celebration starts on the evening of 31 May.In most Iban longhouses, it starts with a ceremony called Muai Antu Rua (to cast away the essence of greed), signifying the non-interference of the spirit of bad luck in the celebration. Two children or men each dragging a chapan (winnowing basket) will pass each familys room. Every family will leave some unwanted articl e into the basket. The unwanted articles will be tossed to the ground from the end of the longhouse for the spirit of bad luck. Around 6 pm or as the sun sets, miring (offering ceremony) will take place. Before the ceremony, gendang rayah (ritual music) is performed.The Feast Chief thanks the gods for the good harvest, and asks for guidance, bles gibbers and long life as he waves a cockerel over the offerings. He then sacrifices the cockerel and a little blood is used together with the offerings. Once the offering ceremony is done, dinner is then served at the ruai. Just before midnight, a procession up and down the ruai seven times called Ngalu Petara (welcoming the spirit gods) is performed. During this procession, a beauty pageant to choose the festivals queen and king (Kumang & Keling Gawai) is sometimes conducted.Meanwhile, drinks, traditional cakes and delicacies are served. At midnight, the gong is beaten to call the celebrants to attention. The longhouse Chief (tuai rumah) o r Festival Chief will lead everyone to drink the Ai Pengayu (normally tuak for long life) and at the corresponding time wish each other gayu-guru, gerai-nyamai (long life, health and prosperity). The celebration now turns merrier and less formal. Some will dance to the traditional music played, others will sing the pantun (poems). In urban areas, Dayaks will organise gatherings at community centres or restaurants to celebrate the evening.Other activities that may follow the next few days allow in cock-fighting matches, and blowpipe and ngajat competitions. On this day, 1 June, bags of the Dayaks are opened to visitors and guests. Traditionally, when guests arrive at a longhouse, they are given the ai tiki as a welcome. From time to time, guests are served tuak. This would be called nyibur temuai which literally means watering of guests. Christian Dayaks normally attend a church mass service to thank God for the good harvest. Gawai Dayak celebrations may last for several days.It is also during this time of year that many Dayak weddings take place, as it is one of the rare occasions when all the members of the community return home to their ancestral longhouse. Up till 1962, the British colonial government refused to recognise Dayak Day. Gawai Dayak was formally gazetted on 25 September 1964 as a public spend in place of Sarawak Day. It was first celebrated on 1 June 1965 and became a symbol of unity, aspiration and hope for the Dayak community. Today, it is an integral part of Dayak social life. It is a boon day marking good harvest and a time to plan for the new farming season or activities ahead.

Colloquial English Grammar

Estonian Business School Institute of Foreign Languages GRAMMAR OF SPOKEN ENGLISH Term Paper By Maria Esko BBL-2 Supervisor Ludmilla Podolski capital of Estonia 2012 T competent of Contents Introduction3 Common Features of Spoken side of meat4 Grammar Characteristics7 Clause Combination7 Position of items8 Pausing, Repeating and Recasting8 Organising the hash out9 Ellipsis9 Response Tokens10 Vague Expressions11 Headers and Tails11 Conclusion12 References13 Introduction In the business realness, communication is vital for creating bracing networks and acquiring important business partners.Communication is the activity of conveying information. Effective communication skills hindquarters be considered the key to success. I need chosen to investigate position verbalise lyric in order to clarify what utter position grammar is. As a non-native speaker I consider learning spoken grammar unbelievably important in order to understand the other party. The communication process can be considered success plentifuly completed only when the attendee has understood the essence of the speaker. The fact that speaking and writing atomic number 18 different is quite obvious.The studies of the spoken position grammar have been neglected for a long conviction, since it was considered as confusing and full of mistakes. Development of technology has made it possible to analyse spoken language more thoroughly. Therefore m any(prenominal) fascinating facts about spoken Grammar have arisen. In this topic I forget use the term spoken grammar in the kernel of colloquial side of meat. The characteristics of formal English speaking, e. g. prep ard savinges are not analysed in this term paper. This paper recalls an overview of the main features of the grammar of spoken English.The differences between spoken and written English are supplied with illustrations. In the conclusion the overall characteristics of the grammar of spoken English have been summarised. Common Fe atures of Spoken English Is there any grammar in spoken English? To answer this question I have to define the overall meaning of grammar. According to Encyclopaedia Britannica the term grammar in a restricted sense refers only to the study of sentence and word structure (syntax and morphology), excluding vocabulary and pronunciation.Although language is the resembling the grammar of spoken English may differ since following the grammar rules during a discourse is time consuming and unnatural. When spoken language is distinguishd in more concomitant it also has patterns and specific structures which may be considered as the grammar of spoken language. During a conversation we do not have much time to mobilise what we are about to say and can not plan our talk in advance (excluding some special cases). While listening to a recorded speech it feels radiation pattern, fluent and easy to follow. On the other hand, when put on paper it is rather difficult to understand.However it g ives an opportunity to notice some specific features of colloquial English language, such as unruffled pauses, voice filled pauses, repetitions, false starts, discourse markers(small lyric poem or fixed phrases use to indicate the beginning or the stop of an idea) and short forms ( bleed, Svartvik, 2002). Specific features aboutly have a contextual meaning for the listener and can indicate different changes in the subject of the conversation. In this paper the term Spoken English language is understood in a narrow sense. It only includes the colloquial English and face-to-face interactions.Prepared speeches and other types of formal English speaking are not taken into account and are not discussed in the given work. In the figure below are presented the seven most typical conditions operating in real-time conversation. These features best describe why spoken language is so difficult to put in writing. Figure 1 Seven conditions operating in conversation (Leech, n. d. , figure 2) Further is given an eccentric of a conversation which enlarges the conditions generally operating in a conversation. It impart be later analysed and used as an example for various items of spoken grammar.Four speakers are sitting at the dinner table talking about a car accident that happened to the father of ane of the speakers. At the end of this sequence they switch to another topic. Ill just take that off and rent you got ensure of it? are references to a large pan which is on the dinner table. The = sign indicates an utterance which is cut short The + sign indicates an interrupted turn which continues at the abutting + sign A Ill just take that off. Take that off. B All looks great. C laughs B Mm. C Mm. B I think your soda water was amazed wasnt he at the damage.A Mm. B Its not so much the parts. Its the labor charges for= D Oh that. For a car. B Have you got hold of it? A Yeah. B It was a bit erm= A Mm. C Mm. B A bit. A Thats right. B I mean they verbalise theyd have t o take his car in for two days. And he said all it is is straightening a panel. And theyre like, Oh no. Its all unused panel. You cant do this. C Any erm problem. B As soon as they hear insurance claim. Oh. Lets get it right. C Yeah. Yeah. Anything to do with+ A Wow. C +coach work is er+ A Right. C +fatal isnt it. A Now.As can be seen in the example taken from Cambridge Grammar of English a comprehensive guide spoken and written English Grammar and usage (Carter, McCarthy, 2006, 165), understanding of the text depends on the context and the present(prenominal) situation. exercise shows some of the units that can be frequently encountered in spoken grammar, such as indeterminate structures ellipted forms, incomplete structures, subordinate clauses not obviously connected to any particular main clause, interrupted structures with other speaker contributions intervening, speech whose grammatical class is unclear.Conversation happens in real time and is spontaneous, therefore speak ers make mistakes and we can observe common features of spoken grammar. Some sentences are confusing and hard to understand because we do not have the noesis of the shared background of the conversation. It is difficult to confront speech in writing so that the reader could easily follow the written conversation. In order to do so there have to be made many remarks to explain what the speaker means. In real-time conversations emotions and vocal intonations are important to understand the speaker.Moreover, it is difficult to determine when the sentence starts and when it ends. This conversation is meant to illustrate precisely what is analysed in the term paper. Spoken Language and Interpersonal Communication In this paper only one part of spoken English pass on be discussed which is colloquial English. It is an informal interpersonal communication and has its own peculiarities. Conversations are typically carried out in face-to-face interaction with others. They are tied to the p articipants and the immediate situation. Speakers usually share a common contextual ackground and exchange meanings rather than the content of the message. Meanings will vary depending on the specific social, cultural and institutional knowledge (Biber, Conrad, Leech, 2002, 428). Grammar Characteristics Spoken language and written language coexist. They are not divided sharply but have many different characteristics. Therefore the grammar of colloquial English differs from the written one. There are many differences that could be mentioned however, cod to the limitation of space they remain outside the scope of this paper, which gives a brief overview of the main features of spoken English.Clause Combination In spoken English it is typical when the hierarchy of clauses in sentences is in discord. In real-time communication the speaker is not able to execute over-elaborate patterns of main and subordinate clauses. Usual are sequences of clauses connected by coordinate conjunctions (Carter, McCarthy, 2006, 170). Conjunctions are a grammatical resource to link text. In speech coordinating conjunctions are more frequent than in writing. Coordination is less empathic and more vague, which is characteristic of speech (Leech, Svartvik, 1983).Often subordinate clauses are used by one of the speakers to keep back the conversation or to give additional comments. They often occur after a pause to give evaluation to what have been said. Sometimes clauses blend in a sentence it happens when the beginning of a sentence is different from how it was completed. This syntactic structure is common in spoken language and is easily understood by the listener. (Carter, McCarthy, 2006, 171) Well, no, Melanies actually still a student and she still has ten hours of lectures a week, so she works in McDonalds in her spare time cos she needs the money and she works in McDonalds in Hatfield.Subordinate clauses A So I turned round and chased after him. B Just as I would have done. Cl ausal blend Theyve nearly finished all the building work, hasnt it? Position of items Spontaneous speech often requires adjustments to be made according to the communicative needs. Therefore it is natural when the speaker changes the position of items in a sentence in order to help the listener to the understand information better (Carter, McCarthy, 2006, 172). In colloquial English subject-verb inversion often takes place.In informal speech it helps to emphasise the subject (Leech, Svartvik, 1983) B I think your dad was amazed wasnt he at the damage. Pausing, Repeating and Recasting There are two types of pauses unfilled and filled. Unfilled pauses are just silent and quite short. They often indicate a change in the direction or the subject of the conversation. Filled pauses are marked by vocalisations, such as er, erm, uh or uhm. These marks can indicate a shift in the topic or that the speaker has not yet finished talking and is thought process of the best way to continue (Carte r, McCarthy, 2006, 172).Repetition and recasting are very common in colloquial speech. When answering a question by repeating words or phrases the speaker can get some more time to think. ordinarily repetition occurs at the beginning of an utterance or clause. Recasting is normal in real-time speaking. It happens due to the fact that the speaker is talking very fast and needs to reformulate words or phrases (Carter, McCarthy, 2006, 173-174) I spoke to her exsert nightwell, shes not going to take the job. It was, er, the director, wasnt it? I, Im, Im not sure hell hell be able to arrange that at such short notice.Organising the discourse Spoken language seems quite unorganised. However, speakers often use specific words and structures to indicate how the speech will continue. For example items such as anyway, okay, right, I mean, so, now, etc. These items are named discourse markers. Structurally these markers do not belong to clauses (Carter, McCarthy, 2006, 174-175). One of the m ore frequent discourse markers in spoken English is like it is used to mark direct speech (Adolphs, Carter, 2003) Right, wed better try to phone and see what they have to report.And theyre like, Oh no. Its all new panel. You cant do this. Ellipsis Ellipsis is the absence of elements required by the grammar. However the message doesnt suffer and missing parts can be understood from the context. In most conversations eclipsis can be classified as initial ellipsis and final ellipsis in some cases also medial ellipsis takes place. In initial ellipsis, words at the beginning of the sentence are dropped, in correspondence in the medial ellipsis in the middle and in the final ellipsis at the end of a sentence (Biber, Conrad, Leech, 2002, 441-443).Also ellipsis can be categorised situational, textual or structural (Carter, McCarthy, 2006, 181) Initial ellipsis Didnt know that film was on tonight. I is omitted. Final ellipsis A I suppose Kathy is still living in that same place. B Yeah, she is. living in that same place omitted Medial ellipsis Yeah dude, I gotta start operative. instead of I have got to Ellipsis is highly characteristic of spontaneous speech. During a conversation speakers need to reduce syntactic complexity due to real-time pressures.Ellipsis also takes place when avoiding unnecessary repetition and giving fast responses to other speakers (Biber, Conrad, Leech, 2002, 441). Response Tokens Response tokens are very common in spoken language. These are some adjectives and adverbs used to give degraded and clear response to the speaking partner and to show that the user is listening and understands what is said to him. Such words include absolutely, definitely, great, fine, good, really. Some words have an association with a particular context. For example fine is used when making arrangements and reaching decisions.Response tokens help the listener to give quick feedback to the speaker, which is very convenient in case of a conversation (Carter, McC arthy, 2006, 188-189) C Yeah. Yeah. Anything to do with+ A Wow. C +coach work is er+ A Right. C +fatal isnt it. A Now. Vague Expressions Speakers tend to avoid aggressive or authoritative language and in order to sound genteel and to soften the language vague expressions are used. The most common are stuff, like, anything, kind, whatever, sort of, etc. Vague expressions soften the information and often are used before some accurate or precise information (Carter, McCarthy, 2006, 202-203).Sometimes these expressions are overused by the speaker Between then and like nineteen eighty tetrad I just spent the whole time, I mean for that whole sort of twelve year period or whatever, erm I was just working with just lots and lots of different people. Headers and Tails Headers and tails are very common features of spoken language. They rarely occur in written English and seem very strange. A header occurs in a sentence where an item within a clause structure is placed before the clause and repeated in the clause itself. In other words the header stands in the initial position.Most typically header consists of a noun phrase and is followed by one or more pronouns. Headers are used by the speaker to help the listener to orientate in the facts (Carter, McCarthy, 2006, 192-193) The teacher with glasses, he seems very nice. Tails are similar to headers the difference is that these items are placed outside the clause structure. Tails are also typically noun phrases. Their purpose is to clarify something mentioned in the main clause. Usually tails clarify or repeat the referent of a pronoun (Carter, McCarthy, 2006, 194-196) Theyre incredibly nice, our neighbours.Conclusion In conclusion it is possible to say that English spoken language has grammar. However there is still much to be researched. The need to investigate spoken grammar is important in order to improve the speaking skills. In world where communications are developing so rapidly, spoken language and the mastery of it is an empowering skill. Writing is practiced everywhere in the world but the art of conversation is practiced rarely (Brazil, 1995, 11). Spoken grammar highlights the contextual and interpersonal aspects of communications. It is an interactive process and usually it is quite rapid.Therefore speakers use different structures in order to give quick comments or answers. Those structures include response tokens and ellipsis. Often the speaker changes the position of items in order to help the listener to understand the topic. In order to make the speech softer and less authoritative speakers use vague expressions. During the conversation the speaker often looses track of thoughts and therefore pauses, repetitions and recasting help to combine new clause structures. many a(prenominal) other characteristics of the grammar of spoken English can be named.The knowledge of the grammar of spoken English is important for business communications. People need the necessary skills to expres s themselves in a best possible way. Studying this subject will provide a better understanding of grammar as a whole and can be a source of new knowledge. References Adolphs, S. , Carter, R. , 2003, And shes like its terrible, like Spoken Discourse, Grammar and Corpus Analysis, International Journal of English Studies Biber, D. , Conrad, S. , Leech, G. , 2002, Longman Student Grammar of Spoken and written English, Edinburgh Pearson Education Limited Brazil, D. 1995, A Grammar of speech. Oxford Oxford University Press Carter R. , McCarthy m. , 2006, Cambridge Grammar of English a comprehensive guide spoken and written English Grammar and usage, Cambridge University Press Eggins, S. and D. Slade, 1996, Analyzing casual conversation. London Cassell Leech G. , Svartvik J. , 1983, A communicative grammar of English, Moscow Prosveshchenie Leech G. , Svartvik J. , 2002, A communicative grammar of English 3d edition, London Pearson ESL Leech, G. , n. d. , English Grammar in Conversation La ncaster Lancaster University