The U.S Debt Ceiling Term Paper Example | Topics and Well Written Essays - 2000 words

The U.S Debt Ceiling - Term Paper Example In essence, it can just limit the Treasury from settling expenditures once the limit has been achieved, but which have already been permitted and appropriated. When the debt limit is normally reached devoid of any raise in the limit having been passed, the Treasury has to use extraordinary measures to provisionally fund government expenditure and responsibilities till a resolution can be reached. The U.S. Treasury has never, in the past, reached the level of wearing out extraordinary actions, leading to a default, even though the Congress, on a number of occasions, seemed like it would permit a default to occur (Masters, 2013). Managing of the U.S. public debt is a significant aspect of the macroeconomics of the country’s financial system and economy, and the debt limit is a restraint on the Treasury’s capacity to run the United States economy (Abotalaf, 2011). However, there are talks on how the U.S. financial system should be controlled, and whether a debt limit is a suitable method for restraining government expenditure (Abotalaf, 2011). This paper will discuss the consequences of debt ceiling in the United States economy, how the country got there and how they can get out of it. What the United States Got to the Current Debit Ceiling In Article I, Section 8 of the American Constitution, only the Congress can consent to the loaning of money by the United States on credit (Levit et al., 2013). From the independence days of the U.S. till the early 90’s, the Congress openly consented to every singled debt issued (Masters, 2013). To offer more elasticity to support the U.S.’s involvement in the First World War, the Congress modified the technique through which it legalized debt in the 1917, 2nd Liberty Bond Act. Under this law, the Congress created a summative limit also known as a â€Å"ceiling†, on the overall amount of fresh bonds, which could be issued (Austin et al., 2012). The current debt limit is a summative limit relev ant to almost all national debt, which was significantly created by the both the 1939 and 1941 Public Debt Acts that have consequently been amended to transform the limit amount (Abotalaf, 2011). From time to time, political disagreements occur when the Treasury informs the Congress that the debt limit is almost to be reached (Masters, 2013). When the debt ceiling is achieved and pending a raise in the limit, the Treasury can use "extraordinary measures" to seek extra time before the limit can be increased by the Congress (Austin et al., 2012). The U.S. has never got to the level of a default where the Treasury was not able to pay United States debt requirements, even if it has been close on a number of occasions. The only exemption was in the 1812 War when a number of areas in Washington D.C., and also the Treasury, were burned to the ground (Levit et al., 2013). The U.S. reached, in 2011, a crisis level of close to a default on public debt. The holdup in raising the debt limit led to the initial downgrade in the U.S. credit ranking, a quick plunge in the stock market, as well as a raise in borrowing expenditure. Another debt limit crisis developed in early 2013 when the ceiling was reached once more, and the Treasury assumed extraordinary measures to evade another default (Levit et al., 2013). The 2013 debt limit crisis was settled, for now, on 4th February, 2013, when the President consented to the No Budget, No Pay Act and also delayed the debt

Migration into the United States Essay Example for Free

Migration into the United States Essay Migration is synonymous with human movement from one place to another in search for better living conditions. Migration into the United States is not a new concept as the country owes its historical origin to individuals migrating to America from other parts of the world driven by various reasons. Some came searching for land to be used in agricultural production, others came in search for education and employment opportunities, others come in search for freedom, whereas others came running away from adversaries within their countries of origin. These are just but a few of the reasons leading to high rates of immigration to the United States. Being a historical concept, immigration issues have remained part of the unique forces that continue to shape the United States and this trend is far from over. This paper shall in brief, examine the concept of immigration in the United States and evaluate the current trends in regard to the issue. Immigration, a historical Concept: Migration in the United States can be traced back in the 16th century when immigrants from European countries including Britain, France, Netherlands, and Germany came to the Americas. These immigrants were generally referred to as ‘settlers’ looking for farm land to boost the fairly impoverished status. These were the individuals who were unable to cope up with the demands of their modernized economies. During this time, a substantial number of individuals came to the United States as indentured servants (Huspek, p 161). Such individuals could then enter into contracts with their employers in order to gain entry into the â€Å"new world†. The indentured servants had to endure spells of hardships and later given a piece of land which allowed them to work as free yeoman farmers (Huspek, p 163). The immigration trends changed during the 19th century when there was massive movement of people to the United States. Immigration to the United States has continued to increase as time goes by and the government estimates that there are millions of individuals who come to the United States each year. Of these millions, some usually enter the United States as illegal immigrants whereas others follow the legal procedural requirements (Bracey, p 116). Legal immigrants: Legal immigrants are defined in law as those individuals who gain admission to permanently reside in the United States in line with the legal requirements. They are often referred to as ‘green-card holders’. According to the Department of Homeland Security Office of Immigration Statistics (OIS), these are â€Å"aliens who are granted lawful permanent residence (LPR), aliens admitted for lawful permanent residence, immigrants admitted, and admissions† (Batalova, para 6). According to the law, there are three categories of legal immigrants which include family reunion, employment sponsorship, and humanitarian based as the case of refugees and asylum seekers. One can attain the United States citizenship in two ways which includes arriving as new legal permanent residents or by adjusting the previous status upon gaining entrance to the US so as to become a permanent resident. During the year 2008, there were more than 1. 1 million immigrants being admitted to the US. Legal immigrants can also gain access to the US through the green card lottery established by the Immigration Act of 1990 allowing for immigrant entry from those nations with poor rates of immigration to the US (Batalova, para 9). The graph below reflects the number of immigrants that have been coming to the US from the year 1986 to 2008: Immigrants Admitted to the United States (in thousands): Total and by Type, 1986 to 2008 Source: Jeanne Batalova Illegal Immigrants: These are defined as the alien population which is not part of the legal residents of the United States. These are individuals who enter the United States without being inspected or they were temporarily admitted but their period of stay has since expired. The United States is home for an estimated eleven million illegal immigrants which has caused a major concern to the political class and the public policy analysts (LeMay, p 1). There has been a dramatic rise in the number of illegal immigration into the US since the 70s and this has been attributed to the termination of the Bracero Policy in mid 60s. The Bracero Policy was referred to as the guest-worker program that allowed the American companies to employ Mexicans temporarily for nine months every year in order to address the labor shortages during the 1940s. This program ended in 1964 to pave way to the Immigration Act of 1965 (LeMay, p 4). This program set forth the beginning of a trend that has been persistent for years as much of the illegal immigrants are from Mexico or rather uses the Mexican border with the US to gain entry to the United States (Bracey, p 118). Conclusion: Migration is a phenomenon that shall continue to impact on human population everywhere in the world. Though migration might be disastrous to the economy especially if left uncontrolled, it is inhumane to lock out people who would want to exploit their potential elsewhere in a legally defined manner. Every year starting from the 16th century to the present, many individuals have continued to find their way into the United States as immigrants. These individuals comes with a different culture that later becomes assimilated to American way of life creating the diversity that is the major strength of the United States. Immigration is therefore a plausible phenomenon in the United States that is supposed to be guided and encouraged by law as it contributes to making America what it is today. Legal immigration is a welcome move that is destined to continue enriching the American culture making it unique on the international arena. Work Cited: Batalova, Jeanne. Spotlight on Legal Immigration to the United States. 2009. Retrieved on 11th May 2010 from; http://www. migrationinformation. org/Feature/display. cfm? id=730. Bracey, Gerald, W. The Research Impact of Immigration. Phi Delta Kappan, Vol. 80. 1999. pp 115-125. Huspek, Michael. Production of State, Capital, and Citizenry: The Case of Operation Gatekeeper. Social Justice, Vol. 28. 2001. pp 160-165 LeMay, Michael, C. Illegal immigration: a reference handbook. 2007. Santa Barbara, Calif. : ABC-CLIO.

Bud Not Buddy, by Christopher Paul Curtis Essay -- Bud Not Buddy Chris

Bud Not Buddy, by Christopher Paul Curtis Bud Not Buddy, by Christopher Paul Curtis, takes place in Flint, Michigan and Grand Rapids, Michigan. It took place in the 1920's (during the depression). It is about a boy named Bud Caldwell who is on a search to find his father. He uses lies throughout the whole book to get him where he wants to go. He is 10 years old and his mother died when he was 6. Bud tells everyone she died a fast and painless death. Buds mother never did directly tell Bud who his father was, but she did give him a lot of hints. She would always look at this blue flyer. Across the top of this flyer were the words "LIMITED ENGAGEMENT", then written below this in smaller letters it said, "Direct from an S.R.O. engagement in New York City". Under that in big letters again it said, "HERMAN E. CALLOWAY and the Dusky Devastators of the depression!!!!!!" Next it said, "Masters of the New Jazz". Then in the middle of the paper was a blurry picture of a man standing next to a giant fiddle. This man was thought to be Buds father, Herman E. Calloway. In order for Bud to find his father, he needs to get away from the orphanage and all the foster homes he's lived in. He needs to get to Grand Rapids, Michigan, because that is where Herman E. Calloway lives. This doesn't seem too hard for Bud. Once he's gotten away from the homes he's considered being on the lam. While Bud is on the lam he runs into his friend from the orphanage, Bugs. Bug's is also on the lam...

An Analysis of Mary Shelley’s Frankenstein Essay

Mary Wollstonecraft Shelley was born in London in 1797 to radical philosopher, William Godwin, and Mary Wollstonecraft, author of A Vindication of the Rights of Woman. Wollstonecraft died 11 days after giving birth, and young Mary was educated in the intellectual circles of her father’s contemporaries. In 1814, at the age of seventeen, Mary met and fell in love with poet, Percy Bysshe Shelley. She ran away with him to France and they were married in 1816 after Shelley’s wife committed suicide. Percy Shelley was a prominent poet of the Romantic Movement along with Samuel Taylor Coleridge, William Wordsworth, and Shelley’s friend, Lord Byron. As his wife and companion, Mary Shelley was exposed to the same influences as her husband, and this Romanticism influenced her work. Mary Shelley wrote Frankenstein after Byron introduced a challenge to discern whom among the three writers — Percy Shelley, Mary Shelley, and Byron himself — could write the best ghost story. The tumultuous French Revolution, which began before her birth, but had far-reaching echoes in society and literature, as well as the Industrial Revolution of England in the 18th Century, were influences on Mary Shelley’s life and work. The mass production and dehumanization of the Industrial Revolution posed a threat to the Romantic ideals of the importance of the individual, the beauty of nature, and the emotional and free spirit. Frankenstein, or The Modern Prometheus, can be seen as a protest against this scientific revolution. Scientific progress was a large part of this century of discovery. Darwin, a leading scientific figure with his theories of evolution, was a personal friend of Shelley’s husband, so science was not an ignored topic in her life. Advances in medicine and the need for cadavers also figured into the time in which Mary Shelley lived. At this time in London grave robbing was a common occurrence because men dubbed â€Å"the resurrection men† would sell the stolen bodies to teaching hospitals so that medical students could dissect and study them. This knowledge makes the idea of Victor Frankenstein  scavenging graveyards for parts seem less shocking. Frankenstein addresses common Romantic themes of isolation and the beauty of nature, but it also deals with loss, which Mary Shelley knew a great deal about. Growing up motherless, Mary also lost her sister to suicide, as well as losing three of her own children to miscarriage and early childhood deaths. In 1822 her husband drowned in the Gulf of Spezzia, and she was left, twenty-five years old, with only one remaining son. She remained unmarried and died in London in 1851. Although she wrote several other books, including Valperga (1823), The Last Man (1826), Lodore (1835), and Falkner (1837), Frankenstein is her most well known work. â€Å"The critics greeted Mary Shelley’s novel with a combination of praise and disdain† (Moss and Wilson). The unorthodox studies of Frankenstein were shocking to critics, but â€Å"despite the critical attacks, Frankenstein caused a literary sensation in London. The novel fit smoothly into the popular gothic genre† (Moss and Wilson). But more than just a popular culture novel, Frankenstein has lasted over time. â€Å"The novel became one of the triumphs of the Romantic movement due to its themes of alienation and isolation and its warning about the destructive power that can result when human creativity is unfettered by moral and social concerns† (Moss and Wilson) Mary Wolstonecraft Shelley PLOT Frankenstein, set in Europe in the 1790’s, begins with the letters of Captain Robert Walton to his sister. These letters form the framework for the story in which Walton tells his sister the story of Victor Frankenstein and his monster as Frankenstein told it to him. Walton set out to explore the North Pole. The ship got trapped in frozen water and the crew, watching around them, saw a giant man in the distance on a dogsled. Hours later they found Frankenstein and his dogsled near the  ship, so they brought the sick man aboard. As he recovered, Frankenstein told Walton his story so that Walton would learn the price of pursuing glory at any cost. Frankenstein grew up in a perfectly loving and gentle Swiss family with an especially close tie to his adopted cousin, Elizabeth, and his dear friend Henry Clerval. As a young boy, Frankenstein became obsessed with studying outdated theories about what gives humans their life spark. In college at Ingolstadt, he created his own â€Å"perfect† human from scavenged body parts, but once it lived, the creature was hideous. Frankenstein was disgusted by its ugliness, so he ran away from it. Henry Clerval came to Ingolstadt to study with Frankenstein, but ended up nursing him after his exhausting and secret efforts to create a perfect human life. While Frankenstein recovered from his illness over many months and then studied languages with Clerval at the college, the monster wandered around looking for friendship. After several harsh encounters with humans, the monster became afraid of them and spent a long time living near a cottage and observing the family who lived there. Through these observations he became educated and realized that he was very different from the humans he watched. Out of loneliness, the monster sought the friendship of this family, but they were afraid of him, and this rejection made him seek vengeance against his creator. He went to Geneva and met a little boy in the woods. The monster hoped to kidnap him and keep him as a companion, but the boy was Frankenstein’s younger brother, so the monster killed him to get back at his creator. Then the monster planted the necklace he removed from the child’s body on a beautiful girl who was later executed for the crime. When Frankenstein learned of his brother’s death, he went back to Geneva to be with his family. In the woods where his young brother was murdered, Frankenstein saw the monster and knew that he was William’s murderer. Frankenstein was ravaged by his grief and guilt for creating the monster who wreaked so much destruction, and he went into the mountains alone to find peace. Instead of peace, Frankenstein was approached by the monster who then demanded that he create a female monster to be the monster’s companion.  Frankenstein, fearing for his family, agreed to and went to England to do his work. Clerval accompanied Frankenstein, but they separated in Scotland and Frankenstein began his work. When he was almost finished, he changed his mind because he didn’t want to be responsible for the carnage another monster could create, so he destroyed the project. The monster vowed revenge on Frankenstein’s upcoming wedding night. Before Frankenstein could re turn home, the monster murdered Clerval. Once home, Frankenstein married his cousin Elizabeth right away and prepared for his death, but the monster killed Elizabeth instead and the grief of her death killed Frankenstein’s father. After that, Frankenstein vowed to pursue the monster and destroy him. That’s how Frankenstein ended up near the North Pole where Walton’s ship was trapped. A few days after Frankenstein finished his story, Walton and his crew decided to turn back and go home. Before they left, Frankenstein died and the monster appeared in his room. Walton heard the monster’s explanation for his vengeance as well as his remorse before he left the ship and traveled toward the Pole to destroy himself so that none would ever know of his existence. CHARACTERS Major Characters Robert Walton: Indirect narrator of the story, he tells Victor Frankenstein’s story through letters to his sister, Margaret Saville. Walton is a self-educated man who set out to reach and explore the North Pole and find an Arctic passage to connect the Atlantic and Pacific Oceans. While his ship is locked in ice, his crew sees Frankenstein’s monster pass by on a dog sled and Frankenstein himself, exhausted and weakened, not far behind. They take Frankenstein aboard and Walton nurses him and talks with him because he has been longing for a friend. In seeing Walton’s raw ambition to explore the North Pole at all costs, Frankenstein is prompted to tell the story of his destruction that a similar ambition brought upon him. After Frankenstein’s death and just before the ship heads back to England, Walton is also the last to see the monster before he goes north to kill himself. Victor Frankenstein: Frankenstein is the eldest son of a wealthy, Genevese man, Alphonse, and his young wife, Caroline. Victor grows up in the perfect family with a happy childhood and a constant and devoted companion in his adopted cousin, Elizabeth. He is sensitive, intelligent, and passionate about his interests and becomes absorbed in the quest to find out what creates life. While away at college in Ingolstadt, Victor creates a being from scavenged corpse parts and gives it life, but is repulsed by its hideousness once it lives. The monster, in retaliation for Victor’s negligence, destroys his life by killing off those Victor loves. Victor chases him to the far reaches of the Arctic planning to destroy him and then die to escape his misery and remorse at his creation, but he dies aboard Walton’s ship before he can catch the monster. The Monster: Created by Victor Frankenstein in Ingolstadt, the monster is a conglomeration of human parts with inhuman strength. He is so hideous that Victor, his own creator, cannot stand to look upon him. He is loving and gentle at the beginning of his life, childlike in his curiosity and experiences, but after several harsh encounters with humans, he becomes bitter. He seeks revenge on his creator for making him so hideous and rendering him permanently lonely because of his ugliness. He offers Frankenstein peace in exchange for a companion of like origin, but when Frankenstein does not comply, he vows to destroy him and begins killing off Frankenstein’s friends and family — those figures he most envies because he does not have them. After finding Frankenstein dead aboard Walton’s ship, the monster goes further north with plans to destroy himself and end the suffering that Frankenstein began when he created him. Elizabeth Lavenza: Adopted cousin of Victor Frankenstein. Elizabeth was a beautiful orphan being raised by an Italian peasant family when Caroline Beaufort Frankenstein adopted her. She became Victor’s constant companion and he watched over her as if she were his own possession from their meeting when he was 5 years old. Her beauty and kindness made her adored almost reverently by all who knew her, and it was taken for granted that she and Victor would marry. She is the gentling influence and the comforter for the  males of the Frankenstein family when Caroline dies, and her beauty and goodness are constant throughout her life. She and Victor are married, but on their wedding night, the monster strangles Elizabeth to punish Victor for not creating for him a companion creature. Henry Clerval: Life-long friend of Victor Frankenstein, Henry was poetic, sensitive and caring, and their friendship was a strong one. When Victor was in Ingolstadt so long without sending word to his family, Henry relocated there to study and to look after Victor. Henry nursed him through a long period of illness before Victor returned to Geneva. Later they traveled together to England and Scotland, but while they were there, the monster strangled Henry to punish Victor. Victor was accused of the murder, but was acquitted. Justine Moritz: Servant in the Frankenstein household, Justine was another beautiful, gentle, and kind addition to the Frankenstein family whom Caroline took in to care for and educate. When Caroline got scarlet fever, Justine nursed her, and after Caroline died, Justine returned to her own mother. Her mother too became ill and died, so Justine returned to the Frankenstein home to help raise the two sons Caroline had left when she died. Justine was a grateful and faithful part of their household, but she was accused of 5-year-old William Frankenstein’s murder when a locket he had been wearing was found in her dress. Although she had been framed by the monster and was innocent, she was executed and Victor considered her death his fault because he created the monster who framed her. Alphonse Frankenstein: Victor Frankenstein’s father, Alphonse was a wealthy and benevolent man who loved his wife and his children very dearly. He rescued Caroline Beaufort, daughter of his close friend, from poverty after her father’s death. He was a doting husband and father bent by the grief of loss after loss until he dies from accumulated sorrow and shock. Caroline Beaufort Frankenstein: Wife of Alphonse and mother of Victor, Ernest, and William, Caroline Beaufort Frankenstein was the daughter of a once-wealthy friend of Alphonse. Planning to aid his friend, Alphonse found  his home and went there only to find Caroline weeping over his coffin. Alphonse took her into his home and married her two years later. They had a loving relationship and cared for their children very much. She was a good, beautiful, and gentle woman adored by all her family until she died from the scarlet fever she contracted nursing Elizabeth back to health. Minor Characters Mrs. Margaret Saville: Sister of Robert Walton, ship captain, Mrs. Saville is significant only because she is the recipient of the letters describing Frankenstein’s story. Walton writes to her of the progress of his journey and his acquaintance with Frankenstein. Beaufort: Friend of Alphonse Frankenstein and Caroline’s father, Beaufort lost his wealth and relocated to escape the humiliation of his poverty. Caroline nursed him as his health declined and was weeping over his coffin when Alphonse found her and took her back to Geneva. M. Waldman: Chemistry professor at Ingolstadt. His lectures revive Victor’s interest in discovering the spark of life and creation. Ernest Frankenstein: Victor’s brother. Ernest is 7 years younger than Victor and is only mentioned a few times, the longest reference in a letter to Victor from Elizabeth. She mentions that Ernest wants to join the Swiss military. William Frankenstein: Victor’s youngest brother, William is sweet, happy, greatly adored by his family. William is strangled in the woods while the family was out for a walk. His is the first of the monster’s victims, and Justine is framed for the murder. De Lacey Family: Felix, Agatha, and their blind father. This is the family of cottagers near where the monster lives. They are French exiles living in Germany because Felix helped an unjustly imprisoned Turk escape. He watches them and over time learns to speak and read from observing them. The monster  becomes attached to them and chops wood for them as well as other small services without revealing himself to them. He craves their acceptance and affection and educates himself further to win them over. When he seeks their affection, however, they are afraid of him and their scorn sends him away. This rejection sends him on a quest to find Victor, his creator, and seek vengeance. Muhammadan: Turk Felix aided and for whom the De Lacey family was exiled to Germany. Muhammadan was unjustly condemned for reasons of religion and wealth, and Felix helped him escape, falling in love with Muhammadan’s daughter, Safie, along the way. Muhammadan promises to allow them to marry, but plans secretly to take Safie back to Turkey with him. Safie: Daughter of Muhammadan and Arabian Christian woman. Safie falls in love with Felix and doesn’t want to return to the oppressive country of her birth. When her father leaves for Turkey with the expectation that she will follow soon after with all of his possessions, she seeks out Felix and lives with him and his family in Germany. M. Kirwin: Irish magistrate who cares for Victor when he falls ill after being accused of Henry’s murder. Kirwin is sympathetic and believes Victor is innocent, so he has a doctor care for Victor while he is imprisoned and also sends for Alphonse. SETTINGS Geneva: Geneva, Switzerland. Home of the Frankenstein family where Victor grew up and to which he returned after college and the creation of the monster. The murders of William and Justine were located in the area around Geneva. Ingolstadt: Ingolstadt, Germany. Victor went to college in Ingolstadt and created the monster in his laboratory there. This was the city of the monster’s awakening. Mont Blanc: A mountain near Geneva. This mountain is referred to again and again in descriptions of scenery throughout the novel. It carries weight as a mark of Romanticism because it is the subject of a famous poem by William Wordsworth, one of Mary Shelley’s contemporaries. Orkney Islands: Orkney Islands, Scotland. Victor stays in a hut on one of the sparsely populated Orkney Islands to create a second creature to be a companion to the monster. North Pole: Destination of Robert Walton and his ship as well as the monster and Victor. Walton is bound for the North Pole to explore in the hopes of uncovering secrets of the earth and gaining glory for his discovery. Victor is following the monster to the North Pole to destroy him or die trying, and they meet while Walton’s ship is trapped in ice. Walton and Victor never make it to the North Pole because Walton’s men want to turn back for England and Victor dies. The monster, however, is last seen on his way to the furthest point north to destroy himself so that none will know of his hideous existence. Chamounix: Frankenstein traveled to Chamounix to escape his guilt and depression, but while he was in Chamounix, the monster approached him about creating a female monster companion for him. The monster lived in an ice cave not far from Chamounix. INTRODUCTION Mary Shelley was born in 1779 in London, England. At the age of sixteen, she met the famous British poet Percy Bysshe Shelley, whom she later married. The idea of a man who creates life-in the form of a horrible and grotesque monster-came to Mary in a vivid, waking dream. With her husband’s encouragement, she used this idea as the basis for FRANKENSTEIN. It was written when she was only nineteen years old. After Percy’s death, May Shelley continued to write but produced nothing to equal the success of this classic tale of horror. THE HISTORY OF FRANKENSTEIN 1816: Mary Wollstonecraft Shelly, daughter of one of the world’s first prominent feminists, writes the novel â€Å"Frankenstein† based n a â€Å"waking dream.† 1823: Richard Brinsley Peake’s â€Å"Presumption, or the Fate of Frankenstein,† the first stage adaptation of the novel, is performed in London. 1887: â€Å"The Vampire’s Victim,† a musical comedy featuring Fred Leslie as the creature, is presented as a Christmas show and includes dancing bears, two vampires and a female Dr. Frankenstein. 1910: The first movie version of â€Å"Frankenstein,† a 16-minute dramatization, is produced by Thomas Edison’s film company. It stars Charles Ogle as the monster. 1928: Hamilton Deane produces an adaptation of â€Å"Frankenstein,† which tours British provinces. Dean himself plays the creature. 1930: â€Å"Frankenstein† makes its West End premiere in London. 1931: 1957: A script written for a Broadway production is sued as the basis for the screenplay of the Universal Pictures film featuring Boris Karloff. Karloff’s performance steals the film.Hammer films produces â€Å"The Curse of Frankenstein,† the first Frankenstein film in color. Unlike earlier versions, it portrayed Victor Frankenstein as the outright villain of the story. 1972: An illustrated version of the story published by Marvel Comics is the first to be told from the monster’s point of view. The creature is portrayed as victim, not victimizer. 1973: A two-part television movie is produced and released as â€Å"Frankenstein, the True Story† in America and â€Å"Dr. Frankenstein† in the United Kingdom. In this story, Victor Frankenstein attempts to save a dying friend by replacing his brain in the reanimated body of a recently dead man. 1974: â€Å"Young Frankenstein,† written by and starring Gene Wilder, spoofs the Universal films of the 1930s with song and dance numbers. It’s the only â€Å"Frankenstein† film with a happy ending. 1978: Berni Wrightson publishes a lavishly illustrated adaptation of â€Å"Frankenstein† that visually portrays the creature as originally described by Shelly. 1981: Elaborate effects cannot compensate for a bad script when an ill-conceived stage version of â€Å"Frankenstein† is mounted on Broadway. It starred John Carradine and closed after only one performance. 1994: The feminist undertones of the original novel are developed in â€Å"Mary Shelly’s Frankenstein,† a film starring Tom Hulce and Helena Bonham Carter.

Movie “Parenthood” Essay

â€Å"Jesus Julie, how the hell could you do that in my own house?† Just one statement made in parenting and something that both adults and children have learned to ignore. Yet this is only one parenting type and there are other ways of dealing any one problem. There are three primary methods of parenting which consist of permissive, authoritarian, and authoritative. All of these contain their own benefits and downfalls. A child’s mind is a delicate thing, and knowing that, we should consider our parenting methods carefully since it will probably be the most influential thing as far as our children’s upbringings. In â€Å"Parenthood† we view different outcomes of child development due to various parenting methods. Seeing this from a third person view we say to ourselves, â€Å"if that was my kid I would set him or her damn straight.† Those parents seem to have chosen a parenting style that is lacking for their situation and that it might necessarily be their faults that the children have grown up to be the way they are because the parents were raised that way. This is the first thing I wanted to make clear is that most people have leant their parenting methods from their parents, wrong or right that’s how things work and the only way things will ever change is if parents sit down and reconsider their actions. There is of course the opposite effect, which the main character of the movie, Gil, seemed to have acquired from the extreme lack of love and compassion he adhered from adolescence through adult-hood. Since Gil’s father only took him out on his birthday, and even then would take him to a baseball game and pay an usher to sit with him, Gil developed a strong  detachment to his father. This sprung hatred and resentment, which in turn convinced Gil to grow up to be an extra loving and compassionate parent. This brings us to the first parenting method. Authoritative child rearing is based upon the idea of positive reinforcement and using punishments as little as possible. This is said to be the healthiest of the parenting methods in that children learn to develop good habits on their own and are still rewarded for their good actions. Parents allow their children to make all their own decisions and do don’t necessarily scold the children if they have done wrong, only letting them know lightly that they didn’t care for their actions. This method of parenting seems to promote positive communications between what a parent and child are feeling and seems to keep the line of communications open. Of course, used in excess, as Gil portrayed in the movie, can very well be an unhealthy thing. As Steve Martin said, if his son, Kevin, had not caught that ball, his whole attitude towards positively would have gone down the tubes. The second of the three parenting methods is the all powerful Authoritarian method of parenting in which basically the children are domineered into doing what the parents want. This is seemingly the harshest on the children due to the severe dictation that is required. This is probably the most used method of parenting throughout the world (except in the U.S.) because it comes so natural to yell at whoever you are talking to in order to get them to listen to what you have to say. This is the idea of holding absolute order without letting the kids make any of their own choices. Parents will control children by repressing anything they do that they feel is negative. Another method of control associated with this method is the management of rewards and punishments, according to the way the children act. Another form of child rearing is the permissive method. In this method the parents allow children to make all their own decisions and deal with the results by themselves too. Helen used this form of parenting with Julie and Gary. This parenting method isn’t necessarily wrong assuming there is always a parent there to gently guide the children throughout all their decisions.  The place where this parenting method goes wrong is that normally this is the default parenting method in homes that have both single parents working, so the child is left home alone and does what he wants. Disinformation is another thing that is associated with this parenting method in that if you don’t tell a child about his options he will be forced to make the one that you have chosen for them. No matter what method of parenting is chosen people need to remember that children always need someone to watch over them, to show them right from wrong and to help them in the hardships they go through. To reign a country with love or fear or to let it run free is a decision people have been making for the past ten thousand years and one method doesn’t seem to be working any better then others at times, but if anything has been shown it is that the real answer is somewhere in-between.

Free Essays on Internal And External Landscapes

Internal and External Landscapes Many people would agree that the physical world and our personal disposition are completely different. One’s personal frame of mind varies from each personality, but the physical world does not change. However, perhaps it is possible that one’s outlook can affect their perception of the physical world. Many experiences reflect how one interprets the tangible world. Barry Lopez refers to this as our internal and external landscapes in his short story â€Å"Landscape and Narrative†. His story follows other storytellers and shows the difference between internal and external landscapes and how they are related. It was the day before my birthday when my good friend decided to take me to a concert. I am a big fan of music and I was pretty excited to see this band. It was also going to be my first concert at the Sunshine Theatre, and I immediately liked that environment. The way people react emotionally affects how they visualize the theatre. Some people would have despised the dark, old place and the loud speakers ringing in their ears. I, on the other hand, loved everything from the wicked guitar riffs to the occasional mosh pit. Trusting in those below me, who I had never seen in my life, as I crowd surfed toward the stage without a care in the world, the people seemed to just pass me on while they enjoyed the show as well. It felt like everyone had a similar external landscape because we all understood each others disposition. Knowing that most of the people felt exactly like I did, that their internal landscape was similar, also determined my positive outlook on my externa l landscape. The atmosphere seemed perfect to me because I was enjoying myself, but your internal landscape changes all the time. One transition that clearly stands out in my mind was when I kept getting pushed to the front, right on the stage. At first I though that being so close was going to be even... Free Essays on Internal And External Landscapes Free Essays on Internal And External Landscapes Internal and External Landscapes Many people would agree that the physical world and our personal disposition are completely different. One’s personal frame of mind varies from each personality, but the physical world does not change. However, perhaps it is possible that one’s outlook can affect their perception of the physical world. Many experiences reflect how one interprets the tangible world. Barry Lopez refers to this as our internal and external landscapes in his short story â€Å"Landscape and Narrative†. His story follows other storytellers and shows the difference between internal and external landscapes and how they are related. It was the day before my birthday when my good friend decided to take me to a concert. I am a big fan of music and I was pretty excited to see this band. It was also going to be my first concert at the Sunshine Theatre, and I immediately liked that environment. The way people react emotionally affects how they visualize the theatre. Some people would have despised the dark, old place and the loud speakers ringing in their ears. I, on the other hand, loved everything from the wicked guitar riffs to the occasional mosh pit. Trusting in those below me, who I had never seen in my life, as I crowd surfed toward the stage without a care in the world, the people seemed to just pass me on while they enjoyed the show as well. It felt like everyone had a similar external landscape because we all understood each others disposition. Knowing that most of the people felt exactly like I did, that their internal landscape was similar, also determined my positive outlook on my externa l landscape. The atmosphere seemed perfect to me because I was enjoying myself, but your internal landscape changes all the time. One transition that clearly stands out in my mind was when I kept getting pushed to the front, right on the stage. At first I though that being so close was going to be even...

Free Essays on The Chrysanthemums

In John Steinbeck’s short story, â€Å"The Chrysanthemums,† the author uses the flower to symbolize the main character, Elisa. Like the title flower, Elisa is soft and delicate with a tough, protective shell. She worries for herself and her flowers that an insensitive person will be able to get inside the gates and wreak havoc among her feelings and flowers. Both the woman and the chrysanthemums have a unique beauty. Both the woman and the flowers possess attractiveness, but in comparison to other woman and flowers, Elisa’s beauty has become muted internally. Just like the flower, she needs to be pampered in order to bloom. As the story comes to a close, Elisa begins to blossom and show confidence, and allows the protective gates to be broken down around herself and her flowers. Chrysanthemums symbolize Elisa by having sensitivity under a strong outer layer. Steinbeck describes Elisa’s face as â€Å"lean and strong and her eyes were as clear as water† (246). When reading this passage, the reader pictures a hard working face, but a meek soul as one looks through Elisa’s kind eyes. The author portrays Elisa as a sweet young woman afraid to show her true feelings out of fear of having her sensitive side trampled by a less caring human being. Her figure â€Å"looked blocked and heavy in her gardening costume, a man’s hat pulled low down over her eyes, clod-hopper shoes, a figured print dress almost completely covered by a big corduroy apron† (246). Here one sees that Elisa hides her feminine form with manly apparel. Also, she â€Å"wore heavy leather gloves to protect her hands† (246). A feeling of fear comes from Elisa as if she is afraid to show her true self because she worries about being hurt. However, she wears a barely noticeable print dress because she enjoys ! being a woman. When a woman dresses up for an event she will almost always wear a dress because it symbolizes femininity. Elisa wears a dress, but covers it with... Free Essays on The Chrysanthemums Free Essays on The Chrysanthemums In John Steinbeck’s short story, â€Å"The Chrysanthemums,† the author uses the flower to symbolize the main character, Elisa. Like the title flower, Elisa is soft and delicate with a tough, protective shell. She worries for herself and her flowers that an insensitive person will be able to get inside the gates and wreak havoc among her feelings and flowers. Both the woman and the chrysanthemums have a unique beauty. Both the woman and the flowers possess attractiveness, but in comparison to other woman and flowers, Elisa’s beauty has become muted internally. Just like the flower, she needs to be pampered in order to bloom. As the story comes to a close, Elisa begins to blossom and show confidence, and allows the protective gates to be broken down around herself and her flowers. Chrysanthemums symbolize Elisa by having sensitivity under a strong outer layer. Steinbeck describes Elisa’s face as â€Å"lean and strong and her eyes were as clear as water† (246). When reading this passage, the reader pictures a hard working face, but a meek soul as one looks through Elisa’s kind eyes. The author portrays Elisa as a sweet young woman afraid to show her true feelings out of fear of having her sensitive side trampled by a less caring human being. Her figure â€Å"looked blocked and heavy in her gardening costume, a man’s hat pulled low down over her eyes, clod-hopper shoes, a figured print dress almost completely covered by a big corduroy apron† (246). Here one sees that Elisa hides her feminine form with manly apparel. Also, she â€Å"wore heavy leather gloves to protect her hands† (246). A feeling of fear comes from Elisa as if she is afraid to show her true self because she worries about being hurt. However, she wears a barely noticeable print dress because she enjoys ! being a woman. When a woman dresses up for an event she will almost always wear a dress because it symbolizes femininity. Elisa wears a dress, but covers it with...

Dieppe Raid in World War II

Dieppe Raid in World War II The Dieppe Raid took place during World War II (1939-1945).  Launched on August 19, 1942, it was an Allied effort to capture and occupy the port of Dieppe, France for a short period. The primary objective of the raid was to gather intelligence and test strategies for the invasion of Europe. Despite the element of surprise being lost, the operation went forward and was a complete failure. The largely Canadian forces that landed suffered losses of over 50%.  The lessons learned during the Dieppe Raid influenced later Allied amphibious operations. Background Following the Fall of France in June 1940, the British began developing and testing new amphibious tactics which would be needed in order to return to the Continent. Many of these were utilized during the commando operations conducted by Combined Operations. In 1941, with the Soviet Union under extreme pressure, Joseph Stalin asked Prime Minister Winston Churchill to expedite the opening of a second front. While British and Americans forces were not in a position to launch a major invasion, several large raids were discussed. In identifying potential targets, Allied planners sought to test tactics and strategies that could be used during the main invasion. Key among these was whether a large, fortified seaport could be captured intact during the initial phases of the attack. Also, while infantry landing techniques had been perfected during the commando operations, there was concern regarding the effectiveness of the landing craft designed to carry tanks and artillery, as well as questions regarding the German response to the landings. Moving forward, planners selected the town of Dieppe, in northwest France, as the target. The Allied Plan Designated Operation Rutter, preparations for the raid began with the goal of implementing the plan in July 1942. The plan called for paratroopers to land east and west of Dieppe to eliminate German artillery positions while the Canadian 2nd Division assaulted the town. In addition, the Royal Air Force would be present in force with the goal of drawing the Luftwaffe into battle. Embarking on July 5, the troops were aboard their ships when the fleet was attacked by German bombers. With the element of surprise eliminated, it was decided to cancel the mission. While most felt the raid was dead, Lord Louis Mountbatten, the head of Combined Operations, resurrected it on July 11 under the name Operation Jubilee. Working outside of the normal command structure, Mountbatten pressed for the raid to go forward on August 19. Due to the unofficial nature of his approach, his planners were forced to utilize intelligence that was months old. Changing the initial plan, Mountbatten replaced the paratroopers with commandos and added two flank attacks designed to capture the headlands that dominated Dieppes beaches. Fast Facts: Dieppe Raid Conflict: World War II (1939-1945)Dates: August 19, 1942Armies Commanders:AlliesLord Louis MountbattenMajor General John H. Roberts6,086 menGermanyField Marshal Gerd von Rundstedt1,500 menCasualties:Allies: 1,027 were killed and 2,340 were capturedGermany: 311 killed and 280 wounded Early Problems Departing on August 18, with Major General John H. Roberts in command, the raiding force moved across the Channel towards Dieppe. Issues quickly arose when the eastern commando forces ships encountered a German convoy. In the brief fight that followed, the commandos were scattered and only 18 successfully landed. Led by Major Peter Young, they moved inland and opened fire on the German artillery position. Lacking the men to capture it, Young was able to keep the Germans pinned down and away from their guns. Lieutant Colonel The Lord Lovat of No. 4 Commando, at Newhaven after returning from the Dieppe Raid. Public Domain Far to west, No. 4 Commando, under Lord Lovat, landed and quickly destroyed the other artillery battery. Next to land were the two flank attacks, one at Puys and the other at Pourville. Landing at Pourville, just to the east of Lovats commandos, Canadian troops were put ashore on the wrong side of the Scie River. As a result, they were forced to fight through town to gain the only bridge across the stream. Reaching the bridge, they were unable to get across and were forced to withdraw. To the east of Dieppe, Canadian and Scottish forces hit the beach at Puys. Arriving in disorganized waves, they encountered heavy German resistance and were unable to get off the beach. As the intensity of the German fire prevented rescue craft from approaching, the entire Puys force was either killed or captured. A Bloody Failure Despite the failures on the flanks, Roberts pressed on with the main assault. Landing around 5:20 AM, the first wave climbed up the steep pebble beach and encountered stiff German resistance. The attack on the eastern end of the beach was stopped completely, while some progress was made at the western end, where troops were able to move into a casino building. The infantrys armor support arrived late and only 27 of 58 tanks successfully made it ashore. Wounded on the beach at Dieppe, August 19, 1942. Bundesarchiv, Bild 101I-291-1205-14 / Koll / CC-BY-SA 3.0 Those that did were blocked from entering the town by an anti-tank wall. From his position on the destroyer HMS Calpe, Roberts was unaware that the initial assault was trapped on the beach and taking heavy fire from the headlands. Acting on fragments of radio messages which implied that his men were in the town, he ordered his reserve force to land. Taking fire all the way to the shore, they added to the confusion on the beach. Finally around 10:50 AM, Roberts became aware that the raid had turned into a disaster and ordered the troops to withdraw back to their ships. Due to heavy German fire, this proved difficult and many were left on the beach to become prisoners. The deadly result of enfilade fire during the Dieppe Raid of 1942: dead Canadian soldiers lie where they fell on Blue Beach. Trapped between the beach and fortified sea wall, they made easy targets for MG 34 machineguns in a German bunker. The bunker firing slit is visible in the distance, just above the German soldiers head. Bundesarchiv, Bild 101I-291-1205-14 / Koll / CC-BY-SA 3.0 Aftermath Of the 6,090 Allied troops that took part in the Dieppe Raid, 1,027 were killed and 2,340 were captured. This loss represented 55% of Roberts total force. Of the 1,500 Germans tasked with defending Dieppe, losses totaled around 311 killed and 280 wounded. Severely criticized after the raid, Mountbatten defended his actions, citing that, despite its failure, it provided vital lessons which would be used later in Normandy. In addition, the raid led Allied planners to drop the notion of capturing a seaport during the initial stages of the invasion, as well as showed the importance of pre-invasion bombardments and naval gunfire support.

Major differences between domestic business operations and Assignment

Major differences between domestic business operations and international business operations - Assignment Example Sanderson Farms, Inc. refers to an American national company that specializes in the production, processing, distribution, and marketing of poultry and other related food items. Started in 1955, the company has grown to become among the leading American companies that specialize in the food and supply industry (Sanderson Farms ®, n.d). the company competitive advantage is the ability to supply in all states in America. It has a huge local network due to the provision of natural products. The advantage of its operational scope is that domestic currency used for business operation. The local business regulations are clearly stipulated therefore no barrier to entry. However, global network distribution enhances the profitability, larger customer database and enhances the adaptation to technology to improve management of business. Shell refers to a multinational petroleum company formed in 1907. It has expanded its network of operation worldwide. Forbes has considered it as 11th ranked market influencer in performance (Shell ©, 2015). The scope of operation worldwide market therefore enhanced political affiliation with its Dutch for business consistency. Consequently, the market popularity and demand has enabled easier entry to global market. However, the currency fluctuation may affect the business profitability due to the volatility factors. Nevertheless, the large consumer network, economic productivity and technology advancement gives competitive advantage to the firm (Dunning,

Strategic Leadership for Organizational Improvement Assignment

Strategic Leadership for Organizational Improvement - Assignment Example The good use of resources can ensure that a hospital operates effectively. To manage the resources of the hospital I would appoint an industrial engineer for the job. Investing in a good management team can make a lot of difference in the bottom line of the hospital. The most valuable asset in most organizations particularly in hospital settings is its human capital. Recruiting top talent in the medical field has become a very difficult task due to the shortage of medical professionals available in the marketplace. Today hospitals often recruit new doctors from foreign locations. A hospital that is run effectively has a higher employee retention rate because the workers achieve employee satisfaction. The industrial engineer on staff should also be in charge of the project management function at the hospital. The use of project management and logistics can help streamline a business operation. Hospitals that are able to increase the motivation and morale of the employees are able to a chieve higher levels of performance. The two statements concerning change and the involvement groups have in change are true to a certain extend. I think that groups sometimes inhibit the ability to implement change whenever subcultures are built among the members of the group. For instance in a company many social groups might form that have the ability to influence the behavior of others. Peer pressure influences the behavior of members of the group. Members of groups want the acceptance of the other members. These social interactions among groups within a company negatively impact the power hierarchy within the organization. Sometimes another member of a group has more influence over the work behavior of an employee than his boss. The second statement which says that the only effective way to implement lasting change is through involving groups can also be true depending on the circumstances. In work settings where there is a lot of inertia and friction among the workers sometime s the best way to shake things up to improve the situation is by rearranging the workers in group units. An effective group is one that achieves high levels of task performance, member satisfaction and team viability (Schermerhorn, et al.). The general manager of the hospital has to monitor the work of the different teams to ensure that social loafing does not occur within the teams. Social loafing occurs when people work less hard in teams than they would individually. The most effective size for groups is between five to seven members. The five stages of group developing that will occur in the different teams are forming, storming, norming, performing, and adjourning. One of the critical variables that must be present in order for change to occur is for the managerial staff to have good communication with the employees. The use of technology can enhance communication in the workplace. Honest, inspiring, forward-looking, and competent are important characteristics for a leader to h ave. The characteristic out of these four that I would consider least important is inspiring. A leader has to be honest. Honesty is associated with attributes such as respect, acceptance, and prestige. A manager has to have the capability to visualize the future by forward looking. The general manager of a hospital facility should have a detail plan of the operation for at least a year. One of the aspects that should be evaluated using forward

Thomson one-business school edition-walt disny prospectus Essay

Thomson one-business school edition-walt disny prospectus - Essay Example To ensure business maturity the company has increased its diversification in a range of products apart from media. The 2008 Disney Walt Prospectus Plan In 2008 the company came up with a plan to its investors or shareholder. The main aim of this plan was to encourage investor confidence by providing long-term stock ownership among the current stock holders and new stock holders. This was through providing a plat form through which shares could be purchased and then re-invested. The administrators of this plan were the Disney Shareholder Services Department. Prior to this public offer the company acknowledged that there were some risks that the investors had to be prepared. In the prospectus, one was eligible if he/she had five common registered shares registered either in his name or in certificate. Suppose one had fewer than five shares registered in his name then he/she had to pay $250 as an initial investment. The minimum and the maximum amount to be invested was from $50 to $ 250 000 this included the initial investment (Craddock& Thomson Gale 2008). The 2008 to 2010 period at Walt Disney The company offered $ 94.00 million as debenture which was to mature after three years. Through the years this value has greatly reduced in terms of value of the debt that the company owed the public. From the information from the data given the 2008 the company had the biggest debt. This explains why the company went to the public borrowing through its prospectus plan. The 2008 prospectus plan was meant to help the Walt Disney Company from debt and bring it back to solvency. This was a bright and ambitious idea that the company had planned (Craddock& Thomson Gale 2008). The Debt to Capital, Comparison to Industry value at (2008- 0.32), (2009- 0.28), (2010- 0.25) , we can deduce the debt that Walt Disney proposed to public helped in a great deal the company to come back to solvency. The idea that comes to one mind is, did the investors who participated in this plan were th ey paid? This is logic because the more profitable a company becomes then the investors are expected to benefit automatically. This is because it means that the company automatically gains more so it should the same to its shareholders who are the owners of the company (Craddock& Thomson Gale 2008). The percentage of the sales price Disney nets after discounts and commissions increased during this period. The increase in discounts meant that the price was slightly lower than normal. This was done essentially to attract more people to come and invest in this ambitious plan. The increase of sales automatically meant that the company had accumulated a lot of capital from the prospectus plan. In any sale the decrease of the commodity price usually leads to more sales, this is because it increases the demand by the people to acquire the commodity as each every one has the power to purchase the commodity (Craddock& Thomson Gale 2008). The company was able to use the funds from the 2008 pr ospectus plan since the company`s debt over time has been decreasing exponentially bringing it back to solvency. The company was able to turn around and it diversified most of its operations, products and services. This shows in entirety that the funds that the investors put in the company were able to be put in good use. The company has now come to solvency though not fully

Gastroesophageal Reflux Disease Case Study Example | Topics and Well Written Essays - 500 words

Gastroesophageal Reflux Disease - Case Study Example Heartburn is a common symptom for GERD. Other symptoms may occur less frequently though indicative of GERD including: acid regurgitation, excess saliva, chronic sore throat, chest pain, gum inflammation, chronic sore throat and chest pain. Harsh stomach acids can damage the esophageal lining. Reflux risk factors include alcohol use, pregnancy, obesity and smoking. Reflux and heartburn are worsened by pregnancy. Asthmatic people have higher risks of developing GERD. Flare-ups of asthma cause the lower esophageal sphincter (LES) to relax, therefore allowing the backflow of stomach contents into the esophagus. Asthma medications worsen reflux symptoms (Joel & Ritcher, 2014). Acid reflux may also make the symptoms of asthma worsen through irritating the lungs and the airways, leading to more serious asthma. However, the following is a patient education plan that focuses on conservation measures in treating GERD. Decreasing the portion size at mealtime may be helpful in controlling symptoms. Taking meals 2-3 hours prior to bedtime may aid in lessening reflux through decreasing stomach acid and emptying it partially. Additionally, being overweight is often associated with worse symptoms of GERD. Overweight patients should find relief in losing some of their weight (Gary, 2008). Moderate exercise is considered to improve GERD symptoms, but vigorous exercises may worsen the symptoms. Moreover, when sleeping, the patient is advised to elevate the head of the bed at least 6-8 inches, or to sleep on a wedge-shaped bed that is specially designed. This reduces heartburn by allowing gravity minimize stomach contents reflux into the esophagus. It is advisable that the patient does not use a pillow to prop him/her up; this only adds pressure on the stomach, worsening the situation. Cigarette smoking and taking and alcohol usually weakens the LES. Symptoms of GERD may be reduced by halting smoking and stopping alcohol taking behavior. Along with diet and lifestyle

Discussion Essay Example | Topics and Well Written Essays - 250 words - 124

Discussion - Essay Example The website explains how an entrepreneur can maximize the profitability of his or her business. According to the site, cost control is very essential if an entrepreneur needs to maximize profits. The site also analyzes a number of benefits for the business such as ways of improving productivity and growing with confidence as retrieved from http://www.accpac.com. This information is very substantial to all entrepreneurs since it is highlighting some paramount aspects in the business world (ACCPAC, 2015). Choose to save is another website that I reviewed. The site analyzes an efficient way to save as indicated in http://www.choosetosave.org/asec/. This is very essential information to every person who is cautious about the future hence an important site for knowledge purposes (ASEC, 2014). The Ex-Im Bank of USA is another website that was put into consideration. It is not only educative but also interesting after analyzing how it operates. After going through it, as an American entrepreneur one can get essential information that will help him or her to understand how he can obtain assistance from the Ex-Im bank which will in turn improve his or her business as retrieved from http://www.exim.gov/index.cfm. The discussion, therefore, shows how these sites possess essential information. The sites are also dated 2015, showing that they have been recently updated thus the information is up to

Gastroesophageal Reflux Disease Case Study Example | Topics and Well Written Essays - 500 words

Gastroesophageal Reflux Disease - Case Study Example Heartburn is a common symptom for GERD. Other symptoms may occur less frequently though indicative of GERD including: acid regurgitation, excess saliva, chronic sore throat, chest pain, gum inflammation, chronic sore throat and chest pain. Harsh stomach acids can damage the esophageal lining. Reflux risk factors include alcohol use, pregnancy, obesity and smoking. Reflux and heartburn are worsened by pregnancy. Asthmatic people have higher risks of developing GERD. Flare-ups of asthma cause the lower esophageal sphincter (LES) to relax, therefore allowing the backflow of stomach contents into the esophagus. Asthma medications worsen reflux symptoms (Joel & Ritcher, 2014). Acid reflux may also make the symptoms of asthma worsen through irritating the lungs and the airways, leading to more serious asthma. However, the following is a patient education plan that focuses on conservation measures in treating GERD. Decreasing the portion size at mealtime may be helpful in controlling symptoms. Taking meals 2-3 hours prior to bedtime may aid in lessening reflux through decreasing stomach acid and emptying it partially. Additionally, being overweight is often associated with worse symptoms of GERD. Overweight patients should find relief in losing some of their weight (Gary, 2008). Moderate exercise is considered to improve GERD symptoms, but vigorous exercises may worsen the symptoms. Moreover, when sleeping, the patient is advised to elevate the head of the bed at least 6-8 inches, or to sleep on a wedge-shaped bed that is specially designed. This reduces heartburn by allowing gravity minimize stomach contents reflux into the esophagus. It is advisable that the patient does not use a pillow to prop him/her up; this only adds pressure on the stomach, worsening the situation. Cigarette smoking and taking and alcohol usually weakens the LES. Symptoms of GERD may be reduced by halting smoking and stopping alcohol taking behavior. Along with diet and lifestyle

Oryx and Crake by Margaret Atwood Essay Example | Topics and Well Written Essays - 1250 words

Oryx and Crake by Margaret Atwood - Essay Example The spoilt tower blocks can be seen not so far away in the pleeblands. Then further away, he can see the wrecked compounds where the learned and elite people used to live. This place was at one time the best place for rich men and women. There used to be a variety of activities in this place that is now wrecked beyond repair (Atwood 10). As Snowman’s world has changed, so is the climate of this environment. It has changed to the extent of creating abrupt storms that are extremely dangerous to the world. The heat levels of this environment have risen steadily and are intensely hot. Snowman uses a pair of sunglasses with only one lens to protect himself from these dangerous climatic conditions. He is exposed to dangerous monsters, and this makes him and his family and friends to be pathetically vulnerable to the monsters that were created by the human beings. He has to protect his family and his friends from these monsters; hence this leaves him to correct the mistakes that they did while making these monsters (Atwood 15). The name, Snowman is an ironic name that refers to the unpleasant creature that is widely remembered from the North American childhood not so long ago. The main character in this novel adopted this name from his past dealings with the Crakers. Craker was a group of people that were genetically modified, and they seemed to with stand any type of storms that was facing Snowman and his family and friends. They can with stand any kind of catastrophe that hit the world as they had extremely strong genes. The name Crakers was derived from the name Crake. Crake was an old friend to Snowman, and he was the one who invented the Crakers in an experiment that he performed in secrecy to develop a new race of people that could be able to with stand the sexual urges, the religious aggression and generally the aggression that is in the world. The Crakers are infantile they are multicolored, and the racism has been bred out of their culture. They regard Snowman as their mentor they also have gotten the ability to cure minor sickness and infections by sending out vibrations that helped cure people in the world that had no hospitals and was spreading all over the world at an extremely high rate. The Crakers are exceedingly polite, naive, they are not able to be jealous or violent, and they have the strange way of mating as a ritual. Snowman tells them where they came from and how they were created. He also explained what happened to their creator Crake. As the novel continues, Snowman tells how his past life was like he says about his life as Jimmy. This is done in what seems to be like in the late twenty first century. The arrogance of the human kind had led to distortion of the world and the climatic conditions of the world had gone all wrong. Mankind had managed to make holes in the atmosphere and had managed to melt the polar ice caps they had managed to desert the continents and filled the coastal cities. In Pleedlands, where t he majority of the people had moved to was filled with crimes, illness that made life to be terribly difficult for all the people who lived there, the parents of Jimmy who was scientists were living in grand estates that had elegant homes and ultra luxurious in that case. Life in these estates was a predictable one since people could work with schedules there were guards everywhere to guard these people and this made the life somehow truly easy for

Teenage Pregnancy Term Paper Essay Example for Free

Teenage Pregnancy Term Paper Essay Introduction: This Term Paper aims to discuss the effects of rising early pregnancy cases and how it affects our country. Teenage pregnancy refers to pregnancy in a female under the age of 20. It is one of the major factors that affect the population growth in our country, Philippines. It is considered to be the major problems of the government is facing today. According to the government statistics records, teenage pregnancy cases rise more than 70% over a decade. These alarming cases caught the attention of some lawmakers. The only solution that the government made was the so-called Reproduction Health Bill (RH Bill). This bill aims to free access of use of contraceptives, fertility control, sexual education, and maternal care. The government conceived this as the solution to the said problem. Others may see it as helpful, but some also disagree about it. Teenage pregnancy is continously growing and affects our economic growth. Basically, teenage pregnancy occurs due to the following reasons: General rebelliousness, peer pressure and lack of self-esteem. Causes of Teenage Pregnancy: Rebelliousness -There is rebelliousness of parents and of rules of adults. During the teenage stage, there is a burst of sudden and unknown emotions. Teens feel a natural sense of rebelling against the set norms and rules. Coupled with a sudden sense of fresh-found liberation and sexuality, results in giving vent to their feelings through sexual experiences. Peer Pressure -Peer pressure is another early stage of pregnancies. This pressure causes sexual intimacy for the opposite sex. If a child hangs out with a group who  are sexually active, then there are possibilities that 9 out of 10 that teenager is sexually active. Most of the teenagers often to have sexual intercourse because they need to fit in with their circle of friends. They’re only way to be accepted by that so called circle of friends is to have sexual intercourse with the opposite sex and have sexual relations. Lack of Self-Esteem -It is among the causes of teen pregnancy. Children who are not shown love and affection from parents will seek it out with their circle of friends (peer group). Many teenagers report feeling pressured by their peers to have sexual intercourse before they are ready. Media: â€Å"The 16 and Pregnant is an American reality television series that debuted June 11, 2009 on MTV. It follows the stories of pregnant teenage girls in High School dealing with the hardships of teenage pregnancy. Each episode features a different teenage girl, with the episode typically beginning when she is 4 and a half to 8 months into her pregnancy. The episode typically ends when the baby is a few months old. The series is produced in a documentary format, with an animation on notebook paper showing highlights during each episode preceding the commercial breaks. â€Å" (Reference from wikipedia) MTV is criticized for creating an acceptance of teen pregnancy. By creating a show about pregnant teens, the show’s creators may be sending the message to teens that it isn’t a big deal if they become pregnant. It is proven that teens are often influenced by TV. Actually, according to a study conducted by The National Campaign â€Å"most teens (79% of girls and 67% of boys) say that when a TV show or character they like deals with teen pregnancy, it makes them think more about their own risk of getting pregnant or causing a pregnancy and how to avoid it† (â€Å"Teen Pregnancy†). Parents feel that the popularity of â€Å"16 and Pregnant† will allow teens to think that teen pregnancy is acceptable. The National Campaign states that â€Å"research has found that the sexual content in media can influence teens’ attitudes about sex and contraception and may also influence their sexual behavior† (â€Å"The National Campaign†). It is because of this statistic that MTV is teaming up  with the National Campaign to Prevent Teen and Unplanned Pregnancy to create viewing guides on 16 and Pregnant. The 16 and Pregnant viewing guides will hopefully allow parents and educators to start discussions with teens encouraging them to make the right decisions when dealing with their sexual health. Why teen pregnancy is a cause for concern? The issue of teenage pregnancies is a cause for concern, and it is necessary that we draw the attention of the authorities to it’s diverse effects. According to statistics compiled in February 2004 by the National Campaign to Prevent Teen Pregnancy, 34% of teenage girls get pregnant at least once before they turn 20 (which is about 820,000 per year). Despite the fact that teen pregnancy rates are declining in the United States, this data illustrates the fact that the United States has the highest pregnancy rate in the industrialized world. Teen pregnancy has negative affects on teen parents, their children, and society in general. Negative Affects on Teen Parents Teen mothers are statistically less likely to continue their education through high school and college. In fact, only about 1/3 of teen mothers ever earn a high school diploma, and only 1.5% of teen mothers receive a college degree by the time they are 30 years of age. In addition to the decline of education prospects, teen mothers also have increased health risks. In fact, more than a quarter of pregnant teens report physical abuse in their relationships. Other health risks include disorders such as: anemia, hypertension, obesity, and sexually transmitted diseases (STD’s). Anemia- Anemia is a disease where the number of red blood cells falls below normal and the body gets less oxygen as a result. Therefore, the body has less energy than it needs to function correctly. When the number of red blood cells decreases, the heart has to work harder, which means that it has to pump more blood in order to distribute oxygen throughout the body. As a result, one can develop a rapid heartbeat or another serious condition that enlarges the heart muscle, which can cause heart failure. Hypertension- When someone has hypertension (also known as high blood pressure), the force of the blood against ones artery walls are too strong. Over time, this excessive pressure can damage your arteries as well as your heart and kidneys. Hypertension is rather dangerous, for there are no warning signs or symptoms unless the problem is severe. Hypertension can lead to strokes, and other deadly afflictions. Obesity- While we all need some fat tissues in our bodies, having too much body fat is known as obesity. Obesity is a serious medical disease that affects about 14% of adolescents in the United States, and is the second leading cause of preventable death. STD’s- Sexually Transmitted Diseases (STD’s) are diseases that are contracted and spread by having sex with someone who has one of the diseases. Sexual activity can include contact with the mouth, anus, vagina and penis (all of which are capable of giving as well as receiving STD’s). These can be serious illnesses and require immediate attention. Some STD’s, such as AIDS, are deadly and have no cure, therefore it is important to learn ways to protect yourself from STD’s such as: genital herpes, hepatitis B, chlamydia, syphilis, gonorrhea, and HIV/AIDS. Negative Affects on Children Children born from teen mothers have a higher chance of experiencing health problems. In fact, children born to teen mothers have a 20% higher chance of being born with low birth weight, which is one of the most common complications found in children of teens. Low birth weight can lead to blindness, deafness, respiratory problems, as well as mental illness, cerebral palsy, and even death. Not only do children born to teen mothers have a higher chance of experiencing health complications, but they also typically receive less medical care and treatment than other children, born to older mothers. On another note, teen parents are young, inexperienced, and for the most part, lack a completed education. This has been known to lead to inadequate parenting, for one is too young to appropriately provide the kind of environment that children need to develop and mature properly. Eventually this will affect the children’s performance in school, for  children of teenage mothers score lower than average on standardized tests, and are about twice as likely to repeat a grade at some point in their education. Children born to teen mothers are also twice as likely to be victims of abuse and neglect. Negative Affects on Society Because teen pregnancy rates are so high in the US. 34% of all females get pregnant at least once before the age of 20. This can cost our society billions of dollars each year, as the majority of teen mothers are single parents, lack a complete education, and end up on welfare. About $40 billion are spent by the federal government alone to help these families. References: https://www.abc.net.au/news/2014-03-24/an-number-of-teenage-pregnancies-doubled-in-philippines-in-last/5341334?pfm=ms https://www.philstar.com/entertainment/2013/09/26/1238116/root-causes-adolescenct-pregnancy?nomobile=1 https://www.kaieteurnewsonline.com/2011/07/04/low-self-esteem-a-factor-of-teenage-pregnancy-research/ https://ncbi.nlm.nih.gov/m/pubmed/11556441/

The Portrait Of ED Students Pronunciation Education Essay

The Portrait Of ED Students Pronunciation Education Essay Introduction This chapter reveals the background of study, problem statement, purpose of the study and the benefit of the study. The explanations of these parts are presented below; Pronunciation is one of the most important things that students have to master in order to communicate appropriately and fluently. According to Fangzhi (1998:39), that it is important to pay attention to pronunciation since it results in whether or not someones message can be passed or not by other people. More over, Gilbert (cited in Otlowsky, 2004:3) stated that if someone cannot hear English well, she or he is cut off from the language. And if someone cannot be understood easily, she or he is cut off from conversation with native speakers. We can conclude from the statements above that pronunciation gives a significant effect to the meaning of what someone says. However, almost all English teachers make little attempt to teach pronunciation in any overt way and only give attention to it in passing. In ideal condition, students in ED seem to have good pronunciation because they are taught by using English as their language. As cited in Buku Pedoman Akademik FBS 2005/2006, students in English Department are expected to be able to speak and write English correctly. But in fact, based on the observation and informal talks both with lectures and students done by the researcher, students still have bad pronunciation. For example, it is hard to find MC with good pronunciation in ED. Many students speak incorrectly when they are in their thesis examination and so on. Considering this situation, the researcher is interested in conducting this study to find out ED students pronunciation portrait and its implication to the teaching and learning of English. 1.2 RESEARCH QUESTIONS Based on the background of the study above, the research questions are divided into two, they are: Major questions: 1.) What is the portrait of ED students pronunciation? 2.) What is the implication of students pronunciation portrait towards the teaching and learning of English? Minor questions: How do ED students learn pronunciation? Does the students mother tongue affect students pronunciation? What are general mistakes that students often make? What are the causes contribute to the mistakes of the students pronunciation? Is students pronunciation influenced by American English or British English? 1.3 PURPOSE OF THE STUDY The purposes of the study based on the research questions above are divided into: 1. Major purposes: The major purposes are 1.) to describe the portrait of ED students pronunciation, 2.) to find out the implication of students pronunciation portrait towards the teaching and learning of English; 2. Minor purposes: The minor purposes are 1.) to investigate the way ED students learn pronunciation, 2.) to analyze whether the students mother tongue affect students pronunciation or not, 3.) to figure out the mistakes that students often make in producing sounds, 4.) to investigate the causes that contribute to the students pronunciation mistakes , and 5.) to analyze whether students pronunciation is influenced by American English or British. 1.4 BENEFIT OF THE STUDY The results of the study are hoped to give an input for the institution, to enrich the research in pronunciation field. And it can help ED students who are interested in conducting the related research. 1.5 PREVIOUSLY RELATED STUDY The previously related study was done by Ros Dwi Wahyuni whose thesis title was The Pronunciation of Second Grade Students of SMU 77 in 2005. She conducted her study using a case study as her approach, thus the results of her study can not be generalized for the entire population. The data were gathered by using interviews and pronunciation test from December 2004 until January 2005 and processed using rank order correlation formula. The results of her study showed that most participants were intelligible in recognizing the words in their speech and the participants also had positive attitude towards pronunciation and the teaching of pronunciation. CHAPTER II LITERATURE REVIEW This chapter consists of the definition of pronunciation, related issues on TEFL and pronunciation, background of teaching pronunciation, principles for pronunciation teaching, the areas of English pronunciation, pronunciation teaching, and factors affecting students pronunciation. 2.1 Definition of pronunciation Pronunciation is the most important thing that we have to master. Otherwise, people cannot receive the message we say. According to Penny Ur (2001), Jack C. Richard (2002), Pronunciation is the sound of the language, or phonology; stress and rhythm; and intonation and includes the role of individual sounds and segmental and supra segmental sounds. Moreover, Otlowski (2004:1) stated that Pronunciation is a way that is accepted or generally understood. From those statements above, we can conclude that pronunciation is the way of someone produces segmental and supra segmental sound that is accepted or generally understood. 2.2 Related Issues on TEFL and Pronunciation There are several problems that related to pronunciation and TEFL, such as; in ED there is no subject that focuses on pronunciation. Indeed, there are some simple and enjoyable exercises to practice pronunciation. According to Jenkins (2007) mentioned on her article, Global English and Teaching Pronunciation, that an implication global English for pronunciation teaching that is students should be given plenty of exposure in their pronunciation classrooms to other non-native accents of English so that they can understand then easily even if a speaker has not yet managed to acquire the core features. For EIL, this is more important than having classroom exposure to native speaker accents. It means that students should have non-native accents of English in order to help them understand what the speaker means even though he or she can not get the RP pronunciation. Moreover, Griffiths (2007), Integrating Pronunciation into Classroom Activities, found that addressing issues (pronunciation) regularly during the language feedback or group correction stage of lesson helps to focus learners attention on its importance and lead to more positive experiences. He also described that pronunciation work can be kept simple and employ exercises which are both accessible and enjoyable for students, whatever their level is. Whenever students do a freer speaking activity, the main aim is usually at developing their spoken fluency in the language. However, the activity also serves to work on students accuracy through the feedback we give them on their use of language. It means that lecturers should give the feedback on students pronunciation regularly so that students will have positive attitude towards the pronunciation. Based on those statements above, Okita (2007), Teaching Pronunciation, concluded the activities that can be passed in teaching pronunciation are: 1.) explaining Daniel Jones phonemic symbols, using a chart of English vowels and consonants; 2.) using minimal pair exercises; 3.)getting learners to memorize pronunciation patterns to predict on which vowel the primary stress is placed in a word, and; 4.)distinguishing the differences in the sounds of a vowel or consonant in a given word. 2.3 Background to the teaching of pronunciation There are three main orientations proposed by Nunan (2003, p.112-113) in pronunciation teaching: Listen carefully and repeat what I say (1940s-1950s). In this orientation, the activities are students are to repeat the words said by their teacher for several times. The problem that can be raised in this orientation is that students differ in how effectively they are able to really listen to and discern the sound system of anew language; Lets analyze these sounds closely to figure out how to pronounce them clearly (1960s-19701s). The teacher compares features of the sound system of English with features of their native languages. It is done in order to get students accustomed to International Phonetic Alphabet; lets start using these sounds in activities as soon as we can while I provide cues and feedback on how well youre doing (1980s and beyond). The teacher gives chances to the students to use the sounds which they are right in producing. 2.4 Principles for Teaching Pronunciation In the teaching of pronunciation, there are five principles, according to Nunan (2003, p. 115-117) , which are: stated five principles of pronunciation teaching, they are: Foster intelligibility during spontaneous speech. Teachers need to keep fostering the students intelligibility to get them concentrate to pronounce words while they are doing the spontaneous speech. Keep affective considerations firmly in mind. Teachers need to give affective support to their students in order not to make them have feared to develop new pronunciation habits. Avoid the teaching of individual sounds in isolation. Giving students chances to communicate meaningfully with their friends are more interesting, enjoyable, and memorable activities. If the teachers provide such activities, in the long run, have more impact on improving students speech intelligibility. Provide feedback on learner progress. Teachers should support students efforts, guide them, provide cues for their enhancement. Unless, students would unaware where they need to place their energies. Realize that ultimately it is the learner who is in control of changes in pronunciation. According to Morley (1994, p.89), teacher is only as a language coach who supplies information; gives models from time to time; sets high stands; provides a wide variety of practice opportunities; and encourages the learner. 2.5 The Areas of English Pronunciation The areas of English pronunciation are categorized into two, they are: segmental (e.g. English consonant and vowel sounds) and supra segmental (e.g. stress, linking, weak forms, intonation), Rajadurai (2001: 25). Parker adds (2000: 25) rhythm, reduction, and deletion are included as supra segmental features. The controversial issues about which areas of pronunciation are important to be taught came arise. According to Rajadurai (2001:13) teaching supra segmental is less valued than the teaching of segmental areas. However, Harmer (2002:183) disagrees with what Rajadurai stated. He claims that overt teaching of supra segmental areas particularly gives improved comprehension and intelligibly. Wahba (1998: 32-33) supported this statement, he claimed that that if learners are aware that there is a stress pattern in English words, and the pitch of the voice can convey the meaning, they will know what to pay attention to and can build basic awareness. In conclusion, both of segmental and supra segmental areas of teaching give significant effect in affecting students pronunciation. 2.6 Pronunciation Teaching Pronunciation teaching is important to ED students, but in fact there is no lesson which focuses on pronunciation. Indeed, pronunciation can increase the quality of students speaking as Harmer stated (2001:183) that pronunciation teaching not only makes students aware of different sound and sound features (and what these mean), but also improve their speaking immeasurably. In order to teach pronunciation, here are the three kinds of pronunciation practices which are most widely used by English teacher to help students improve their pronunciation: Minimal pair drills. This is a pair of utterance-usually short- which differs in meaning, but which are exactly alike in sound except in one point. The students are to pronounce pairs of words which differ in pronunciation only in one respect, such as bid/bId/; big/bIg, and sound/saund/; round/raund; (Deterding and Pudjosoedarmo 1998:77) A series of isolated sentences. These have concentration of the sound to be practiced, but they are not sentences frequently used in everyday conversation, Fangzhi (1998:38). For example: ai: Mike tried five times to get the prize Five times five is twenty-five Tongue twisters. Playing with words is particularly useful for the students who have unique pronunciation problems. Ball (2003:8) gives examples of tongue twisters: She sells seashells on the seashore; Red lorry yellow lorry; If a dog chews shoes, whose shoes does he choose? They think that it is Thursdays the thirtieth; Fangzhi (1998:38) concluded that the practices above are good for introducing English sound to beginners and also good for building a strong basic pronunciation. These pronunciation practices might be succeeded in helping students to improve pronunciation but not in sequence. Students who are trained in these ways tend to make more pronunciation errors when speaking spontaneously. Not only that, Celce Murcia, et.al. (1996:2) introduced two approaches that can be applied in helping students pronunciation improvement, they are: An intuitive-imitative approach. It talks about the students ability to listen to and imitate sounds of a target language. He or she also can make imitate the pronunciation of other people in television, radio, songs, and so forth; An analytic-linguistic approach. It recognizes the importance of intervention of pronunciation in language acquisition. Using this approach, teacher is to identify students problem in pronouncing the foreign language by providing pedagogical aids; Beside that, Nunan (2003) also gave us teaching strategies to teach pronunciation that consists of: Openness to change. Teacher ask learner to discuss problem areas that are faced. It is important to build learners self-confidence and attend their emotional needs as a non-native speaker; Contextualized minimal pairs. Teaching pronunciation by distinguishing between specifically targeted sounds, stress patterns, or intonation patterns through the use of minimal pairs; Gadgets and props. Learners are to analyze the words on their own, and to practice saying words by using their tools in coordination with their pronunciation stress syllables. Slow motion speaking (SMS). SMS allows learners to view close up, and to imitate, the teachers way of producing specific sounds in context; Tracking. Languages learner are not being asked to repeat after the recorded voice, but to try to say the words presented in the transcript concurrent with the voices they are listening to. Techniques from drama and theater arts. Popular plays and screenplays can be interesting sources of pronunciation work; Pronunciation teaching is not as easy as the stated statements above, it has obstacles too. Because of that, Otlowsky suggested: pronunciation should be integrated into other subjects orienting to communicative competence than linguistic skill especially in segmental and supra segmental phoneme ,Morley (1991, p.481-520); listening comprehension and pronunciation have close relationship ,Gilbert (1984, p.1) and Nooteboom (1983, p.183-194) stated that there is a strong impact of speech perception to speech production; the best technique should involve teachers and students as speech trainer or trainer, Morley (1991, p.507); intelligible pronunciation is seen as essential component of communicative competence, Morley (1991, p.513); 2.7 Factors Affecting Students Pronunciation Sometimes we, as the non-native speaker, made mistakes in pronouncing words. It is because the several things, such as the differences in pronunciation area so that we are not accustomed to produce the sounds. As stated by Ur (2001, p.52) that some causes affect pronunciation mistakes: 1.) substitute second language with first language sound because there is no in first language; 2.) create wrong perception on second language sounds because the sound is an allophone in first language; 3.)use a stress pattern and first language intonation when pronouncing second language in order to create a strange accent; CHAPTER III RESEARCH METHODOLOGY This chapter reveals the methodology used by the researcher, including research design consists of time, place, and the subjects of the study; data collection process; and data analysis. RESEARCH DESIGN Since the study focuses on describing the portrait of ED students pronunciation and analyzing the implication of students pronunciation towards the teaching and learning of English, the method will be used in this study is descriptive analytical interpretive. This research does not make any intervention and judgment. It only describes the portrait of ED students pronunciation and analyzes its implication towards the teaching and learning of English. This study also describes how ED students learn their pronunciation and whether their mother tongue affects their pronunciation or not. This study applies two methods of data collection that are by recording the test of English phoneme and doing the interview. The test of English phoneme consists of the list of words; those are vowels, diphthongs, trip thongs, consonants, consonant clusters, stress, and intonation. The interview is designed to get more specific information to answer the research questions. Both data collected by means of test of English phoneme and interview will be analyzed with descriptive analysis interpretive. Descriptive analytical interpretive The study used a descriptive analytical interpretive method. Yin cited in Tunisa (2008) and Ardi (2009) mentioned that descriptive cases require that the writer begins with a descriptive theory, or face the possibility that problems will occur during the project. Surakhmad (1990:140) stated two features of descriptive study: Memusatkan diri pada pemecahan masalah-masalah yang ada pada masa sekarang, pada masalah-masalah aktual Data yang dikumpulkan mula-mula disusun, dijelaskan dan kemudian dianalisa (karenaitu metode in sering pula disebut metode analitik. Surakhmad (1990:140) It can be concluded that to implement descriptive study, the study has to (1) focus on solving the past and actual issues then (2) the collected data is ordered, explained, and then analyzed (that is why this is often called an analytical method). Geoff Walsham said on his presentation that according to Orlikowski and Baroudi (1991) interpretive studies assume that people cerate and associate their own subjective and intersubjective meanings as they interact with the world around them. Interpretive researchers thus attempt to understand phenomena through accessing the meanings participants assign to them. This definition is based on the ground that: The interpretive research approach towards the relationship between theory and practice is that the researcher can never assume a value-neutral stance, and is always implicated in the phenomena being studied. There is no direct access to reality unmediated by language and preconception. Walsham (1993) himself states that interpretive methods of research start from the position that our knowledge of reality, including the domain of human action, is a social construction by human actors and that this applies equally to researchers. Thus there is no objective reality which can be discovered by researchers and replicated by others, in contrast to the assumptions of positive science. Population The population of the study was the whole of ED classes at State University of Jakarta. Sample The samples of this study were the students from 2005, 2006, and 2007 both from educational and non-educational students. Site and place The study was conducted at English Department of State University of Jakarta from December 2008 to April 2009. Instruments Two kinds of instruments are designed for data collection. They are test of English phoneme and interview list. 1.) Test of English Phoneme The test of English phoneme is consisted of the list of words that are categorized into vowels, diphthongs, trip thongs, consonants, consonant clusters, stress, and intonation. Then, students are asked to pronounce them using tape recorder. 2.) Interview list The interview for this study is designed as a structured interview. The questions in the interview list are designed based on the research questions in chapter I. 3.2 DATA COLLECTION PROCESS The data collection was conducted on December 2008 until April 2009. The data in this study consisted of information collected by using test of English phoneme, and interview list. The collected data using an English test phoneme was conducted on December 2008 until April 2009. Meanwhile, the data from interview was done by taking notes (face-to-face individually) and sending via e-mail. DATA ANALYSIS The researcher analyzed the data by the following steps. The first was checking data completeness; the data taken were the recorded ED students pronunciation. The recorded data contains vowels, diphthongs, trip thongs, consonants, consonant clusters, stress, and intonation. To classify the data, the writer analyzed the pronunciation into the transcript based on the participants entrance year. The second was grouping data by making them in the table presentation based on the data source. The third was comparing the data in each category; by comparing the data, the writer would find the dominant and the less dominant made by students in pronouncing the sound. The forth was putting groups of data in order from the more dominant data to the less ones. The last was the taken data was interpreted based on the findings.