Services Marketing Importance of the Internet Term Paper

Administrations Marketing Importance of the Internet - Term Paper Example In the present day and age, the web has become a significant piece of individuals' lives. From diversion to bookkeeping, practically all the aspects of life are accessible on the web and individuals are utilizing it for business, banking, shopping and conveying. In any case, the way that this medium is helpless against abhorrent structures of fraudsters to be specific programmers who hide behind it with goals of wholesale fraud or robbery of delicate data of clueless net clients, makes this medium dangerous. Yet, investigating the issue and its range unbiasedly would assist with giving arrangements and countermeasures to it. With the expanded significance of the web in individuals' lives, the measure of web or online fakes have additionally expanded. The test is to ensure that web is a sheltered mechanism for administrations like web based shopping, web based banking, and so on and clients are not casualties of wrongdoings like phishing (What is phishing, n.d.) or other online fakes. The universe of the Internet can be as entrancing and as risky simultaneously. It is an innovative miracle through which individuals get to news, data, impart utilizing messages or informal communities, shop on the web or execute cash through web based banking. Simultaneously, the web is additionally laden with perils. Phishing-Through this technique the phisher or the individual who assaults through the web and attempts to access significant and private data, for example, passwords, charge card numbers, and so forth of the individual who is being assaulted. The casualty accidentally falls prey to the abhorrent plans of the phisher and wind up uncovering the delicate data which is then abused. It has been accounted for that phishing is right around a particular wrongdoing which includes administrations of many like spammers, programmers, and phishers. This is done to build the harm brought about by the demonstration and furthermore its degree. Probably the most critical administrat ors in this field are: Mailer-These are individuals who convey the colossal number of phony messages which contain connections to a site implied for phishing. When the ignorant clients click on the connections in these messages, they are taken to phishing locales or phony sites. Gatherer These individuals set up these phony destinations implied for phishing and here the clients are mentioned to give their classified data like passwords, standardized savings numbers or Visa pin numbers. Regularly the phony messages are so very much masked in structure and usefulness that clients take them to be unique messages correspondence from their banks and subsequent to arriving at the phony destinations they wind up transferring delicate information there.

How Craft Changed Oreo Marketing Strategy in China

How Kraft Changed the Oreo and Its Global Marketing Strategy for Success in China Gale Business Insights: Global Case Study Collection Learning Objectives After examining this contextual analysis, understudies ought to have the option to do the accompanying: Explain in any event three advantages of statistical surveying in item improvement for universal and developing markets Identify conventional and nontraditional procedures for expanding income through entering new worldwide markets Appreciate the impact of social standards and tastes for firms extending to new markets Discuss how firms can center items to neighborhood tastes while expanding brand esteem all inclusive IntroductionOne of the more well known techniques for firms to build benefits in the 21st century has been to grow to new, developing markets. China, India, and other Asian and Pacific nations have gotten a lot of consideration by North American and European firms endeavoring to tap developing degrees of superfluous salary from the rising white collar classes in these nations. The procedure appears to be sound, yet its execution is basic to its prosperity or disappointment. Numerous models exist of organizations during the 1990s and the main decade of the 2000s neglecting to pick up footing in these new markets.Firms regularly attempt to draw in new clients by offering basically similar items that have worked in different markets. They bolster this methodology by including deals and showcasing staff and different assets to persuade potential purchasers in the new market of the estimation of their items. Offering a standard item across business sectors can limit expenses and increment overall revenues. Be that as it may, social standards, tastes, and inclinations differ significantly between a firm’s home market and the new market it might be endeavoring to enter.It is frequently hard for firms to check the correct blend of normalization and restriction while as yet making development ben eficial as opposed to being a delay benefits. For instance, Campbell Soup Co. saw a chance to make huge benefits in Russia and China with its preprepared soup items. As indicated by The Wall Street Journal, Campbell evaluated that Russians and Chinese eat soup five times each week all things considered. As life in China and Russia gets busier and more ladies enter the working environment, the organization estimated that individuals would have less time to get ready suppers and that the interest for preprepared food would increase.However, Campbell found following quite a while of advertising its items in these nations that its canned soup procedure didn't catch the income it should have been beneficial. Campbell presented and afterward hauled its consolidated soups out of China during the 1990s, and the organization declared in June 2011 that it would close its Russian activities four years in the wake of entering the market. Kraft Foods Inc. is another organization that sees open d oors for new and developing benefits in Asia. The company’s first endeavors to enter Asian markets were as fruitless as Campbell’s beginning attempts.However, Kraft chose to move to another advertising procedure, grounded in an alternate comprehension of how to best venture into new markets. Kraft Foods and the Oreo in 2005: In Need of a Change The main Oreo treats were delivered in New York City in 1912 and enlisted as a Nabisco trademark one year later. Almost an era of mainstream showcasing efforts made Oreos extraordinary compared to other selling treats and most popular food marks in the United States. All through this time of prevalence, next to no changed about the physical treat: Oreos stayed a sandwich treat with chocolate closes and a cream-filled center.The plan of the treat helped start an eating custom that sponsors before long appropriated to make the treat much increasingly well known: the â€Å"twist, lick, and dunk† technique for eating the trea t has been a highlight of Oreo publicizing for a long time. By 2005, the Oreo treat had been a pillar in U. S. shopper culture for almost a century. Be that as it may, deals in the United States had appeared to top, and worldwide development in developing markets in Asia and somewhere else was moderate if scarcely recognizable by any stretch of the imagination. The Oreo was presented in China in 1996, in he same structure that a client would discover it in a supermarket in the United States. Deals had been level for the initial five years of the 2000s and were in decay. â€Å"In 2007, Kraft Foods China was an unrewarding, $100 million business that was not growing,† noted Sanjay Khosla, Kraft Foods’ leader of creating markets, in a meeting distributed by the Boston Consulting Group. Kraft was in any event, considering hauling the item out of the Chinese market totally, because of poor deals. The organization in general was performing ineffectively. This prompted a purg e of official administration in 2006, with Irene B.Rosenfeld introduced as (CEO). Rosenfeld had recently worked at Kraft for a long time before leaving in 2003 to head Frito-Lay North America. In mid 2007, Rosenfeld laid out a system to turn the organization around that included item quality, innovative work (R&D), and acquisitions as basic to the future development of the organization. Rosenfeld recruited front line business pioneers, for example, Khosla to help make the procedure that would change the way Kraft Foods Inc. works together. Less, yet Larger Bets: Growth Through Focus and the 5-10-10 Strategy at Kraft FoodsWhen Sanjay Khosla left Fonterra Group in 2007 to lead Kraft Foods’ business in creating nations, he was entrusted with finding an approach to understand the potential for development in creating markets that had escaped Kraft thus numerous other huge, effective global firms. That distinctive methodology shunned the customary thought that an organization must create more so as to sell more. In a 2011 element on Khosla in Chicago Magazine, Khosla noticed that â€Å"[c]ompanies were simply planting their banners, with a one-size-fits-all mentality that didn’t work.You can’t simply power stuff starting with one nation then onto the next. † Instead, Kraft Foods would upgrade the way it, and different firms, entered developing markets. Khosla coauthored an article with Mohanbir Sawhney for Strategy+Business magazine, called â€Å"Growth Through Focus,† in which the writers subtleties the numerous progressions that occurred at Kraft Foods to prevail with regards to creating markets. â€Å"A average ‘growth through more’ strategy,† they compose, â€Å"diffuses the organization’s endeavors. It expands the intricacy of the association and its activities. Organizations ought not create more to drive development however ought to rather center its tasks and technique to accomplish developm ent. â€Å"The motors of growth,† compose Khosla and Sawhney, â€Å"are center (less brands, less classifications, and less markets) and effortlessness (basic vision, streamlined execution, and more straightforward authoritative plans). † Kraft Foods would pick which brands have the best odds of winning wherein markets and afterward flexibly its administration and representatives with a bounty of assets to succeed. â€Å"We have discovered that apparently developed organizations can be empowered by making less yet bigger wagers. The official group at Kraft had a system for winning yet needed to guarantee that its representatives at all levels comprehended and executed the procedure, so it thought of a dream articulation or â€Å"hook† that would be conveyed all through the positions, called the â€Å"5-10-10† technique: five classifications, ten brands, and ten markets. â€Å"5-10-10† would help convey to all representatives precisely what the sig nificant needs for the organization would be, giving a sense in its way of life that official administration was open and submitted with its techniques and goals.After directing a few workshops with its supervisors and workers everywhere throughout the world, where open and real criticism was energized, Kraft Foods concluded that its most obvious opportunity at winning is center around two classes: rolls and chocolate. In spite of the fact that it has been fruitful generally in the United States, Oreo had as of late, in 2006, become the top of the line roll in China, because of new promoting and item improvement strategies executed by a group drove by Shawn Warren, VP of Marketing at Kraft Foods International.By concentrating on China with the Oreo and removing center from other effective brands and developing markets, Kraft Foods Inc. was making a major wager in reality. Breaking the Cookie Mold: Recreating the Oreo for the Chinese Consumer What followed was an engaged, liberal sta tistical surveying undertaking to discover why the conventional Oreo was not working in China and, all the more significantly, to make sense of the sort of scone (called treat in the United States) would speak to Chinese buyers. The discoveries revealed definitely why the Oreo was not getting on with the Chinese.It may appear glaringly evident that changed societies have various tastes and standards, yet now and again it takes a ton of interest in statistical surveying to find precisely what those distinctions are and to move from episodic sentiments to noteworthy observational proof. To begin with, the Oreo that had spoke to a large number of Americans throughout a century was basically unreasonably sweet for the Chinese sense of taste. Set forth plainly, the Chinese didn't especially like the flavor of the conventional Oreo. Research likewise viewed that the treat itself was as too huge and that the cost of 72 pennies for 14 Oreos was too high.Product Development and Recasting the Oreo Cookie in light of this new comprehension of Chinese purchaser conclusions, Kraft Foods’ Asia Pacific division went to work to make the sort of item that may have the option to get on in the district. The Wall Street Journal revealed that 20 models were created with diminished sugar content. Kraft tried the models to discover a recipe that Chinese purchasers would discover generally appealing. They did likewise for bundling and evaluating, choosing a bundle that cost 29 pennies and contained less Oreos.Other item advancement developments, in view of market re

If You Have Bad Credit, Can You Qualify for a Debt Consolidation Loan

If You Have Bad Credit, Can You Qualify for a Debt Consolidation Loan If You Have Bad Credit, Can You Qualify for a Debt Consolidation Loan? If You Have Bad Credit, Can You Qualify for a Debt Consolidation Loan?If  you want to consolidate your debt but you have a lousy credit score, youre going to run into the same problems as you would trying to apply for any other loan.Bad credit is like the worst kind of slope: a slippery one. Once you miss some payments, your credit score will start dropping and the fees and interest on that debt will keep growing.So now you have more debt and a lower credit score which will make getting a personal loan harder. One way to help manage your debt is to take out a debt consolidation loan, where you get one big loan to pay off all your smaller ones. Then you only have one payment to make every month! And hopefully at a lower interest rate than you were paying previously!But if you already have a poor credit score, is debt consolidation really a possibility for you? Read on and find out!Payment history and amounts owed are the two most important parts of your score.Before we continue, lets make sure were all on the same page. Your history as a borrower is collected into documents called credit reports by the three major credit bureaus: Experian, TransUnion, and Equifax. That information is then fed through an algorithm created by the FICO corporation to create your credit score, a three-digit number that expresses your perceived trustworthiness as a borrower. Potential lenders use these scores to help determine whether they’ll lend to you and at what rates.Your credit score is composed of five categories. The most important category, worth 35 percent of your total score, is your payment history. This is a measure of whether you’ve been paying your bills and paying them on time. When it comes to whether you’re likely to pay off your debts in the future, it’s not surprising that lenders will want to know whether you’ve paid your debts in the past.The next factor, worth only a little less at 30 percent, is your amounts owed. This is, as the name suggests, the a mount you currently owe to your various lenders. If you already have a lot of debt to manage, it stands to reason that you’ll have a tougher time managing new debt. In general, youll want to keep any credit card balances below 30 percent of your total credit limit to help this section of your score.If you think you have a good credit score because youve never been in debt, youre wrong.  The last three factors are each less important on their own, but together they account for a little over a third of your credit score, as the math would suggest.The length of your credit history is worth 15 percent. This is where some people can get hung up because they think having never gotten into debt in the first place will lead to a good credit score. That’s not the case. FICOs algorithm does not look too kindly on people whove never borrowed money before because, well, theyve never borrowed money before! The algorithm isnt sure how they would handle it!That’s why, even if you don’t qua lify for a regular credit card, you should consider getting a secured credit card. This is a card that’s easier to qualify for but which requires you to put down cash as collateral. That way, you can start building up your credit by using the credit card and paying the bill in full each month. But you don’t want to use it too much since the next 10 percent is …Your credit mix! This takes into account how your credit obligations are divided. Lenders want to see as diverse a mix as possible. So if all your debts are on credit cards or in the form of personal loans, youll get dinged for that.Finally, the last 10 percent is recent credit inquiries. Hard credit checks, performed by most standard financial companies when you’re seeking a loan, will cause a temporary negative effect on your credit score. The effect isnt huge and will only last a maximum of two years, but when you have bad credit, every little bit counts.What is a debt consolidation loan, exactly?Speaking of applyin g for a loan, just what is a debt consolidation loan? Basically, it’s a loan you take out for the express purpose of paying off the debts you want to consolidate. You take out the new loan, and then use those funds to pay your old debts off. There are certain loans that are advertised specifically as debt consolidation loans, and you include the other balances that you want to pay off as a part of the loan process.Ideally, this new loan will have lower rates than the original loan or lower monthly payments. Or super duper ideally, both. Oftentimes, though, youll be asked to choose between the lower monthly payments and paying more in interest overallâ€"even with lower rates. A longer term on a loan means lower payments, while a shorter term means less interest will accrue. In choosing between the two, its really about whats right for you.If youre applying for a debt consolidation loan that has a higher interest rate than your current debts or  monthly payments that you cant afford , then you shouldnt take out that loan. While simplifying your debts is a good thingâ€"allowing you to make one payment each month instead of manyâ€"paying more money in order to do that is not.So can you get a debt consolidation loan with bad credit? And should you?Folks with bad credit will run into the same issues with a debt consolidation loan that they will with regular loans.Getting a debt consolidation loan with bad credit is like getting any other loan with bad credit: less than ideal. Traditional lenders likely wont lend to you at all, and the ones that will are going to charge you much higher interest rates. The rates might be so high that the loan isnt even worth it. Loans or credit cards that were taken out before  you had a bad credit score might have better rates than anything youre able to qualify for right now.Youll also want to be very careful with any lender that does  want to lend to you when you have bad credit. While there are many bad credit lenders out there t hat are totally legit, there are many others whose predatory products will trap you in a cycle of debt. Trying to consolidate your debt with one of these lenders could  leave you in a worse situation than you were in before the consolidation.Then again, even the higher rates from one bad credit loan might be far better than what youre paying on your  other bad credit debt. For instance, if you have multiple payday loans outstanding that you are struggling to pay, consolidating all of those loans into a single bad credit installment loan with longer terms and lower payments might just be the ticket to stabilizing your finances.The solution to choosing the right bad credit debt consolidation loan is simple: Do your research. Make sure you compare different loans using their APR, or annual percentage rate, to determine which one is most affordable, and make sure to read all of the fine print before signing anything. Check the monthly payment amounts against your budget and see whether or not youll be able to afford them. Online reviews can also help you determine which lender is the right choice for you.In a best-case scenario, you’ll find a debt consolidation loan with better terms that will report your payments to the credit bureaus. Then, not only will you be handling your debt, you’ll be building your credit score back up as well!Having a bad credit score is always going to be tougher than having a good one. But it might still be worth looking into a debt consolidation loan. As long as you don’t have to agree to any hard credit checks, there isn’t a downside to exploring your options.To learn more about getting out of debt, check out these related posts and articles from OppLoans:Want to Get Out of Debt? Then Let It Snow(ball)!Are Balance Transfers a Good Way to Pay Down Debt?Climb Your Way Out of Debt: 6 Paths You Can Take TodayWhat do you think is the best strategy for getting out of debt?  Let us know  on Facebook  and  Twitter.

The During The American Revolution - 1226 Words

During the early American Revolution, Boston was a place where at the time colonies could not find peace. After gaining their independence from the French and Indian war, they had been put so far in debt that the British began taxing them to pay it off. The colonies were so angry about these taxes that they began to revolt against them. They were angry because these decisions were made without their consent, they didn’t have any one to speak for them in the parliament. All the revolts on taxes like the sugar act, tea act, and stamp act lead to the Boston Tea Party on December 16, 1773. A big group of Bostonians marched to the Boston Harbor and threw 340 chests of tea into the water. As a response of this, British passed the Coercive Acts†¦show more content†¦After the coercive acts, they demanded to have a meeting with the British. At the First Continental Congress in Pennsylvania from September 5 to October 26, 1774 representatives from 12 of the 13 colonies met to t ry to persuade the British to recognize their rights. This resulted in them letting the colonies to the rights of life, liberty, property, and the right to establish their own taxes within the colonies. This calmed it down a little but the British kept Sending troops to Boston making them mad. They were determined. Determination and hope led them to win the revolution because they found a way to keep the colonies up and strong throughout the whole time. The provincial congress members had met up to discuss the colonies. â€Å"He turned from †¦ lectures of caution and prudence to asserting and defending the most bold and undisguised principles of liberty, and defying in their very teeth the agents of the crown.† The Bostonians weren’t afraid to disobey their mother country and fight for their new country. Even though they were considered British people in America, they had never seen or gone to the other side of the Atlantic. Therefore, the Americas was there home and they were determined to fight for its independence and get away from the British. The American Revolution was started from a spark that was ignited in Boston. It was led to be an American victory because of Boston’s endless hope of winning the war

Psychology in American Beauty Essay - 1038 Words

Psychology in American Beauty Have you ever seen a movie that just simply amazed you and almost disgusted you in a way. Well over this weekend my family and I decided to rent the movie American Beauty. This movie recently has won many awards for performances in acting and best role play. But that is not the reason we choose to watch American Beauty. We choose to rent this movie pending on the fact for me to write my final psychology paper on it. American Beauty struck me in very different ways some including feelings of disgust, truth and reality, but mainly it was filled with many social psychology terms. If you asked to pick a different movie to show and demonstrate the examples of certain psychology terms I don’t think I would†¦show more content†¦Another scene is when she has some fund raiser for reality and she really likes The King of real sate so she tells Lester to just be quiet and for once make himself useful to her. Now we will turn to Lester for a little while our next subject. Lester is at a high school basketball game to watch his daughter Janie who is on the cheerleader squad. Although he was not very thrilled about going to the event once he notices the physical appearance (the way she looks relates to her personality and intelligence) of his daughters friend who is also on the squad Lester suddenly becomes very interested. Lester before he even introduces himself to Angela the friend of his daughter, assumes because of her beauty that she is personable and precise. Another trait about Lester is that every time he either sees Angela or even thinks about her something strange begins to happen. Lester starts to see these roses and they appear to whatever he is thinking about. This to me is an Attributing Factor ( The inference process people use to assign cause and effect to behavior) So whenever Angela is on his mind these roses or pedal are attributed . 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Dance choreography Extended programme notes Free Essays

Big Brother is a dance that explores the idea of being trapped and controlled within a â€Å"box. † For me the box was a larger metaphor for society, and on another level, the dance explores the idea of society controlling the individual, and the desire to escape this control. The accompaniment I chose is called, â€Å"The Black Parade† by My Chemical Romance. We will write a custom essay sample on Dance choreography: Extended programme notes or any similar topic only for you Order Now I chose this piece of music because I felt it created a very strong atmosphere that largely reflected the emotions of the character in my dance. Though only used for around twenty seconds, the varying pace and the complex rhythms in the piece created an air of frustration, desperation and excitement- emotions I try to convey as the character attempts to break free of the box. The electric guitars and drums complemented the powerful and often heavy dynamics. I chose to use a section that moved from a slower tempo into a faster tempo as I felt this represented the character’s situation at that point in the dance. The slower tempo, I feel, made the character seem weary- tired of fighting. The transition into the faster tempo as the character makes a final attempt to break free of the box gives the final section an exciting climax, and creates a sense of excitement yet desperation at the idea of escaping. I decided to bring the music in slowly as I felt it built the atmosphere effectively towards a climax at the end of the piece. My piece is split into four sections of ABCD narrative. Section A focussed on the character’s discovery of being trapped, whilst section B looked at the character being controlled whilst being trapped in the box (this was also a theme running throughout my piece. Section C, the largest of the sections looked at the character’s attempt to escape from the box. Finally, section D, the shortest section, was the character’s actual escape from the confines of the box. I began my dance at centre stage, in a ball shape on the floor. By making myself look very small, I feel it made me look very vulnerable, and as if confined- immediately defining the idea of restriction. I then began to run around the ‘box’ following a random pathway, pushing off the walls. Creating the circular box as I define these walls. This random pathway indicates the idea of panic for the character on discovering they are in a box. The pathways being random represent the character’s lack of self-control over oneself- and underpinning the theme of my dance. Although within these random pathways, I never travel outside the box, outlining the fact I am trapped. The strong pushing gestures (motif A) I use in this section are one of the main motifs running through my piece, and reveal the fact the character is confined to the box. Section B is performed mainly in bound-flow, though the gestures move from closed to open. Initially, the arms are tight to the body, trying to pull away- symbolising chains. Then when free, I take large steps, trudging around the box in a zigzag pathway, with my arms and head floppy yet tense- as if a puppet. Similarly, the idea of a puppet is reflected in the heavy steps here. I used the puppet to convey the idea of the character being controlled; his strings are pulled by society. I then make a gesture, at the edge of the box, facing the audience, as if ‘pulling’ away the wall of the box. My facial expression here completely changes to one of wonder and amazement, and I use the second motif – a mime of touching/exploring the wall before pushing off into a spin (motif B). I do this very softly, a contrast from the strength of movements inside the box. I am then pulled back into the box, again like a puppet back under the box’s control. This provides the link between section B and section C. I am trying to escape the confines of the box in section C and this is reflected in the repetition of motifs A and B as well as running about the space. As the character is pulled back into the box, the space becomes larger, into a rectangular shape. I included this to allow me to explore a larger amount of the space. This section begins with similar puppet like movements from section B this time repeated on the floor. After getting up, I then run about the space, repeating motif A. After pushing off each wall, I develop this motif by adding to the end of it- travelling to the next in various ways: spins, slide, leap and run. Using many actions emphasises the manic behaviour of the trapped character. The space then again becomes small, this time very small, as if within a corridor. Motif A is again developed, this time by using elbows to push instead of palms. As a result of being trapped in this new smaller box, the somewhat free flow gestures seen earlier in this section become bound flow. I then repeat motif B, this time with a new emphasis on the movements. Instead of them being soft, as they were first, I made them powerful and developed them by adding a hop and push. The hop and push helped make the character look more desperate as if pushing up as well as out of the box. In addition, I developed this motif by repeating each section (the push and spin and then the hop and push) alternately facing to each side. I did this because I wanted to show my motif to the audience from several viewpoints to help add interest to my dance. Section D provides the climax to the dance. The link between section C and D is a set of fast spins, with arms bent upwards. This shows that the character is breaking out of chains seen in section B. The music becomes louder, and moves into a faster tempo- I imagine this to represent the character’s heartbeat. The music in section C is slower, but as the character reaches the final breakout he becomes more and more frantic and excited. The climax is me running into a slide on my knees across the floor toward downstage left. I thrash my arms to represent the break for freedom. I then repeat my developed motif B, further developing it by changing the level. This shows how tired the character has become of fighting to escape. For the final image in my piece I thrash my arms over my head, throw my torso forward and hold. The floppy arms here can be left to interpretation for the audience. They could be seen as showing relief at breaking free of the box. Similarly, they also resemble the puppet arms seen in section B showing the box’s control- and therefore may indicate that however hard he fights, he cannot escape the box’s control. I wished for the audience to make their own interpretation at this point. There is floor work in each of the four sections. The transition between low and high levels suggests at the characters weakness- as if being thrown about the space, as seen in sections A and C. I choreographed this dance as a solo because I wished for it to focus around an individual’s fight to break free from the confines of a society that tries to force people into conforming to certain ways- as if the individual is a puppet. By performing in solo, it allows the audience to focus and speculate more on how the individual is affected by society. Similarly, I could have choreographed a group dance to display how this idea of control or the ‘box’ affects many of us. Throughout my dance I mainly concentrated my focus forward, toward the walls of the box. I did this because I felt it revealed the character’s determination to escape the box. I only had a different focus during two other moments. When being the puppet I had my focus follow my arms and legs to suggest that my whole body was being controlled and pulled toward a point in the space. Secondly, in section B when I pulled away from the wall of the box, to show I was outside of the box my focus was all around the space ahead- as if looking in amazement at what was outside the box. In my piece facial expressions played a huge part in helping tell the story. I used a large variety of facial expressions in accordance with my character’s varying emotions. In the opening section my facial expressions were wide and open, and my breathing heavy, to show the character is panicking at being in the box. In the puppet section, my face is blank, to show I haven’t control over myself. When seeing outside the box, I looked around in amazement to show the contrast between the box and the outside. And during sections C and D my facial expressions were much tighter to show the character is angry at being in the box, and is determined to find a way to escape. I ensured that the music entered at a time that it went well with the narrative. The music was symbolising the character’s emotions. When controlled by the box the character has no control over his own emotions. The lack of music symbolises this- no emotion, no music. Similarly, in section D, the music indicated that the character was about to break free, and gain his own emotions back. As a result my music only came in very close to the climax, when I finally escape the box. I had two main inspirations for the dance. The book â€Å"1984† by George Orwell looks at the idea of society trying to control all aspects of our lives, by taking away individuality and making each person the same. A robot; or puppet in the image of society. This is where I got the main idea for the puppet like movements, and for the idea of being trapped within a box. It is also the inspiration for my title ‘Big Brother,’ a term coined by the book. Also, watching the piece ‘Swansong’ by Christopher Bruce influenced me hugely. I feel the greatest influence it had on me was to create a piece about the world we live in. The themes of bullying and injustices, that Bruce looks at in the piece, are things that happen in the context of prison all around the world. I took from the piece, that sometimes the most powerful pieces are ones that people can in fact understand and relate, to the dance idea. I am extremely pleased with the piece of dance I have choreographed for my coursework. I feel it clearly expressed an interesting dance idea in an engaging fashion. I am particularly, pleased with my manipulation of spatial design to make clear the idea of the box, and the way the box got larger and then closed in around the character. I felt that the simple motifs very clearly communicated the dance idea, with the pushing motions, and were developed in a way that made them very interesting: by adding spins, leaps, hops, turns and varying levels. Feedback from my peers suggested that my main motifs very clearly communicated the idea of being trapped within a box, and that the message of the dance was very clear. I believe I made the right decision in choreographing a solo piece, as I feel that this emphasised the idea of an individual against the greater society well. I did not like the section B I initially choreographed, as after watching it back on video and receiving feedback from my teachers I felt it was much weaker in comparison to the rest of the dance. The movements were much weaker, and the section did not clearly communicate the dance idea, as it was mainly just a set of non-complementing floor patterns and gestures. I instead developed the theme of society’s control, and used this to create the puppet section- a section I am proud of as it is interesting to watch and expresses the dance idea clearly. I could possibly have changed the dynamic of section B to a slower pace to create a greater contrast between the controlled puppet character, and the character fighting for freedom. Other from that, I like the whole of my dance, and felt that all sections were powerful and communicated the dance idea effectively whilst being strong and exciting to watch- especially when combined with my powerful use of facial expression. In feedback from my teachers they suggested that the music would be more appropriately brought in at the point where the character pulls the walls apart and sees outside the box, to show that the character has seen an outside world- a hope- and that now they are not being so controlled but instead fighting the control. My favourite moment of the dance was the ending, the climax to the piece. The loud fast music, powerful and fast dynamic, thrashing gestures and throwing myself to the floor made this very dramatic and a very exhilarating end to the piece. How to cite Dance choreography: Extended programme notes, Papers

Drinking water contamination Essay Example For Students

Drinking water contamination Essay Due to the Safe Drinking Water Act (SDWA), Americas drinking water is safer than it has been in decades, and of better quality than that of many other countries. Accordingly, many Americans believe that while people elsewhere may have reason to be concerned about getting sick from contaminated tap water, we are safe. Yet, incidents in the United States such as the outbreak of the microorganism cryptosporidium in Milwaukees water supply in 1993 that killed more than one hundred people and sickened over 400,000, and lead and pesticide contamination while not affecting most, threaten the tap water of millions of Americans. In truth, according to Environmental Protection Agency (EPA) data, in 1994 and 1995, 45 million Americans drank water from water systems that fell short of SDWA standards.1 Adding gravity to the situation, the Centers for Disease Control (CDC) and the EPA advised that people with weakened immune systems should consult with their doctors and consider boiling their drinking water to kill any cryptosporidium.2This is just the tip of the iceberg. Some scientists believe that for every outbreak reported in the United States, another ten may be occurring.3 One such study found that as many as one in three gastrointestinal illnesses often chalked up to stomach flu are caused by drinking water contaminated with microorganisms.4Such microbial-related outbreaks say nothing about the many other hazards borne by our nations water supply. Researchers have shown that millions of Americans regularly drink tap water that is contaminated with toxic and cancer-causing chemicals such as lead, trihalome thanes (THMs), arsenic, radioactive materials, and pesticides. A 1994 study estimated that some 14.1 million Americans drank water contaminated with the pesticides atrazine, cyanazine, simazine, alachlor, and metolachlor.5 The manufacturers of these agricultural herbicides have shown that these chemicals may cause cancer, birth defects, and genetic mutations. To make matters worse, some water utilities have been less than forthcoming with information about their drinking water supplies and the efficacy of their purifying methods. While the primary concern of most water utilities is delivering safe drinking water and a large number readily share their water quality data with the public many insist on erecting barriers between the public they serve and information about the water they supply.6As a result of the failure of the government and many water systems in the country to protect the drinking water supply, many Americans no longer trust the purity of their tap water, and so pay enormous amounts of money nearly $2 billion annually for bottled water and home tap water treatment units.7 Unfortunately, there are few standards guaranteeing the quality of these options. According to one study, as much as one-quarter to one-third of all bottled water sold in the United States originates from water supplied by public water utilities.8Unhealthy drinking water affects children in different ways than it does adults. There is cause for special concern for the health of children who drink tap water. Legal standards for most waterborne contaminants generally have been set based on the health effects of pollutants on average adults; consequently, the health of millions of people including infants, children, pregnant women and their fetuses, the elderly, and the chronically ill -may not be protected. To compound matters, infants and children drink more than two and a half times as much water as adults as a proportion of their body weight.9 An infant living solely on formula consumes about one-seventh of its own weight of water each day, which would correspond to approximately three gallons of water for a 155-pound adult man.10 The hazards posed by waterborne lead are especially pernicious. In 1991, the EPA estimated that lead in drinking water harms the health of millions of children, causing more than 560,000 children to exceed the level of concern for blood-lead levels defined by the CDC.11 (A recent EPA rule regulating lead in drinking water may have reduced this number of children.) Particularly susceptible to waterborne lead poisoning are infants, who are often exposed when their formula is reconstituted with tap water. This chapter discusses the widespread contamination of the United States drinking water supplies by microorganisms, pesticides, lead, disinfectant by-products, arsenic, and radioactivity. Citizens need to seek remedies to ensure the health of their families in the face of increasing threats to the nations water supply. Toward that end this chapter describes scientific research bearing on the health impacts of water contamination on children, suggests measures that concerned parents and others can take and identifies model programs of local solutions that have worked throughout the nation. HAZARDS OF DRINKING WATER CONTAMINATIONWilliam K. Reilly, Administrator of the EPA under the Bush Administration, classified drinking water contamination among the top four public health risks posed by environmental problems.12 Some experts estimate that 560,000 people become moderately to severely ill each year from consuming contaminated water.13 About 10,700 bladder and rectal cancers each year may be associated with THMs and their chemical cousins.14 That translates into about thirty cancers per day. The large number of disease outbreaks throughout the country should come as no surprise, considering how many Americans drink tap water that fails to meet minimum EPA health and treatment standards for infectious microorganisms standards which themselves overlook some of the most hazardous pathogens presently infecting our nations water supply. Waterborne pathogen sources that can cause disease outbreaks include leaking septic tanks; uncontrolled urban runoff contaminated with animal waste; manure in farm, feedlot,15 and slaughterhouse runoff or direct discharges; and raw or inadequately treated sewage overflows from aging, poorly managed, or inadequately designed sewage conveyance and treatment systems. Drinking water disease outbreaks occur when drinking water wells, surface sources, or post-treatment water in pipes or storage areas of water systems become contaminated with disease-causing microbes that originate from these sources. Since many drinking water watersheds and recharge areas are now under heavy development pressure, this problem is likely to worsen in the absence of political or legal action. Existing data on contamination are troubling. A 1991 survey of sixty-six surface water plants in fourteen states and one Canadian province revealed that 87 percent of raw water samples contained cryptosporidium, and 81 percent contained a similar parasite called giardia; overall, the study showed, some 97 percent of the samples contained one of these two disease carriers.16 Some of these organisms may have been nonviable, and therefore unable to infect people. In many cases, these organisms cannot be sufficiently controlled with chlorine disinfection. EPA data show that more than 29 million people drank water served by systems with coliform bacteria higher than the EPAs health standards allow, and that 19.6 million Americans drank water from systems that failed to meet the EPAs basic treatment standards, which indicate inadequate quality, filtration, or disinfection. 17 Another 10.2 million people in the United States were being served water found to contain turbidity18 the cloudiness that often signals microbiological contamination and that can make it impossible to effectively disinfect the water even with heavy doses of chlorine. In Milwaukee, for instance, the only initial sign of a problem was the waters turbidity. Testing for cryptosporidium, the deadly parasite that caused the diarrhea and vomiting, did not occur until after people became sick. In fact, until 1997, EPA regulations failed to require any monitoring of water supplies for cryptosporidium. Amendments to SDWA in 1996 require the EPA to regulate cryptosporidium levels, starting with large supply systems. As a result, commencing in the summer of 1997, large systems serving over 100,000 started monitoring for cryptosporidium, and under a rule scheduled to be issued in 1998, most large systems will have to take preliminary steps to filter out cryptosporidium. By the year 2000, the EPA must issue a final rule applicable to all drinking water systems using surface water. Many water systems in the United States may be more vulnerable than Milwaukees to contamination by disease-carrying organisms. The Milwaukee water supply is filtered, though apparently the filter suffered from some type of failure. Unfiltered systems or systems with poorly operated and maintained filters may be at even greater risk. In a limited sampling of fewer than one hundred utilities, NRDC found that more than 45.6 million Americans drank water supplied by systems where the unregulated and potentially deadly contaminant cryptosporidium was found in their raw or treated water.19 Hundreds of chemicals and microbes have been detected in drinking water supplies throughout the country, yet tests are required for just over a hundred of these.20There has been no coordinated effort between government agencies and researchers to document levels of contamination or illness caused by many waterborne microbes, including cryptosporidium. The lack of an active waterborne disease surveillance program in the United States means that reports of outbreaks are haphazard. A CDC report found that the waterborne-related illnesses reported each year probably represent only a small proportion of all illnesses associated with waterborne-disease agents.21 This report goes on to state that illnesses occurring after years of exposure to low-level toxins are not detectable, nor are outbreaks of sporadic illnesses resulting from opportunistic pathogens that may be widespread in chlorinated drinking water systems but that may cause illness with insidious onset and long incubation periods in persons who are immunocompromised.The CDC tracked 116 waterborne disease outbreaks that killed more than a hundred and sickened more than 450,000 others between 1971 and 1994.22 Although the majority of those illnesses occurred during one incident in Milwaukee, other significant outbreaks occurred, including one affecting 13,000 people in Georgia. Aside from the Milwaukee incident, where 400,000 people became ill due to cryptosporidium, none of these outbreaks of waterborne disease have received significant national attention. Epidemic outbreaks of waterborne disease those in which many people fall ill at once are difficult to ignore, say some researchers, whereas endemic levels of waterborne disease incidents in which a modest percentage of the population fall ill, or in which the illnesses are chronic and long-term may be occurring continually with nobodys knowledge. One CDC expert concluded that thousands of people would have to become afflicted with a waterborne illness in New York City before public officials would be able to recognize it as an outbreak, and even then there would be no guarantee that the disease source would be properly identified.23One study sheds light on the grave situation in which our ignorance places us. Researchers installed sophisticated under-the-sink filters in a number of homes served by a water system meeting all current standards for water treatment, including filtration and disinfection. Then they tracked the number of illnesses in these homes, as well as the illnesses in homes served by the same water system but which lacked the sophisticated filters. What the researchers found was as surprising as it was troubling: significantly higher rates of people who did not have the filters became sick compared with those whose water was filtered. The researchers estimated that 35 percent of the reported gastrointestinal illnesses among tap water drinkers were water-related and preventable.24PesticidesContamination of water resources is one of the most damaging and widespread environmental effects of agricultural production. Drinking water is vulnerable to pollution by agricultural chemicals, including pesticides, herbicides, fungicides, and fertilizers, as well as their metabolites. Design Of An Aquatic Centre Construction EssayWhile lead, when present, is a serious health threat, there is a very good chance that you do not have a lead problem. The nations leading water-lead research program, at the University of North Carolina at Asheville has tested the water from more than 60,000 homes. It found that 83 percent of the homes tested had very low levels of lead. Another 15 percent could solve their problem by running the water briefly before using it.40 In 1993, Consumer Reports announced the results of their nationwide drinking water sampling for lead. Sixty-one percent of the households had no detectable lead (detection limit 2 parts per billion (ppb)).41Trihalomethanes and Other Disinfection By-ProductsDisinfection of water supplies has substantially reduced the incidence of many waterborne diseases. But there are risks associated with this process. Trihalomethanes (THMs) and other disinfection by-products (DBPs), which are formed when chlorine or other sim ilar disinfectants are used to purify water that has not been treated to remove organic matter before disinfection, are found at significant levels in the drinking water of 80 to 100 million Americans.42 Animal studies have long shown that these chemicals are likely to cause cancer in people.43An analysis in American Journal of Public Health of more than ten epidemiological studies found that DBPs may be responsible for 10,700 or more rectal and bladder cancers per year.44 Colorado researchers recently completed another study of human populations exposed to DBPs. That study confirmed the findings of previous studies that exposure to DBPs is significantly associated with bladder cancer.45 Another study concluded that analyses of the health effects of exposure to THMs and possibly other DBPs may have substantially underestimated risks due to understatement of exposure.46 The researchers found that overall lifetime cancer risk associated with exposure to THMs in shower water is underes timated by about 50 percent if the concentration of THMs in cold water is used in a risk assessment. The level of THMs increases substantially when water is heated, but most studies have measured concentrations of THMs in cold water. When steam is inhaled during use of hot water, such as showering, exposure to DBPs is increased, and the risks are higher than generally assumed. By improving water treatment such as physically removing precursors to DBPs water systems can control DBPs while reducing microbiological risks. Modern treatment technologies known as precursor removal, such as granular activated carbon, can be employed without harming the ability of water systems to disinfect their water. However, only a relative handful of U.S. water systems use this technology. In light of strong evidence that DBPs pose serious health risks, the EPA is required to issue rules in late 1998 to reduce THM levels. More stringent requirements are due in 2002. ArsenicThe most significant non-occupational exposure to arsenic now occurs through the contamination of drinking water. There are numerous studies of populations with exposure to high levels of arsenic through drinking water (at levels above the current EPA standard unchanged since 1942 of 50 ppb). In humans, skin cancer has long been associated with chronic ingestion of arsenic.47 Bladder, lung, and other types of cancer have also been observed at elevated rates in populations exposed to arsenic in tap water.48 In the United States, more than 50 million people drink tap water containing arsenic, mostly at levels below EPAs current standard of 50 ppb. It has been estimated, however, that 25 million people in this country are exposed to at least 25 ppb of arsenic in their drinking water and that as many as 350,000 people may be exposed to levels greater than the 50 ppb standard.51California state experts found that water containing arsenic at the level of the EPAs current drinking water standard (set in 1942 before arsenic was known to cause cancer) presents a risk of more than one cancer in every one hundred people exposed 10,000 times higher risk than the EPAs standard acceptable cancer risk of one in one million.52 This is extremely troubling because 35 million people in the United States drink water every day from their community water systems that contain arsenic at a level of over 1 ppb, which presents a very significant cancer risk.53While numerous studies in other countries have demonstrated arsenics carcinogenicity at moderate to high doses, a handful of very small studies done on U.S. populations have failed to show a statistically significant increase in the risk of developing skin cancer at low dose exposures. The difficulty of demonstrating adverse health effects may be due to the type of study design and the small populations studied, both of which decrease the statistical power of a study to detect adverse health effects. Researchers from the University of California recently found increased rates of death from vascular diseases such as arteriosclerosis, aortic aneurysms, and other diseases of the arteries, arterioles, and capillaries among Americans living in areas with relatively higher levels of arsenic in their drinking water.54 Another study found a link between this widespread drinking water contaminant and diabetes mellitus.55 According to the study of large populations in Taiwan, people who receive significant levels of arsenic in their drinking water have a six to ten times greater risk of developing diabetes mellitus. The researchers found that there was a dose-response relationship that is, the more arsenic in the drinking water, the more likely the person was to be diabetic reinforcing the weight of their findings. The researchers concluded that chronic arsenic exposure may induce diabetes mellitus in humans.Bottled Water and Home Water Filters Though Americans try to ensure the safety o f their drinking water by paying nearly $2 billion each year for bottled water and home treatment units, the quality of the water they receive may not be any better than tap water.49 Home treatment units, which can cost hundreds of dollars, are virtually unregulated, and while many companies test their filters voluntarily, others fail to do so. There also is no requirement that home treatment units be independently tested to ensure that they meet their claims and provide safe water. Hundreds of times more expensive than tap water, bottled water is often no safer. In fact, one study estimated that as much as one-quarter to one-third of all bottled water sold in the United States comes from water supplied by public water utilities.50 Bottled water is governed by an often less stringent set of regulations set by the Food and Drug Administration (FDA). While the FDA is required to set contaminant standards at the same levels for bottled water as for tap water, these standards in some ca ses still fall short. The FDA generally requires only one chemical test per year, making it unlikely that some important problems will be detected. The standards also fail to account for decreases in microbiological quality caused by long-term water storage, and the results are often not required to be reported to public health authorities. RadiationRadon is an odorless and colorless radioactive gas that generally occurs in drinking water derived from groundwater as a result of the underground decay of naturally-occurring radioactive rock. It is considered to be a known human carcinogen by the National Academy of Sciences and others.56Drinking water contaminated with radon in excess of the EPAs proposed standard of 300 picocuries* per liter of water (pCi/L) flows from the taps and showerheads of over 19 million people according to available EPA data.57 It also is in the water of 81 million people at an average of about 246 pCi/L, posing significant health risks.58 As required by the 1996 amendments to the SDWA, the EPA must establish an enforceable standard for radon in tap water by the year 2000. Radon in drinking water poses significant threats due to inhalation during and after water use.59 The EPA has also found that the ingestion of radon and its decay products poses significant cancer risks.60 The EPA has acknowledged that the cancer risks from radon in both air and water are high and that while the airborne risk typically exceeds that arising from water, the cancer risk in water is higher than the cancer risk estimated to result from any other drinking water contaminant.61

Atoms Essays - Ernest Rutherford, Fellows Of The Royal Society

Atoms The evolution of the modern atom model took several years to evolved with contribution from different scientists. One of these scientists, the first to come up with a modern model of the atom is JJ Thomson. Thomson proposes that the structure of an atom is mainly a sphere. A sphere that is filled with positive electronic field and contains tiny particles that has a negative charge. He called the tiny particles ?corpuscles?. Thomson's model of the atom is often refer as the ?plum pudding? model because it has a consistency that is all the same throughout the whole atom with a few plums to represent the tiny corpuscles. Thomson's modern was widely accepted by people all over the world. It was such an amazing discovery that his model led to other amazing development of the modern model of the atom. Earnest Rutherford who was JJ Thomson's students, contributed greatly to the evolution of the modern model of an atom. Rutherford's Gold Foil experiment was supposed to support and better prove that Thomson's model of an atom was correct. Instead, Rutherford discovered the existence of a nucleus in an atom. The Gold Foil experiment had three founding; all were expected except for one. Rutherford found that a very few alpha particles (1 out of 8000) was deflected by more than 90?. This founding proves that at the center of the atom was a super dense nucleus and totally destroys the Thomson model. Rutherford's model of the atom wasn't as widely accepted as Thomson's model because there were still few people who support the Thomson model no matter what. Science

Pmo Research Essay

Pmo Research Essay Pmo Research Essay QM Summative Assignment: (Q1): Below are the 30 observations and the log returns for my three chosen stocks: G4S, GKN and GLAXOSMITHKINE. Below is the logarithmic returns formula: rLOG = (Final amount of investment / Initial amount of investment) * 100 G4S - PRICE INDEX GKN - PRICE INDEX GLAXOS- PRICE INDEX 871674(PI) Log Return 900754(PI) Log Return 900479(PI) Log Return 264.5 1208 64980.3 284.6 0.073243434 964 -0.225630084 58890.7 -0.098400964 278 -0.023463572 1011 0.047603924 56365.7 -0.043822366 208.9 -0.285765445 968.3 -0.043153262 66651.1 0.167610733 211 0.010002465 1100.2 0.127705304 73557.6 0.098597222 197.4 -0.066626006 1142.4 0.037639331 70178.6 -0.047025352 224.6 0.129088915 1044.5 -0.089593011 71552.4 0.019386627 204 -0.096201048 1058.7 0.013503438 71366.8 -0.002597273 232.8 0.132059722 1108.9 0.046326793 73557.6 0.030235998 230.3 -0.010796909 835.7 -0.282854115 76045.4 0.033261758 235.3 0.021478489 978.8 0.158057635 73669 -0.031748444 227 -0.035911278 951.6 -0.028182553 76379.6 0.036133558 257.1 0.124515097 876 -0.082778687 70178.6 -0.084672224 256.6 -0.001946662 1029.6 0.161559565 66651.1 -0.051571871 273.9 0.065244624 997.4 -0.031773763 70735.6 0.059477432 252.5 -0.081351828 895.2 -0.108104736 68359.1 -0.03417429 274.7 0.084268344 934.8 0.043285446 68581.9 0.003253959 296.1 0.075017642 923.7 -0.011945259 70995.5 0.034587843 271.5 -0.086735096 845 -0.089050716 74263.1 0.044997698 286.3 0.053078073 880.9 0.041607485 75265.6 0.013408998 262.4 -0.087170155 872.8 -0.009237678 67876.5 -0.103333314 192.5 -0.309773903 776.6 -0.116781017 71292.6 0.049102658 167.8 -0.13732336 751.8 -0.032455086 68693.4 -0.03713941 171.1 0.019475387 790.7 0.050448298 65351.5 -0.049872732 193.3 0.121995205 749.7 -0.053245503 63977.7 -0.021245808 200.7 0.03756787 771.6 0.028793155 62715.2 -0.019930743 217.2 0.079007332 831.8 0.075125746 64014.8 0.020510464 200.7 -0.079007332 976 0.159870559 61415.6 -0.041450432 204.8 0.020222637 908.1 -0.072108082 61638.4 0.003621178 214.3 0.045343009 945.6 0.040465142 52132.7 -0.167492662 These log returns can then be used to calculate the descriptive statistics. Through inputting the data into Excel, the data is provided. Descriptive Statistics: Statistic Name: G4S Name: GKN Name: GLAXO SMITH KINE Time Period: Start – 31/12/1999 End – 31/05/2002 Mean -0.007257391 -0.008444887 -0.007596267 Standard Error 0.020441715 0.019323072 0.012188405 Median 0.019475387 -0.009237678 - 0.002597273 Mode #N/A #N/A #N/A Standard deviation 0.110082005 0.104057928 0.065636568 Sample variance 0.012118048 0.010828052 0.004308159 Kurtosis 1.611338969 0.849653662 1.361266742 Skewness -1.182990353 -0.564157907 0.135248479 Range 0.441833625 0.44441368 0.335103395 Minimum -0.309773903 -0.282854115 - 0.167492662 Maximum 0.132059722 0.161559565 0.167610733 Sum -0.210464349 -0.244901732 - 0.220291756 Count 29 29 29 Analysis of statistics: By examining the derived results, we can come to the following conclusions: The scale of difference between the stocks was differing. G4S’ mean return was -0.0073 whilst GKN’s was -0.0084 and GLAXOSMITHKINE’s was -0.0076. We can see that whilst G4S and GLAXOSMITHKINE were close, GKN’s differed greatly. The median indicates over half of

The value chain and competitive forces model to eBay Case Study

The value chain and competitive forces model to eBay - Case Study Example In this present case of eBay value is created through the interplay of its various activities such as primary and support activities that ultimately creates value to eBay. Its primary activities includes it inbound and outbound logistics, marketing and sales and its operation. Working together, the interplay of these activities enable eBay to operate as an online auction venue where sellers can virtually sell listed items with description and photographs in an auction where potential buyers could bid on item for sale on a fixed duration of time. The trust among the online community of eBay to transact online also provides value to the organization as transactions can easily be facilitated without the hesitation of being cheated. The interaction of these various activities in eBay’s value chain enables eBay to make profit of 1% to 5% for every item sold online. EBay’s business model and business strategy revolves around the idea that anything can be virtually and bought and sold on a global basis through its online auction platform. The business model has been successful because more and more people prefer to transact online due to the ease and convenience of consummating a transaction by a click of a mouse. In addition, online auction and shopping online proved to be cheaper due to the almost no overhead of the sellers which reflects on the price being sold. The range of items available on eBay is mind boggling that almost anything can be bought from there. EBay’s success however is a product of a deliberate strategic management. The whole business concept and strategy was for eBay to build an online community through its platform where anyone can transact without the anxiety of being cheated. 3. What are the problems that eBay is currently facing? How is eBay trying to solve these problems?   The most common problems that eBay perpetually is facing is the common problem that besets any technology based companies. System breakdowns are mo re precocious in eBay because the system disruption disturbs activities which has economic value such purchases and payment that does not go through due to system breakdowns. The incidence of system outages however are minimized as technology improves and with eBay working together with its partners such as PayPal on how to effectively deal system issues during payments. EBay is not also spared from the unscrupulous activities online. It also has its share of being attacked by hackers where its unsuspecting buyers receives bogus emails pretending to come from eBay only to get information from the unsuspecting buyers. There is no known direct action from eBay on how to address such issue as it assumes that its prospective buyers are sophisticated enough to determine which email comes from eBay and which are those who solicits information from the customers. 4. Are these good solutions? Why or why not? Are there any other solutions that eBay should consider?   Working together with PayPal to effectively address system issues during payments is a solution of the payment part of the transaction. The integrity of its systems however has to be made redundant to make sure that the site is up even during outages and breakdowns to ensure that transactions will not in any way be disturbed. With regard to the unscrupulous activities online, eBay can warn its buyers of such unscrupulous acts online that they may become aware of it hence preventing them from being victimized. The non-action on how to deal with

International entrepreneurship 3 Essay Example | Topics and Well Written Essays - 2750 words

International entrepreneurship 3 - Essay Example Consequently, the use of the term entrepreneurial opportunities begs the question on how these opportunities for investment come about and how different entrepreneurs utilize them, which serves as the basis for this paper. This is due to the ever-growing world of entrepreneurship globally and the need to understand how investments are made starting from the identification of an opportunity to its exploitation. Market Dynamics Entrepreneurial Opportunities in international entrepreneurship can be analyzed on different levels with the first being that of availability of markets to which one can expand to in order to make more business. Then main aspect in this level involves analysis of market dynamics, a crucial factor in determining how far one’s entrepreneurial skills and ventures can go. Concerning international entrepreneurship, this aspect is significant following the presence of many opportunities in the international market, and especially following then availability of many countries that invite entrepreneurs into their countries for different purposes. With market dynamics and their analysis, they determine the success rate of a venture and the availability of the said opportunities (Kor et al 2007, p.1189). For example, having a country play host for one’s entrepreneurial venture brings with it plenty of uncertainties, such that the country must in the first place have a demand for one’s services or goods prior to facilitation or provision of the opportunity. Consequently, for entrepreneurial opportunities to be deemed viable or unviable there must analysis of market dynamics as this is new venture altogether in an attempt to identify the different loopholes and strengths that are readily available. In addition, it allows to conduct feasibility studies for future investments following the presence of uncertain factors in new countries far from the home country and into the host country. Internationalization In addition, there is th e common factor of internationalization of business venture, which act as a focal point for most entrepreneurs and their entrepreneurial ventures (Oyson n.d, p.3). This is following then possibility of founding an institution and the having demand for its gods and services go everywhere into foreign nations. This could also be as a result for the need to expand one’s business in an attempt to have more sales and drive one’s venture into increased profitability. In the former case, entrepreneurial opportunities are brought about by increased demand and this call for bringing one’s venture closer to the people and to the market that is mainly marginalized. This, therefore, presents an opportunity for the entrepreneur to drive the venture into expansion in foreign lands with little or no information raising the question of market dynamics again as these must be looked into prior to taking the entrepreneurial opportunity lest it turns disastrous in losses and uncalc ulated moves. Feasibility Other factors considered in the development of entrepreneurship opportunities in international entrepreneurship include the ability to control different resources in different countries, coupled with strategic management in the said different countri

Día De Los Muertos: The Day of the Dead

DÃ ­a De Los Muertos: The Day of the Dead The Day of the Dead, or all souls day, is the official Catholic holiday following All Saints Day. The date of the DÃ ­a de los Muertos, is November 2nd. The date of this event is typically attributed to St. Odilio, an abbot of Cluny, France. St. Odilio wished to offer special prayer and singing to the Office of the Dead. The day was created in honor of those who died. During this time, there are three Requiem Masses, said to assist the soul of the deceased from Purgatory to Heaven. The modern view of death is attributed to the Aztec, as they themselves celebrated. They believed that after death, a person would rise though nine levels of, in order to reach their destination, Mictlan, the place of the dead. It was also believed that at birth, the destination of the person would be decided, and would not take into consideration how that person lived their life. It was also believed that the fashion in which one died would determine the region of their destination one would inhabbit. When the person arrived at the destination, one would either linger, awaiting movement to the next destination, or would transform. In the Aztec calender, two months are devoted to honoring the deceased. The ninth month was dedicated to deceased infants. The tenth month was dedicated the deceased adults. During the Spanish Inquisition of 1521, indigenous beliefs were fused with those of the Catholic church. As a celebration adapted by many Catholic nations globally, the central idea remains the same. If a person dies after living a humane life, he or she goes to Purgatory, also known as Hell (commonly known by this term for its slang uses.) After paying for their sins, by being cleansed in the Purgatorial flames, that person goes to the afterlife. If a person did not live a humane life, he or she would spend eternity suffering in the Purgatorial flames. It was believed however that the family of the deceased would assist the person in leaving Purgatory, by praying. During the DÃ ­a de los Muertos, family of the deceased often attends services, as well as creates an alter in their home. The typical the alter in the familys home is adorned with marigolds, the official flower of the dead, as well as a candle for each of the deceased. Incense is often used in conjunction to these items. Also, as part of the ofrenda, or offering, food is often prepared. The dead are believed to spiritually partake from the food, and the living later consume the food. In some countries, it is also common to view the play Don Juan Tenorio. Another common item is the sugar skull, as well as cardboard caskets with a skeleton which jumps out, and also masks, which are believed to show an expression which one cannot show normally. During the celebration of the dead, calaveras are published. These calaveras are similar to obituaries, except for those prominent in government or society, the person is often alive. The calaveras are published often in local newspapers in a versus style. They often will describe the character of the person, and what he or she has done for the comunity. One of the most popular pieces of the celebration are sugar skulls. The origin of these pieces are unknown, but it is often suggested, that they date back many centuries. The origin for the giving of the sugar skull, is believed that in ancient times, the human skull would be given as a commemorative. As this tradition grew, this became obsolete, as well as extremely unhygienic and grizzly. The sugar skull is believed to have been an alternative to this, having, in plain form, the rough shape and color of the human skull. In conclusion, the day of the dead brings forth a celebration in reflectance toward the dead. While the celebration is not performed in mass in non Hispanic nations, it is officially recognized by the Catholic church, which is responsible for a vast portion of religion globally. The celebration has been performed for many centuries, but is not commonly celebrated in counties from non Hispanic decent, such as most of Europe, and most of North America, with the exception of Mexico. Due to its vast importance in Hispanic nations, the celebration has carried out since 1521, and will most likely continue on past the lives of many generations to come. Bibliograpy http://spanish.about.com/gi/o.htm?zi=1/XJzTi=1sdn=spanishcdn=educationtm=159gps=343_145_1436_727f=00su=p897.6.336.ip_tt=2bt=1bts=0zu=http%3A//www.nacnet.org/assunta/dead.htm http://spanish.about.com/cs/culture/a/dayofdead.htm

Research on Work-Family Balance Essay

Introduction The mastering of a foreign language opens the roads for the transit of citizens whether for work, business, or tourism purposes, as well as for cultural and informational exchanges of all kinds. In this light, the status of English as a global language in politics, economics, education and the media, especially the Internet, is widely acknowledged. Typically, ESP has functioned to help language learners cope with the features of language or to develop the competences needed to function in a discipline, profession, or workplace.(Helen. Basturkman. 2006:6) Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words which is technical, related to their subject matter. †¦knowing the technical terms†¦is not a sufficient condition for successful reading of specialized material. It was, in fact, the non-technical terms which created more of a problem. (Cohen et al. 1988:162) For many people vocabulary, particularly specialist vocabulary (or terminology), is a key element of ESP. Despite this, vocabulary studies and, in particular, the teaching of vocabulary appear to have been somewhat neglected in ESP( Laufer p-167, Swales p224). Reading, for students of English for specific purposes (ESP), is probably the most important skill in terms of acquiring new knowledge. It does, however, often pose learning problems, especially with respect to vocabulary. The psycholinguistic model of reading widely favoured in linguistics and cognitive psychology in the 1960s and 1970s considered that the main constructs underlying reading are making predictions and deducing meaning from context (cf.Goodman 1976:127). However, during the 1980s, the interactive approach to reading became dominant, in which it was proposed that successful comprehension is achieved by the interactive use of two reading strategies: the top-down approach (i.e. making use of the readers’ previous knowledge, expectations and experience in reading the text) and the bottom-up approach(i.e. understa nding a text mainly by analyzing the words and sentences in the text itself: cf. Sanford &Garrod 1981; Van Dijk&Kintsch 1983; Carrell 1988. Research in ESP reading (e.gSelinker& Trimble 1974; Cohen et al. 1988) provides empirical support for the interactive framework, finding morphonographemic word-processing skills to be a major component of reading. It has also, since the 1980s, been broadly agreed among researchers (cf. Kennedy & Bolitho 1984; Trimble 1985; Cohen et al. 1988) that for non-native ESP readers the most problematic element in comprehending scientific and technical (ST) texts is a set of vocabulary items that has been variously labeled technical and semi-technical. Whatever the name given to the words in this group, if they appear to hinder students of ESP in comprehending texts in their discipline, it is worthwhile for language teachers and ESP practitioners to seek ways in which learners’ lexical repertoires can be raised to at least the threshold level of skilled readership in their chosen fields. It is known to most second language learners that the acquisition of vocabulary is a fundamental and important component in the course of their learning. A good mastery of vocabulary is essential for ESP/EFL learners, especially for those who learn for specific purpose or expect to operate at an advanced level in English. ‘It is wise to direct vocabulary learning to more specialized areas when learners have mastered the 2000-3000 words of general usefulness in English’ (Nation, 2001:187). I will identify the types of vocabulary in ESP texts and their relative importance. I will provide an overview of some key issues relating to the teaching of ESP vocabulary. Types of vocabulary In teaching and learning vocabulary, it’s essential to distinguish between different types of vocabulary because different types of vocabulary need different focus and treatment or some types of vocabulary will be given priorities and emphases in teaching and learning according to leaners’ different aims of learning. 1. Core and non-core vocabulary One way of looking at the status of words in lexical fields is to consider whether some words are more core, or central to the language, than others. The idea that there might be a core or basic vocabulary of words at the heart of any language is quite an appealing one to language educators, for if we could isolate that vocabulary then we could equip learners with a survival kit of core words that they could use in virtually any situation, whether spoken or written, formal or informal, or any situation where an absolutely precise term, might be elusive and where a core word would do. (McCarthy.1990:49) As the word ‘core’ suggests, core vocabulary refers to those words that are more central to the language than other words and tend to be the most frequently occurring ones. ‘People prefer to use such words because they do have core meaning-potential’ (McCarthy, 1990). They are thought to be more ‘core’ because it is easy to find an antonym, also t hey are neutral in formality and usable in a wide variety of situations. Furthermore, an important point is that such words can be used to paraphrase or give definitions of other words. For example, (McCarthy, 1990) the following instruction is given : [decide which is the core word in the set of words: slim, slender, thin, emaciated and scrawny and we can easily figure out that ‘thin’ is the core word] Core vocabulary: words of neutral meaning in any lexical set; core words collocate more readily with a wide range of words, they may be used in a wider range of registers, and are usually involved in the definition of non-core members of their set. In ESP teaching, we may come across subject-specific vocabulary, which is non-core as far as the language as a whole is concerned. ‘This is because it is not neutral in field and is associated with a specialized topic’ (Carter, 1988:172).They are subject-specific core vocabulary; conglomerate, sandstone, siltstone, limestone and dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igne ous rocks, metamorphic rocks. In fact that the need of ESP students is to learn such above mentioned core vocabulary in written and spoken language in their profession, ESP students with specific and academic purpose may need to acquire technical and semi-technical words in their specialist texts which are in need for them to learn and use it in speech and writing documents. Specialist vocabulary can be core in the job establishment where specialist use it frequently and in need, as well as during the ESP classes where ESP teacher and student’ fruitful interaction and it is very central for communication, especially, writing documentations where specialist uses core-specialist vocabulary as well as ESP student may learn that core vocabulary in texts which are full of technical and semi-technical vocabulary and which is central to learning. 2. Spoken and written vocabulary The spoken text is an example of what Ure(1971) calls ‘language-in-action’, that is , people are using language as an accompaniment to the action they are engaged in, and the feeling of lightness or heaviness of vocabulary is what Ure calls ‘lexical density’(McCarthy:1990:71) The written text is less dependent on physical context and its words make specific reference to items in the situation. Speaking versus writing is one important dimension affecting lexical density, but some spoken modes(e.g. oral narrative, or a formal lecture) might be lexically quite dense.(McCarthy.1990:71) Although most of the existing literature on vocabulary has grown out of the study of written texts. spoken texts seem less ‘dense’ than the most written texts in vocabulary items, which is characterized in language-in –action texts; repetition and lexical negotiation occur much more often in spoken discourse than in written texts; vague and rather general words are more frequently used in everyday talk than in written texts. Spoken vocabulary is what we got from written vocabulary to use orally, by contrast we can’t use full written information in speech as well as possible, there are a lot of written information in the past and in the present, for using significant ideas, at first, we should consider which is more available and more demanding for job and for daily life to use. ESP students who study the written texts, based on technical and semi-technical vocabulary, consequently, will product spoken vocabulary which is resulted from the information of written vocabulary. That’s why spoken and written vocabulary is essential in ESP courses. 3. Procedural vocabulary Vocabulary used to explain other words, to structure and organize their meaning. Procedural Vocabulary consists of words with a high indexical potential, which means that they can be interpreted in a wide range of ways. Identifying items in the lexicon that seem to carry a heavy work-load(e.g. the core vocabulary) must include a consideration of how some words are characteristically used to talk about other words, to paraphrase them and define them and to organize them in communication. Widdowson(1983) describes this kind of vocabulary as ‘procedural’. Robinson (1988) refers to ‘this simple lexis of paraphrase and explanation’ to illustrate procedural vocabulary and calls the procedural words ‘the main element in our interpretation and categorization of specific frames of reference’:Ver-mic-u-lite-type of Mica that is a very light material made up of threadlike parts, that can be used for keeping heat inside buildings, growing seeds in, etc.(McC arthy.1990:51) We need sense (relations between words) and denotation (relations between words and the world) in conjunction. However, learners at all levels will need to confront the procedural lexicon of the language they are learning (McCarthy.1990:52) Widdowson (1983:92) makes a distinction between words which are schematically bound and words of high indexical (or procedural –they are synonymous) potential. The schematically bound words narrow the frames of reference and identify particular fields; ‘hydrometer’ has low indexical potential and will occur in a narrow range of texts identifiable within certain scientific and technical fields (McCarthy.1990:51) Procedural vocabulary is characteristically used to talk about, paraphrase, define and organize words in communication. They are commonly used in dictionaries to give definitions. Students of Petroleum engineering may find them useful when learning other words for the accumulation of their vocabulary. It is true that students are required procedural vocabulary that helps them understand the technical vocabulary used in the process of establishing word meaning. The important role of procedural vocabulary lies, therefore, in the assumption that meaning is not static, but can be negotiated through interaction between participants hence, demanding when? and why? Because of unknown technical and semi-technical vocabulary, which is quite complicated to understand, and is the main tool in the texts to apprehend their own specialty. ESP teachers should give definitions by using procedural vocabulary, which may give a specific description of the word. On the other hand, to use procedural vocabulary, ESP students need to know, approximately 2000 vocabulary words. After having gained them, students are able to define the technical and semi-technical vocabularies which are very complicated to comprehend and to predict. However, with the help of procedural vocabulary use, I believe that ESP teachers, after having used the procedural vocabulary, could give the exact definition of the unknown word. Consequently, ESP students may guess what it is in L1. That’s why the use of procedural vocabulary is essential in ESP classes. 4.Technical and semi-technical vocabulary Many ESP teachers have found that vocabulary can be one of the major problems that effect students’ understanding of scientific and technical texts. According to Kennedy & Bolitho (1984), Trimble(1985) and Nation (1990), the difficulty lies not with technical vocabulary as such but, as Cohen et al. (1988: 153) put it: †¦even students with mastery over the technical terms become so frustrated in reading technical English that they seek native-language summaries of the English texts, or native-language books covering roughly the same material, or do not read the material at all, but concentrate rather on taking verbatim lecture notes. ESP students generally find their difficulties in reading Petroleum engineering texts because of not knowing technical and semi-technical vocabulary in L2, and this does indeed appear to be one of their major problems in comprehending texts of their subject area, especially during second and third years of study. Many of the problems that the students encounter in using English are related to comprehension, and are caused by their limited knowledge of vocabulary, including crucially, a lack of awareness of polysemy. Increasingly researchers have favoured the view that such an area of vocabulary creates significant barriers to students’ understanding of (ST) texts, but the discussion has been complicated by the use of several different terms for what appears to be the same intermediate-level area of difficulty, for which commentators such as Cowan (1974), Robinson (1980), Trimble(1985) and Tong(1993a, 1993b) use the term sub-technical vocabulary, while others use non-technical with or without (cf. Barber 1962; Nation 1990; Tao 1994), and still others use semi-technical (St John & Dudley-Evans 1980; Farrell 1990; McArthur 1996b). We cannot teach our scientific and technical students the whole of the scientific vocabulary: this is beyond the capacity of any individual. Nor do we normally want to teach them the specialized technical terms of their own subject†¦.what the English teacher can usually hope to do is to teach a vocabulary which is generally useful to students of science and technology-words that occur frequently in scientific and technical literature of different types. Some of these words will be technical ones, but many will not. The real justification for having highly specialized texts is to achieve face validity. Learners may be more motivated by them, because they make the language seem more relevant. But learners can be fickle. And if the use of such texts makes work in the classroom difficult, learners will soon lose their liking for such texts (Tom Hutchinson and Alan Waters.1995:162) Coxed and Nation(2001) categorize vocabulary for teaching and learning into four groups of words: high frequency words, academic vocabulary, technical vocabulary, and low frequency vocabulary. They argue: ‘when learners have mastered control of the 2,000 words of general usefulness in English, it is wise to direct vocabulary learning to more specialized areas depending on the aims of the learners’ (p. 252-253).( Helen. Basturkemn.2006:17). According to Bloor and Bloor(1986), teaching a specific variety of English (ESP) can start at any level including beginners. Moreover, learning from the specific variety of English ( for example, English for doctors, English for hospitality), is highly effective as learners acquire structures in relation to the range of meanings in which they are used in their academic, workplace, or professional environments (Helen. Basturkmen. 2006:17) Sager(p-98) writes: terminology is an applicable field of study concerned with the creation, collection and ordering of the vocabulary of special languages†¦..this work is carried out by relatively few people for the benefit of all users of special languages. Sager notes the assumption that specialized communication can be made more effective If terms are formed according to certain prevailing patterns which have a predictive value. Alber-De Wolf( p-167) suggests that a good knowledge of term-formation processes improves the reading skills necessary for reading foreign LSP but most work in terminology is aimed not at teachers but at translators and, increasingly, at machine translation and the development of term banks( Ross, Thomas). Sager makes the important observation that terminology is not so fixed as might be supposed. (Pauline Robinson. 1991:27) Voracek compares terminology across the natural sciences and social sciences. He suggests that because political terminology can never be emotionally neutral, it can be hardly accurate and unambiguous and it will always cause problems for translators and interpreters. Economic terms, while emotionally neutral, also cause problems of translation across economic systems (Pauline Robinson.1991:27). In fact, technical terms which are used only in a specialized field are sometimes less troublesome than vocabulary that looks familiar. Students recognize the need to find meanings for technical terms, and most dictionaries define them. On the other hand, students assume they already know the meaning of an ordinary word, so they do not try to find a specialized meaning for it (Virginia French Allen.1983:88). Technical vocabulary is words or phrases that are used primarily in a specific line of work or profession. Similarly, engineer of petroleum engineering field needs to know technical words such as organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks and may acquire technical and semi-technical vocabulary in the Petroleum engineering texts where they come across frequently, and words which most people outside of that industry never use. In terms of language content, there is little reason why , say, a Biology text should be more useful to a Biology than, say, a Physics text. There is no grammatical structure, function or discourse structure that can be identified specifically with Biology or any particular subject. Such things are product of the communicative situation (lecture, conversation, experiment, instructions) and the level (engineer, technician, manager, mechanic, university)there are only two ways in which the subject has any kind of influence on the language content We can distinguish four types of vocabulary: -structural: are, this, only, however; -general: table, run, dog, road, weather, cause; -sub-technical: engine, spring, valve, acid, budged; -technical: auricle, schist some, fissure, electrophoresis. Technical vocabulary was used far less frequently than the non-technical. These technical terms are also likely to pose the least problems for learners: they are often internationally used or can be worked out from knowledge of the subject matter and common root. (Tom Hutchinson and Alan Waters.1995:166) Comprehension in the ESP classroom is often more difficult than in real life, because texts are taken in isolation. In the outside world a text would normally appear in a context, which provides reference points to assist understanding (Tom Hutchinson and Waters.1995:16) In terms of teaching in ESP, it is most important to make a distinction between the two types of vocabulary: technical and semi-technical because they are of great importance for learners to study English for specific purposes and academic purposes. Baker(1988) lists six categories of vocabulary, all of which relate to EAP. They are: 1. Items which express notions general to all specialized disciplines; 2. General language items that have a specialized meaning in one or more disciplines; 3. Specialized items that have different meanings in different disciplines; 4. General language items that have restricted meanings in different disciplines; 5. General language items that are used to describe or comment on technical processes or functions in preference to other items with the same meaning, for example occur rather than happen. 6. Items used to signal the writer’s intentions or evaluation of material presented (Dudley-Evans and St John. 1998:83). Dudley-Evans and St John (1998:83) suggest resolving the overlapping six categories (Baker, 1988:91) into two broad areas: A) Vocabulary that is used in general language but has a higher frequency of occurrence in specific and technical description and discussion. B) Vocabulary that has specialized and restricted meanings in certain disciplines and which may vary in meaning across discipline. It is quite clear that the first area would be referred to as semi-technical and the second area would be regarded as technical vocabulary. We can examine the following text to illustrate the difference among them below. Some extracts are taken from the texts of Petroleum engineering field, to analyze which is technical and semi-technical and what students of this area study during the class and what kind of information a ESP teacher should provide within the class. These texts are central in the heart of learning and there is a need, lack, desire of students to be competent with. In the second and third year courses, students of the Petroleum engineering field, in Karshi Engineering-Economics institute, the faculty of Oil and Gas, in Karshi, Uzbekistan, study this specialty in English during English classes. How may we inform them about the specific knowledge of their profession if we are not subject matter teachers? We are English language teachers who did not study the specialty of these students at all. Consequently, only the job for us to do is to teach these texts, which are written in English and specially contain technical and semi-technical vocabulary. 1. The thickness of the layers of sedimentary rocks may vary greatly from place to place. They can be formed by the mechanical action of water, wind, frost and organic decay. Such sedimentary as gravel, sand, and clay at the beginning and conglomerates, sandstones and clay schists later are the result of the accumulation of materials achieved by the destructive mechanical action of water and wind (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 2.The most principal kinds of sedimentary rocks are conglomerate, sandstone, siltstone, limestone and dolomite. Many other kinds with large practical value include common salt, gypsum, phosphate, iron oxide and coal (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 3. Fossils are usually found in sedimentary rocks, although, sometimes they may be found in igneous and metamorphic rocks as well. They are most abundant in mudstone, shale and limestone, but also found in sandstone, dolomite and conglomerates (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977: 108-109) 4. Liquid fuels are derived almost from petroleum. In general, natural petroleum, or crude oil, as it is widely known, is the basis of practically all industrial fuels. Petroleum is a mixture of hundreds of different hydrocarbons-compounds composed of hydrogen and carbon together with the small amount of other elements such as sulphur, oxygen and nitrogen. Petroleum is associated with water and natural gas(extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) 5. Of gaseous fuels the most important are those derived from natural gas, chiefly methane or petroleum. Using gaseous fuels makes it possible to obtain high thermal efficiency, ease of distribution and control. Today, gas is widely utilized in the home and as a raw material for producing synthetics. (extract from the text ‘Fossil Fuels) (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) The technical vocabulary is quite obvious. The items are: organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks, and etc. The semi-technical vocabulary items are as follows: mechanical action, liquid fuels, petroleum, industrial fuels, natural gas, raw material, layers, abundant, accumulation, destructive and chiefly, ease of distribution and control etc. As every specialist has their own specific vocabulary to use in speech and writing, the technical and semi-technical vocabulary is also the main source for Petroleum engineering students to go through. In fact, to succeed in comprehending the written vocabulary and spoken language in this area, ESP students should have access to these technical texts where they can find a way to know about this specialty in English. Technical and semi-technical vocabulary is the main instrument for survival in this area of study. As we can see from above, learners who will do academic study in English must focus on academic vocabulary which is variously known as ‘general useful scientific vocabulary’ (Barber, 1962) and semi-technical vocabulary (Farrell, 1990), because they need to exhibit a wide range of academic skills like reading about research papers in their own fields, listening to teachers speak about their work, writing academic papers and presenting oral or written evaluations of methods or results in many cases, or writing documentations of the industrial company where the learner may use technical words , which is very needful , and use it for communication with foreign company by doing export or import business. Technical and semi-technical vocabulary, which is used in this text, may not be occurred in the texts of other fields of study, for example, medicine, business, but it can occur in other parts of engineering areas. We may use general vocabulary in all fields of study where technical and semi-technical vocabularies of petroleum engineering field occur. With its importance shown above, technical vocabulary or semi-technical vocabulary should be given priority in teaching by ESP teachers because, according to Dudley-Evans and St John (1998:83), this type of vocabulary is used in general life contexts but has a higher frequency of occurrence in scientific and technical descriptions and discussions, especially in their specific field and conferences, meetings referring to specialty. ESP teachers should teach learners general vocabulary as well as technical vocabulary that has a higher frequency in a scientific field such as: -general: thickness, place, wind, frost, value, common, and etc. -petroleum engineering: organic decay, conglomerates, siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics and etc. -verbs: vary, achieve, found, form, derive from, include, compose, associate, obtain, utilize, produce. -collocations: destructive mechanical action, organic decay, accumulation of materials, hydrocarbons-compounds, associate with. The issue of teaching technical vocabulary It is often claimed that it is not the job of the ESP teachers to teach technical vocabulary (Barber, 1964; Higgens, 1966; Cowan, 1974). In general, we agree it is not but it may be the duty of ESP teachers to teach vocabulary in certain circumstances. Beyond the duty of ESP teacher In discussing the teaching of ESP it has often been said (Hutchinson and Waters, 1987; Higgins, 1966)that the teaching technical vocabulary is not the responsibility of the EAP teacher and that priority should be given to the teaching of ‘semi-technical’ or ‘core vocabulary’. The technical vocabulary is rather more complicated than the simple notion that the ESP teacher should not touch it. While in general we agree that it should not be the responsibility of the ESP teacher to teach technical vocabulary, in certain specific contexts it may be the duty of the ESP teacher to check that learners have understood technical vocabulary appearing as carrier content for an exercise. It may also be necessary to ensure that learners have understood technical language presented by a subject specialist or assumed to be known by a subject specialist (Dudley-Evans and St John. 1998:81) In any ESP exercise which exploits a particular context, that context will use certain technical vocabulary. It is important that both the teacher and the learners appreciate that this vocabulary is acting as carrier content for an exercise, and is not the real content of the exercise. However, students usually need to be able to understand the technical vocabulary in order to do exercise (Dudley-Evans and St John. 1998:81) How do we deal with this technical vocabulary? In some circumstances a term will be cognate with the equivalent term in the students’ first language and will not therefore cause difficulty. If the term is not cognate and is unfamiliar, then it may need to be introduced and explained before the exercise is tackled. In many cases there is a one-to-one relationship between the terms in English and the learners’ L1 and so it will be enough to translate the term into the L1 after a brief explanation (Dudley-Evans and St John. 1998:81) A technical word is one that is recognizably specific to a particular topic, field or discipline. It is likely that they can only be learned and understood by studying the field. Such words are considered to be the responsibility of the subject teachers. Strevens (1973:223) claims ‘that learners who know the scientific field may have little difficulty with technical words; but a teacher who may not have a great deal. We can examine the examples in the given text. Technical words like organic decay, sedimentary, igneous, metamorphic rocks, limestone, clay schist, methane and others are specialized words in the field of petroleum engineering, which may be quite easy for a student in L1, who studies the petroleum engineering. However, it is a different matter for ESP teachers. There are some other technical words that are quite familiar to learners even if learners are not studying the specific discipline to which the technical words belong because the words are widely, even internationally, known. Some very frequently occurring words in computer science, such as browser, program, log, hypertext and internet, are quite familiar to learners and these technical words have a high frequency occurrence in the texts of computer sciences and in information. The English teacher is an ideal informant, who may inform the students of the petroleum engineering field with the information of their profession in L2 for non-native speakers. Even if it is the beyond of his/her duty, the English teacher should certainly explain the technical and semi-technical words in L1 or in L2 for successful learning. As a matter of fact that English teacher teaches texts, which are full of technical and semi-technical vocabulary. That’s why ESP teacher should know the subject matter in L1 and in L2, if not, not be able to teach the students of petroleum engineering field because of not knowing specialist knowledge. Furthermore, even he/she can’t translate the text. As a result, no well-designed teaching will be done. A teacher of General English may not know the technical and semi-technical words because she/he is not a specialist of this area. For example, the English teacher who teaches medical students should know the medical terminology. If she/he does not know the technical vocabulary relating to medicine, how can she/he help the translation of meaning of medical treatments or drugs which is being manufactured in Foreign country, most medicine production instruction is written and explained, given information about medical drugs, and available devices in English. That’ why the role of Technical and semi-technical vocabulary is not only valuable in the Petroleum engineering field, but also important in other fields of study. The ESP teacher should corporate with subject matter teacher in order to know subject matter for successful teaching. Which vocabulary type should the ESP teacher teach? According to Hutchinson and Waters, (1987) ESP should be seen as an approach to language teaching, which is directed by specific and apparent reasons for learning. The main of their vocabulary acquisition is surely academic vocabulary and they mainly learn technical and semi-technical vocabulary of their specialty in texts, which are main support for learning their specific field through unfamiliar words. The text is an informant where has full of special information for learners’ desire, and learners try to predict what the word is about with his/her specific background knowledge and define the word. Nowadays, a lot of Educational grant programmes demand English knowledge as well as with specific disciplines, where learners study subject matter in English. That’s why learner, who is willing to study in European or US, Foreign universities and desires to make a progress in profession, consequently, needs to learn technical vocabulary. Learning technical and semi-technic al vocabulary is the most essential need for such desire, and teaching technical and semi-technical vocabulary is more demanding. Learnability Ease or difficult in the learnability of vocabulary is not unconnected with the notion of frequency, since the most frequent words will probably be absorbed and learnt simply because they occur regularly. But words may be easy or difficult for a variety of other reasons, and may need special attention or focus in teaching. 1. Words may present spelling difficulties. Even native speakers of English have difficulty remembering whether single or double consonants appear in words like ‘occurrence’, ‘parallel’, and ‘beginning’. Languages with more regular spelling patterns present fewer difficulties of this kind. 2. Words may present phonological difficulties, either because they contain awkward clusters of sounds ( English ‘thrive’, ‘crisps’), or because spelling interfaces with perception of what the sound is (English ‘worry’ is regularly pronounced by learners as if it rhymed with ‘sorry’). Such words may be effectively learned in all other respects, but pronunciation may remain a long-term difficulty, especially where old habits are ingrained. 3. The syntactic properties of words often make them difficult. In English, ‘want’ presents fewer syntactic difficulties than ‘wish’, ‘want’ is followed by an infinitive and / or an object; ‘wish’ may be followed by a variety of verb patterns in ‘that’ clauses, as well as by the infinitive. 4. Words may be perceived as very close in meaning by the learner, and therefore difficult to separate one from another. ‘Make’ and ‘do’ are notorious in this respect in English. Learners of Spanish often find it difficult to separate ‘ser’ and ‘estar’, which to the English-speaker seem both to mean ‘be’. The difficulty, or lack of difficulty, a word presents may override its frequency and/or range, and decisions to bring forward or postpone the teaching of an item may be based on learnability. Published materials handle features of learnability and difficulty in different ways.p-86 (McCarthy) Difficulty and learnability cut right across the notions of frequency and range. We cannot predict that just because a word is frequent it will be learnt quickly and thoroughly or, conversely, that, because a word is infrequent, it will not be easily learnt. Technical and semi-technical vocabulary has also difficulties for pronunciation and for communication to study.