School finance Essay Example | Topics and Well Written Essays - 250 words

School finance - Essay Example Financial resources are required in order to run schools. Funding for education varies from state to state as well as district to district. The state has an obligation to fund education and this is mainly done through taxes. On the local level, the districts also have a duty to fund education and the funds are drawn from the taxpayer’s money. There are various obstacles that impact on the funding of education. For instance, the 2007 Global Financial Crisis negatively impacted on the funding of education in different states in the US. There have also been challenges in funding education such as the aspect of equity among different states. Some states are wealthier than others and this has drawn the ire of other people who have filed lawsuits to have this anomaly corrected. There are also challenges faced at the district level in terms of funding of education. While an effort is made to get more money for schools, there are other challenges that are encountered. These are related to how the money is spent in schools in an equitable way. Some money is spent on teacher incentives but this has also raised some eyebrows as a result of the fact that funding meant for education should be used as such. These extra costs have resulted in debts being incurred which pose challenges on managing budgets meant for education. Therefore, concerted efforts should be made by the Legislature to come up with holistic measures that can be implemented in order to ensure that money meant for education is used for that purpose.

Self-Presentation and Gender on Social Networking Sites Research Paper

Self-Presentation and Gender on Social Networking Sites - Research Paper Example These sites allow the users’ to create a profile that reflects their identity. A study by Magnuson and Dundes (2008) about the MySpace Profiles for 51 females and 49 males revealed that women had a better self presentation profiles on MySpace than men. Also they were more active that the males. The studies also revealed that although females dominate the social network sites, they have to depend on others for their sense of self as they do traditionally depend on the male in their families. A similar study by Manago et.al. (2008) revealed that social networking sites were a means to explore one’s own identity, engage into social comparison and express idealised aspects of selves they had dreamt to be. This paper tries to identify the ways in which males and females present themselves online in the social networking environment. The paper also intends to check if culture influences self presentation of genders in social networking. Keywords: Social Networking Sites, Gend er Difference, Self-Presentation Self-Presentation and Gender on Social Networking Sites Self-presentation is a very important aspect of today’s globalised world. According to Leary (1996) â€Å"Self-presentation is kind of impression management, which is the management of other’s impressions of a social unit such as people or organisation† (p. 17). ... Thus this subject has also attracted researchers to the study the gender differences in self-presentation on these sites. A study by Kornblum (2006) revealed the exploded popularity of these SNSs with users numbering to hundreds of millions in the recent years. However self-presentation on SNSs differs from face-to-face self-presentation. Self-presentation on SNSs differs because one can â€Å"inspect, edit and revise† one’s self presentation before it is available to others (Walther, Slovacek & Tidwell, 2001, p.110). These sites proclaim to help people get connected and share with the people in their lives. Thus SNSs create a real-life social network for people online. Although the SNSs are a replica of a real-life social network but the environment provided by the SNSs differs greatly from real life (cited in Hinduja and Patchin, 2008, p. 127). The studies have revealed that several people have 1000 other people on their friend list which is nearly impossible in the r eal life. These SNSs provide people with unique opportunities to stay connected to more people than they might otherwise have and to be able to know in their real lives. Also people can construct any kind of image about themselves that they would like to portrait to the people on their friend list. The self-presentation on these SNSs allows the users to construct an audience as they can add or remove friends from their social network in just seconds, with no more efforts but just a click on the mouse. Past research suggests that these SNSs are most popular among adolescents as it allows them to experiment with their identity. Research also suggests that adolescent girls use SNSs more than the adolescent boys as it

General Principles of Ecology Essay Example for Free

General Principles of Ecology Essay The term ecology refers to the study of abundance and distribution of living organism in an ecosystem, together with the interaction that exists between them and the natural environment. The distribution of organisms is usually influenced by the adaptation of a certain organism to the environment. An adaptation refers to an organism’s ability to exist successfully in a given environment. Therefore, organisms can only exist in environments that they are adapted to. When a given species of animal or plant is adapted in a given natural environment, then it becomes distributed in that environment densely and in high numbers. Those that lack the ability to adapt well are poorly distributed, since they cannot cope with the pressures or stress that emanate from the environmental conditions. Different species of plants can be adapted to low and high –nutrient environments. Plants always try to adapt to the environments in several ways. The plants that inhabit low –nutrient areas grow at a slow rate, as an adaptation to the scarcity of nutrients. These plants also have the ability to recycle nutrients internally. Those in high nutrient areas on the other hand grow fast. They have the ability to control the absorption of nutrients at minimum levels. The breakdown of dead organic matter in the soil undergoes several processes. The first process of breakdown involves the alteration of the organic matter chemical components. This is then followed by another process, whereby the chemical components are split or fragmented. After undergoing these two processes, the organic matter mineral nutrients are then released into the soil and they are then converted into simpler components that can be absorbed by the plants. The day length influences the seasonal activity of plants and animals, because the length of the day length triggers certain changes. These changes include the climatic patterns in an area. Both plants and animals synchronize their behavioral and physiological activities with the seasonal changes. By doing this, they are able to carry out certain activities based on the season of the year. For example, the migration in animals is sometimes synchronized with the seasonal changes. Plants on the other hand, synchronize activities such as pollination with seasons when the activity can be easily facilitated by the pollinators. Temperature conditions in a given natural ecosystem affect the response of both the homeotherms and the poikilotherms. While the homeotherms have the ability to maintain their internal environment temperature at a stable level, the poikilotherms on the other hand cannot regulate their internal environment temperature. Changes in temperature triggers behavioral changes in poikilotherms as they try to regulate their body temperature depending on the external temperature. For example, some poikilotherms may bask out in the sun so as to regulate body temperature by warming their bodies. The homeotherms try to regulate their body temperature using feedback mechanisms in their body systems. For instance, their blood vessels may undergo dilatation or constriction as their bodies try to conserve heat. Climatic changes may trigger an inactive state in animals, especially during the cold season or winter. Hibernation and torpor are two examples behavioral adaptations in animals to very low temperatures. In both, animals go into a state of inactivity and they lower their body metabolism as a strategy of conserving energy . However, there is one major difference between the two. In hibernation, the animals’ body temperature at a significant level. Animals that hibernate become inactive for a long period of time. Torpor on the other hand is whereby animals lower their body temperature but at minimal levels as compared to that in hibernators. Animals that undergo torpor may be inactive but usually wake up several times. The Black Bear is not considered as a true hibernator because its body temperature does not reduce significantly as that of a true hibernator . Furthermore, the bear remains alert and active during the period of â€Å"hibernation†. References Odum, E. P. (1971) . General Principles of Ecology, Third Edition W. B. Suanders Company. Smith, T. M. , and Smith, R. L. (2005). Elements of Ecology. (6th Edition). Benjamin Cummings Publishers

The Status Of The Arabic Language

The Status Of The Arabic Language Arabic is one of the widespread spoken languages among Arab speakers, especially in the Middle East and North Africa and its considered the central language of Semitic languages such as Hebrew and Aramaic languages (Zeina, 2008). Arabic is spoken by more than 280 million people as a first language and by 250 million as a second language. Regardless of the different varieties, there are three basic Arabics. To put it clearly, there are three types of Arabic: the classical language, the modern standard language and colloquial language (Zeina, 2008, Gonzalo, 2005). The first one is the language of the Holy Quran which is used by all Muslim people who perform their prayers or read the Holy Quran whether they understand what they read or not (Zeina, 2008). As for the Modern Standard Arabic, it was derived from the Classical Arabic and it is widely used in formal situations such as schools, universities, courts, government and the media. Regarding the last one, it is substantially used in daily life situations and activities among people. Arabic language is different from other languages; it has a system of its own (Back Walter Tim, 2004). It consists of 28 letters, 25 of them are consonant letters and the other three are vowels (Hattami, 2010). There is not capital letters and small letters. Moreover, it has a unique and different style because it starts from right to left in both reading and writing. (Zeina, 2008). The relationship between Arabic and other languages such as Hebrew, English, Spanish, Sicilian, and other European languages is a strong related one. It is common that languages borrow some lexical items from one another. Arabic has borrowed many words from English and other languages and other languages have done the same thing as well (wajih, 1991). In other words, Arabic has borrowed words from many languages, including Hebrew, Persian and Syriac in early centuries, Turkish in medieval times and contemporary European languages in modern times. In short, the Arabic language is a common language among Arab speakers and its roots have been taken from the Holy Quran which is considered the source of all literary works and poetry in the Arab world and all linguists refer to it when they search for some explanations of some words and meanings. Moreover, Arabic with its different writing system and varieties, it has a real and close contact to other languages, especially English. In this written assignment, I will be briefly touching on certain points. Firstly, the description of vowels and consonants found in the Arabic and English languages, and the comparison between them. Secondly, some problems that learners of the Arabic language might have in learning English. In spite of the similarities between the consonantal systems of English and Arabic, there are some differences in some aspects. For example, the Arabic language has uvular sounds Ghain / /, Qaaf, //, and Khaa //, the pharyngeal sounds Ain // and Haa // (Harakat, 1998), and emphatic sounds two plosives, / / and / /, and two fricatives, / / and / (Al-Muhtaseb et al., 2000; Ouni et al., 2005; Selouania and Caelen, 1998). These sounds actually give the Arabic language its own distinctive property. Since each language has its own system, as mentioned above, Arabic and English share common consonant sounds and some restricted-language sounds.(Eid, 2006). 1-Arabic consonant sounds The Arabic language has some consonant sounds that are not existed in the English language. In fact, there are 28 consonants in Arabic, eight stops, thirteen fricatives, one affricate, two nasals, two liquids and two glides (Mousa M. Amayreh, 2003). The following table illustrates the place, manner, and voicing of Arabic consonants. Consonant Chart for Arabic 2-English consonant sounds In English phonetics we describe consonants according to three criteria: place of articulation, manner of articulation and voicing. There are 25 consonants in English, six stops, nine fricatives, two affricates, three nasals, two glides, and two liquids. (Eid, 2006). The following table illustrates the place, manner, and voicing of English consonants. Consonant Chart for English 3- Comparison of English and Arabic consonants This part is a comparison between English and Arabic consonants. Some tables and other illustrations are provided below: 3.1 Stops Based on the tables above, one can clearly say that there are eight plosives in Arabic [ b,d,t,k,d,t,q,?] while there are six plosives in English [ ph,b,t,k,d,g]. The English language lacks the equivalents of the Arabic emphatics [dØ ¸, tØ · ], the uvular [qÙ‚] and the glottal stop [?Ù†¡]. On the other hand, the Arabic language also lacks some equivalents of the English plosives [ph, g]. The result of such difference results in some difficulties for students and speakers. As we will see later on, the difficulties that face Arab learners towards pronouncing vowels and consonants. The following table summarizes the difference between Arabic and English plosives with IPA symbols. 3.2 Fricatives The English language has nine fricatives in the labio-denteal interdental, dento-alveolar and glottal areas i.e. most of its fricatives are in the front half of the vocal tract, while the Arabic language has thirteen ranging from the labiodental to the glottal areas. In addition to that, it also has parts of uvular [ xØ ®, Ø ¹] and pharyngeal fricatives [hØ ­, Ø ¹] as well as two emphatic ones (Eid, 2006). The following table summarizes the difference between Arabic and English fricatives with IPA symbols. 3.3 Affricates There are two basic affricates in English a voiceless post-alveolar affricate [th] and a voiced post-alveolar affricate [d3] while Arabic has only one affricate, a voiced post-alveolar one [d3] (Hattami, 2010). However, some Arabic dialects, such as the Iraqi one, have [th] sound and this helps Iraqi learners speak words containing such sound properly. (Andrzej Rouag, 1993, Hattami, 2010). 3.4 Nasals The English language has three nasal sounds [m,n,g] while Arabic has only two [m,n ] (Hattami, 2010). That is, the Arabic language lacks the [g] sound which is considered an allophone of [n] before velar and uvular stops, as in: English and Arabic have the same [m] and this doesnt cause problems. On the other hand, [n] is alveolar in English while it is dental in Arabic. English and Arabic nasal sounds 3.5 Approximants There are three differences between the approximants of Arabic and English. First, English has the nasal sound [g] while it is not found in the Arabic language. Second, [r] in Arabic does not follow the approximants but the un-sustained or R-sound (Odisho, 2003b). Third, the English approximant [r] causes problems for Arab learners. 3.6 Laterals There is only one lateral sound in English [l] while the Arabic language has two: non-emphatic one [l] and emphatic one [L] (Andrzej Rouag, 1993, Hattami, 2010), as in: 3.7 Flab The phonemic system of English language does not have the so-called flap sound. However, the system of the Arabic language may be a source of substitutions for the English / r/s. (Andrzej Rouag, 1993, Hattami, 2010) 4. Consonantal problems Arab learners face in learning English Since each language has a sound system and regardless of the similarities between these languages, there, indeed, must be some differences which cause problems for learners of languages. Thus, once the Arab learners are willing to learn the English language, they may make unconscious mistakes resulting from either the interference of the two languages or unawareness of the sound systems of each language or the inexistence of certain sounds. (Hattami, 2010) A list of such problems is outlined below: /p/ as stated earlier, English has the consonant aspirated sound /p/, and /b/, whereas there is only /b/ /Ø ¨/ in Arabic. In the result, Arab learners may not be able to differentiate between these two sounds and make mistakes when pronouncing them and replace /b/ in replace of /p/. For instance, / picture/ / bicture/. /g/ the standard Arabic does not consider /g/ as a fixed sound in its sound system, but in some Arabic dialects, this sound is considered such as the Egyptian dialect. Mostly, all Arab learners of English face difficulty in differentiating between them, and they substitute the Arabic /k/ for the English /g/. For example, /game/ / kame/. / tà ¢Ã‹â€ Ã‚ «/ this sound is not also existed in the sound system of standard Arabic. However, it can be found in some Arabic dialects such as the Iraqi dialect. The counter-consonant in standard Arabic is /k/. Arab learners of English may have problems in the sound / tà ¢Ã‹â€ Ã‚ «/ and they may tend to simplify this sound to / à ¢Ã‹â€ Ã‚ «/ .Consequently, this results in wrong pronunciation of / tà ¢Ã‹â€ Ã‚ «/. For example, chair- shair. / Æ ·/ In some cases, the simplification of / dÊ’/ to / Æ ·/ is also found. Some Arabic dialects accept this sound such as Syrian and Lebanese ones. Speakers may simplify / / to / / such as / / / / . / Ã…Å  / doesnt exist in Arabic at all, in English, it has a restriction on occurrence: it doesnt occur initially. It only occurs medially and finally. For example, finger and sing. Consequently, an Arab student who learns English is strongly conditioned by the context in which allophone /Ã…Å  / occurs and will tend to insert the conditioning /k g / such as: Singing -Think . Conclusion I have presented a brief comparison between the consonant systems of English and Arabic. I have also listed some problems in pronouncing individual consonants faced by Arabic speakers and learners of English. According to (Hattami, 2010), the remedial solution can be placed on teachers. Teachers have to be fully aware of the two sound systems and then prepare remedial drills and train students to avoid such problems in learning and speaking. Arabic consonants. Adopted from (Hattami, 2010) English consonants. Adopted from (Hattami, 2010) 2- Arabic and English Vowels Like consonants, English and Arabic have different systems of vowels. They share three common vowels / / while English is characterized by four own vowels / / and only one vowel is restricted to Arabic/ /. Moreover, a laconic overview of the vowel systems of each language will be outlined below and then a comparison will also be provided. 2.1 Arabic vowels The Arabic vowel system has six vowel sounds, three short vowels and three long ones. (Eid, 2006). These are outlined below: 2.1.1 Short vowels: Fatha: the first short vowel in Arabic. Fatha is a diagonal stroke written above the consonant which precedes it in pronunciation. Its pronounced like A in English. For example, the Arabic consonant  ºÃ‚ = b in English, if we put the Fatha ÙÅ ½ above the consonant  ºÃ‚ , it will produce the sound  ºÃ‚  = ba in English. Another example is /Bat/. Damma: the second short vowel in Arabic. Damma is an apostrophe-like shape written above the consonant which precedes it in pronunciation its pronounced like o or u in English. For example, if you put Damma Ù  above the consonant  ºÃ‚ , it will produce the sound  ºÃ‚  and pronounce like /bo/ in the word / but /. Kasra: The third short vowel in Arabic is Kasra. Kasra is a diagonal stroke written below the consonant which precedes it in pronunciation, its the only short vowel that comes under the consonants, if we put Ù  under the sound  ºÃ‚  it will be pronounced like /be/ in English. Another example is / bit /. 2.1.2 Long vowels: Long vowels in Arabic are Alif /  ºÃ‚  / which is pronounced like /aa/ in English , Waw /  »Ã‚ ® / which is pronounced like /uu/ in English , and /  »Ã‚ ±/ which is pronounced like /ii/ in English. Alif / Ø / comes in three various situations front, central, and back. For example, in the word Ø ¨ÃƒËœÃƒËœÃ‚ ¨ which means door in English, the /aa/ is front vowel. A central vowel like bar, and back vowel like low. Another example is the English word / father / and / bat /. -Waw: / Ùˆ / the second long vowel in Arabic, its pronounced like /uu/ in English. For example Ø ªÃƒâ„¢Ã‹â€ ÃƒËœÃ‚ ª which means blueberry and is pronounced as /toot/ in English. Another example is the word / moon/. -Ya: / ii / the third long vowel in Arabic, we can pronounce it like /ii/ in English. For example Ø ¹ÃƒËœÃ‚ ±ÃƒËœÃ‚ ¨Ãƒâ„¢Ã…   which relates to s/body Arabic, and pronounce /arabii/ in English. Another example is the word / sheep/. As for diphthongs and tripthongs, linguists are reluctant to accept the existence of these sounds in Arabic. (Odisho, p, 49). Arabic Name Arabic Romanization Vowel fatha(t) opening (of lips) Ù Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ªÃƒâ„¢Ã¢â‚¬â„¢ÃƒËœÃ‚ ­Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ a Short A a As in accept, ascend alif mamdooda(t) extended alif Ø £Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã‚ Ãƒâ„¢Ã‚ Ãƒâ„¢Ã…’ Ù†¦Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã¢â‚¬â„¢ÃƒËœÃ‚ ¯Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ¯Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ aa Long A Ä  As in man, can kasra(t) breaking (of sound) ÙƒÙÅ ½ÃƒËœÃ‚ ³Ãƒâ„¢Ã¢â‚¬â„¢ÃƒËœÃ‚ ±Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ i Short I i As in sit, hit yaa extended yaa ÙÅ  ÃƒËœÃƒËœÃ‚ ¡Ãƒâ„¢Ã…’ Ù†¦Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã¢â‚¬â„¢ÃƒËœÃ‚ ¯Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ¯Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ ee Long I Ä « As in feel, deal damma(t) joining (of lips) Ø ¶Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã¢â‚¬ËœÃƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ u Short U u As in put, foot waaw mamdooda(t) extended waaw ÙˆØÙˆÙŒ Ù†¦Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã¢â‚¬â„¢ÃƒËœÃ‚ ¯Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ¯Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ oo Long U Ã…Â « As in sure, roof sukoon stillness Ø ³Ãƒâ„¢Ã‚ Ãƒâ„¢Ã†â€™Ãƒâ„¢Ã‹â€ Ãƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã…’ No following vowel As in stay, drag Short and long Arabic vowels in Arabic: 2.2 English vowels The English language is rich in vowels, both simple and diphthongs. Simple vowels are divided into short and long. As it is shown in tables below, we have six short vowels and five long vowels while there are eight diphthongs.(Eid, 2006). They are produced when airstream is voiced through the vibration of the vocal cords. Vowel consonants can be classified as: vowel tongue height (close, mid, open) by raising or lowering the tongue; vowel tongue position(front, center, back) by advancing the body of the tongue; and lip rounding(spread, natural, and rounded). Monophthongs Short Long Front Back Front Central Close http://www.englishlanguageguide.com/english/images/ipa/ipa_i.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_u.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_ii.jpg Mid http://www.englishlanguageguide.com/english/images/ipa/ipa_e.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_ee.jpg Open http://www.englishlanguageguide.com/english/images/ipa/ipa_ae.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_o.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_aa.jpg Lips loosely spread. Tongue lax with less tension than / i: / Bid)) http://www.englishlanguageguide.com/english/images/ipa/ipa_i.jpg Lips loosely spread and slightly wider apart than / É ª / (bed) http://www.englishlanguageguide.com/english/images/ipa/ipa_e.jpg Lips neutrally open and slightly wider apart than / e / Bat)) http://www.englishlanguageguide.com/english/images/ipa/ipa_ae.jpg Lips loose, but closely rounded. Tongue not as tense as in / u: / (good) http://www.englishlanguageguide.com/english/images/ipa/ipa_u.jpg Lips neutrally open. Open jaws. Centralized quality.(cut) http://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpg Open lip-rounding, wide open jaws, back of tongue low.(pot) http://www.englishlanguageguide.com/english/images/ipa/ipa_o.jpg Lips spread. Tongue tense (front raised) with sides touching upper molars. (bead) http://www.englishlanguageguide.com/english/images/ipa/ipa_ii.jpg Lips neutrally spread. Tongue slightly higher than /Éâ„ ¢/ (no firm contact with upper molars). (girl) http://www.englishlanguageguide.com/english/images/ipa/ipa_ee.jpg Lips neutrally open and jaws far apart. Centre to back of tongue fully open. (car) http://www.englishlanguageguide.com/english/images/ipa/ipa_aa.jpg Lips closely rounded. Back of tongue high. Tense compared with /ÊÅ  /. (booed) http://www.englishlanguageguide.com/english/images/ipa/ipa_uu.jpg Medium lip rounding. Tongue drawn back making no contact with upper molars.(bought) http://www.englishlanguageguide.com/english/images/ipa/ipa_oo.jpg Lips in neutral position. Centralized. Tongue slightly higher than in /ÊŒ/. (teacher) http://www.btinternet.com/~ted.power/ph07.gif Diphthongs Closing Centering to /http://www.englishlanguageguide.com/english/images/ipa/ipa_i_bg.jpg/ to /http://www.englishlanguageguide.com/english/images/ipa/ipa_u_bg.jpg/ Starting close http://www.englishlanguageguide.com/english/images/ipa/ipa_ie.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_ue.jpg Starting mid http://www.englishlanguageguide.com/english/images/ipa/ipa_ei.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_oi.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_eu.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_ee3.jpg Starting open http://www.englishlanguageguide.com/english/images/ipa/ipa_ai.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_au.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_ei.jpg Bay, say http://www.englishlanguageguide.com/english/images/ipa/ipa_oi.jpg Boy, foil http://www.englishlanguageguide.com/english/images/ipa/ipa_ai.jpg Reply, high http://www.englishlanguageguide.com/english/images/ipa/ipa_eu.jpg Toe, show http://www.englishlanguageguide.com/english/images/ipa/ipa_au.jpg Cow, how http://www.englishlanguageguide.com/english/images/ipa/ipa_ie.jpg Beer, http://www.englishlanguageguide.com/english/images/ipa/ipa_ue.jpg boor http://www.englishlanguageguide.com/english/images/ipa/ipa_ee3.jpg Bear, 3- Comparison of English and Arabic vowels 3.1- Front vowels In the English sound system there are five phonemes. On the other hand, Arabic has four phonemes. English Arabic two in the high area / I / higher high and /i/. lower high two in the high area one in the mid area /e/. two in the low area / / high long, / /. High short two in the low area 3.2- Back vowels English has five phonemes while Arabic has only two. English Arabic two in the low area / / low, low, back / / higher low back Two back phonemes One in the mid area / / mid back Two in the high area / / lower high back / /higher high back. 3.3- Central vowels English has two central vowels while Arabic has no central vowels. English One mid-central / / Non-mid central / / 4- Problems Arab learners encounter in vowels: /http://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpg/, most Arab learners pronounce the /http://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpg/ sound, which produces when the tongue is more central and the lips are relaxed, as /http://www.englishlanguageguide.com/english/images/ipa/ipa_ae.jpg/ instead of /http://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpg/. For example, the word cup as /khttp://www.englishlanguageguide.com/english/images/ipa/ipa_ae.jpgp/ instead of /khttp://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpgp/. /http://www.englishlanguageguide.com/english/images/ipa/ipa_e.jpg/, Arab speakers tend to lengthen the short vowel /http://www.englishlanguageguide.com/english/images/ipa/ipa_e.jpg/, as in the words pet and men. /http://www.englishlanguageguide.com/english/images/ipa/ipa_i.jpg/, which is produced when the tongue is more front and little high. For example, the word sit which pronounce as /set/ instead of /shttp://www.englishlanguageguide.com/english/images/ipa/ipa_i.jpgt/. /http://www.englishlanguageguide.com/english/images/ipa/ipa_au.jpg/ which supposed to pronounce by using the tongue central, then tightly round the lips. For example, the word note /nhttp://www.englishlanguageguide.com/english/images/ipa/ipa_o.jpgt/ instead of the correct pronounce /nhttp://www.englishlanguageguide.com/english/images/ipa/ipa_au.jpgt/. /http://www.englishlanguageguide.com/english/images/ipa/ipa_ei.jpg/, which produces when the tongue moves from front center to front high. For example, the word late, Arabic speakers pronounce it like /let/ instead of /lhttp://www.englishlanguageguide.com/english/images/ipa/ipa_ei.jpgt/. /http://www.englishlanguageguide.com/english/images/ipa/ipa_ie.jpg/, tongue high and front then move to center. For example, the word beer as /beÉâ„ ¢(r)/ instead of /bhttp://www.englishlanguageguide.com/english/images/ipa/ipa_ie.jpg(r)/. /http://www.englishlanguageguide.com/english/images/ipa/ipa_oo.jpg/, which produced by moving the tongue low, back and fixed. Jaws together. For example, the word bought /bhttp://www.englishlanguageguide.com/english/images/ipa/ipa_eu.jpgt/ instead of the correct pronounce /bhttp://www.englishlanguageguide.com/english/images/ipa/ipa_oo.jpgt/. Conclusion In this short part, a distinction between English and Arabic vowels sounds is given. The distinction showed some similarities and differences between the two systems. Some tables and figures have been given to illustrate the difference vividly.

The Evils Of To Kill A Mockingbird :: essays research papers

Has evil always been around, or did man create it? One could trace evil all the way back to Adam and Eve; however, evil came to them, but it was not in them. When did evil become part of a person? No one knows, but evil has been around for a long time and unfortunately is discovered by everyone. In many great classics in literature evil is at the heart or the theme of the novel, including Harper Lee’s novel To Kill a Mockingbird. This classic book demonstrates the growing up of two children in the South and illustrates the theme of evil by showing how they discover, how they deal, and how they reconcile themselves to the evils they experience. First, the trial of Tom Robinson is an eye-opening experience for Jem and Scout; there they discover hatred, child abuse, and lying. Seeing pure hate is new and strange for Jem and Scout. They know that prejudice does exist, but listening to and watching Bob Ewell during the trial is astounding to them because Bob Ewell abhors all blacks, especially Tom Robinson. Bob’s daughter, Mayella, makes an advance on Tom, which is absolutely unspeakable and shameful at that time. In addition, Bob Ewell’s hate grows (especially for Atticus) because after the trial his reputation and respect is ruined, even though he does not have a high degree of integrity to begin with. Also, through the Jones 2 verdict of the trial, Jem and Scout see the hate in jurors for blacks, for it is obvious that Tom Robinson is innocent. Another new and disturbing element that Jem and Scout discover is child abuse. Having never been hit by Atticus, the children know nothing of physical, mental, emotional, or sexual abuse. However, Mayella Ewell knows too well of these abuses and is a victim of them from her own father. Bob Ewell shows he has no consideration for her by his actions or words, and this is clearly displayed during the trial when he is being asked on the stand, "Are you the father of Mayella Ewell?" (172) His crude reply is, "Well, if I ain’t I can’t do nothing about it now"(172). This shows he has no class or respect, while on the other hand, Jem and Scout are used to seeing the example of their tactful father. Also, during the trial it becomes lucid that Bob Ewell beat Mayella up and not Tom Robinson.

henry ford :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚   Henry Ford, born July 30, 1863, was the first of William and Mary Ford's six children. He grew up on a prosperous family farm in what is today Dearborn, Michigan. (Teachers D.) It was early on that Henry showed a strong dislike for his farm chores and interests in all types of mechanical things. (Editors 205.) In 1879 at the very young age of only sixteen Henry left home for Detroit the present day motor city.(Ford Motor C.) In Detroit Henry worked as an apprentice to a machinist.(Wik 190.) Returning home to help with farming from time to time he remained in his apprenticeship for 3 years.(Ford Motor C.) In the years to follow Henry more or less drifted in his work such as operating or repairing steam engines, finding occasional work in a Detroit factory, and over-hauling his father's farm implements, as well as lending a reluctant hand with other farm work.(Dahlinger 12.) However In 1889 with the marriage to his wife Clara Bryant he was forced to find a steady job to support them an d worked by running a saw mill. (Teachers D.)   Ã‚  Ã‚  Ã‚  Ã‚  In 1891, Ford became an engineer with the Edison Illuminating Company in Detroit. By doing making this decision it showed that Ford had decided to concentrate his job and work to industrial pursuits. His promotion to Chief Engineer in 1893 gave him enough extra time and money to devote attention to his personal experiments on internal combustion engines. (Yenne 150.) In 1896 his experiments produced a result; he made a quadricycle that had a steering wheel and a two speed engine with no reverse. (Teachers D.) Although this sounds like a very impressive feat Ford was not the first to build a self-propelled vehicle with a gasoline engine.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  After two unsuccessful attempts to establish a company to manufacture automobiles, the Ford Motor Company was founded in 1903 with Henry Ford as vice-president and chief engineer. (Editors 9.) The small company produced only a few cars a day at the Ford factory on Mack Avenue in Detroit. Groups of two or three men worked on each car from components ordered in by other companies. (Yenne 45) Henry Ford realized his dream of producing an automobile that was reasonably priced, reliable, and efficient with the introduction of the Model T in 1908. (XXXX) â€Å"This vehicle initiated a new era in personal transportation. It was easy to operate, maintain, and handle on rough roads, immediately becoming a huge success.

Webvan

The STEEP analysis concluded that the company is in an age of increasing technological advances, which must be maintained and Implemented to sustain operation. Grocery services will always be required even In a down or slow economy and currently there are few political or environmental situations that would affect the company. In the following section, Waveband's Internal strengths and weaknesses will be discussed as well as the company's external opportunities and threats. StrengthWaveband has many strength within their operational practices as well as their marketing practices. One of Waveband's strength is their ability to provide good customer service to their consumers. Waveband does not charge membership fees and waives delivery charges for orders over $50. Their ability to fill orders accurately and deliver them on time is another strength. For both of these areas, Waveband has an upper ninetieth percentile ranking. With their state-of-the-art technology, they are able to upho ld good delivery policies with ample distribution centers, while maintaining a wide selection of products and services.The company's store site contains good content, has usability ease, and provides policies that ensure consumers' privacy and secure credit-card Information processing. Weakness One of the company's weaknesses Is that Waveband Is trying to be all things to people. Francis Gaskin of Gaskin PIP Desktop stated that Waveband â€Å"Bit off a big mouthful†. Waveband is taking a chance trying to provide service as well as convenience and to do this for the same price as grocery stores.To be able to do this Waveband has implemented a complex business system, which currently has only been proven at owe capacities, nowhere business system, which currently has only been proven at low capacities, nowhere close to the order volume levels for which it was designed. Waveband is currently operating at only 40% of their operating capacity and are having difficulties In managin g rapid growth in personnel and operations. Another core weakness Is Waveband's lack of a sufficient customer base, order volume, net sales or Incoming cash flows.Waveband has experienced high capital expenditures associated with building and operating their distribution centers systems and technologies. Even though they are realizing a 70% return customer rate, they need to create an even larger initial customer draw to the store site, this is proving difficult since there is a lack of widespread acceptance of the Internet as a means of purchasing groceries and other consumer products. Also, the company does not cater to those individuals who have procrastinating natures and wait until their shopping is a necessity.Waveband's technology and delivery requirements cannot operate efficiently enough to offer same day delivery. A final reason for their weak customer base is that Waveband does not offer bulk products at discount prices as buying options, which has recently increased In p opularity. Opportunities One of the opportunities that Waveband needs to focus their attention on Is their 70% repeat customers order level. To maintain peak operation, a company must not only work to bring In new customers, but It must malting the customer based that already has.Maintaining its repeat customer base will be a more cost efficient next to last on a survey of the least liked household tasks. If Waveband can obtain these customers for the first order and delivery, they have a strong likelihood that the customers will try another order. Experts predict that American Internet access will triple by 2003 and the online grocery industry is expected to rise to upwards of one billion dollars. The potential consumer base is growing and if Waveband can attract these consumers, they will receive high levels of revenue.Conversion from being an e-grocer to an e-tailed is a substantial opportunity. The profit margins in groceries are low so expanding their product lines and their va riety will help Waveband cover the lower margins, increase their consumer base, and expand their customers' opportunities and loyalties. Threats Lack of continued support from investors will mean that Waveband will not be able to keep the company running long enough to expand its customer base to the size that would be large enough to make a profit.If the brick-and-mortar chains, such as Kroger, developed and promoted a home delivery grocers service, competition would increase and it would be more difficult to attract customers. An existing brick-and- mortar store would already have established practices and brand recognition, which would be difficult to match at this early stage of Wavebands existence. Http://www. Slithered. Net/Electroweak/download-it-4077554#