Featured Post

Harassment and Bullying when using Email, SMS, Facebook in Workplace Research Paper

Badgering and Bullying when utilizing Email, SMS, Facebook in Workplace - Research Paper Example This investigation likewise indicates em...

Wednesday, July 31, 2019

A Policy Analysis of the Medicare Prescription Drug Savings and Choice Act of 2005

This paper looks at the Medicare Prescription Drug Savings and Choice Act of 2005, also known as the Medicare D Drug plan.The paper will look at its’ historical underpinnings, an overview into how the policy started, view into the policy itself, as well as an analysis of it—whether the policy is really giving benefits to its intended beneficiaries. This paper however, contends that the Medicare D drug plan is not sufficiently meeting the needs of those who are its beneficiaries. Before the arguments as to whether the policy is effective or not however, it may well be first necessary to look at and understand the policy.The Medicare Prescription Drug Benefit Plan and Choice Plan, otherwise known as Medicare D Drug plan was aimed to supplement or enhance the original Medicare program. The Medicare D drug plan was passed into what is known as the Medicare Prescription Drug Improvement and Modernization Act or MMA legislation. It was enacted by the Bush administration in 20 03. Benefits from the program started only recently, in January 2006. (â€Å"Medicare Part D†, 2006)Medicare D drug benefit plan is a voluntary outpatient prescription drug benefit for people under the Medicare program—beneficiaries include the elderly (over 65 years of age) and diseased beneficiaries (end stage renal disease patients, for example) (â€Å"Medicare (United States)†, 2006).Simply stated, the Medicare D Drug plan is a type of insurance to seniors and other disabled citizens who may not be able to anticipate or pay for the high cost of medicine. The Medicare program works with many private insurance and other companies to bring these seniors a variety of plans. (Lieberman, 2006)The original Medicare program previously had two parts: part A and part B. Part A of the program covers hospital care for inpatients, skilled nursing services, health care for patients at home, as well as other health services. Part B, on the other hand covers a wide range of frequently used health services, examples of which are doctor visits and diagnostic testing. (â€Å"Medicare Savings Program†, 2005)Because of former problems with the previous Medicare program such that it was ineffective as cited, â€Å"when President Bush came into office, Medicare was outdated and not meeting the needs of American seniors.†Hence, legislation was passed into Congress and the President signed into law what was to modernize the Medicare program—this was by providing preventive care, offering of more choices to seniors and most of all giving seniors’ better access to prescription drugs that they need, the Medicare D Drug plan.(â€Å"Strengthening Medicare: A Framework to Modernize and Improve Medicare†, 2005)Furthermore, with the revolutionizing of the Medicare D drug plan, President Bush has concentrated on preventative health care—it was believed that if diseases were caught early, these diseases would be easier to cure. In addition to that objective, a need existed to revolutionize the original Medicare program and this was due to â€Å"gaps† in the original Medicare plan coverage (â€Å"Choosing a Medigap Policy to Supplement the Original Medicare Plan â€Å", 2006).Changes in the original Medicare policy involved a means testing. This means that a higher income (and this includes Social Security benefits) would consequently mean a higher pay for Medicare beneficiaries. To illustrate the point: Medicare beneficiaries would see their premiums increase dramatically before they die, i.e. they retire at an age of 65, live until 95, but have an inflation of 3%; without working out the numbers this already clearly shows that beneficiaries aren’t getting benefits.The next generation of Medicare beneficiaries is said to have to pay the full price of their Medicare benefit from the beginning of their retirement, despite of paying Medicare taxes their entire life. Hence, the 2003 legislation was enacted—to eliminate the effect of inflation on income. (â€Å"Medicare (United States)†, 2006)

Tuesday, July 30, 2019

Late payment/collections

Dear Sir/Madam, I found my credit rating to be really poor because of a few late payments and collections that happened on my accounts. Even though there were a few mistakes and over sights from my side, most of the recent late payments were due to technical difficulties faced by the concerned banks. I made payment arrangements for $3869 to clear the account with Citi Financial retail. But the payment was delayed since the concerned department could not locate my account in their system.I faced problems with payments to WEB Bank and Qwest, since I was out of town. However I had an arrangement to pay $100 per month to WEB Bank and settle the remaining amount by January 2011. I was never intimated by Qwest regarding any outstanding amount whatsoever despite updating them about the change of address. I am ready to settle with Telenational Communications, although I never maintained an account with them.I had rented out my house after clearing all the bills with Colorado Springs Utilitie s till July 2010. The outstanding amount of $55 was supposed to be settled by the tenant. I have missed few payment deadlines due to oversight. The PAID accounts to THD/CBSD, Colorado Springs Utilities and the credit card accounts with Chase and Service credit Union have been cleared and the recent late payment was in September 2008.The accounts with Service Credit Union, ENT Federal CU, USAA, Military star, Chase Mortgage and Capital One Note Loan have been settled completely and in many cases the payment was late by a couple of days. But the numbers of such instances are few and most of them have occurred during my re-deployment. Since all the above mentioned outstanding has been cleared and considering the circumstances under which many of the incidents happened, I request you to kindly re-evaluate my credit score and update my credit report with the relevant details.

Monday, July 29, 2019

Business Cycles Essay Example | Topics and Well Written Essays - 1000 words

Business Cycles - Essay Example Most observers find that the length of a business cycle from peak to peak, or from bottom to bottom vary, so that cycles are not systematic in their regularity. In fact, economic history shows that no two cycles are alike. Some economists dispute the existence of real "cycles" and use the term "fluctuations" instead. Others see enough similarities between shifts in economy and claim that studying business cycles in detail is a powerful tool which can serve us to determine the current state of the economy. The key question concerning business cycles is whether or not similar mechanisms that generate recessions and booms in capitalist economies exist. Periods of stagnation are a great burden for society. Being painful for large majorities of workers who lose their jobs, they produce pressure on policy makers to try to smooth out the oscillations. A very important goal of Western civilization since the Great Depression has been to limit the dips. However, government intervention in the economy can be a risky business. For example, some of Herbert Hoover's reforms (including tax increases) are widely believed to have deepened the depression. Managing economic policy in order to reduce the negative side effects of business cycle bottoms is not an easy job in a society with a complex economy, even when the theory of Keynes is applied. According to some nineteenth-century advocates of communism, this is an insurmountable difficulty. For instance, Karl Marx claimed that the business cycle crises of the capitalistic economy were inevitable results of its operations. From this point of view, all that governments can do is to delay the inevitable economic crises and to hope that they will not appear during their stay in power. Even then, crisis could emerge in a different form, for example as severe, unexpected inflation or an increasing government deficit. Worse, by delaying a crisis, western governments are seen as making it more painful for their successors and more dramatic for the whole society. In addition to the wide-spread left-wing criticism, Neoclassical economists question the ability of Keynesian policies to manage an economy. Challenging the Phillips Curve Nobel Laureates such as Milton Friedman and Edmund Phelps argue that inflationary expectations negate the Phillips Curve in the long run. Their theory was supported by the stagflation of the 70's. Friedman claimed that all the Fed can do is to avoid large mistakes. He believes that the rapid contracting of the money supply in the face of the Stock Market Crash of 1929 was such a big mistake. It turned what would have been a recession into a great depression (Rothbard, 1975). That is why, good forecasts of the cyclical movements of the economy and especially of the turning points of a business cycle are critical to improve policy decisions. The means of monetary and fiscal policy can also help to smooth the cycle out. The Austrian School of economics does not accept the suggestion that business cycles are inherent features of an unregulated economy and seeks for their origins in governmental intervention in the money supply. Austrian School economists underline the role of interest rates as the price of investment capital, which stays in the base

Sunday, July 28, 2019

SPSS project Assignment Example | Topics and Well Written Essays - 2000 words

SPSS project - Assignment Example Respondents aged less than 35 years old for both male and female was 28% and 31% respectively. 55.6% of the respondents reported to be married/common law, 32.3% were single and another 12.1% were either separated, widowed or divorced. The female respondents topped the list with the highest percent (39.3%) of separated/widowed/divorced while the male respondents led in the percentage of the married/common law couples. Only 0.2% of the male respondents reported to have been divorced. At the same time, the percent of male and female single respondents was reported to be 34% and 28.5% respectively. The respondents’ income ranged from below $15,000 to over $65,000 with majority of the respondents (32.6%) being in the income bracket of $55,000-$64,999. Only 5.7% of the respondents interviewed reported to earn below $15,000. In summary, 62.8% of the respondents interviewed said to earn an annual income of $45,000 and above. The P-value for the Chi-Square test is 0.0000.05 (significance level), leading us to fail rejecting the null hypothesis. The results for this analysis therefore show that there is no association between taking Delta and the marital status of the respondent. The P-value for the Chi-Square test is 0.000

Saturday, July 27, 2019

The Value of Work and Money Essay Example | Topics and Well Written Essays - 750 words

The Value of Work and Money - Essay Example It is always a regular battle for people to find jobs, even to those who graduated from universities. For this reason, some are challenged to take jobs with low salaries or that are not related to their education at all. Some try to make sense of such circumstances, considering it to be a stepping stone, a way of taking some experience on work for them to eventually land the job they want, in time. The perseverance that I have seen in most Chinese makes a one who would not easily give up, no matter how difficult situations are. If John Updike considers that â€Å"one of the advantages of having been a child in the depression is that it takes very little money to gladden the heart† (Updike, 125), I, for one who was raised in a country where applying for one position in a restaurant is a competition among hundreds of applicants, consider it a joy to have a job, no matter how difficult it is. It also follows that regardless of the salary, it easily gladdens the Chinese heart for one to have a job. This probably reflects as well the Chinese upbringing of never being ashamed about small beginnings as most wealthy Chinese worked their way to where they are now through hard work, perseverance and not being choosy of the demands of work. I always considered this to be an admirable character so with the same principle, I volunteered for odd jobs in the 2010 World Expo in Shanghai. The jobs were physically demanding. At night, as I rest on my bed, I felt like my body was badly beaten during the day. Nevertheless, there was the feeling of satisfaction that boosted my value and importance. I usually congratulated myself for a job well done during the day and treat myself to a restful night for me to be able to face another day of hard work. In such times, I felt like I was a true Chinese. I was proud of myself. In addition, I worked for a few days at a Chinese restaurant. There, I learned a lot not only about work but about job. I was challenged to continue with my studies as I observed that a university education greatly helps in the success of a person. I realized that I could actually work hard, maybe in a different manner as when I am an employee at a restaurant; that I could equally be tired but would be more financially rewarded. What I mean is that, if I have a good education that will propel me to get a white collar job, I may work as hard as a waiter, tired as dog by the end of the day, but well compensated. If I have an education that will make me stand out among others, I will not be like most who are just able to work with their hands, feet and common knowledge but I will be armed with a special knowledge and skill that would give me the chance to earn better salaries. I know I can get to the point of being the one giving a tip to the restaurant employee and not the one taking it. I do not mean to minimize the value of such job and situation; I just want to have a higher value for what I do. Studying in the United States, I am cons idered to be stingy. I do not see it that way, though. I understand that the worth of every cent I spend is the value of my parents’ sweat, hard work and long nights. If Updike says, â€Å"coins were once worth their weight in silver or gold†, they are worth my parents’ dreams for me. Nowadays, money can be easily spent. There are a lot of things to buy, many malls and places to go to. Coins and paper money can easily disappear from one’s wallet. Yet, as a person raised in a family where money is spent only in meaningful and

Friday, July 26, 2019

Court Observation Term Paper Example | Topics and Well Written Essays - 500 words

Court Observation - Term Paper Example Wilbur case. In presenting its opinion, the district court observed that the direction related to alibi was inconsistent the president set in Mullaney v. Wilbur case because it did not require for defendant to do anything, such as assuming proof of burden. During the proceeding, it was held that Maryland had directly considered that alibi in itself was not an assenting defense in State v. Grady, 276 Md. 178, 345 A.2d 436 (1975). The final issue was not presented before a jury, however, and the attorney noted that they only took into it consideration to show that Maryland offered effect to Mullaney. The district court established that manslaughter instruction on its facial view did not conform with the values articulated in Mullaney v. Wilbur precedent case, but it affirmed that, as presented in State v. Evans, 278 Md. 197, 362 A.2d 629 (1976), the issuing of the instruction was a risk-free mistake because there was no proof to support an instruction as to manslaughter in any circumstance, apart from that of murder (Hengel, 234). However, in every case where the attendance of the defendant at the commission of the transgression is necessary to his conviction, the state has to establish such a fact beyond any reasonable doubt. The jury ought not to assume that an accused person is responsible just because he is being impeached and that criminal allegations have been preferred against him (Hengel, 240). The district judge established that the decedent and the accused could as well have renewed their earlier squabble, which occurred the very evening of the shooting in question. Moreover, the judge observed that the quarrel occurred in a dance hall where there was a huge crowd of people who might be used as witnesses. The district court noted that while it did not imply that there was no proof of murder in the state trial, it did not think that an

Human Rights Case Study Example | Topics and Well Written Essays - 1500 words

Human Rights - Case Study Example 114) Evaluate this statement using the examples of the law on privacy you have studied in Unit 21. Is the current balance between a right to privacy and a right to freedom of expression appropriate? The subject of human rights has pre-occupied the world for quite a long period now as people seek to pursue their interests with freedom and all inalienable rights guaranteed to them. Human rights are very fundamental in human society and this is evidenced by its adoption in the international law, constitutions of many states, regional institutions law, and policies of private and non-governmental organizations. Most human rights provisions in various legal jurisdictions are informed by the provisions of the Universal Declaration of Human Rights (The Open University, 2012, p. 31). Most of human rights laws in many jurisdictions borrow from the Declaration’s provisions. According to the Open University (2012, p. 15), human rights are based on three main premises. The first premise i s that human rights are universal, which mean that they are held equally by all people regardless of aspects such as geography, gender, and age. The second premise is that human rights are inalienable and therefore cannot be taken away from someone by anybody regardless of the circumstances. The final premise is that human rights are indivisible and therefore cannot be denied simply because they are viewed to be non-essential or less important. Clapham (2007, p. 114) states â€Å"human rights simultaneously claim to protect freedom of expression and the rights to privacy.† Over the years, there has been debate regarding the issues that Clapham raises in this assertion. The debate has been revolving around the question of how and to what extent does human rights protect freedom of expression and the rights to privacy. Also, questions have been raised regarding the nature and limitations of such protection and whether there are circumstances in which this protection can be viol ated. Therefore, this essay will evaluate this statement using several examples of the privacy law. Also, it will discuss the question of whether the current balance between a right to privacy and a right to freedom of expression is appropriate. Before evaluating this statement, it is important to define some of the key terms in the statement: human rights; freedom of expression; and right to privacy. Human rights refer to the fundamental rights that are inalienable to an individual by the virtue of being a human being (The Open University, 2012, p. 10). Human rights can exist as legal rights or natural rights. Freedom of expression is a legal and political right that allows one to communicate his or her ideas and opinions through various channels of communication. It is essential in daily interactions of individuals, as well as in enabling the society to work and to actively participate in decision making (p. 92). The right to privacy provides individuals or group of individuals to seclude certain information about themselves or seclude themselves and therefore able to selectively reveal themselves. The right to privacy and the freedom of expression are fundamental human rights provisions that allow individual members of the society to interact with each other and to form groups with others in the society. They both provide the bedrock upon which intimate relationships, family relationships, and friendships are built (p. 92). Since most of these aspects are interrelated, protecting right to privacy would simultaneously protect certain aspects of freedom of expression. Clapham (2007, p. 114) asserts that human rights simultaneously claim protection of freedom of expression and that of the right to privacy. A critical look into the definition of human rights

Thursday, July 25, 2019

Final project Assignment Example | Topics and Well Written Essays - 3750 words

Final project - Assignment Example Likewise, the change is reflected to processes, practices or methods affected by innovative management practices. This complex concept refers to a challenging concept, as balanced scorecard is widely used in corporate organizations, change is a regular feature. It is fundamental that information systems in an organization assumes that the required information is known to the user, ensures that it is acknowledged and received on a consistent basis and is also embedded in the decision making process of the organization. As per the scenario, the development of performance management system for Procter and Gamble must meet these requirements (Sachs 53-64): Procter and Gamble is seeking to construct an effective and proficient performance management system that will adhere to organization objectives into visible and measurable targets demonstrating success that is also shared among the organization’s customers and stake holders. ... 981-993) i.e. Financial, Customer, Internal Business Processes and Learning and Growth. 1.1 Financial Perspective The financial perspective of the balanced score card varies for Government organizations and private organizations. As the business objectives for the private sector are generic and exemplify transparent extensive targets associated with profit based organizations operational in the commercial marketplace. In contrast, considerations for financial aspects of public limited organizations play a limited role, as financial goals are rare for being a primary objective for businesses. The Information Technology department of Procter and Gamble will incorporate financial perspective of the balanced scorecard for measuring the effectiveness and efficiency of critical information technology processes to meet business requirements within an allocated budget. By effectively monitoring key process indicators, Return on Investment (ROI) can be calculated and augmented as well. The in crease in ROI will definitely show a positive intent of the stakeholders. 1.2 Customer Perspective The customer’s perspective of the balance scorecard will evaluate the ability of the IT department for contribution in providing quality goods and services, supply chain effectiveness and satisfaction for overall customer service. KPI for monitoring Supply Chain Management (SCM) will focus on activities and processes involved in product delivery and storage. If an effective IT based SCM is operational, customers will be satisfied, as goods will be delivered on time and will have 100% availability in stores and supermarkets, even in online stores. 1.3 Internal

Wednesday, July 24, 2019

Crosscultural Miscommunication Essay Example | Topics and Well Written Essays - 500 words

Crosscultural Miscommunication - Essay Example Negotiating styles of Australians and Canadians are explored to identify their similarities and differences against the GLOBE framework. It is seen that negotiation skills are of primary importance for any leadership position across all kinds of businesses and it determines the success of the business to a large extent. Negotiation is of relevance when there is a need to achieve common goals and the same needs to be communicated to the other parties. Also, when communication and personality differences are identified, need for negotiation can arise. In such situations, the participants are required to have a clear idea of the goals needed to achieve and also be aware and respect the differences in communication and personality styles (Walters, 2007). Wade observes that a culturally common solution is offered at the beginning of any negotiation (1999). Both Australians and Canadians prefer to start an informal conversation before the actual negotiation process. Australians tend to prefer straight forwardness as their Canadian counterparts and do not leave much to be interpreted in a conversation. Both have a culture of saying 'no' directly when they are uncomfortable with the negotiations.

Tuesday, July 23, 2019

Foundation of Business report about the Hairdressing firm called Essay

Foundation of Business report about the Hairdressing firm called Friends - Essay Example the role of David, this paper will make recommendations on how to optimize its overall functioning particularly in marketing, human resources, finances and operations. Friends, with their two hair salons, needs to focus on major marketing programs to revamp their declining fortunes. â€Å"Marketing provides the bridge between an opportunity and a purchase.† (Stapleton and Thomas). It should start with repositioning its hair salon business for the new generation market. With their aging and greying customer base, the potential to sell their services is minimized. â€Å"Retaining existing clients is a key to running your hair salon successfully but attracting new customers should be the aim of Friends hair dressing salon.† (bodycareblog.com) New age customers, the youth and the mid-aged market with their growing grooming consciousness, are the most lucrative market to tap into. The company needs to device appropriate and relevant marketing programs to capitalize on this high potential market. The remarketing should start with services they offer; then along with hairstyling they can offer some complementing beauty salon services. They should transform into a holistic hair styling and beauty care service, offering all hair and beauty service under one roof, which provides the real value for their money and conveniences for the customers. There are various marketing strategies that can be used to pull a large number of customers to the salon. Friends should increase the Ad spend, as it’s very critical to communicate their new positioning to the youth market. Also with competition closing in, the advertisements should be intensified. Advertising through magazines, direct mailing and the most important of all is time-investment. The most effective advertising options are magazines, brochures, or billboards with colorful, creative and attention grabbing content (bodycareblog.com). The company can distribute brochures in residential colonies, posh apartment, colleges,

Monday, July 22, 2019

The Symbols Of The White Buffalo And The Red Heifer Essay Example for Free

The Symbols Of The White Buffalo And The Red Heifer Essay Every culture has its own set of norms and beliefs that serve as guide and standard of living for its people. Each culture is being protected and kept sacred by the people and is being passed by generation to generation. Even as the world goes on to its fast changing global trend, although some of the world’s ancient cultural traditions have already vanished or at least faded away, some remained strong and were kept, observed and regularly celebrated today. While Greek and Roman mythologies are integrated in the modern culture (such as the names of the heavenly bodies), the legends and myths which main characters are animals can still be traced in the modern cultural traditions held by the people. Two of these examples are the legends of the White Buffalo and the Red Heifer, animals which symbols are held sacred even unto this day.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The White Buffalo and the Red Heifer are animals that are held symbolically sacred by the Native Americans and the Jewish people, respectively. While their legends are held by completely different cultures, these animals symbolize quite the same sacred values of hope, change, life and death. Before we can make further comparison of the two different cultures, it is important that we first have to look into the stories behind their cultural symbols. A brief narration of the story of the White Buffalo Woman, which is believed to have been the origin of the symbolic importance of the White Buffalo in the culture of the Sioux or the Lakota tribe, will be briefly narrated here before we will try to extract the symbols deep inside the legend. We will be taking the highlights of the legend from the story as told by John Fire Lame Deer, a man believed to be a Heyoka, and a holy man of Lakota (John Fire Lame Deer, 1967)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In one summer, the seven sacred council of fires, called Oceti-Shakowin,of the nation called Lokota Oyate encamped. The chief of the one of the bands (Itazipcho or â€Å"Without-Bows†), Standing Hollow Horn sent two of his men to hunt for food. In a high hill, they came across with a woman, floating with two round red dots of face paint on her cheeks (John Fire Lame Deer, 1967). In John Fire Lame Deer’s own words: â€Å"She wore a wonderful white buckskin outfit, tanned until it shone a long way in the sun. It was embroidered with sacred and marvelous designs of porcupine quill, in radiant colors no ordinary woman could have made.†   The woman was identified as Ptesan-Wi, White Buffalo Woman. One of the men had a sexual desire of the woman and tried to touch her but was struck by lighting and was burnt until all was left of him was a â€Å"heap of blackened bones†. Other version of this part says that the young man was eaten by the snakes which were under the feet of the sacred woman and all was his skeleton. The other young man was told to return to camp and tell the â€Å"buffalo nation† to prepare for her coming. The chief then ordered the people to gather and prepare for the coming of the holy woman and the medicine lodge with twenty-four poles was made as ordered. After four days, the White Buffalo Woman arrived in the camped, entered the medicine lodge and then taught the people many things. They made an earthen altar (made of red earth) with a buffalo skull. The holy woman then opened the bundle containing the sacred pipe called chanunpa and then taught them how to use it. She also taught them the proper words and gestures of prayer to how to sing the pipe-filling song. The White Buffalo Woman also told them that they are the â€Å"living bridge between the Sacred Beneath and the Sacred Above.† She then turned to the stone in the bowl and said, â€Å"Its stone represents the buffalo, but also the flesh and blood of the red man. The buffalo represents the universe and the four directions, because he stands on four legs, for the four ages of man. The buffalo was put in the west by Wakan Tanka at the making of the world, to hold back the waters. Every year he loses one hair, and in every one of the four ages he loses a leg. The Sacred Hoop will end when all the hair and legs of the great buffalo are gone, and the water comes back to cover the Earth.† The White Buffalo Woman also told the women that the works of their hands are as great as the warriors, taught them how to fire the hearth and the way the corn and meat should be cooked. To the children she said that they are the most important and most precious ones. As the purest of all tribes, she told Lakota that it was the reason why sacred piper was given to them. Before the White Buffalo Woman left, she told Standing Hollow Horn these words: Remember: this pipe is very sacred. Respect it and it will take you to the end of the road. The four ages of creation are in me; I am the four ages. I will come to see you in every generation cycle. I shall come back to you. The ending of the legendary story might have been the one held symbolically important up to this day. The White Buffalo Woman left the tribe, rolled over and stopped four times. On each stop, the holy woman turned into different colors of a buffalo. First she turned into black, then to brown, to red one and then to a white female buffalo. In John Fire Lame Deer’s narration, the legend ended this way: â€Å"And from that day on, our relations, the buffalo, furnished the people with everything they needed meat for their food, skins for their clothes and tipis, bones for their many tools† (John Fire Lame Deer, 1967). In the midst of the highly urbanized Western culture, the legend of the White Buffalo Woman is still alive in the culture of the plains tribes in America. Based on the moral value of the story and the economic situations of the native Americans, there is no reason to doubt that the White Buffalo is more than a legend and cultural symbol in the lives of these people. For the poor people of America, the White Buffalo is â€Å"a symbol of sacred life and abundance† (Kagrise, Sarah 2005). The tribes of Lakota, Dakota, Nakota and Sioux regard the white buffalo as an important element of their traditions and prophecies (Schwartz, Stephanie M. 2006). If we are to go back to the legend, we have noted that the White Buffalo Woman left a promise to the nation that she will see them again and that promise is what the Native Americans are still waiting for unto these days. Held as a prophetic sign, these people are literally waiting for the birth of a white buffalo, an omen which signals the beginning of a sacred hoop of life (Kagrise, Sarah 2005). Why should one even expect that in the midst of the highly urbanized American culture, people will be amazed with the birth of a white buffalo and was even named â€Å"Miracle†? On August 20, 1994 a white buffalo was born in Janesville, Wisconsin farm-an event which struck the American people that they rushed to the see the white buffalo with their gifts (Menagerie, Steve). One practical reason that is, if we are to examine the event out of the context of culture and tradition, is that white buffalo is biologically or genetically rare. Buffalos are already considered 1nearly extinct as early as 1893 wherein it is estimated that there had only been 300 buffalos left in North America. Despite the fact that Miracle has changed color from white to blonde on its third year, the people around still continue to see her. On her death ten years after, Miracle left the Native American community shocked. Two years later, another white buffalo was born in the same farm which they named â€Å"Miracle’s Second Chance.† These events were held as significant omens by the Lakota tribe. A spiritual leader of the Teton Oglala Lakota named David Shallow interpreted these omens by critically examining each phase. For Shallow, the name of the second white buffalo is by no means a coincidence because it carries the message of a second chance for all people and since Miracle’s Second Chance was born during a thunderstorm, Shallow believes that the destruction of evil is near (Shallow, David cited in Schwartz, Stephanie 2006). For the Native Americans, the birth of a white buffalo is the starting point of the healing process, a symbol of hope for the poorest people of the American nation (Kagrie, Sarah). After Miracle and Miracle’s Second Chance, there were still born white buffalo calves named White Cloud (July 10, 1996, a two-year-old found in South Dakota), Medicine Wheel (May 09, 1996) and Rainbow (April 27, 1996). From here, let us further consider one great prophecy by the Lakota: â€Å"When four white buffalo have been born, then the old ways will return and the earth will be saved. White Buffalo Woman herself, in the myth, promises to return at the end.† From Miracle (1994) to White Cloud, Medicine Wheel and Rainbow (1996), there have been four white buffalos born. The prophecy, if we are to examine has already been fulfilled even before Miracle’s Second Chance was born in 2005. What changes, as salvation suggests, have happened since then are still unclear. Like the White Buffalo, the Red Heifer is also highly regarded by the Jewish culture as sacred and symbolic. Although both the animals came from one family, one can notice that the there are physical differences in these animals that also mark the differences in their symbols to the two cultures. First, their color as Lakota culture regarded white as sacred and holy while the Jewish culture still consider the red heifer holy and sacred despite its being literally red. Another thing is that white buffalo in the culture of Lakota is not allowed to be hunted (their near extinction seem to be the contrary) while the Red Heifer is literally being killed as a holy sacrifice to God of the Jews. Genetically speaking, a White Buffalo is unhealthy, since its white color is due to its being albino while the Jews chose the unblemished, healthy and young rd heifer in order to make the sacrifice pleasing unto the Lord. The ritual of the Red Heifer is Biblical, that is, it is contained or written in the Bible, in the Torah (in the portion called 1Chukat), particularly in the book of Numbers, Chapter 19. The description of the ritual being conducted when the red heifer is being offered is clear and specific in the book of Numbers. â€Å"It is the ritual slaughter of a red cow with no blemish, and the burning of the cow together with cedar wood, hyssop, and red thread. The ashes of this cow are mixed with water and used as part of a seven-day ritual to purify those members of the community who have come in contact with death.† It was said that the water to which the ash of the cow have been mixed is the â€Å"Water of Impurity† or what the Jews called, mei nidah (Hammer, Jill). Those who are being sprinkled with such water will become pure while those who have administered in the water will become impure, a process which suggests that the ash of the red heifer makes the impure pure and the pure impure (J. Hammer). In other accounts, the water mixed with ashes is being drunk by sinners for the purpose of redemption (Reb Yakov Leib HaKohain). Before we come to grasp the real meaning or symbol of the heifer, it is first important that we will be able to have a background on how does the offering of the red heifer originated. As quick answer, the ritual of the red heifer came from the Jewish tradition of offering in the Temple of Solomon: â€Å"In the days of the Temple, all who entered it had to be made spiritually clean by being sprinkled with a substance whose main ingredient came from the ashes of a red heifer burned in its third year† (Bronner, Etan 1997). The Temple of Solomon is considered to be the center of the Jewish life despite its destruction by the Romans according to Bronner. For the Jews, the Temple serves as the direct link between the chosen people and God (E. Bronner 1997). This might have been the reason why the significance of the red heifer, as a sacrificial animal in the temple days, still holds relevance in the life of the Jewish people. Going back to the red heifer itself, the red cow represents a change agent (J. Hammer). Consider the cycle of making the impure pure and the pure as impure through the sprinkling of the water with the ashes of the red heifer. If we are to closely look into the process, we can say that the red heifer, though it has been reduced to ashes, served as an agent that allows somebody to change. In the words of Hammer, the red heifer â€Å"brings life into death and allows death to return to life.† Who else can make something change as bringing life to death and the other way around? God alone and God is Divine. If the red heifer symbolizes this cycle of change, then the Red Heifer is the symbol of the Divine and therefore, God. It is also important to note that in the Jewish tradition, all the sacraments and religious rituals are done exclusively by the Levites, the family of priests. Having such, the Levites are the ones who act as â€Å"humans who are part of the cycle of mortality and fertility, but who also touch the eternal† (J. Hammer). For the Jewish people, even the destruction of the temple, its rebuilding and its final destruction also have something to do with the Red Heifer. The destruction of the temple is regarded by the Chosen People as a symbol of the recreation of their religious life (E. Bronner). Let us remember that the history of the people of Israel have come a long way from being fruitful descendants of Abraham and Jacob, to being slaves in Egypt, liberated by Moses and were promised to have the Land of Canaan. These people have come through their ups and downs all because of their stubbornness. They always go back to their usual sin of polytheism and of worshipping other gods other than Yahweh. Based on these facts, it is not surprising that these people held religious or spiritual rebirth truly important. They recognized their need to cleanse their spiritual lives and their need for a Savior. For the Jews, the Red Heifer and its ashes are the â€Å"prefiguration† of the coming Redeemer, the Messiah they have been waiting for (Reb Yakov Leib HaKohain). There few good reasons why the Red Heifer is a sacred symbolic not only for the Jews but also for those who are into the religion of Christianity. Although the Red Heifer only serve as symbol, as opposed to the White Buffalo which birth is believed to be an omen, it embraces realities of human’s spiritual life. First, the realities of life and death teach the Jews to exert much effort in making and keeping themselves clean and pure before the eyes of the Lord. This is the only way they believe they can get into the House of God. This belief is evident in the modern Jewish custom of washing their hands in a bowl of water at their doorsteps after they came from the graveyard (J.Hammer). After having the origin and symbols of the White Buffalo and the Red Heifer, it is also important that we have them compared in order to examine which one is symbolically significant unto this day. In his commentary, David Yarrow sees evident and significant similarities in the two animals. First, the White Buffalo and the Red Heifer are both females and both represents fertility, health, hope and abundance. Second, both symbolize the need to live a sacred, holy life in order for human beings to be pleasing or worthy in the eyes of God. Third, both represent changes in the cycle of life and recognize the reality of death, that is, spiritual death in order to be spiritually born again. Fourth, they both recognizes the presence of the Supreme Power and allow that Sacred Entity to rule over the lives of the people. This reality establishes the presence of the link between God as the Creator and humans as creatures. Lastly, both had kept the believers of the culture and the legend waiting-for the redeemer who will bring good tidings to those who are physically and spiritually afflicted. There is however realities in the White Buffalo that somehow made me prefer to believe in the symbolic significance of the Red Heifer. Consider that the biological existence of the White Buffalo is inherently rare. This is because a white buffalo is born albino which gives it its white color. This means that white buffalo is actually an expression of unhealthy birth because albinos do have genetic disorder which make them different from the rest of the specie. Consider also that being unhealthy, white buffaloes do not usually live long as in the case of White Cloud and Rainbow although Miracle lived ten years. With these realities therefore, I can say that the birth of a white buffalo should not be seen as an omen. In fact, the Lakota prophesy of having four born white buffalo after which will mark the near coming of the near end cannot be held solidly true. There have been more than four white calves born around the world and yet the prophecy seemed unfilled so far. Another thing is that the first well-known white buffalo, Miracle, have turned blonde as she grew old. In the case of the Red Heifer I can see that the Jewish culture regard the animal as purely symbolic. Compare to the white buffalo, the red heifer is a common animal in the Jewish culture, although the poor people during the Biblical times cannot afford to sacrifice one. Anther thing is that not all red heifers can be sacrificed because only the female and unblemished and is under 18 months old can be worthy to be sacrificed. There is nothing held miraculous in the birth of the red heifer and thus it poses no significant marker of a time. Unlike the white buffalo, the red heifer does not say something about the near future. This is especially important in the spiritual lives of the people. Without the red heifer saying something about the future, the Jewish people are encouraged to keep their lives sacred at any point of their lives because of the uncertainty of the time when the Redeemer will come.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I believe that the Red Heifer is more significant today than the white buffalo. Because it recognizes the realities of life and death and the need to consecrate man’s life to God, the Red Heifer embraces all cultures, even those who do not literally believe in God. This is because the red heifer reminds us that human beings are mortals and that as spiritual beings, we are in need of also dying from our sinful lives to give way to our spiritual rebirth. Let me borrow the words of David Yarrow, in his analysis of the symbols and implications of the white buffalo and the red heifer in our lives: â€Å"While white buffalo and red heifer portend time to build a Temple, the only way to build a true new Temple on the Mount is to follow the Peacemakers instructions: bury the hatchet, plant a tree and unite. A shrine in Jerusalem must not be just for Jews and Israel, but of, by and for all the peoples of the Middle East—and the West—all the Earth† (Yarrow, David). Yarrow stressed that both animals pose a great challenge for all human beings to share our earthly gifts as custodians of God’s blessings unto the earth. There should only be just one thing for us to do. Whether we believe in the White Buffalo or the Red Heifer, the existence of our one Creator should be enough to unite all the cultures of the world. Yarrow concluded, â€Å"Harmony needs all things in natural balance—including the power of masculine and feminine in church, culture and government† (Yarrow, David). WORKS CITED Bronner, Etan. Portent in a Pasture? The Boston Globe. April 16, 1997. Retrieved on October 26, 2007 from http://www.championtrees.org/yarrow/holycows.htm Hammer, Jill. The Red Heifer and the Cycle of Life and Death. Retrieved on October 26, 2007 from http://telshemesh.org/earth/the_red_heifer_and_the_cycle_of_life_and_death.html John Fire Lame Deer (1967). White Buffalo Calf Woman Brings the First Pipe. Retrieved on October 26, 2007 from http://www.kstrom.net/isk/arvol/lamedeer.html Kagrise, Sarah (2005). Native American history: the legend and importance of the white buffalo. November 28, 2005. Retrieved on October 26, 2007 from http://media.www.rwcactivist.com/media/storage/paper248/news/2005/11/28/Features/Native.American.History.The.Legend.And.Importance.Of.The.White.Buffalo-1048409.shtml Menagerie, Steves. This is a White Bison. Retrieved on October 26, 2007 from http://users.aristotle.net/~swarmack/bison.html 2Native American Myths. The White Buffalo Woman. Retrieved on October 26, 2007 from http://www.livingmyths.com/Native.htm Reb Yakov Leib HaKohain. Zabbatai Zevi and the Mystery of the Red Heifer. Retrieved on October 26, 2007 from http://www.donmeh-west.com/redheifer.shtml Schwartz, Stephanie (2006). Lakota Spiritual Leader On Wisconsin White Buffalo Calf. Retrieved on October 26, 2007 from http://www.rense.com/general73/whitebuf.htm 1White Buffalo. Retrieved on October 26, 2007 from http://www.native-languages.org/composition/white-buffalo.html Yarrow, David. Holy Cows!! The Unity of Biology and Ecology with Spirit. A Commentary. Retrieved on October 26, 2007 from http://www.championtrees.org/yarrow/holycows.htm

How to can you contribute your good governance practice and leadership for the devolopment of your country Essay Example for Free

How to can you contribute your good governance practice and leadership for the devolopment of your country Essay SkillLack of proper governance within public and private institutions reduces the chance of such institutions from achieving and sustaining effective administration. It becomes hard to achieve goals and objectives with lack of efficient service delivery. There is always a connection between good governance, effective leadership, and economic prosperity. This essay will elaborate how I can utilize my good governance and leadership skills for the development of our country. Competency is one of the important qualities of an effective leader. I will use competency to ensure all government policies are implemented with exceptional effectiveness. High level of service delivery will be a priority because it enhances the proper utilization of government’s resources. Accountability is another leadership skill that I will utilize effectively. This is through the acknowledgement and assumption of responsibility for all actions, policies, and decisions. Accountability will create trust and will ensure that procedures are carried out using the stated regulations and rules. Corruption will be outdated since I will be accountable for all activities. Transparency builds integrity, which helps an individual acquire strong internal guiding principles. Transparency means that I am dedicated to achieving the relevant targeted objectives. Through openness, there will be free flow of information among the public and me . This would enhance proper relationship with the public, as they will have access to the information they may need. Effective communication is another aspect that I will use. This will provide a platform where the access of information to everyone is easier. This includes sharing of ideas, receiving information and giving feedback to the public. Consequently, effective leadership and legitimate governance are the essential factors to a highly effective government. Using the above examples, I will help our government in providing satisfactory service delivery to the public and achieve the stated objectives and goals.

Sunday, July 21, 2019

Role of Technology for English Language Learners

Role of Technology for English Language Learners Introduction The role of technology as an alternative tool for instruction of English foreign language learners increases as educators recognize its possibilities to create both independent and collaborative learning environments in which students can acquire, immerse and practice a new language (Butler-Pascoe, 1997). Through the use of the Internet, word processors, video games multimedia, and practice programs, students can engage in individualized instruction designed to meet their specific needs and participate in cooperative projects that will foster communication with peers in their classrooms and throughout the global community. This research focuses on the potential of video games as a powerful tool for foreign language instruction and acquisition. This is a very important topic for many reasons, the least of which is that so many people do not really understand this medium and regard it in the worst possible manner. What many outsiders of the video game culture do not understand is that video games can be an expressive and interesting medium that can easily compete with the best that other mediums have to offer, and, like any type of expressive medium before them, video games have gone through a harsh trial by those who are bigoted, uninformed and prejudiced against this medium. This paper provides a great opportunity to explain why computers and video games can take an important part in language learning, and why therein we have an extraordinary opportunity to educate, not only our children but the population at large through video games. Video games can provide the ability to shape events, environments and positions in a way which is not feasible through any other medium. According to Larson (1999) and Li (1999), â€Å"the transactional nature and the pedagogical relevance of some state-of-the-art videogame-based interactive technologies make videogames a viable vehicle for foreign language learning†. This thesis aims to reach the following objectives: to make the reader aware of new learning strategies and possibilities for all types of learners; to discover students views on the feasibility of videogames for language learning and instruction; to suggest a new range of activities that can be performed in a classroom using videogames. This thesis firstly discusses findings from various research studies, as well as current language teaching methodologies, in order to explain how video games can contribute to language acquisition by evaluating several video game genres and emphasizing that â€Å"virtual pet†, simulation and â€Å"RPG† (Role playing games) are beneficial for language acquisition. It also provides various sample activities that can be performed in the ESL classroom using video games in their own right. Secondly, the context and participants are presented as well as a research instrument, after which the data is analyzed and given an interpretation and finally pedagogical implications are presented. Chapter 1: Literature review This chapter firstly attempts to explain why videogames can be suitable for learning a language based on several studies that are described next. Secondly, it also outlines how videogames are slowly being incorporated into the field of education. Thirdly, it provides the readers with an overview on videogames and modding and finally how teachers can benefit their lessons from modding and how it can be used in the ESL/EFL classroom. 1. Videogames and Research Using video games to educate has long been a much thought-of goal, yet rarely an achieved one. Although video games may not yetbe able to educate users in a content area effectively, language learners may benefit from video games. Educational software developers have struggled to present a substantial amount of content and context without sacrificing the degree of control game players expect. Very little research has specifically targeted language acquisition through video games; however, various studies carried out over the years in several universities of the U.S, England and Sweden with students of different majors, as well as current language teaching methodologies support the use of video games to learn language. Interestingly, in one study Hulstijn Laufer (2001) found that language acquisition may hinge on the â€Å"level of involvementin a task†, and video game players are often quite immersed in game play, a trait that may enable them to acquire language, since video games often contain simultaneously presented aural and textual language. Another study done by Prensky (2006) suggests that â€Å"videogames allow learners to analyze and decode language at their own pace†. During game play learners may use one input channel to decode the other because videogame players have a great deal of controlover the game play (various in-game choices can be made, games can be paused, actions can be repeated, and conversations can sometimes be initiated at the players own beck and call. â€Å"Dornyei Clement (2001, p.399) claimed that â€Å"one of the main premises for using video games to educate has been to harness learners motivation†. Although, motivation is a crucial element in language learning, motivation alone does not guarantee the acquisition of a language. This was stated in another study performed by Prensky (2004) who found out that one of the most difficult things teachers had to do was to aim for a balance between video game interaction and learning its language which may result too strenuous for some players cognitive abilities. Nevertheless, Brett (2001) emphasizes in his research that the natural repetition which is presentin video games, such as the constant set-up of mini-battles in role-playing games and the frequent use of interactive menus in virtual pet and simulation games, allows a language learner to be continuously exposed to the target language and creates more opportunities for acquisition to occur as opposed to other media, such as movies or books, which often do not reuse the same vocabulary or grammar, making acquisition more difficult and slow-paced. Interestingly enough, the repetition in video games allows a language learner to use their own initiative to use known language (semantic context, vocabulary or grammar) to decode unknown elements through constant exposure. Furthermore, Crawford (2003, p.261) made a stunning discovery in his research when he stated that â€Å"a videogame provides players with a useful kinesthetic link to its language† resulting in players having to give a total physical response to actions prompted. Total Physical Response (TPR)activities are used in order to connect the language item whether, vocabulary or grammar, to a physical action, hopefully making thelanguage easier to grasp, which is quite similar in videogames where players perform on-screenactions that may serve to link the language they learn to their native language. 2. Video Games and Education Video games evoke different emotions in people. Some might perceive them as nothing more than a tool of entertainment, while others might consider them useless and tools of bad influence. Academics, such as Gee (2005, p.13), will say that â€Å"video games are a new form of interactive media worthy of academic multidisciplinary study† regardless of what videogames may be, it is a well-known fact that they are a distinct yet entertaining way for youngsters to spend their time. It comes as no surprise that many educators and teachers are trying to add video games to their lessons and curricula design both to catch and retain the attention of students, not to mention to enhance the course content and likability. Many business, medicine, and law schools in northern Europe are implementing video games such as Kristens Cookies, Dexter and Objection as part of their curricula, whilst other schools introduce more commercially known titles, for example Brain Age and Trauma Center to their science and math courses. According to Hoggs research (2006) carried out in some European universities, students motivation and therefore grades, have soared exponentially as opposed to slump since the implementation of video games in their curricula. Video games have become increasingly widespread in their use, both as a hobby and as an educational tool. ESL teachers should be no exception and be able to make use of this technology to help students in teaching grammar points as much as in developing students speaking ability. 3. Video Games and Modding For over twenty years there have been many attempts at designing educational software with all of them resulting in failure and thus a sense of hopelessness prevailed through much of the educational software community. Fortunately, the emergence of new models have made education and entertainment games stop competing with one another. If we look at todays entertainment video games, many will be nothing like the games prevalent in the late 90s when educators and game developers first teamed up in an attempt to insert artificial learning moments inside games. Back then, in-game worlds were relatively fixed and did not have much depth whatsoever, enabling the player only to play out the action of a pre-programmed story. Today, nonetheless, according to Hansson (2005) games are presumably more open-ended, with many of them encouraging players to take an active role in the construction of the game itself through the use of various mod tools. The term ‘mod means modification, in videogame terms ‘mod refers to a user made add-on to an already existing game. For example, one of 2007s best selling video games, â€Å"The Sims 2† does not determine any explicit goal or winning outcome. Rather, the game presents itself as an open-ended virtual doll house in which users play out and share stories with one another should they choose to. As a result of the enormous flexibility of this game, thousands of players created content add-ons or game modifications now available for free on the web. â€Å"Surprisingly enough, so far, little has been attempted by educators to use the extensive mod tools available for The Sims 2 to implement learning content in a way that naturally integrates with the in-game experience† (Goldfayn, 2006). However, mod tools provide full access to all the language data used in all the different international versions of a game. This allows curriculum designers to easily manipulate popular video games to create opportunities for foreign language learning. Johnson,( 2005, p.191) claims that for most educational disciplines, â€Å"the main rule when choosing a video game to be modded is that the closer the original contents of the game are to the educational discipline involved, the smoother the process will be†. Most people play video games nowadays and everyone seems to work on a computer, so learning a foreign language through video games can be as viable as learning it through traditional classroom instruction. For example, in order to make a game like â€Å"Civilization III† relevant to a history classroom, one simply needs to edit a few maps, scenarios and variables; while a game like The Sims 2 actually does have a distinct similarity between the contents of the game and the contents of an introductory language textbook (parts of the body, furnishing the house, finding a job/professions, emotions, etc), the fact that almost all games use language in one way or another allows a far wider range of games to be modded for usage in foreign language learning than other educational disciplines. 4. Modding in ESL There has been a recent increase in the number of game environments or engines that allow users to customize their gaming experiences by building and expanding game behavior. What is described here is the use of modifying, or modding, existing games as a means to learn English. A case of game modding in classroom settings is described to illustrate skills learned by students as a result of modding existing games, in this case the game which was modded is â€Å"The Sims 2†. Below are some examples of how you can mod a videogame to suit your needs as a teacher as well as your students. These are two sample activities that have been put into practice by teachers such as Mylene Catel, (http://www.mylenejcatel.com/)whohave put an enormous amount of effort into this. Simply by playing the modded version of the game (The Sims 2), students are gradually exposed to heavy amounts of reading practice in the foreign language. However, designing specific reading comprehension tasks helps the teacher assess learning better. Next, I describe an activity which can be performed using the previously mentioned game: Step 1. – Students write a description of their favorite imaginary landscape in the foreign language including any number of specific details (There is a pristine water creek, there are many leafy trees in which birds gather to chirp, There is a family having a picnic nestled under the trees , etc). Step 1.5. The teacher helps correct any mistakes in the students descriptions. Step 2. Students randomly exchange their descriptions with one another via the game. Step 3. Use the cheat mode to give students unlimited money. Step 4. Students avail themselves of a mod tool given by the teacher and create the landscape outlined in their description. Step 4.5. The teacher assesses how many of the specific details students correctly incorporated into their creations. Step 5. Students once again exchange their finished descriptions. Step 6. Students verbally describe to one another their creation. Students try to discern which landscape is the one they originally designed. Chapter 2: Methodology This research was conducted in order to determine whether playing videogames plays a significant role in the personal development and learning of a second language. It weighs the pros and cons of using this medium for learning and expresses what videogames are suitable for learning English and what videogames can enhance students reading, listening and speaking skills. I opted to obtain the view of language students from different schools. Specifically, students aged 18-25 from 2 schools within Xalapa were selected for this task, 10th semester students of the teaching area from the English B.A of the Universidad Veracruzana and advanced level students from Bristol Institute as informants from December 2007 to April 2008. Selected participants answered a questionnaire about the role of videogames in ESL/EFL learning. In order to determine whether videogames play an important role in learning English more efficiently, a total of 20 respondents were asked to participate, 10 of them were from the Universidad Veracruzana and the other 10 were Bristol students. Instrument. A questionnaire was administered to collect as much data as possible. The questionnaire consisted of 10 open-ended questions of which five questions had to do with the participants learning English through videogames and the other five questions had to do with the participants views on whether or not videogames have enhanced their learning and comprehension of a foreign language. To achieve pertinent information, certain inclusion criteria were imposed. The participants chosen had to be students who had been studying English for at least 4 years. This qualification ensured the participants understanding the nature of this questionnaire and its use for teaching English, making the questionnaire items easy for them to understand. My questionnaire which was administered to both populations was based on the following criteria: How much English and how well these students had learnt it by using videogames. The types of games they preferred in their learning process and how such games had helped acquiring their skills in English. Procedure. The administration of the questionnaire to the U.V student population was done when I was studying 10th semester of the English B.A. Therefore, the questionnaire was administered to my classmates at that time. However, to administer my questionnaire to the Bristol student population I had to ask for permission to the school principal, and after granting such, I was able to administer it, all in all both populations seemed to have no problems or questions at the time they answered it. Chapter 3: Results and Discussion In this chapter, I will present all data gathered from the questionnaire related to my research questions I administered to several students as well as charts representing the analysis of what was said in each question. The questions will be divided in two sections according to my research questions How do students learn English through videogames? What type of games do students play in their learning process and how they help? Analysis of questions 1, 2,3,4,5 of the questionnaire – refer to section one. 1. Is vocabulary, rather than syntax, more easily and consistently acquired from video games? Out of the 20 students who answered this question 16 students said that vocabulary was best learned through this medium while 4 thought that syntax was the one best acquired. From these answers it can be inferred that these students mostly learn vocabulary, and syntactical patterns from games. Nonetheless, the focus of what is to be learned will fall into what the students needs are. From my perspective students also benefit from learning pronunciation subconsciously because speech is present in most games. 2. What grammatical patterns or chunks of language do you usually learn from videogames? Out of the twenty students who answered this question, eleven answered that they usually learn phrasal verbs and idioms from videogames while the other nine students said they revise through videogames grammatical patterns such as reported speech and conditionals. From these answers it can be inferred that for these students videogames help best as an aid to learn phrasal verbs and fixed expressions while others use them as revising materials. 3. Do video games help language learners actually acquirelanguage, or do they serve more as a linguistic priming or practicing device? Out of the twenty students who answered this question twelve believed that videogames help language acquisition whereas the remaining eight believed they just serve as a practicing device From these answers it can be assumed that videogames can serve as both a learning tool and a practicing device for these students. However, as a teacher you should have in mind the reason why you will employ them. 4. Can language be acquired more effectively (more quickly and be retained longer) through video games than through other media? From twenty students who answered this question seventeen agreed on their learning being quicker, more effective and easier to retain through videogames. However, another three said videogames had no benefit for them. From these answers it can be assumed that for these students videogames are the perfect medium that can enable them to learn faster by learning the language subconsciously through something they might find entertaining because videogames lower their affective filter. 5. Do students retain lexical or syntactic language studied through video games longer than identical language studied through traditional classroom and self-study activities? Out of the 20 students who were asked this question, 14 answered that they thought retention was easier and lasted longer for them through videogames whilst other 6 claimed they benefitted more from traditional classroom instruction. From these answers it can be inferred that even though for these students retention is generally easier through videogames due to their interaction capabilities with players, how well students retain language patterns through either way will depend on what type of memory they possess. Analysis of questions 6, 7, 8,9,10 of the questionnaire – refer to section two 6. Which genres of games are the most useful for language learners? The answer to this question was a bit variant since out of the twenty students fourteen considered themselves to be advanced learners while six considered themselves to be upper-intermediate learners. Therefore the advanced students claimed that the most useful game genres for them were Role playing games (RPGs) and action/adventure games as they can employ various decoding strategies. While the remaining six said that in their view the most useful game genres were sports videogames because they can benefit from the repetition patterns present in these games From these answers it can be inferred that videogames can cater for every mood and personality and can certainly aid these students in their learning process. However, which game genre is most useful to them depends on their language level. Bristol students often resort to playing RPGs because of their language level while some teaching area students of the English B.A in the Universidad Veracruzana opted for sports games as their games of choice because they feel they benefit more from the language patterns present in such games. 7. Does the learners language level make a difference? Out of the 20 students who answered this question 19 believed that the language level of a learner made a difference in understanding while just 1 student believed that the level did not matter From these answers it can be assumed that the level of a learner will play a crucial part in taking full advantage of the videogame approach toward language learning. For example advanced students are always eager to play RPGs which are more complicated than other game genres while intermediate or basic students try to look for games in which actions can be describe more than once. 8. Do voice recognition games force native and non-native speakers to modify their pronunciation in unnatural ways? From twenty students who answered the question thirteen said that voice recognition games were a valuable tool to help their pronunciation subconsciously while the remaining seven said their pronunciation could only be improved through direct interaction with an English native environment which leads to demonstrate that these few students have a conservative way of thinking. From the answers of these students it can be inferred that voice recognition games are just as good as interacting within an English speaking environment since the pronunciation used in such games is usually done by native English speakers. 9. Do language learners benefit from having their actions described by a sports video game? All twenty students who answered this question said they did benefit from this approach because it was quite practical. From these answers it can be assumed that videogames can come as a new refreshing approach toward language instruction that students would really appreciate since both males and females showed much interest in sports videogames 10. How long would it take a learner to acquire a language through a video game rather than through classroom instruction or self-study textbook? All students had different views on this particular question. Eleven believed you could learn English through this medium in one year while another four believed you could learn it in six months time, two more students said in a few weeks and yet another three claimed the time you learn it was entirely up to the learner. From the answers given by these students it can be inferred that theres no agreement on a learning curve. According to these students how fast students learn the language depends on other factors such as motivation and what kind of learners they are. Conclusion: In these data most of these students claim that they can learn a language using videogame classroom instruction. According to them not only is it a refreshing new approach but it is also quite beneficial for vocabulary acquisition and the subconscious learning of pronunciation. However, a teacher should always keep in mind the objective as to why they will use videogames. Chapter 4: Pedagogical Implications In this chapter, I provide some examples of how videogames can be exploited to design many immersion activities for the ESL/EFL classroom. This chapter is organized into the following sections: RPGs, RPGs and the ESL classroom, elements of literature, debates on cultures, portfolios, character analysis, oral presentations, quizzes/tests and suggested games for classroom use. 1. Role Playing Games Not all video games can be considered classroom-safe. Many video games, while being visually stunning games in their own right, may either be too violent or too devoid of content to be used in an ESL classroom. There is, however, one genre of video games that is ideal for the ESL classroom: Role Playing Games (RPGs) (Goldfayn, 2006). Traditionally, role plays are associated with a person pretending to be someone else. This is exactly what a RPG is. In RPGs, players take control of a character and embark on chilling journeys similar to those told in Edgar Allan Poes horror novels or heart-pounding adventures like those told in Jules Verne stories. According to Din (2002) â€Å"students become exposed to long hours of in-game dialogue, as well as substantial amounts of written text† while being immersed in a quest, perhaps one to save a kingdom, slay a demon or vampire, or save the world. As players retrieve information by interacting with other characters, they advance through the game with the purpose of reaching a final goal and objective just like in any lesson plan. 2. RPGs in the ESL Classroom If there were to be any kind of video games in an ESL classroom, it would be RPGs. In a video game ESL classroom session, the students will play through the game. During this play time the students become exposed to English language dialogue with various accents, which undoubtedly helps students develop their aural skills. RPGs also help them develop their reading skills, as the game will not continue unless the players, in this case students, meet certain requirements which are communicated to them through either spoken communication or written dialogue. Truly, exposure to a language or text does not create bilingual students; it is just not enough. That is why the teacher should plan certain activities to encourage students to share the experiences they just had playing the game and some other complementary activities to reinforce what they learned in the game. 3. Elements of Literature (writing activity) Every story, just like every game, has an introduction, action development, a climax, descending action, and an ending. Many stories, just like many games, have flashbacks, foreshadowing, and personification. It is always advisable to give students a brief introduction regarding these elements, so that they may be familiar with them when they run into them while playing through a game. 4. – Cultural Debates (oral activity) The majority of RPGs have good stories, and all good stories have a setting. Before students get round to playing a game, the teacher should survey students knowledge of other cultures. Getting the students to start a debate on the similarities and differences in their culture or on different cultures in general is always a good way to start. You may begin the class by asking the students what they know about other cultures, a discussion on the Mayan culture, Feudal Japan or the American civil war usually get the students in a talkative and lively mood, as they can bring forth experiences they have had throughout their lives whether these be by watching movies, reading books or personal experiences. After the discussion, the teacher explains to students they are about to play a video game that has elements of different cultures in its world. The teacher should then provide a little information on the game and its characters, so that the students do not feel completely lost when they begin. 5. The Portfolios A portfolio is a collection of evidence that represents achievement and learning within a module/course or programme of study. The portfolio is a tool that can be used once a week, after playing the game. The student would have to write a short summary of what happened in the game as well as comment on the events from the game that they liked or disliked most. If students are at an advanced level they could be asked to comment on some of the more abstract concepts that appear in the game, such as love, friendship, and parenthood. Once the students have finished the game, they could be asked to write an entry regarding the elements of literature in the video game they played. Their writings would have to include short summaries of the events that happened in the game, so they would sort those events into the introduction, the rising action, the climax, the descending action, and the resolution of the game. Some games have open endings and require the players to fill in the gaps with t heir imagination. In case of such games, a good entry to ask the students for would be one in which they will have to account for what they think happened after the game ended. 6. Character Analysis (oral activity) Students can be asked to analyze their favorite character from the game. Starting with a drawing of the character, intermediate or beginner students could discuss how the character looks, speaks, and acts, while higher level students could discuss their characters behavior, thoughts, and purposes. The student should always say what their chosen characters stand for (for example, Alex from â€Å"Lunar: the Silver Star† for the â€Å"Playstation† could be seen as someone who represents friendship, love, and heroism). This would be a great opportunity to teach students to empathize by asking them questions like how would you have felt during this specific event in the game, had you been the character? 7. Oral Presentations Another course of action is having students make short oral presentations on characters, themes, or plot segments of the game. If there is enough time and resources, the whole class could put together a play about an event or events from the game. 8. Quizzes / Tests A quiz or a test about a video game would be conducted in the same way a quiz or test about a short story or novel would be done. Questions could range from reading comprehension (Example: Who does Tidus fight against at the end of Final Fantasy X?) to essay type questions (Example: In Final Fantasy X, do you think Tidus resents his father? Why / Why not?) 8. Suggested Games for Classroom Use The following list contains several classroom-safe video games that can be used to teach English. This compilation is best aimed at being used with students between the ages of eighteen and twenty five in mind. They have cartoon-like visuals, an excellent score, funny characters and interesting plots. Atelier Iris 2 (Sony Playstation 2): A RPG about an alchemist out to prove himself and make use of his awesome skills. Atelier Iris 2 focuses on two main characters whom you can assume at will. One character embarks on adventures in distant worlds, facing off against enemies via a turn-based battle system. The other character stays behind at home and creates items and weapons. Arc the Lad (Sony Playstation): The first game in the series that really redefined what a Strategy/RPG could be, introduces players to a magical world teetering on the edge of destruction. Only the young Arc possesses the power to stop the impending destruction, a

Saturday, July 20, 2019

Embarking on an Acid Trip: Analysis of the benefits and dangers of LSD :: social issues

Embarking on an Acid Trip: Analysis of the benefits and dangers of LSD Embarking on an Acid Trip: Analysis of the benefits and dangers of LSD HP200 Abstract A thorough analysis of the hallucinogenic drug lysergic acid diethylamide (LSD-25) and its effect on humans are given. The various uses of the drug are also examined throughout several decades, beginning with its first synthesis in 1938 as well as first use by humans five years later to its current usage today by young adolescents. Various myths have also surrounded the capacity of the drug. For example early users believed that it could alter your personality and way of thinking or pave the way toward spiritual enlightenment, while in later decades, anti-drug campaigns led people to believe that the drug could cause insanity or genetic damage. The realities associated with the drug are that it can be used for psychoanalysis and other studies of the mind. Yet there is always the possibility the user may undergo panic attacks and hysteria from the inability to cope with the intense cortical overload. In the end it seems that our understanding of the properties of LSD are still very limited and it would be hard to proclaim judgment over whether or not the drug would be more harmful or beneficial in our current applications of it in scientific research. Embarking on an Acid Trip: Analysis of the benefits and dangers of LSD Drug use has been an undeniable factor in human life. From Aspirin and Caffeine to Cannabis Sativa and Opium, its uses vary widely from medical purposes to substance abuse. History has also forced our society to cope with the reality that the problem will always exist as long as people can find ways to synthesize and obtain them. Even so, an effective way of combating this problem is to have a thorough understanding of how these drugs work, and how they affect the user. One type of drug that has created much controversy over its possible benefits and/or dangers would be the psychoactive drug Lysergic Acid Diethylamide (LSD). The Psychoactive Drug Lysergic Acid Diethylamide The drugs that have won the greatest attention in today’s drug abuse problems fall under the category of psychoactive drugs, or drugs that can alter ones perception, way of thinking, and behavior. Of these, hallucinogens have the ability to â€Å"alter [the] consciousness in profound ways.† (Williams & Knight, 1994) They have also been labeled illusionogenic, psychedelic, and mind-expanding, depending on whether scientists or users are talking about them.

Friday, July 19, 2019

Compare the signal man by Charles Dickens and if she bends, she :: English Literature

Compare the signal man by Charles Dickens and if she bends, she breaks by John Gordon Introduction ============ In my essay I intend to compare the similarities and differences of many aspects of 2 short stories. "The signal man" a pre 20th century story by Charles Dickens and "If she bends she breaks" a post 20th century story. By John Gordon. They are naturally different because of their age. The signal man is pre20th century and is typical of the style of story from that era. If she bends she breaks is post 20th century so it has more modern words and is aimed at a younger audience. The stories themselves are similar in that they are both macarbre ghost stories. Titles ------ The title to every story gives the first impression and can give clues as to what the topic of the story is or what will happen.The signal man is a plain boring title thay does not make people wish to read it.If she bends she breaks on the other hand is an unusual title , it is mysterious and makes you want to read on. But a good title does not necessarily mean a good story. I found the signal man was a much better short story where as if she bends she breaks seemed a better title but it is aimed at young children, is a pretty boring story and the plot is easy to pick up, early in the story. The signal man is a boring title but it lets you know what the story is about without giving away the plot. If she bends she breaks is a very intersting title and you only know what it means when you've read the story so it is very effective. But "if she bends has an unusual title, it makes you want to read it, and only when you read it do you find out what, "if she bends she breakss" mean. "if she bends" title, was very good, the story was not as good, in contrast it was the opposite for "the signal man", it had a plain title, but a good story. Beginings and settings ---------------------- The beginning of the signal man, creates an atmoshpere of the supernatural by, its settings. The settings in the signal man, are descibe by dickens as very dark, solitary, and dismal place, "his post was in as solitary and dismal place", meaing that the signal was all alone, in a very dark, and boring place, which is a typical setting for a ghost story He discribes it as being "a great dungeon" dark, cold, scary, and horrible this gives the reader the sense of pain and torture.

Lord of the Flies: Fear of the Unknown Essay example -- William Goldin

A distressing emotion aroused by impending evil and pain, whether the threat is real or imagined is described as fear. Fear is what William Golding’s novel Lord of the Flies encompasses. By taking three major examples from the novel, fear will be considered on different levels: Simon’s having no instance of fear, Ralph’s fear of isolation on the island, and Jack’s fear of being powerless. Fear can make people behave in ways that are foreign to them, whether their fear is real or imagined. In response to fear, people may act defensively by attacking, fear can either stop one from doing something, or it can make one behave in an irrational erratic manner. On contrary from all the other boys on the island Simon, a Christ like figure in the novel, did not fear the ‘beastie’ or the unknown. â€Å"Maybe there is a beast....maybe it's only us† Simon explained. (p. 97) The fear of the unknown in the novel contributes to the boys’ terror of the beast, the beast is an imaginary figure which lays in all of the boys’ minds and haunts them. Golding uses the beast as a symbol of the evil that exists in every creature. "You knew, didn't you? I'm part of you? Close, close close! I'm the reason why it's no go? Why things are the way they are?" The sow head announced to Simon to be the â€Å"lord of the flies†. The â€Å"lord of the flies† is a figure of the devil, and brings out all the evil and fear in people. It wants you to fear it, but if you don’t believe in the â€Å"lord of the flies† nothing can happen to you. Therefore Simon didn’t fall into the trap, but the beast killed him, meaning the other boys on the island did. Simon discovered that the beast is in fact just a dead parachute man before he died and ran down to tell the boys about his finding. When Sim... ...t. By physically punishing the boys, they will fear Jack, so they will obey him "We’ve got to have rules and obey them" (P.47). In closing, fear can make people act in ways that are unfamiliar to them, whether their fear is valid or imaginary. In reply to fear, people may act defensively by being violent, fear can either stop one from doing something, or it can make one behave in an absurd unpredictable behaviour. As revealed, fear is demonstrated in the â€Å"Lord of the Flies† in three major ways: Simon’s lack of fear, Ralph’s fear of being isolated, and Jacks vast fear of being over powered by Ralph. Evil and fear is brought to the island by the boys themselves believed Golding. The world will essentially always have the same problem until every human being on the earth is unblemished, until there is no more evil or fear in the world. Obviously fear isn’t over rated.

Thursday, July 18, 2019

Contributions of Ancient Greece and Rome to the Western World Essay

While both Roman and Greek cultures greatly influenced Western Civilization, Greeks contributed more to the western world than the Romans. The Greeks used their own ideas and thought of new ways to add to their culture, while the Romans mostly mixed and matched ideas from other civilizations and cultures to make their own. The Romans took up the inheritance of the Greeks adapted it to their own language and national traditions. (Grant 2)The Greeks introduced many new ideas and traditions, the most important being democracy – Athenian democracy in particular. After the Dark Age, the population in Greece grew so quickly that soon, there were way too many free peasants. These peasants realized that nobody could stop them if they tried to make some changes because there was so many of them, so they insisted on having their voices heard by the government. Their wish was granted, and democracy in its simplest form became known. Now that the peasants had more freedom, some of them started to earn higher wages, and soon were rich enough to purchase hoplite armor. (Hoplites made up the majority of the army and fought on foot.) The peasants were also placing strong demands on the elite class, also known as the oligarchy. The system of citizenship in Greece was established as a result, during the late 7th century BCE (Martin 82), and enabled the peasants to have more influence on their leaders and protection under the law. There were three kinds of citizens the rich, the hoplites, and the poor. Only males were citizens. All citizens could attend open meetings in the Assembly, elect archons (leaders) each year, and were protected under the law. The peace of Greece had been slowly deteriorating, and in 621 BCE, it only got worse. The rich, elite class had been accumulating farmland from the poor farmers, who had to pack up and leave once a rich person took their land. A poor farmer had a hard time gaining wealth because any wealth they did gain would be in the form of surplus grain. Extra grain was not permanent, and could not be converted into money since coins were not invented yet. Then in 621 BCE, Draco was appointed to establish a code of laws to help bring stability by changing the situation. But his laws were so harsh that they only destabilized the people more. Civil war threatened to break out until 594 BCE when the Athenians gave Solon power to revise Dracos  laws and deal with the crisis. His new laws steered a middle course (Martin 84) between the demands of the rich and the demands of the poor. He introduced the right of appeal to the Assembly, forbade the selling of Athenians into slavery, and sorted male cit izens into four classes based on income. Overall, Solon helped to make democracy more peaceful. After a short period of tyranny, the democratic system was reinstalled and new rules were made yet again. Cleisthenes organized villages in Athens into trittyes according to location, and each of the trittyes was divided into phylai, or tribes. He also started to keep track of which males were old enough to vote and join the Assembly, with the voting age at eighteen. The Assembly would choose fifty representatives by lot from each tribe. Each representative would get to serve for one year on a council of five hundred men. Also, ten men were selected by officials with the highest military authority to serve as strategoi, or generals, in the army. (Martin 88)Another reform was made after an earthquake near Sparta in 465 BCE created tension between Sparta and Athens, and a crisis in formal affairs took place. Athens sent military help to Sparta that was rejected in a complicated series of events. As a result, in 461 BCE, Ephialetes convinced the Assembly to limit the influence of Areopagus the highest judicial and legislative council of ancient Athens that met on a hill west of the Acropolis. (Martin 110) A new judicial system was created with juries of males over thirty years old chosen by lot to serve for one year. Ostracism was also established. If the general public submitted over six thousand ballots, the man who had his name on the most ballots was exiled for ten years. In general, democracy rested on the belief that the cumulative political wisdom of the majority of the voters would outweigh the eccentricity and irresponsibility of the few. (Martin 113)In addition to democracy, the Greeks most important contribution to Western civilization, many elements of modern culture are rooted in ancient Greece. Philosophers, especially Plato, Aristotle, and Socrates impacted the way people thought about the world around them. Greek architecture is still commonly used today, as evidenced by our use of pillars and columns. The ancient Greeks also excelled in sculpting. They figured out how to make graceful, emotional, and realistic statues which needed no additional support. Poetry,  theatre, and drama also made up an important part of Greek culture. Some Greeks studied science, math, history, and their studies form the basis of many of todays theories. Science helped others understand a little more of these subjects. In Greece, as in todays world, science was based on observation, not myth, even though myths were considered an important part of life to every Greek. The Greeks are also considered to be the first people who recorded history only after consulting witnesses, forming the base of modern history. One exceptionally significant custom of the Greeks still observed today is the Olympics. These ancient games incorporated a concept of free athletic competition without bloodshed. If the Greeks were engaged in war at the time the Olympics were to take place, they would pause for three days and compete in many different events. At first, there were only a few competitions, but as the Olympics became more popular, additional sports were included. The four main contests of the ancient Olympics were the long jump, the javelin throw, the discus throw, and wrestling. At one time, the Olympics were for male Greek citizens only, but today people of various nationalities, men and women, can take part in this unique Greek custom. The Olympics were also very different from the Roman sport games, such as gladiator fighting or the Roman form of wrestling, where humans and animals were killed. Even though Romans did use many ideas and designs from Greeks and other cultures, they also thought of their own. A considerable contribution of the Romans to the Western World is their system of government a Republic. Republic comes from the word respublica, which means a matter for the people. (Corbishley 15) Officers in the Republic included consuls, praetors, censors, quaestors, adiles, and the senate. Consuls had the same powers as a king, but unlike a king, they were elected each year by the citizens and had to serve in pairs. The praetors were the chief judges, the censors kept track of who could vote, the quaestors looked after the state finances, and the adiles were in charge of public works. The senate was a body made up of ex-officials that formed a parliament to discuss matters and advise the other officials. As in the Athenian democracy, only male citizens could vote, but the people of ancient Rome were glad they had a republic, and they  hated the word rex, or king. The Romans excelled in literature, poetry, law, engineering, state organization, military training and organization, painting, sculpture, and architecture. They also had games in the amphitheater sports like chariot races, gladiator fights, fake battles in ships, and fights with wild animals. The Romans had a complex law system that was the foundation for Italian, German, French, and Spanish law. The Roman techniques of interpreting the law and their legal system of lawyers and judges were also incorporated into many other cultures. There were three kinds of laws. Civil law was for Roman citizens only, and there were laws for those people who were not citizens, but lived in Roman provinces or on the outskirts of Roman towns. The third type of law was natural law, deciding between right and wrong. Civil law and the other laws could be created by the Assembly, praetors, senate, emperors, and jurists. They created many different laws. They made sure there was a variety of laws, to deal with every situation, and these multiple laws helped the kingdom of Rome run smoothly. The Romans were also great engineers. They paved roads wide enough for the whole army, built walls around their cities for protection, and even had apartment buildings. They also had aqueducts, built high above the ground to carry water to the cities. Arches, a very important Roman invention, helped the aqueducts to stand strong without collapsing. Arches were also used in buildings like the Coliseum, the Forum, and basilicas. Many early churches were built using the plans of the Roman basilicas. Other buildings had vast domes. Roman engineers did not want these magnificent domes to collapse, either, so they thought of coffering as a solution. Coffering is also known as placing decorative, sunken panels in a ceiling to make it lighter. Romans added other things to buildings to make them more attractive, like fountains, pillars, and sculptures. The Roman civilization made many of their buildings out of brick and mortar, and even concrete. Engineering is, indeed, the most noticeable Roman influence on Western civilization, seen in many public buildings and even houses. Beyond arches and coffers, Roman people did not focus so much on the structure of their buildings as the facades and interiors. They combined Greek columns with fancy arches to make majestic entrances, and painted splendid pictures on walls of mythical characters and nature scenes. Roman sculptors copied Greek masterpieces, adding to the collection of Greek works in existence. They learned how to sculpt faces more realistically and how to make better portraits, and as a result made some pretty remarkable portrait busts of famous people. In addition, the Romans developed a continuous sculpture relief, something like a comic strip that wound around pillars, the most famous of which is known as Trajans column. Many great rulers governed Rome, including Trajan, and over time helped develop an extremely organized empire. At one time, the Roman administration was split into four levels. Two emperors ruled over four prefectures, who in turn governed three or four vicars each. Each vicar presided over one diocese, and each diocese was split up into many provinces. Early Christians saw how organized this system of government was, that it was one of the reasons Rome was so powerful, and based their own leadership system on this Roman model. The Greeks and the Romans both contributed much to Western Civilization, but the Greeks seem to have contributed more. The Romans took many ideas from the Greeks and even copied sculptures and other artwork for their own houses and public places, so that much of what they had was Greek. Thus, without the Greeks, the Romans would not have been as impressive of a civilization. This quote best describes the influence of the Greeks and Romans on the world today: we ourselves, whether we like it or not, are the heirs of the Greeks and Romans. In a thousand different ways, they are permanently and indestructibly woven into the fabric of our own existences. The Romans intertwined Greek culture with other cultures and added their ideas to make what they called their own culture. They then showed it to the rest of Europe through conquering the people, who adopted it and blended it into their civilizations. These civilizations developed into strong European societies, and eventually the ideas and traditions became known as Western civilization. So, really, it all started with the Greeks. Bibliography Corbishley, Mike. Cultural Atlas for Young People: Ancient Rome. New York: Facts on File, 1989. De Fabianis, Valeria Manferto, ed. Ancient Rome: History of a Civilization that Ruled the World. New York: Stewart, Tabori & Chang, 1996Grant, Michael. The Founders of the Western World: A History of Greece and Rome. New York: Charles Scribners Sons, Maxwell Macmillan Int., 1991Martin, Thomas R. Ancient Greece: From Prehistoric to Hellenistic Times. New Haven, Eng.: Yale University Press, 1996. Pomeroy, Sarah B., Stanley M. Burnstein, Walter Donlan, and Jennifer Tolbert Roberts. Ancient Greece: A Political, Social, and Cultural History. New York: Oxford University Press, 1999. Powell, Anton. Cultural Atlas for Young People: Ancient Greece. New York: Facts on File, 1989.