Moral Problem Paper Essay Example | Topics and Well Written Essays - 2000 words

Moral Problem Paper - Essay Example It will be argued that the U.S. participation in the possible humanitarian mission in Syria will be rather precarious from the point of view of Utilitarian moral theory, yet it may be conceivably justified by the use of Kantian ethics. FACTUAL DETAILS The incumbent President of the United States of America, Barack Obama assumed his office on 20 January 2009, and until the present time he has weathered a lot of major political crises, both of internal and external nature, in the course of his Presidency. In particular, Obama’s handling of the 2011 Middle East political upheaval is peculiarly contradictory, with the White House ignoring the crackdown on the protesters in Bahrain and Yemen, while enforcing the no-fly zone over Libya and supporting anti-government rebels in the latter nation. At the same time, it should be noted that Obama is widely perceived as a moderate, yet politically savvy character that combines his outwardly friendly appearance with the well-tested politic al experience. Irrespective of the domestic policy controversies in the U.S., it should be noted that Obama has managed to create a favourable image abroad, including the Arabic nations. This may be a determining factor in the relatively positive perception of his foreign policy in the Third World. At the same time, one might mention that Obama has repeatedly come under heavy criticism both from the right and the left for his alleged elitism and political indecisiveness, and consequently his major foreign policy decisions are distinguished by cautious and even vacillating attitude. However, as his handling of Afghanistan-Pakistan problem shows, he is perfectly able to resort to rather hard-line foreign policy measures, and he is clearly interested in pursuing a balanced world policy, without making drastic steps similar to those of his predecessor. Finally, the U.S. President is clearly interested in restoring/retaining his previous favourable image worldwide that was marred by the U.S. indecisive behaviour in the course of the global economic crisis, and he might be interested in more active U.S. position concerning the attempts of Middle East dictatorial regimes to suppress the currently rising dissent there. The situation in Syria is made complicated by the precarious balance of power between the supporters and opponents of the current regime. As a rule of thumb, it may be assumed that about 220,000 active personnel of Syrian Armed Forces and the unspecified number of pro-Assad higher bureaucracy, as well as about 1,5 million members of dominant Alawite minority that provides the backbone of support for Assad’s regime, are not interested in any major shifts away from the present situation, while the relatively underprivileged Sunni Arab majority and Kurdish minority (altogether about 81% of Syrian population) might gain much from the collapse of Ba’athist dictatorship and the institution of representative democracy system. With respect to curr ent Syria’s population dynamics, these figures will amount to about 2,000,000 and 16,000,000 persons, respectively. Finally, it should be noted that the pleasures that might be received by the parties to the situation from the pro-intervention course of Obama’s action include both lower pleasures such as guarantees of secure sustenance, and higher pleasures (i.e. the participation in the liberal democratic politics after the dictatorship’

Alternative minimum taxable income Essay Example for Free

Alternative minimum taxable income Essay In 1969, Congress had noticed that 155 people with high incomes were legally using so many deductions and other tax breaks that they were virtually paying nothing in federal income taxes. This angered many tax paying citizens and embarrassed the government. In an effort to fix the system Congress came up with the alternative minimum tax. At the time the tax only affected the high income class but not so today. The alternative minimum tax was never adjusted for inflation and now affects more and more middle income taxpayers. Now a day the AMT affects people with an income over $75,000 and some large deductions. Most vulnerable are taxpayers with several children, interest deductions due to second mortgage, capital gains, and incentive stock options. The question I know you may be having is if you will be subject to the alternative minimum tax. A simple way to see if you are subject to paying AMT or how close you are to paying it. We can look at your Form 6251 from last year. We can compare the tentative minimum tax to your regular tax. Your change in income can leave you with an AMT liability. It could be because of a big item on your tax return or a lot of small items that would make you pay AMT. One of the best ways to understand the alternative minimum tax it to look at it as a separate tax system. This system has its own set of tax rates and its own rules for deductions. Let me explain how the AMT works. The AMT is reduced by an exemption amount to arrive at net alternative minimum taxable income. This income is then multiplied by 26% or 28% alternative minimum tax rate. If your income was to exceed $175,000 it will be subject the 28%. The first alternative minimum tax income of $175,000 will be subject to 26% tax rate. These rates are for individual returns. Corporations figure their tax under the regular system, which taxes corporate profits at a top rate of 35 percent. Then they figure it under the AMT system, which tosses out some deductions allowed under the regular system, and taxes the resulting profit at 20 percent. The corporation then pays whichever tax is higher. This amount then can be reduced by the alternative minimum tax foreign tax credit for the taxable year. For the last few years Congress has approved of temporary patches to increase the amount of income exempt from the AMT. Many AMT adjustments apply to businesses operated by individuals or corporations. The adjustments tend to have the effect of deferring certain deductions or recognizing income sooner. Depreciation deductions must be computed using the straight line method and longer lives than may be used for regular tax. (See MACRS) Deductions for certain preferences are limited. These include deductions related to circulation costs, mining costs, research and experimentation costs, intangible drilling costs, and certain amortization. Certain income must be recognized earlier like long term contracts and installment sales. Corporations are also subject to an adjustment (up or down) for adjusted current earnings. In addition, a partner or shareholders share of AMT income and adjustments flow through to the partner or shareholder from the partnership or S corporation. There is a light at the end of the tunnel. A corporation does get an exemption amount, which means that they can deduct $40,000. Furthermore, small corporations with average annual gross receipts less than $7,500,000 for the prior three years are exempt from AMT, but only so long as they continue to meet this test. â€Å"The tentative minimum tax of a corporation shall be zero for any taxable year if the corporation’s average annual gross receipts for all 3 taxable year periods ending before do not exceed $7,500,000.† (26 USC  § 55) If such taxable year is the first taxable year that such corporation is in existence, the tentative minimum tax of such corporation for such year shall be zero. Other than this Congress did a good job of making this tax difficult to avoid. The alternative minimum tax is a powerful and complicated tax system that is not easily avoidable. It was specifically made to not be avoided and to make up for the loopholes in the system. Given the company’s revenues exceeding $12,000,000 you can expect some form of alternative minimum tax. The best bet is to minimize the effect it has on you be being prepared. That means tax planning is essential in reducing or even avoiding AMT liability. I recommend we sit down and go thru all the different sections of AMT and look where we can maximize your deductions or how we can prepare you for future deductions.

Source Of Errors In Learning English Language Essay

Source Of Errors In Learning English Language Essay Introduction Errors are integral part of language acquisition. The phenomenon of error has long interested SLA researchers. In a traditional second language teaching situation, they are regarded as the linguistic phenomena deviant from the language rules and standard usages, reflecting learners deficiency in language competence and acquisition device. Many teachers simply correct individual errors as they occur, with little attempt to see patterns of errors or to seek causes in anything other than learner ignorance. Presently, however, with the development of linguistics, applied linguists, psychology and other relevant subjects, peoples attitude toward errors changed greatly. Instead of being problem to be overcome or evils to be eradicated, errors are believed to be evidence of the learners stages in their target language (TL) development. It is through analyzing learner errors that errors are elevated from the statue of undesirability to that of a guide to the inner working of the language lea rning process (Ellis, 1985,p 53) In the field of SLA, there have been three influential approaches to errors with a general movement from approaches emphasizing the product, the error itself, to approaches focusing on the underlying process under which the errors are made. The analysis of error sources has been regarded as a central aspect in the study of learner errors. Researchers believe that the clearer the understanding of the sources of learners errors, the better second language teachers will be able to detect the process of L2 learning. Error Making errors is the most natural thing in the world and it is evidently attached to the human beings. But, how do we define error? There are different definitions of the word as Ellis explains learners make errors in both comprehension and production, the first being rather scantly investigated. All learners make errors which have a different name according to the group committing the error. Childrens errors have been seen as transitional forms, the native speakers ones are called slips of the tongue and the second language errors are considered unwanted forms (George 1972). We use the term error to refer to a systematic deviation from a selected norm or set of norms. According to Lennon (1991) an error is a linguistic form or combination of forms which in the same context and under similar conditions of production would, in all likelihood, not be produced by the speakers native speakers counterparts. On one hand, it was considered to be a sign of inadequacy of the teaching techniques, something negative which must be avoided, and on the other hand it was seen as a natural result of the fact that since by nature we cant avoid making errors, we should accept the reality and try to deal with them. The error-as-progress conception is based on the Chomskys idea that a child generates language through innate universal structures. So, using this symbolic code, one can have access to different pieces of knowledge not as something mechanically learned but as mentally constructed through try and error. The idea is now that the second language learners form hypotheses about the rules to be formed in the target language and then test them out against input data and modify them accordingly. There is an approach which concerns error as being the result of social-cognitive interaction. This means that the error implicitly carries a social norm as well as cognitive process. The error also carries a social and cultural component which makes it different in different societies. Cultural differences in the error Previous research has shown that cultural differences exist in the susceptibility of making fundamental attribution error: people from individualistic cultures are prone to the error while people from collectivistic cultures commit less of it (Miller, 1984). It has been found that there is a differential attention to social factors between independent peoples and interdependent peoples in both social and nonsocial contexts: Masuda and his colleagues (2004) in their cartoon figure presentation experiment showed that Japaneses judgments on the target characters facial expression are more influenced by surrounding faces than those of the Americans; whereas Masuda and Nisbett (2001) concluded from their underwater scenes animated cartoon experiment that Americans are also more likely than Japanese participants to mark references to focal objects (i.e. fish) instead of contexts (i.e. rocks and plants). These discrepancies in the salience of different factors to people from different cultu res suggest that Asians tend to attribute behavior to situation while Westerners attribute the same behavior to the actor. Consistently, Morris Peng (1994) found from their fish behavior attribution experiment that more American than Chinese participants perceive the behavior (e.g. an individual fish swimming in front of a group of fish) as internally rather than externally caused. One explanation for this difference in attribution lies in the way people of different cultural orientation perceive themselves in the environment. Particularly, Markus and Kitayama (1991) mentioned how (individualistic) Westerners tend to see themselves as independent agents and therefore prone themselves to individual objects rather than contextual details. in the second language teaching/ learning process the error has always been regarded as one of the most generally known approaches concerning the error throughout human history is to consider it a negative effect or result, even worth to be punished. According to Corder (1967): A learners errors then, provide evidence of the system of the language that he is using. They are significant in three different ways: first to the teacher, in that they tell him is he undertakes a systematic analysis, how far towards the goal the learner has progressed. Second, they provide the researchers with evidence of how language is learned or acquired. Third they are indispensible to the learner himself because he can regard the making of errors as a device used in order to learn. The sources of error might be psycholinguistic, sociolinguistic, epistemic or residing in the discourse structures. Richards(1971),when trying to identify the causes of competence errors he came up with three types of errors: interference errors, which reflect the use of elements from one language to the other, intralingual errors, subdivided into errors due to overgeneralization, or to ignorance of rules restriction, which is incomplete application of the rules, or finally due to the false concept hypothesis, which demonstrate the general characteristics of rule learning and third developmental errors when the learner builds hypothesis about the target language based on limited experience. Assuming a term hierarchy of errors, Burt and Kiparasky (1974) suggest that there is a difference between global and local errors. They say: Global mistakes are those that violate rules involving the overall structure of a sentence, the relations among constituent clauses, or, in a simple sentence, the relations among major constituents. Local mistakes cause trouble in a particular constituent, or in clause of a complex sentence. They claim that global errors are more serious and rank higher in the error hierarchy than local ones, and they should be corrected prior to all others in language classrooms. Accordingly, errors in tense and aspect are regarded as local errors. They may be minor errors, for they may not cause grave breakdowns in communication. However, they are extremely common mistakes among second language learners of English and very much worth investigating since tense and aspect represent one of the most essential parts of English grammar. Corder (1967) goes a step further to propose different terminologies for these two kinds of errors and stresses that we must make a clear distinction between mistakes and errors; the former refers to non-systematic performance errors of chance circumstances, whereas the latter can be defined as the systematic errors of the learner from which we are able to reconstruct his knowledge of the language to date. In the following discussion, the analysis focuses on competence errors: There are two major approaches to analyzing errors committed by a target language learner. Contrastive Analysis (CA), Error Analysis (EA). Theoretical base of CA lies in Behaviorist Learning Theory; while the EA is closely related with the emergence of Interlanguage Theory (Ellis, 2005) Behaviorist learning theory accounts of errors: The behaviorist learning theory illustrates the TL learning is a mechanical process of habit formation. Habits entail over-learning, which ensures that learning of new habits as a result of proactive inhibition. Thus, the challenge facing the L2 learner is to overcome the interference of L1 habits. Basing on the habit formation, contrastive analysis sought to identify the features of the L2 that differed from those of the L1 so that learners could be helped to form the new habits of the L2 by practicing them intensively. Most errors made by L2 learners were the result of differences between L1 and L2 structure. (Martin 1996) Interference, the CA insists, is the result of unfamiliarity with the rules of a TL and psychological causes, such as inadequate learning (Swan, 2001). Transfer can be positive or negative: linguistic features of the L1 that are similar to those of the TL will facilitate learning (positive transfer); those aspects of the L1 that are different to the TL grammatical and phonological system will hinder SLA and cause the learner to make numerous production errors(negative transfer). Thus difference between the L1 and L2 create learning difficulty which results in errors, while the similarities between them facilitate rapid and easy learning (Ellis, 1985 cited Corder). According to behaviorist learning theory, both types of transfer are the outcome of automatic and subconscious use of old habits in new learning situations (Dulay, Burt Krashen) Rod Ellis (1985) assesses, errors, according to the theory, were the result of non-learning, rather than wrong learning. By comparing the L1 with TL, differences could be identified and used to predict areas of potential errors. The idea of the error as an effect to be avoided has been especially supported by behaviorism, being considered an obstacle to language learning. To them error has been a symptom of ineffective teaching or as evidence of failure and they believed that when they occur they are to be remedied by provision of correct forms; that is to say, use of intensive drilling and over-teaching. It was also believed that interference takes place whenever there is a difference between native mother tongue and the target language. A hypothesis based on Lados suggestion in linguistic across cultures where he states in comparison between native and foreign language lies the key to ease all difficulties in foreign language learning (Lado, 1957) 2. Interlanguage (IL) theory accounts of errors (i) Selinker (1972) coined the term interlanguage to refer to the systematic knowledge of an L2 which is independent of both these learners L1 and the target language. The term has come to be used with different but related meanings: To refer to the series of interlocking systems which characterize acquisition To refer to the system that is observed at a single stage of development To refer to particular L1, L2 combinations. Other terms that refer to the same basic idea are approximate system and transitional competence. (ii) Interlanguage is the type of language produced by second and foreign language learners who are in the process of learning a language, whose errors are caused by several different processes. These include: Borrowing patterns from the mother tongue. Extending patterns from the target language Expressing meanings using the words and grammar which are already known from Richards, Jack et al (1992). (iii)Interlanguage refers to the separateness of a second language learners system, a system that has a structurally intermediate status between the native and target language. Interlanguage is neither the system of target language nor the system of the native language, but instead falls between the two; it is a system based upon the best attempt of learners to provide order and structure to the linguistic stimuli surrounding them. By gradual process of trial and error and hypothesis testing, learners slowly and tediously succeed in establishing closer and closer approximations to the system used by native speakers of the language. (iv)Rod Ellis (2005, 54) views Error Analysis as being based on emergence of IL theory, that is known to be used to explain effectively the errors committed in SLA processes. Slinker (1972) tried to find a way to explain the errors that some students make, have nothing to do with their foreign language; for example a Spanish speaker, an Arabic speaker and a Japanese speaker might all make the same mistake in English which was not related to their respective languages. According to Slinker, L2 learners go through a process of making and testing hypotheses about the target language. They begin with knowledge about language in general, gained from their native language, and move toward the target language. Bit by bit, they readjust their mental model of the new language, improving their communicative competency in that language. Successful hypotheses become mental constructions that correspond to the rules of the new language. Brown(1993) viewed ,truly successful students make the journ ey to a high level of competency in the target language, while less successful students become fossilized somewhere along the IL continuum. For around 35 years Selinker has viewed learners errors as evidence of positive efforts by the learner to learn a new language. This view of language learning allowed for the possibilities of learners making deliberate attempts to control their own learning and, along with theories of cognitive processes in language learning. Errors are indispensable to learners since the making of errors can be regarded as a device the learner uses in order to learn. A modern definition of language transfer is provided by Slinker (1992): language transfer is best thought of as a cover term for a whole class of behaviors, processes and constraints, each of which has to do with CLI (Cross Linguistic Influence), the influence and use of prior linguistic knowledge, usually but exclusively native language knowledge. Selinker (1992) pointed two highly significant con tributions that Corder made: that the errors of a learner, whether adult or child, are not random, but are in fact systematic and are not negative or interfering in any way with learning a TL but are, on the contrary, a necessary positive factor, indicative of testing hypothesis. In 1994 Gass and Slinker defined errors as red flags that provide evidence of the learners knowledge of the second language. The learners developing knowledge of second language may have characteristics of the learners native language, characteristics of the second language, and some characteristics which seem to be very general and tend to occur in all or most interlanguage systems. Interlanguages are systematic, but they are also dynamic, continually evolving as learners receive more input and revise their hypotheses about the second language.L2 learners process through an interlanguage, which is an independent knowledge of L1 and L2 system. Interlanguage Is systematic, because the learner selects the rul es systematically, learners bases plans on the rule system, in the same way as the native speaker bases on the internalized knowledge of L1 system. (iv)One of the crucial contributions of IL was its underlying assumption that the learners knowledge is integrated and systematically reorganized with previous knowledge of the native language. By a gradual process of trial-and-error or hypothesis testing, learners slowly and tediously succeed in establishing closer approximations to the system used by the native speaker of the language. The characteristics of IL are described by many researchers as follows: Permeable, in the sense that rules that constitute the learners knowledge at any one stage are not fixed, but are open to amendment(Ellis1985:50) Dynamic, in the sense that L2 learner slowly revises their variable interim systems to accommodate new hypothesis about the TL system. Systematic, in that L2 learners IL is rule-governed, that is, the learner bases his performance plans on his existing rule system much the same way as the native speaker bases his plans on his internalized knowledge of the L1 system. The variable shape of interlanguage The concept of interlanguage has had a major impact on the field of second language acquisition, studies on interlanguage focus on the linguistic and psychological aspects of second language acquisition research. I will first outline how the interlanguage assumption developed .since the interlanguage concept is not only important for the development of the students grammar system; I will then explore how it applies to other components of language. I will also focus on the consequences of the concept for the teacher and his work in the classroom. Before the 1960s language was not considered to be a mental phenomenon. Like other forms of human behavior language is learnt by processes of habit formation. A child learns his mother tongue by imitating the sounds and patterns he hears around him. By approval or disapproval, adults reinforce the childs attempts and lead the efforts to the correct forms. Under the influence of cognitive linguists this explanation of first language acquisitio n was criticized. Language cant be verbal behavior only since children are able to produce an infinite number of utterances that have never heard before. This creativity is only possible because a child develops a system of rules. A large number of studies have shown that children actually do construct their own rule system, which develops gradually until it corresponds to the system of the adults. There is also evidence that they pass through similar stages acquiring grammatical rules. Through the influence of cognitive linguists and first language acquisition research the notion developed that second language learners, too, could be viewed as actively constructing rules from the data they encounter and that they gradually adapt these rules in the direction of the target language. However wrong and inappropriate learners own language system, they are grammatical in their own terms, since they are a product of the learners own language system. This system gradually develops toward t he rule-system of the target language. The various shapes of the learners language competence are called interlanguage. This draws to the fact that the learners language system is neither that of his mother tongue nor that of the second language, but contains elements of both. Therefore, errors need not be seen as signs of failure only, but as evidence of the learners developing system. While the behaviorist approach led to teaching methods which use drills and consider errors as signs of failure, the concept of interlanguage liberated language teaching and paved the way for communicative teaching methods. Since errors are considered a reflection of the students temporary language system and therefore a natural part of the learning process, teachers could now use teaching activities which did not call for constant supervision of the students language. Group work and pair work became suitable means for language learning. A brief review of approaches to analyses of errors Contrastive Analysis (CA) Contrastive analysis is an approach generated from behaviorist learning theory. Through CA applied linguists sought to use the formal distinctions between the learners first and second languages to predict errors. The basic concept behind CA was that a structural picture of any language could be constructed which might then be used in direct comparison with the structural picture of another language. Through a process of mapping one system onto another, similarities and differences could be identified. Identifying the differences would lead to a better understanding of the problems that a learner of the particular L2 would face. (Corder , 1983). CA stresses the influence of mother tongue in learning a second language in phonological, morphological, lexical and syntactic levels. It holds that L2 would be affected by L1. Here, language is taken as a set of habits and learning as the establishment of new habits, a view sprung from behaviorism, under which langu age is essentially a system of habits. In the course of language learning, L1 learning habits will be transferred into L2 learning habits. Therefore, in the case of L1 transfer into L2, if structures in the MT have their corresponding structures in the TL and L1 habits can be successfully used in the L2, learners would transfer similar properties successfully used in the L2, learners would transfer similar properties successfully and that would result in positive transfer. Contrastively, in the case of negative transfer or interference, certain elements of the MT have no corresponding counterparts in the TL, L1 habits would cause errors in the L2 and learners would transfer inappropriate properties of L1. CA places the environment as the predominant factor in SLA, while learners are believed to play only a passive role in accepting the impositions of the environment. We must not forget that there are numbers of errors made by language learners seem to be unrelated to the learners na tive language. According to SLA researchers non-interference errors were more pervasive in learner performance than CA were ready to recognize. Dulay and Burt (1973) studied the errors made by Spanish-speaking children learning English as an L2 and claimed that all of the learners errors had collected, 85% were developmental (non-interference), 12% were unique and only 3% were results of L1 interference. Primary tenets of CA are: Prime cause of difficulty and error in foreign language learning is interference coming from the learners native language. Difficulties are chiefly due to differences between the two languages The greater the difference s, the more acute the learning difficulties will be The results of a comparison between the two languages are needed to predict th e difficulties and errors which will occur in learning the target language What needs to be taught is discovered by comparing the languages and subtracting what is common to them. (Corder, 1981) 3. Error analysis (EA) It is defined as the study of linguistics ignorance, the investigation of what people do not know and how they attempt to cope with their ignorance, by James (2001).Error analysis was first introduced by Fries (1945) and Lado (1957) who have claimed that foreign or second language learners errors could be predicted on the basis of the differences between the learners native and second languages. They have also suggested that where the aspects of the target language are similar to those of the learners native language, learning will be easy; otherwise, it will be difficult and second language learners are expected to make errors .The field of error analysis in SLA was established in the 1970s by S. P. Corder and colleagues. A widely-available survey can be found in chapter 8 of Brown (2000). Error analysis was an alternative to contrastive analysis, an approach influenced by behaviorism through which applied linguists sought to use the formal distinctions between the learners first an d second languages to predict errors. Error analysis showed that contrastive analysis was unable to predict a great majority of errors, although its more valuable aspects have been incorporated into the study of language transfer. A key finding of error analysis has been that many learner errors are produced by learners making faulty inferences about the rules of the new language. This is the examination of those errors committed by students in both the spoken and written medium. Corder, who has contributed enormously to EA, writes this: The study of error is part of the investigation of the process of language learning. In this respect it resembles methodologically the study of the acquisition of the mother tongue. It provides us with a picture of the linguistic development of a learner and may give us indications as the learning process. Error analysts distinguish between errors, which are systematic, and mistakes, which are not. Corder(1967) made use of Chomskys the competence versus performance distinction by associating errors with failures in competence and mistakes with failures in performance. In his view, a mistake occurs as the results of processing limitations rather than lack of competence. It signifies L2 learners failure of utilizing their knowledge of a TL rule. They often seek to develop a typology of errors. Error can be classified according to basic type: omissive, additive, substitutive or related to word order. They can be classified by how apparent they are: overt errors such as I angry are obvious even out of context, whereas covert errors are evident only in context. Closely related to this is the classification according to domain, the breadth of context which the analyst must examine, and extent, the breadth of the utterance which must be changed in order to fix the error. Errors may also be cl assified according to the level of language: phonological errors, vocabulary or lexical errors, syntactic errors, and so on. They may be assessed according to the degree to which they interfere with communication: global errors make an utterance difficult to understand, while local errors do not. In the above example, I angry would be a local error, since the meaning is apparent. From the beginning, error analysis was beset with methodological problems. In particular, the above typologies are problematic: from linguistic data alone, it is often impossible to reliably determine what kind of error a learner is making. Also, error analysis can deal effectively only with learner production (speaking and writing) and not with learner reception (listening and reading). Furthermore, it cannot account for learner use of communicative strategies such as avoidance, in which learners simply do not use a form with which they are uncomfortable. For these reasons, although error analysis is still used to investigate specific questions in SLA, the quest for an overarching theory of learner errors has largely been abandoned. In the mid-1970s, Corder and others moved on to a more wide-ranging approach to learner language, known as interlanguage. Error analysis is closely related to the study of error treatment in language teaching. Today, the study of errors is particularly relevant for focus on form teaching methodology. EA emphasizes on the significance of errors in learners IL system, Brown (1994) may be, carried out directly for pedagogic purposes. Carl James (1998) viewed, EA developed out of the belief that errors indicate the learners stage of language learning and acquisition.th learner is seen as an active participant in the development of hypotheses regarding the rules of the target language just as a young child learning the first language. Errors are considered to be evidence of the learners strategy as he or she builds competence in the target language. These errors are defined as global which inhibit understanding and local which do not interfere with communication. Error analysis has been criticized as being an inefficient tool for studying the way second language learners develop their target language. It is argued that error analysis deals with the learners productive competence rather than the receptive one, and it is also an imperfect instrument for categorizing errors and explaining them. In the book Error and Interlanguage written by Pit Corder, he stated that various classifications of these error systems have been developed by error analysis researchers, three of which can be helpful for the teacher and are as follows. Pre-systematic; errors occur before the language learner has realized any system for classifying items being learned; the learner can neither correct nor explain this type of error. Systematic; errors occur after the learner has noticed a system and error consistently occurs; learner can explain but not correct the error. This classification relies on three major groups: (1) interference errors; (2) intralingual errors; (3)development errors. Interference errors are caused by the influence of the native language, in presumably those areas where the languages differ markedly. Intralingual errors originate with the structure to TL itself. The complexity of language encourages over-generalization, incomplete application of rules, and the failure to learn conditions for rule application. Development errors reflect the students attempt to make hypotheses about the language from the native language. Post-systematic; errors occur when learner is consistent in his or her recognition of systems; can explain and correct the error. The following steps are distinguished in conducting an EA: collection of a sample of learner language; identification of errors; explanation of errors; error evaluation (Ellis cited in 2005) Richards (1971) focused on the intralingual and developmental errors observed in the acquisition of English as a second language and further classified them into four categories: (i) Overgeneralization; covering instances where the learners create a deviant structure on the basis of his experience of other structure of the TL. (ii)Ignorance of the rule restriction, occurring as a result of failure to observe the restrictions or existing structures (iii) Incomplete application of rules, arising when the learners fail to fully develop a certain structure required to produce acceptable sentences (iv) False concepts hypothesized, deriving from faulty comprehension of distinctions in the TL. from the analyses of errors to the practice of error correction We know that in traditional classroom instruction is laid on accuracy, errors frequently corrected because the teacher thinks the error as a thorn in his/her flesh. Yet with the understanding of IL theory, the role of error correction has changed. Errors are considered natural products in language learning and in fact reflect the modes of learners developing system. What are the sources and causes of Errors? The following factors are identified as the source and causes of Errors Mother tongue interference Wilkins (1972) observes: When learning a foreign language an individual already knows his mother tongue, and it is this which he attempts to transfer. The transfer may prove to be justified because the structure of the two languages is similar-in that case we get positive transfer or facilitation- or may prove unjustified because the structure of the two languages are different- in that case we get negative transfer- or interference. Loan Words

Critiquing A Research Article Qualitative Nursing Essay

Critiquing A Research Article Qualitative Nursing Essay The problem being researched in the article is significant in nursing since it identifies the process, stressors and adjustment strategies of a novice nurse transforming into an expert nurse. This research could assist in developing new policies on institutional level to allow new graduates adjustment in their roles. The author has linked the significance of the research to increased turnover of new graduates in the hospitals in the general world. No specific turnover rates have been mentioned, however, the author has linked the transition difficulty faced by the novice nurses as the main idea behind the research. The author of this article has explicitly explained the purpose of the study as the transitional experiences from a student to a staff nurseà ¢Ã¢â€š ¬Ã‚ ¦..and generate theory. The problem statement or the research statement is written as the study established the needs of the new graduates and identified strategies to facilitate the process of the role transition (pg E1) . The theory which has been generated from this research could be used as a framework by institutes to plan out strategies of retention and growth of their new employees. The limitations have been stated in the discussion part last paragraph as forgotten experiences of the participants and feeling of social constraints. The assumptions have not been listed however, it could be inferred that all the participants were present throughout the study and data saturation was also achieved. Review of the Literature The literature review is significant and relevant to the study been conducted. An extensive literature search has been done for categories that have been formulated during the research. The citations documented in the literature review are clear, complete and current as greater part of the references have been taken between the years 1974 2001. It can be deduced that the literature review is not within the last five years, however, it can be considered that there was a long time gap between the year of research conduction and the publication of the article. On the contrary, no literature review of previous researches of the same topic and gap analysis has been mentioned in the article. The literature is logical, relevant but the comprehensiveness is lacking. The author has, on many instances, linked the study categories with the previous literature categories, for example, the author has linked the first theme of Getting on Board with the a previous research theme by Evans (2001) of period of uncertainty. The literature has been paraphrased and no quotes have been mentioned. The literature review has posed many research questions: what are the coping strategies employed by novice nurses to deal with the transition phase; the strategies are employed by institutions to help new recruits adjustment. Along with this, the author has also mentioned a research aspect of impact of nurse spirituality on patient care in the article. Theoretical/Conceptual framework The article does not mention any usage of a theoretical framework for the research. Theory and research have a reciprocal role towards each other, theory forms the baseline to conduct a research and research is useful to test a theory in different contexts (Polit Beck, 2001 pg 145). Multiple nursing theoretical frameworks are available; however, the most suitable for this research is the theory of Patricia Benner which identifies the qualities of nurse undergoing the stages from novice to competent (article). It also recognizes the difficulties that a nurse has to undergo in order to progress from one stage to another; this theory would have been helpful in analyzing the data and identifying the core categories and themes. Population and Sampling The target population has been described as the recent graduates from the diploma program of the private hospital with a job experience between 6 12 months working in ICU, medical and surgical ward (pg E1). The sampling size has not been mentioned explicitly mentioned in the article, however, in one of the quotes the author mentions Six of the seven staff nurses (pg E3), it can be deduced that the study sample size was seven. According to Polit Beck, a sample size of 20 to 30 participants is required to conduct a grounded theory (pg 358). The author does not significantly mentions the variations in the participants such as age, biological gender, and it does not mention the number of participants selected from each area of the hospital. No method of sample selection has been mentioned but according to Polit and Beck (2001), Glaser (1976) has identified theoretical sampling as a suitable method specifically for grounded theory (pg 356). This sampling technique selects participants o n an ongoing basis as the researcher understands the area of interest and develops categories and themes (pg 356 -357). The sampling size could have been increased by including participants from emergency department, oncology ward and clinic areas. The demand characteristics of participants namely good participant, the negative participant, faithful participant and apprehensive participant have not been mentioned. Along with this no information of Hawthorne effect which defines the effect on dependant variables due to the participants knowledge of being under study has not been mentioned (Polit Beck pg 755). The article does not specify the negative or discrepant participant of the study. Research Design A grounded theory approach has been used as a research design for this study. A grounded theory is the evolution of a theory from the data collected and analyzed (polit beck, 2001). It has indeed played a significant role in developing many nursing theories which are nowadays acting as a framework for many researches. It was developed by Glasser and Strauss in 1960 and functions with the development of categories and themes which are substantive from the original data collected (Polit Beck, pg 230). The grounded theory approach is appropriate for this study design, however, phenomenological approach could also be used as this study explores the human life experiences and their relation to the environment (Polit Beck, pg 227). The author has provided immense information in the form of categories and themes for the study replication but no specific permission has been provided. Data Collection Formal unstructured interviews of 50 to 90 minutes have been tape recorded and transcribed as a method of data collection. Moreover, separate notes have also been used to record the expressions and behavioral changes of the participants. No rationale have been provided for data collection strategies but in grounded theory, according to Polit Beck (2001) in depth interviews and observation are important data collection strategies (pg 230) along with documents and other data sources. These methods are congruent with the research question. Protection of Human Rights There is no mention of the study undergoing a ethical review board or committee, however, the article signifies the usage of informed consent (Polit Beck, pg 176) from the participants. The participation has been based on voluntary basis which denotes the use of the principle of self determination (Polit Beck pg 171). The author also fails to provide evidence of deception from the participation. Furthermore, there is no mention of appropriate time given by participants for the study data collection. The researcher has provided codes to maintain confidentiality and privacy (Polit Beck, pg 174) of the participants. The article does not explicitly mentions the implementation of the principal of beneficence (Polit Beck, pg 170) but it could be assumed that has been minimum risk to the participants. Analysis Data according to the article has been analyzed using comparative analysis which denotes the comparison of one interview with other interviews to identify commonalities (Polit Beck, pg 523). The researcher has utilized the Glasserian grounded theory approach where the data is conceptualized in substantive codes which are interlinked via theoretical codes (Polit Beck, pg 523). The author via open coding (Polit Beck, pg 523) has identified the core category of sailing forward as the central concept which has dominated all the themes. Selective coding is the second step where the researcher establishes relationships between the main core category and the sub-categories (Polit Beck, pg 527). Theoretical codes as per Polit Beck are very powerful because they provide a lot of abstract meaning necessary for grounded theory approach (pg 523). According to the article, the separate notes were verified from the participants for the clarification of the meaning. The data analysis strategy utilized by the researcher fits the research problem as it develops a core category which is surrounded by themes or sub-categories. The categories established have been supported by raw data which has been written in the form of quotations in the article further emphasizing the themes formulated. The explanations provided are reasonable and coherent with the quotes thus increasing the authenticity of the study. Rigor The data collected in the research has been audio taped and individual codes have been provided to each interview. Moreover, separate notes were also used as a strategy for the data collection strategy. Rigor in a qualitative research is based on 4 criterias: credibility, transferability, dependability and neutrality (Krefting, 1990). Though the researcher does not mention that a prolonged time has been spent with the participants but the study participants were re-approached for verification of observation notes and transcribed material indicating that the author has spent a lot of time with the participants increasing the credibility (Krefting, 1990) of the study. The article has two authors but there has been no mention of the method of division of the data analysis; which denotes that a combined effort was made without any interruptions. The article does not specify authors efforts to control the discrepant material and participant thus it could be assumed that the study has the element of neutrality and does not have biasness or socially affected perspectives of the participants and researcher (Krefting, 1990). The researcher does not mention her own perspective which can be taken positively as an aspect to reduce biasness and increase the trustworthiness of the study. The consistency of the study has been strengthened by the narration of quotes and literature support of the emerging themes which clearly shows that if the study is replicated then similar themes would appear. Conclusion and Recommendations The author has identified the state of confusion, anxiety and happiness as initial emotions of the new graduates; guidance as the need of the new recruits and use of senior observations, CNI facilitation and peer aid as the major support systems in their initial adjustment phase. Thus the author has been able to analyze the data in accordance to the research question. The conclusions drawn from the study themes are in connection with the results of the study but the conclusion paragraph of the article mostly includes future recommendations for the nursing practice. The recommendations include increasing post conference timings of the students, ongoing assessments of employees via CBOs and ongoing classes for the employees. The results assist these recommendations as they indicate increased need for a strong support system for the preparation of new recruits. This study is transferable is all settings of Pakistan where new graduates are been hired as new recruits in the institution th us this study has increase transferability.

A Valediction: Forbidding Mourning by John Donne Essay -- A Valedicti

â€Å"A Valediction: Forbidding Mourning,† by John Donne explores love through the ideas of assurance and separation. Donne uses vivid imagery to impart his moral themes on his audience. A truer, more refined love, Donne explains comes from a connection at the mind, the joining of two souls as one. Physical presence is irrelevant if a true marriage of the minds has occurred, joining a pair of lovers’ souls eternally. In order to describe the form which Donne gives to true love he chooses to create a scene of separation. He insists that when in love, absence is not a cause for despair. Stanza two describes the usual reaction lovers have to separation but explains that such reactions of tears and sighs do not prove one’s love but rather the opposite by suggesting that the relationship depends on a physical connection. In stanza three then he states that it is the connection at the mind which is important to a devoted love, and that when this emotional connection of the souls is attained then â€Å"eyes, lips, and hands,† are less to miss. Donne uses a compass to create a visual metaphor for their love. Although the two feet may be far apart, they are constantly joined in the center. This connection at the center is representative of the mental connection which is found at the center of true or refined love. Regardless of how far apart the feet of the compass may move, or how far apart lovers may travel, the connection which is the center of their relationship serves to hold and br...

The Oppression of Poland During Joseph Conrad’s Childhood Essay

The Oppression of Poland During Joseph Conrad’s Childhood Joseph Conrad was born in 1857 as JÃ ³zef Teodor Konrad Korzeniowski in south-eastern Poland. He grew up during one of Poland’s most difficult times. The Polish people were oppressed by three imperial rulers. Joseph Conrad’s parents died as a result of the oppression imposed on the Polish population. Conrad ultimately left Poland mainly due to its political situation. In 1795 Austria, Prussia, and Russia partitioned Poland for the third and last time. What was once a great empire stretching from the Baltic to the Black Sea ceased to exist up until the end of World War I. Though all three countries were oppressive, none was more so than Russia. It occupied the most territory and most resistance occurred against Russian rule. The Polish people never ceased to resist the three imperialist rulers. When Napoleon invaded Russia in 1806, Poles lead the charge hoping the campaign would result in a free Poland. Unfortunately Napoleon’s campaign failed and the Poles that fought alongside of him either had to flee to Western Europe or face hard labor in Russia. Poles once again tried to free themselves in 1831 when they launched the ‘November Insurrection.’ After fighting for over a year, the Polish rebel army was forced to capitulate. Russia immediately punished the Polish population. All schools were closed down and over 40,00 0 families were sent to Siberia. Even though the Polish people faced harsh repression, their patriotic spirit never died. In the second half of the nineteenth century, after almost 30 years of general calm, the Polish people once again began protesting Russian rule. Meetings were held and discussions raged about reforms and emancipatio... ...live. They made every effort to continue their traditions at high risks. At the end of World War I, after 123 years of occupation, Poland finally regained its independence. Works Cited http://www.top-biography.com/9211-Joseph%20Conrad/life.asp Brief biography of Joseph Conrad http://www.citinet.net/ak/polska_16_f2.html Contains information about Poland after the third and final partition of 1795. It is mostly about the ‘November Insurrection’ of 1831 and the uprising in 1863 and their repercussions. http://freepages.history.rootsweb.com/~koby/political/chapter_19/19_1863up.html Describes the events that led up to the uprising of 1863. This website also gives specifics about the uprising itself and life during and after it. http://artyzm.com/g/gierymski/e_powstanie.htm Displays paintings of the uprising.

Bill Gates: Leader and Role Model Essay

Bill Gates is an effective leader and leadership role model and he is my choice for a role a model. Bill Gates has demonstrated and employed good leadership skills to be a successful business man. He has also demonstrated why he is a good role model for those who want to become leaders themselves. I believe that I share many of the leadership traits with Bill Gates and that those traits will help me in my plan for success. The reasons I chose Bill Gates as my leadership role model are as follows: he is one of the founders of Microsoft and has shown good leadership with the decisions he has made running the company and is also in the same field as my career of study which is programming. Bill Gates has many qualities of a leader, but most notably is the fact that he drove his employees hard and himself harder (Boyd, 1995). Throughout the years Bill Gates has shown his leadership capabilities through his dedication and hard work by the ever growing success of Microsoft. Another example of his leadership ability was when he released Windows 3.0 and won the battle for the first GUI operating system, he did this by keeping his hand involved in all the major, potential competitors to his pet project while also continuing development of his own product (Boyd, 1995). A few of the characteristics of an effective leader are knowing the industry in which you plan to work, building your team so that you have sufficient help to accomplish what you set out to do, and most importantly develop a vision and solid goal so the people that work for you know what they are working towards (Hill, 2009). Bill Gates has these traits as well as many more such as being motivated, being intelligent, and being hard working. In his earliest days developing DOS he would joke about what he called his seven-hour turnaround: leave the office late at night, go home, eat, sleep, and be back in the office only seven hours later, and he was proud of it (Boyd, 1995) this just goes to show how hard working he was. My own personal strengths that I have noticed are math, reading, technology (Cook, Week 2 CSI Summary, 2011), and being logical when it comes to problem solving (Cook, Personal Profile(Week 2 Journal Entry), 2011) which I believe I share with Bill Gates. The reasons I believe that these personal strengths will help me to succeed are that it will make it easier to solve work related problems because of my logical thinking process (Cook, Personal Profile(Week 2 Journal Entry), 2011). Also these strengths are an ideal match for the career path that I have chosen with is computer programming. In the field of programming you need to be efficient in all of these areas in order to succeed. Critical thinking is going to play a big part in my plan for success; it will help me to improve upon myself and to make better decisions, not only in my personal life but in my career as well. It will help me to not only know what company I should work for, but also provide me with the best way to tackle particular projects at work. Leadership skills will also play a big part in my plan for success by making it easier to accomplish my goals and giving me more options for my career. By having leadership skills I won’t be limited to just being a programmer I could in fact be a lead programmer heading up and directing an entire team. Accountability will help me to increase my chances of completing my goals of having a higher paying job that I love, like leadership skills will, but in a different way. It will make me more responsible because I am taking accountability for my actions whether it is positive or negative results. So by employing motivation, intellect, and hard work along with other leadership qualities Bill Gates has made Microsoft the company that it is today. So, with a little determination, hard work, and know how anyone can be like Bill Gates and create a thriving company. So in conclusion we should all strive to be like Bill Gates and be just as motivated and hard working in everything we do. References Boyd, A. (1995). Smart money: the story of bill Gates. In A. Boyd, Smart money: the story of bill gates. (pp. 9-26). Greensboro: Morgan Reynolds Inc. Cook, W. (2011). Personal profile(week 2 journal entry). Rockford. Cook, W. (2011). Week 2 csi summary. Rockford. Hill, C. (2009, April). Daily news. Retrieved August 14, 2011, from NYDailyNews.com: http://articles.nydailynews.com/2009-04-04/news/17928884_1_leader-understands-achievable Serrano, G. (2009, April). The gates’ leadership. Retrieved August 14, 2011, from Trends Updates: http://trendsupdates.com/the-gates%E2%80%99-leadership/