Hazardous Material Management and Hazard Communication Essay - 2

Hazardous Material Management and Hazard Communication - Essay Example Negligence is the primary cause of physical dangers. The most frequent physical hazards at a local gas station include fires, fuel spillage and electrical accidents. Carelessness at gas stations has led to explosions and fires that extend to another property. Electrical hazards could be in the form of improper wiring and frayed cords. Combination of electrical hazards and careless fuel handling is very detrimental. Chemical hazards include combustible and flammable gasoline and petrol. Local gas stations that have no standard safety measures for handling such products often risk explosions and fires (Bajcar et al., 2014). Lack of professionalism in handling fuels is dangerous. For instance, over filling leading to spillage or smoking at gas stations may cause fire. Natural hazards have no element of human involvement. The hazards are unpredictable and have devastating effects. Notably, natural hazards worsen already existing environmental hazards. For instance, excess solar radiation can generate enough heat to cause an explosion of gases at local stations. Fires at gas stations primarily arise from misbehaviour (Anejionu, Blackburn & Whyatt, 2015). People who create fire accidents are normally negligent and handle fuel products carelessly. For example, failure to follow manufacturer’s instructions, overfilling or keeping the engine on while fuelling is a risk. Apparently, human disorganization facilitates hazards particularly in situations where the hazard is difficult to control. Stopping fires is sometimes hard because of inadequate emergency protocols or incompetency. Anejionu, O. C., Blackburn, G. A., & Whyatt, J. D. (2015). Detecting gas flares and estimating flaring volumes at individual flow stations using MODIS data. Remote Sensing Of Environment, 15881-94. doi:10.1016/j.rse.2014.11.018 Bajcar, T., Cimerman, F., & Ã…  irok, B. (2014). Model for quantitative risk assessment on naturally ventilated metering-regulation stations for natural gas.

Raymond Briggs Essay Example for Free

Raymond Briggs Essay During the 1980s there was fear of a nuclear attack. Mass protests were held in order to prevent nuclear armament. Many politicians gave formal sermons to the public, warning them of the threat of nuclear war and the effects of the bombs. However, Raymond Briggs uses cartoon books and film to illustrate the serious message, making it more interesting, so more people take notice of it. When the Wind Blows follows the lives of a conventional, elderly couple in the countryside. Their names are Jim and Hilda Bloggs. The name Bloggs shows that they are very ordinary and could represent anybody. The first section of the cartoon strip shows the idyllic countryside in which the couple live. There are fluffy clouds in the sky, but at the same time these clouds are very ominous, as we later find out. These clouds soon become mushroom clouds after the bomb hits. There are bright colours filling the pages making their lives seem cheerful. The windmills in the background generate wind using the latest technology, however, this technology is what creates the bomb. Jim reads the newspaper when he arrives home and we realise that the lives shown in the newspaper are so very different compared to his and his wifes simple lives. My life isnt very fast-moving or dynamic. Jim always tries to sound intelligent but gets things wrong constantly. This makes us feel terrible pity for Jim because he is so hopeless. On the video, Jim squints quite often and Hilda always hobbles. This shows their vulnerability. The simplicity of the illustrations of Jim and Hilda is a reflection of their characters. The couple seem very warm and kind because of their round bodies. They both have rosy cheeks giving them a plump and healthy appearance as well. The endearing name, Ducks, that Jim has for Hilda adds to their innocence. Jim and Hilda trust the government completely and think that without the official leaflets theyd have been totally non-prepared. However, we know that the leaflets are just there to comfort the people, because no one can escape the radiation sickness after a nuclear bomb explosion. Their naivety shows when they seem to think that there is going to be a war and not a nuclear bomb. I can soon touch it in after The Bombs gone off. There is some irony in their comments because, after the supposed war, they will be wiped out. During the build-up to the bomb, the lullaby Rock a Bye Baby plays in the background. This gives the story its title. The irony here is that, when the bomb hits, hot winds will sweep over the countryside causing mass destruction. Lullabies are usually sung to children so it makes the couple again seem innocent and naà ¯Ã‚ ¿Ã‚ ½ve. We feel even more sympathy for Jim and Hilda when they look back at the community spirit of World War Two with nostalgia. They never seem to see the grim reality of what is happening to them. As the bomb hits, all the audience and reader can see is a bright white light. This represents the total obliteration that the bomb causes. The colours outside change from cheerful colours to ones of luridness. While Jim is reading out names of political organisations, there are strong drumbeats playing in the background, giving a threatening sense. The drums beats get louder, drowning out Jims voice, showing the nuclear war as being more important. Flashes of real-life footage also add to the threatening atmosphere and show the reality of what is happening. The names of organisations flash onto the screen then they fall apart and become distorted. This reflects Jims thoughts of the names. They mean nothing to him and, as far as he is concerned, they are just letters. The fact that they all fall apart shows that there is no safety, even from organisations set up to protect people. After the explosion, we see the inevitable 0death of Jim and Hilda. Bags start to appear round their eyes, Hildas ankles start to sag and her hair falls out. This is a very moving build-up to their death, as it shows the awful reality of the bomb. The couple have hardly any food to eat, but manage to find one fruit pastille. Their true love for each other is shown here as they cut the pastille in half, making it fair. During the aftermath of the bomb, both Hilda and Jim have fantasies. We feel sympathy for them here because their childish fantasies make them seem innocent. As the glass shatters, Hilda sees her past in the pieces of glass, which is shattered before her very eyes. This gives her character a past so we feel great pity on her, because we know she is going to die. It also seems like her life flashing before her eyes, something which people associate with the arrival of death. In both the film and book, the death of Jim and Hilda is not shown. In the book the last pages are brown, showing no hope for the couple, whereas in the film version, there is a close-up of the bunker and it rises into the sky, appearing as the sun. This gives a sense of hope, because it shows that Jim and Hilda have gone to heaven. I think that the way Raymond Briggs has used the cartoon book genre to convey a serious message works really well. It is very moving and rouses the sympathy of both reader and audience.

Natural Technology Essay -- Inventing Technology Writing Essays

Natural Technology With all the technological advancements and ingenious inventions our culture and world have been introduced to, it is difficult to remove ourselves from what we are accustomed to and what our expectations are of technology, in order to dwell on what technology really is. Technology, to many, may be any appliance that uses a battery or has to be plugged into an outlet in the wall in order to work. When a person thinks of writing technology, similar thoughts may take place. Society has become comfortable with the great technology that is part of our every day lives, such as the computer or a palm pilot, we tend to forget what came first. It is quite easy to understand why Socrates and others throughout history believed writing would be detrimental to society and the human mind. From Socrates’ â€Å"Phaedrus†, he argues against the idea of using writing, â€Å"†¦for this discovery of yours will create forgetfulness in the learners’ souls, because they will not use their memories; they will trust to the external written characters and not remember of themselves.† (Tribble/Trubek, 362) After all, we experience the same arguments even today as new technologies enter our world and become part of our lives. Writing technology, like anything else, has evolved over time. Mark Twain writes of his experience of being introduced to the typewriter, â€Å"At the beginning of the interval a type-machine was a curiosity. The person who owned one was a curiosity, too. But now it is the other way about: the person who DOESN’T own one is a curiosity.† (Tribble/Trubek, 501) After all the world has experienced in technology, however, it is almost impossible to imagine life without the technology of writing. In ta... ...s about their project ideas I may have become more aware of other possibilities for this project. In the end I became aware that my final idea did not even fit in the definition of â€Å"natural technology,† it was all part of the learning experience of this project. Writing and technology are fascinating concepts when closely studied and understood. It seems as though they are connected in a way in which they are almost dependent upon each other for their existence. We could not have writing without technology, nor technology without writing. To find natural means of writing technology is a challenge and a humbling way of viewing technology and the great advancements that have been made in the world. Work Cited Tribble, Evelyn B., and Anne Trubek. Writing Material: Readings from Plato to the Digital Age. New York: Longman. 2003.

Ratio

Ratio decidendi and obiter dicta Learning objectives At the end of this module, you will be able to: * distinguish between ratio decidendi and obiter dicta. * apply well-established rules to identify the ratio decidendi in a decision. This module is intended as a useful exercise in revision. If you are certain that you understand how to discover the ratio in an opinion, you should skim lightly over this material. What is the ratio decidendi? As you probably recall from your studies, the term ratio decidendi is a Latin phrase which means the â€Å"the reason for deciding†. What exactly does this mean?In simple terms, a ratio is a ruling on a point of law. However, exactly what point of law has been decided depends on the facts of the case. | The importance of material facts As Goodhart A L (1891–1978) pointed out long ago in the 1930s, the ratio is in pratical terms inseparable from the material facts. Goodhart observed that it â€Å"is by his choice of material facts t hat the judge creates law†. By this Goodhart meant that the court's decision as to which facts are material or non-material is highly subjective, yet it is this inital decision which determines a higher or lower level of generality for the ratio.Goodhart's reformulation of the concept of the ratio was the subject of heated debate, particularly in the 1950s. Compare Goodhart's concept of the ratio with Lord Halsbury's statement that: â€Å"Every judgement must be read applicable to the particular facts proved, since the generality of the expressions which may be found there are not intended to be the expositions of the whole law but govern and are qualified by the particular facts of the case in which such expressions are to be found. Lord Halsbury (1901)What, if any, is the difference between Goodhart's material facts and Halsbury's particular facts? | What are obiter dicta? Obiter dicta is a Latin phrase meaning â€Å"things said by the way†. Obita dicta are not bindi ng (unlike the ratio), but they may be regarded as persuasive in a future decision. The weight given to dicta usually depends on the seniority of the court and the eminence of the judge in question. Obiter dicta are judicial opinions on points of law which are not directly relevant to the case in question.They are made when a judge chooses to give some indication of how he or she would decide a case similar, but not identical, to case under consideration. These statements are often meant to clarify the legal principle which the judge proposes to apply in his or her judgement. For this reason, obiter dicta often take the form of analogies, illustrations, points of contrast or conclusions based on hypothetical situations. Obiter dicta in one case might be adopted as ratio decidendi in subsequent cases. This occurs when a situation regarded as hypothetical by one judge arises in a subsequent case.Distinguishing between ratio and obita is not always simple. When questioned regarding the difference between ratio and obiter, Lord Asquith once remarked that: â€Å"The rule is quite simple: If you agree with the other bloke you say it is part of the ratio; if you don't you say it is obiter dictum, with the implication that he is a congenial idiot†. Although intended humorously, this remark has a good measure of truth. | Ratio decidendi and obiter dictaHow well do you recall the concept of the ratio decidendi from your undergraduate studies?Take a moment to read through the following statements: * A ratio decidendi is not an abstract principle, to be applied in a deductive fashion to a later case. Instead the ratio is a ruling on a point of law in relation to a specific case. * Only the ratio binds an inferior court. Cases themselves do not bind. * If the court is not required to make a ruling on a point of law, its decision will not give rise to a ratio. * There is no requirement for each judgement to contain a single ratio and no more. Multiple rationes are qu ite normal. Not every statement of law contained in a decision is necessarily ratio or obiter. A judge may refer to a principle only to express his or her disagreement or for the sake of completeness. For a statement of law to be ratio or obiter, the judge must express his or her explicit agreement with the principle. These are not mere niceties of legal doctrine. Bearing these points in mind will help you when you come to identifying the ratio in a judgement. | Finding the ratio decidendi Identifying the ratio in a judgement is frequently difficult.Judges are under no obligation to label the different parts of their judgement as ratio or obiter. In most cases, you need to read the entire judgement to determine the ratio. Some of the reasons for this include: * length of judgements. Many judgements are extremely lengthy and are written in dense, legal language. The ratio may not be expressed in a single sentence or even a single passage. * the lack of an explicit ratio. The extreme example of this is the judgement in Raffles v Wichelhaus [1864] 2 H&C 906. This famously consisted of a single sentence: â€Å"There must be judgement for the defendants†. the existence of multiple lines of argument. Some arguments will be ratio, others will be obiter and others might be neither. * uncertainty regarding which facts were material to the judgement. Judges sometimes fail to indicate which facts are significant and which are not, making it difficult to determine the appropriate level of generality at which a ratio should be stated. In some instances, a case will establish a legal principle which is refined over time, being broadened or narrowed as the result of successive judgements. | Why does finding the ratio have to be so hard?At the Tenth Commonwealth Law Conference, Bennin F A suggested that it would be better if judges were more explicit regarding the legal rules which they set down in their decisions. The answer given by Kirby J on this occasion was that judges would be reluctant to do so as â€Å"the discursive nature of their judgments is the historic basis of the development of the common law†. Bennion has argued that â€Å"there seems no reason why a judgement could not contain both a brief ‘legislative' passage and an accompanying discursive explanation†.What difficulties, if any, can you see with this suggestion? | Ratio in appellate decisions The problems associated with identifying the ratio in the case decided by an individual judge are multiplied in the case of appellate decisions. Most applelate courts sit with a an uneven number of judges. To discover the ratio of an appellate decision, you need to determine the ratio in the case of each individual judgement. The rule is that only the rationes contained in the majority judgements need to be considered.If a majority of judges agree on the same reasoning, you have identified a single ratio. Otherwise, there might be multiple rationes, or even none. Case s without a ratio In a some cases, there may be no majority support for any particular ratio. In such instances, subsequent courts tend to assume that all that is binding is the judgement itself. This means that subsequent cases will be decided on the basis of the decision only when the material facts are almost identical. This is not a purely theoretical possibility.In Paykel v Commissioner of Taxation (1994) 49 FCR 41, Heerey J applied the judgement of the majority in Hepples v Federal Commissioner of Taxation (1992) 173 CLR 492, despite the lack of a discernable ratio in the former decision. Finding the ratio There are a number of rules of thumb that you can use to determine the ratio decidendi. These include: * distinguish the facts which the court regarded as material from those which appeared unimportant. * discover the precedents applied. These will provide an indication of the court's approach. * in deciding the ratio, restrict your analysis to the opinions of the majority j udges. read subsequent decisions to find how the decision has been interpreted. The ratio that becomes recognised as a rule of law may not be the ratio that apparent in the original judgement. The last point is one that is sometimes overlooked. In many instances, the ratio in an individual judgement is less important than the legal principle for which a line of cases can be cited as authority. When reading a judgement, consider it at several level. Apart from reading the decision for what it actually says, read it also in terms of its subsequent reception.Assess the arguments of the judges and the advocates in the context both of the case and the future development of the law. If you are building an argument on the basis of a particular case, it is often dangerous to look at the case in isolation. In finding the ratio, it is often useful to consider the way in which judgements are written. Although there is no standard model, they often follow a broad pattern. In most cases, the jud gement is divided into three sections: * the facts agreed or proven * the range of applicable legal principles * the application of the appropriate principle to the facts.There are a number of formal tests that have been devised to assist in discovering the ratio. Two of the best known were developed by United States jurists: these are Goodhart's Test and Wambaugh's Test. Goodhart's Test Goodhart proposed these rules for finding the ratio decidendi: * The principle of a case is not found in the reasons given in the opinion. * The principle is not found in the rule of law set forth in the opinion. * The principle is not necessarily found by a consideration of all the ascertainable facts of the case, and the judge's decision. The principle of the case is found by taking account (a) of the facts treated by the judge as material, and (b) his decision as based on them. * In finding the principle it is also necessary to establish what facts were held to be immaterial by the judge, for the principle may depend as much on exclusion as it does on inclusion. Goodhart's Test has gained considerable popularity. However, as stated above, it is not without its critics. Wambough's Test Eugene Wambaugh (1856–1940) developed an older, but still useful, test. Warmbough's Test first appeared in a book published in the United Sates in 1894.Like Goodhart's Test, Wambaugh's rules focus on the question of what facts are material and which are not. Wambaugh begins with the observations that * no matter how accurate a legal proposition may be it does not necessarily form part of the ratio decidendi. * the proposition is not governed by all the facts, but by the material facts. Wambaugh recommends that you take the following steps if you think you have identified a potential ratio in a judgement: * frame the legal principle that you have identified from a judgement. invert a word or phrase which reverses the meaning of the principle. * ask yourself, if the court had the inverse principle in mind when reaching its decision, would it have reached the same conclusion? * if the answer to this question is yes, then your original proposition cannot be the ratio. Note that Wambaugh's Test works only with cases with a single ratio. Summary This module dealt with the following: * distinguishing between ratio decidendi and obiter dicta. * applying well-established rules to identify the ratio decidendi in a decision.

Linguistics and Language Essay

?Write about the 2 theories of 1st language acquisition and choose which most tenableand provide examples and relevant literature one you find Michelle In this essay, I will explain as well as compare two theories of first language acquisition, behaviorism and innatism. I will explore the differences between them in such categories as the role of the learner, the role of the environment and as well as their strengths and weaknesses. I will then state and explain which one I find more tenable with examples of relevant literature. Role of the Learner Behaviorism, credited to B. F. Skinner in the 1950s, states that the learner knows nothing to start with, he is an empty slate [o1] to be taught. The learner is passive and learns by positive-negative reinforcement, only repeating what he hears. Innatism, credited to Noam Chomsky in 1965, states that the learner is wired from birth for language. The learner is equipped with a LAD, a language acquisition device. This device allows the learner to discover the rules of his language, any language. Role of the Environment Behaviorism states that the role of the environment is key and vital to the learning process. The environment is the active agent while the learner is the passive agent. The environment produces the necessary language input for the learner. It is up to the environment to give positive and negative reinforcement for the learner. Innatism states that the role of the environment is minimal because it only acts as the trigger for learning. It is also thought the environment is flawed and can’t be relied upon to always give perfect information. Therefore, it is up to the learner to find the rules of the language[o2] . Strengths There are a few strengths to support the behaviorism theory. It is easy to monitor the learners’ performance. This is how parents (as teachers) usually teach their children, through nurturing which puts emphasis on the role of the environment. This theory can also explain why learners have the ability to memorize. On the other hand, there are several strengths of the innatism theory. A learner cannot memorize all the possible different language and grammar combinations that he learns through the environment. The LAD helps the learner to generalize rules and make his own creative use of the language. A child will resist using an irregular form because of over-generalizing, and he will create his own form of a word according to the rules that he has internalized. And these rules don’t necessarily conform to adult grammar rules which include many exceptions. By applying these internalized and generalized rules, a child is able to acquire a language at a fast pace. [o3] Weaknesses The Behaviorism theory only accounts for the performance of the learner, and not on his competence. The learner is passive, so this theory does not focus on the learner’s mind and knowledge. It also does not explain why children acquire a language so quickly even if they are exposed to different environments. In addition, this theory also doesn’t offer an explanation of why children over-generalize rules such as the simple past tense of irregular verbs even though they hear irregular forms in the environment. There are also several weaknesses to the Innatism theory. One of the first weaknesses is that it demands the existence of the Language Acquisition Device (LAD), its existence is difficult to prove and is immeasurable. This theory also doesn’t take into account different kinds of learners, just ideal learners with ideal grammar. The environment plays a minor role in this theory, so it doesn’t take into account the social aspect of the learner. My Opinion Looking at the two of these theories, I find the Innatism theory the most tenable. In my own experience with my children and students, the learners do not always model my behavior. This usually occurs with irregular patterns, particularly past tense verbs. This is similar to the â€Å"wug† test where a child will form a past tense of a verb that he has never heard before by applying the general grammar rules that he has learned. This behavior cannot be memorized and must be driven by an internal structure. Another reason to support this theory is that learners with impaired intelligence have been able to learn the structure of language. It has also been proven that American Sign Language which is taught to the deaf also has its own language structure. In addition, the creation of Creole languages supports the theory. As a Creole develops, grammar and structure are built in. The LAD would account for the formation of these languages as well as for creative uses of language by a learner. Conclusion In this essay I have explained two theories of language acquisition, behaviorism and innatism. In doing so, I have explained the different roles of the learner as well as the environment. I have also explored strengths and weaknesses of each theory and why I support the innatism theory over the behaviorism theory[o4] . [o1]Good one, I forgot this in my essay [o2]Do you think you should mention poverty of stimulus here? [o3]ording? [o4]Well done Michelle. Do you think you should include UG and CPH in your essay? I think UG is an important part of Innatism, what do you think? __________________________________________________________________ David One theory of first language acquisition is Universal Grammar, set forth by Chomsky in 1959 as a response to Skinner’s (1957) Verbal Behavior. Whereas the latter theory, proposed that the learning of language is through the acquisition of habits, which are positively or negatively reinforced, Chomsky posited that humans come into the world with an innate language faculty in their mind, or a universal grammar. Universal grammar is built off of two propositions, that all languages are governed by a set of universal principles, and that the mind is equipped with parameters which are set intuitively by the child according to the language input they receive. UG researchers have found a number of universal principles. One of the more prominent principles is structure dependency. Structure dependency states that all sentences regardless of the language are built off of propositions that carry both a noun and a verb phrase; in other words, every sentence in every language must have at least a subject and a verb (Chomsky, 1959). One parameter setting that is contained in the LAD is the head setting. Some languages such as English are head first, other languages such as Japanese are head last. Various arguments have been used to support the existence of universal grammar. Chomsky (1959) has proposed the poverty of the stimulus argument, positing that the input children receive cannot account for what they produce, and therefore, children must have an innate facility. He argues that the input is marred in two ways; first it contains a hodgepodge of performance slips, and secondly, it does not contain any negative evidence. How do children acquire language when they don’t know what they can’t say, or how do they learn to speak correctly when the input they here is at times in correct? They do so, according to Chomsky, through this innate capacity. Jackendoff (1994) offers another argument in support of universal grammar, the argument from expressive variety. Jackendoff argues that given that languages are recursive, there is simply no way of storing all of the possible sentences one can create in one’s mind. In other words, sentences don’t come from habits, but rather from creative expression. Universal grammar has had a lot of capital in language acquisition theory, although it has been critiqued on some fronts. Connectionists, particularly, N. Ellis (2006) has argued that language acquisition is not due to an innate faculty and the creative expression of humans, but equates it to a usage-based approach where children learning piecemeal frequently reoccurring chunks of language. Another argument against the innate language faculty is that UG researchers have claimed that only humans have access to syntax, yet this has been found not to be true. Certain animals, such as the humpback whale and songbirds have been found to possess a recursive syntax, suggesting that syntax and language may have evolved from lower order primates. Whereas universal grammar begins with language from the inside, Sociocultural theory, another prominent first language acquisition, posits language acquisition begins from the outside. Vygotsky, the founder of sociocultural theory, argues that language is a psychological tool, which children acquire and learn to manipulate as they interact with their environment and with more capable peers (Vygotsky, 1978). Children first learn language as they interact with their parents. Parents use caretaker speech, which makes it easier for the child to understand and grasp a hold on the concepts of the language. As the child begins to understand and produce simple utterances, they are able to use the language to mediate their psychological functioning (Vygotsky, 1978). Vygotsky argues that children begin learning language by first learning single words, which are pure meaning. As they develop their language skills, and engage in social speech, single word sentences are augmented through incorporation of non-meaningful elements, such as function  words, and the child’s thoughts and words begin to develop more sense meanings. For instance, where the word ‘cat’ for the 1 or two year old child could have served as an exemplar for all cats, by the time the child is nine, and having undergone a variety of experiences related to cat, they have imbibed the word with their own unique senses. Thus syntax and word senses expand, the more a child learns. Now, whereas social speech began from one and developed into many, inner speech, the speech that goes on inside of our heads becomes more and more truncated. Vygotsky argues, contrary to Piaget, that egocentric speech does not ‘disappear’ rather it becomes internalized as inner speech. And this inner speech is something that could not be understood by anybody but the person who is thinking it. Vygotsky suggests that just as people who have known each other for many years, and who have had a large amount of experiences together exhibit language tendencies of shortened syntax because of their historical shared experience, a person’s inner speech also exhibits this characteristic, but even more so; the stuff of thought is nothing but psychological predicates (Vygotsky, 1978). One of the primary ways humans learn anything, according to Vygotsky, is through the zone of proximal development. This concept explains that what a person can do today with assistance, they can do tomorrow by themselves (Vygotsky, 1978). Applied to first language acquisition, the child may receive help from an expert, such as their parents, who point at objects and say their name, for example, cat. After seeing this, the child may repeat ‘cat’ immediately after. The next day, as the child sees the cat, it says the word ‘cat’ without needing to be told by their parents. The closer an expert is able to gauge one’s ZPD, the more optimal the learning environment becomes. __________________________________________________________ Laleh Innatism Chomsky (1959) opposed Skinner’s (1957) behaviorist viewpoint in language acquisition, who claimed that language acquisition takes place through habit formation and stimulus-response. Skinner, believed that as a child acquires language, he internalizes a finite set of responses to stimuli. Chomsky on the other hand, believes that language acquisition is rule governed and that children construct their own rules, which may not comply with adult rules. Chomsky maintains that languages consist of an infinite number of sentences and cannot be learned through habit formation. Language is too complex to be learned in such a short amount of time (Chomsky, 1959). He believes that every human is born with an innate language learning capacity, which is embedded in the language acquisition device (LAD). Chomsky believes that all language share grammatical structures. This is called universal grammar (UG). Proof of UG includes poverty of stimulus, which explains how children acquire the language despite their limited exposure and incorrect input they may receive. Another evidence for UG that languages are recursive, (Jackendoff, 1994). It is impossible to know all the possible combinations; however, they are learned by children. According to UG, there must be some sort of innate capacity that provides the additional information. The fact that children are resistant to correction once again proves that language is developed through an innate capacity. According to Chomsky (1959), all languages share principles, which are invariable across languages. For example, noun phrases and verb phrases. This is called structure dependency. All languages have verbs and nouns. What distinguishes languages from each other according to Chomsky, are parameters, which are language specific. For example, some languages are head first, and some are head last. In relation to UG, Eric Lenneberg (1967) introduced the Critical Period Hypothesis (CPH), which is a window of language learning opportunity before puberty. Proponents of CPH believe after this period, language learning becomes a much more difficult task and adults tend to rely on other mechanisms such as problem solving skills, reasoning, and deductive instruction to learn a language. Evidence of the CP is for example abused children, who despite being removed from the environment where they were deprived of social contact, were not able to learn the language. There have been many criticisms to Chomsky’s UG, for example, the LAD cannot be located and is immeasurable. Also, Chomsky’s theories overlook the effects of social contact and the environment on language learning. Social interactionist Vygotsky (1978) was a strong proponent of the social interaction hypothesis. He believed that learning takes place through social interaction, and give and take of information with caregivers, parents, or peers. According to  Vygotsky, children begin with external speech, which could consist of one word only, but have the meaning of a whole sentence. Gradually, as the child grows older, he develops more complex and longer sentences and associates more meaning with his words. A child also engages in private speech (similar to adults), which is usually meant for problem solving or thinking out loud, but is not meant for sharing although articulated. Vygotsky believes that as the child develops more linguistic skills, this private speech becomes internalized and turns into inner speech, which is pure meaning, and does not consist of subjects; it is predicated. On the contrary, Piaget (1955) believed that inner speech simply disappears. Vygotsky also proposes the Zone of Proximal Development (ZPD), which is the distance between what a child can do without help, and what he can do when scaffolding or support is provided. When a child receives the right scaffolding, he will eventually be able to perform the task on his own. __________________________________________ Karen Innatism Noam Chomsky (1959) introduces Innatism as a rebuttal to B. F. Skinner (1957) and his Behaviorist Theory. In direct opposition to the environment being the active participant in language learning, Chomsky flips behaviorism on its head and presents the learner as having a primary role while environment becomes secondary. Within the Universal Grammar Theory (UG), Noam Chomsky (1959) presents a Language Acquisition Device (LAD) that is responsible for the language learning process. Purely biological, language is filtered through the innate LAD that is structured with principles that are unchanging and parameters that vary according to the language being learned. Proofs to support this theory are many. Syntax and the head-first/head-last parameter are two such proofs. As a child learns language, they hold to one of only two possibilities in any given language – head-first and head-last – and language is formed through recursion and syntactic movement that follow a pattern within a particular language. This shows that language is rule-governed and that the LAD is programmed with language foundations from which a child can develop. That children are resistant to correction follows this same thought as they develop language through the LAD. Language is not linked to intelligence as we see in brain damaged adults who are completely coherent in language skills and others who are cognitively normal but cannot speak correctly. Stroke victims also show that, depending on the area of the brain that is affected, intelligence and speech are not linked. Broca’s and Wernicke’s Aphasias show that certain areas of the brain affect speech while intelligence remains unaffected. As evidenced by the Gopnik family, genetic impairments have also proven that a glitch in the UG can be passed down from one generation to another, thus proving that the LAD is indeed biological (Jackendoff, 113). Eric Lenneberg’s Critical Period Hypothesis (1967) and the cases of â€Å"wild children† are yet further evidence. Lenneberg holds that the LAD becomes dormant or ineffective after a certain age – around the age of 12 – and this is why children acquire language so much more quickly than adults who are attempting the same. Through these studies of particular children who did not learn language and who were void of contact with language as a whole, it shows that the younger the child, the more fully they were able to learn language. Once a child was passed the age of 12 or so, they were unable to acquire proper language skills. The younger children were not only able to learn more adequately but then went on to continue in the language learning process as a normal adult would. As many proofs as there are for Chomsky’s UG and the LAD, criticisms are plentiful as well. First and foremost, where is the evidence that a device like LAD exists? It certainly has not been located in the brain, therefore, it remains immeasurable and some have serious doubt as to its legitimacy. This theory also limits the role of the environment and gives no account for the social context of the language learning process. It idealizes the speaker and the grammar itself to a certain degree and packages the entire process a bit too neatly. Cognitive Development Theory Jean Piaget’s (1955) work in cognitive development is foundational on many levels. Watching his own children, nature, and certain study groups of young children, Piaget introduces a theory that is completely developmental. As a child is ready and developed (both biologically and cognitively), they are able to assimilate, accommodate and adapt new experiences. Underlying in this theory is reasoning and logic. The role of the environment is minimal and the learner is vital but only as they are cognitively developed and ready for new experiences. A child will not learn what they are not cognitively developed to receive at that point no matter what the instruction. Piaget holds to the notion of children developing schema. As a new experience is received and they are biologically and cognitively ready to receive it, they will develop new schema to fit into the framework of schema that they already have developed. This theory also relies heavily on egocentric and socialized speech with each one serving a different function. Egocentric speech is what is used (mainly by children) when words and thoughts are spoken out loud but the one speaking is only dealing with their own thoughts and ideas. Socialized speech is a shift away from egocentric speech where one simply derives pleasure from speaking to being a way of exchanging their ideas or opinions. Although Piaget’s work and theory is critical, it neither accounts for the child’s behavior as a whole nor for the cognitive development after the stage of ‘formal operation’ is reached. It offers vast insight into the developmental process of a child but little instruction on attaining language skills. It was also based solely on a Western model and is therefore quite limiting. SECOND LANGUAGE ACQUISITION Input & Output Hypotheses As a result of older models of language teaching where attention was given to language grammar, Krashen (1981) places his focus on communication input. He contends that if the learner is given a chance to absorb the language, they will be better equipped to acquire it. Rather than forcing output immediately, Krashen holds to a silent period where learners have the privilege of just listening to language before attempting it†¦much like a young child would in learning their mother tongue. Comprehensible input (i + 1) is the formula that Krashen holds to for optimal language learning for second language learners (SLLs). This states that if a SLL is offered input that is only slightly beyond what they already know, acquisition will take place. He also makes a differentiation between language learning and language acquisition, claiming that acquisition is what is needed for the language learning process. Criticisms of Krashen’s hypothesis are that input alone cannot account for acquisition and that some grammatical forms cannot be learned without being taught. Swain (1985) introduces her Output Hypothesis in contrast to Krashen and claims that no matter the input, if the output is unintelligible, acquisition has not truly occurred. It is the output that forces learners to grapple with the grammatical processing and figure out what works. Through output, a learner can realize their problem areas, can experiment with new areas they are unsure of, and gives them the chance to analyze problems they are having in their language learning process. CONCLUSION As we can see in first and second language acquisition, there is not simply one way to which theorists hold in the process of learning or acquiring language. In looking at how one acquires their mother tongue, however, insights can be made into second language acquisition as well. In fact, it is through first language acquisition theories that other theories can spring from to delve into how second language acquisition occurs. These insights become helpful in the classroom and give the teacher foundational aspects that they can build off of. Pass| 7. 5. -8. 5 (David)

Free Essays on Hamlets Delayed Action

Hamlet’s Delayed Action Hamlet is an emotional human being who feels guilt, remorse, and has responsibilities; he also feels pride and a sense of duty. Hamlet’s indecisiveness in killing Claudius is justified through the nature, actions, and beliefs of many characters. The Ghost, Hamlet’s father, explained his death and instructed Hamlet to kill Claudius. Hamlet describes the Ghost as, "My father's spirit in arms! All is not well" (1.2). Hamlet says in act one, scene five, â€Å"Haste me to know’t, that I, with wings as swift as meditation or the thoughts of love, may sweep to my revenge† (1.5). Hamlet feels passionate about his role until he has time to recollect. Upon recollection Hamlet considers that this may be an evil ghost so he delays killing Claudius. He considers the Ghost may be a, â€Å"spirit of health or goblin damned" (1.5). He is intelligent in this decision because if it were not a holy ghost he could be damned for killing Claudius. The Prince, Hamlet, has several opportunities to kill Claudius which he fails to capitalize on. One of the opportunities is while Claudius is praying at church. Hamlet is astute and decides against killing the King, because he is purged of his sins. The Prince is unsure of Claudius’ guilt up to the point of the play, â€Å"The Murder of Gonzago† (2.2). Preventing the king from going to Heaven and the need to confirm the King’s guilt are two valid reasons Hamlet delays killing the King. Hamlet has many internal conflicts which also prevent him from killing the King. He becomes obsessed with proving he has an antic disposition which draws focus away from his goal of killing the King; Hamlet becomes obsessed with proving he has an antic disposition. This draws focus away from his goal of killing the King. Hamlet also becomes enraged at his mother for marrying his uncle. Both proving Hamlet has an antic disposition and his obsession with his mother only add to t... Free Essays on Hamlet's Delayed Action Free Essays on Hamlet's Delayed Action Hamlet’s Delayed Action Hamlet is an emotional human being who feels guilt, remorse, and has responsibilities; he also feels pride and a sense of duty. Hamlet’s indecisiveness in killing Claudius is justified through the nature, actions, and beliefs of many characters. The Ghost, Hamlet’s father, explained his death and instructed Hamlet to kill Claudius. Hamlet describes the Ghost as, "My father's spirit in arms! All is not well" (1.2). Hamlet says in act one, scene five, â€Å"Haste me to know’t, that I, with wings as swift as meditation or the thoughts of love, may sweep to my revenge† (1.5). Hamlet feels passionate about his role until he has time to recollect. Upon recollection Hamlet considers that this may be an evil ghost so he delays killing Claudius. He considers the Ghost may be a, â€Å"spirit of health or goblin damned" (1.5). He is intelligent in this decision because if it were not a holy ghost he could be damned for killing Claudius. The Prince, Hamlet, has several opportunities to kill Claudius which he fails to capitalize on. One of the opportunities is while Claudius is praying at church. Hamlet is astute and decides against killing the King, because he is purged of his sins. The Prince is unsure of Claudius’ guilt up to the point of the play, â€Å"The Murder of Gonzago† (2.2). Preventing the king from going to Heaven and the need to confirm the King’s guilt are two valid reasons Hamlet delays killing the King. Hamlet has many internal conflicts which also prevent him from killing the King. He becomes obsessed with proving he has an antic disposition which draws focus away from his goal of killing the King; Hamlet becomes obsessed with proving he has an antic disposition. This draws focus away from his goal of killing the King. Hamlet also becomes enraged at his mother for marrying his uncle. Both proving Hamlet has an antic disposition and his obsession with his mother only add to t...

Consumer Behaviour Paper

Consumer Behaviour Paper How we can reduce the yellow pages The use of internet Yellow pages reduces the use of printed yellow pages. In fact, with proper employee training, the business owners are assured of approximately 300% ROI for $12,000 modest investment (Amanda 2008). Switching to online yellow pages is a move that promotes a paperless society that is environmentally friendly.Advertising We will write a custom essay sample on Consumer Behaviour: Paper-less society through reduction of Yellow Pages and increasing online books specifically for you for only $16.05 $11/page Learn More After all, since the year 2007, print usage of the yellow pages stagnated at 13.4 billion according to Punjabi M. K. et al. (2008). This corresponds to a declining 87 per cent of people in the United States using the Print Yellow Pages since 2007. Thus, the use of online yellow pages proves that they are cheap, convenient and environmentally friendly. In fact, not only this fact results in a paperl ess society because it also encourages green computing where papers and energy are conserved. Use of opt-in and opt-out strategy advances to reduce or ban print yellow pages delivery. For example, in San Francisco, one is required to opt-in in order to receive the print yellow pages; otherwise, such deliveries are banned since passage of the ordinance. The development of an online advertising campaign to search for engines as well as the internet yellow pages is significant in this endeavor. According to the report filed in the year 2000 (see Appendix), the use of online search engines resulted in 67 per cent including online yellow pages. On the other hand, the printed yellow pages had a response of 55 per cent as compared against the cost, convenience and user friendness (Chiras 2009). Ultimately, as it is suggested by Boutin (2011), 80 per cent of the directory costs are saved if yellow pages are recycled. The waste reduction initiative will cuts down on paper and yellow pages co nsumption by 25% compared to other newspapers covering 70 per cent. How we can expand online books rather than bookstores The online books are more accessible and interactive than the books in printed form at the bookstores. According to English.news.cn (Guanqun 2011), about 98 per cent of internet browsers experience stress-free access to any online books. The need to increase online books is essential in correspondence to the high level of interactive as the books range from audio books, practice books, videos and word definitions.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More One can expand the online books over bookstores through indexing service. Immense steps have been undertaken by Eat Your Books to upload over 88,000 books coupled with 2000 indexed volumes. Online surfers just indicate in the site that books are theirs, thus, enabling them to have an access to a great va riety of books. This builds a virtual bookshelf as an account for every user just like having a personal library or renting books from a bookstore. Online books enable readers to explore through millions of copyrighted books, browse passageways and buy copies. This was confirmed when Google paid $126 million (8.5 million pounds) to build a Book Rights Registry. The Book Rights Registry enables authors and publishers to register books and get reimbursement from the sale of books. Again, one can set up the user account to receive email access on new online books opposed to getting to the bookstore. The discounts offered in online books (30 or 40% off) make them cheaper than in any bookstore, which offers lower discounts at 20 % off (Guanqun 2011). Appendix Turn-Page 2011, Turn-Page Increases ad revenue. References Amanda, B., 2008. How to reduce your carbon footprint. New York: Crabtree Publishing Company.Advertising We will write a custom essay sample on Consumer Behaviour: Paper-less society through reduction of Yellow Pages and increasing online books specifically for you for only $16.05 $11/page Learn More Boutin J.P., 2011. Yellow Pages Going Green. Life in Yellow A blog by Yellow Pages Group, [blog] September 1. Web. Chiras, D. D., 2009. Environmental Science. Burlington: Jones Bartlett Learning. Guanqun W., 2011. Traditional bookstores fight for survival as online book sales boom. English.news.cn, Web. Punjabi, M. K., Anderson T., Katz M., McMillan L, Petri G., 2008. New Research Shows Overall Yellow Pages Usage Growing 17.2 Billion Searches in 2007. Yellow Pages. Web.