Standard and Non-Standard English Essay Example | Topics and Well Written Essays - 1000 words

Standard and Non-Standard English - Essay Example Whether we like it or not, there exist some of variations of the English language. In America alone, a great deal of language variation can exist within the bilingual or English as a Second Language (ESL) classroom, in both English and in the non-English languages. In a bilingual setting in Los Angeles, one teacher identified three varieties of English and three varieties of Spanish in her classroom. Each variety carried with it information about social status and the cultural background of the speaker: Instruction officially went on in the standard forms of English and Spanish, but students used two other varieties of English-Black English and Chicano English-and two other versions of Spanish-Chicano Spanish and a rural northern Mexican variety (Ovando et al., 2002). Globally, Kachru (1992) had also revealed the varieties of English spoken worldwide on the basis of countries in which English is spoken. Kachru (1992) divided countries based into three types labelled the Inner, Outer and Expanding circles. Examples of the inner circle of essentially English-speaking countries include the USA, UK, Canada, New Zealand and Australia. Traditionally non-native speakers have looked to these varieties as providing standards and norms to which they are expected to conform. McArthur (1994) argues that there is now a fair degree of standardisation between many English-speaking nations. Not only the UK and the USA are fairly standardised in their English usage, but Australia, Canada, New Zealand and South Africa as well, fall into this group. Despite some level of standardisation, important differences remain. There are still many people from many regions who manifest significant divergence from the norms of "mainstream" English usage. Trompenaars (1993) summed up the essence of the problem: " as we all know, even the English and Americans are separated by a common language which is used quite differently in different contexts and which has some serious differences in the meanings of individual words" (p. 69). However, although there are regional differences within the native inner circle varieties, people who speak these regional variants have control of and understand the standard native variety of the country in which they reside. Problems in communication need not arise and therefore difficulties in communication between native speakers speaking different varieties of English will not be covered here. Moreover, the Outer Circle refers to countries where English functions as one of many languages and has an official (e.g. Nigeria), or an "associate official language" (India) status. English is used in these countries for a variety of purposes including educational, social, administrative and literary domains. Examples include Singapore, Malaysia and the Philippines. Countries in the Expanding Circle use English as an international language. The speakers do not have a colonial past and the English they learn is based on Inner Circle varieties. Speakers have differing degrees of competence, there are little in the form of shared norms, differences occur mainly in proficiency. In these countries (Japan, Korea, Taiwan, etc.) the number of users is increasing rapidly. The problem with standard and non-standard varieties of English in education is that grammar is usually sacrificed. This is because children learn the structure of the English language-its grammar- intuitively as they learn to talk;

Mentorships nursing Essay Example | Topics and Well Written Essays - 1500 words

Mentorships nursing - Essay Example In order to perform the mentorship role effectively and fulfill their obligations, mentors should acquire some traits that are essential to define their role. These attributes consist of: friendliness, good sense of humor, patience, solid interpersonal skills, approachability and professional development abilities (Morton-Cooper& Palmer 2005). Although these characteristics are incorporated in individual’s personality, staff teaching and mental preparation plays a vital role in establishing relationships between tutor and student. In order to critically evaluate these qualities, mentor can facilitate the needs of a student. It is clear that the natures of these attributes are a testament towards cultivating a solid learning environment. Although this relationship is evident; it does beg the question, how does the relationship between mentor and the tutor begin to cultivate? What factors accumulate to solidify this relationship? The second question that poses from this study is—what are the roles and responsibilities of a mentor? In addition, how does one prepare themselves to face these challenges? Lastly, what knowledge is needed to become involved in student supervision? In essence, quality is vital because it promotes education and professional development. Conducive research suggests that the quality and nature of the mentoring relationship is fundamental towards creating a self-reliant and confident relationship. It enhances the quality of the learning sessions experience (Cahill 1996, Andrews and Wallis In the initiation phase, the mentor and the student familiarize themselves with each. They work together through collaboration and observe each other closely. Here, the initiation of harnessing support and having access each other, and is crucial to their development of the relationship. At this phase, commitments can

Loan Application for Water Desalination Plant

Loan Application for Water Desalination Plant Kelly Crossen Committee: The World Bank Country: Japan on behalf of Yemen Total Amount: US$50,000,000 Type of Loan: IBRD 1. Total Amount of Loan: US$50,000,000 2. Proposed Project- The purpose of this loan is for the constructing of a water desalination plant in the coastal city of Mokha, 54 miles west of the water scarce city of Taiz. At full capacity the plant would be able to pump a total of 100,000 cubic meters of water per day, more than enough to meet the daily needs of Taiz city, which they estimated to be 55,000 meter. Located along the Mokha coastline, the plant would be connected to a pipeline running from Mokha to Taiz and then later to Ibb and Sanaa cities, serving all small towns and villages located along the way. The Japanese government is presenting this loan to the World Bank to strengthen the economy through increase production of Yemen nature resources, such as the coffee, corn, and wheat coming from the Haraz Mountain, which would reduce the dependency on the yearly humanitarian aid received from the UN and other foreign countries. Today, Yemen receives nearly 200 million in foreign aid per year. In addition, the lack of clean water had increase the spread of water-borne disease on a scale not seen in decades. Cholera, diarrhea and dengue fever have spread at shocking rates in rural areas where access to clean water is limited. 3. Background According to Yemen Water and Environment Minister, Abdulsalam Razzaz Yemen suffers with the most water shortages in the Arab region. He pointed to Yemens increasing population growth rates and limited rainfall for the exacerbation of the country water crisis, noting that at its current state Yemen would soon be unable to sustain its supplies. Today about 25 million Yemenis which is around 70% of the population, struggle daily to find or buy enough clean water to drink or grow food. As a result 14.7 million Yemenis currently depend on humanitarian aid. A senior expert at Yemens water and environment ministry states ordinary Yemenis now pay more than 30 % of their income just to get water in their houses. Prices have more than tripled since March, reaching 10,000 Yemen rials ($47) for a four cubic meter tank of water. According to a report by the U.N. Development Programme (UNDP), Yemen is withdrawing almost 169 % of its renewable water resources, meaning that it is using water far faster than it can replenish its supplies. According to the reports conducted by the UNDP the gap between the countrys demand for and supply of water has widened to 1.4 billion cubic meter per year as a result of one of the highest population growth rates in the world and peoples extensive use of water. Only a tiny proportion of Yemeni household are connected to the municipal supply. The state run municipal company only supplies some household in the city while 70% of Yemeni lives in rural area. In the capital of Sanaa only 40% of houses are connected. The pipe network is old and an estimated 60% of water is lost through leaks. 4. Rationale- Without this loan, the water crisis in Yemen has the potential to cause great destruction to the nation. Access to clean water and sanitation is one of the most cost-effective development interventions and critical for reducing poverty which is one of the World Bank decisive goal. With clean water readily available, women no longer have to spend hours every day collecting water, agricultural production can increase, the cost of services and goods could go down and the reduction of water-borne diseases. Studies have shown with proper management, not only would construction of the plant help fill the ever widening gap in the citys dwindling water supply, but that it would also be able to provide consumers with high purity water at cheaper rates than consumers were currently spending. The project will be managed by the Ministry of Planning and the International Cooperation Secretariat. The timeline for the project will be 5 years from planning to implementation. There will be quarterly report made to the World Bank on all phases of the project. The project will be broken down in four phases. The first phase will be the project planning in which a project scope will be put in writing. Next will be project execution where resources are tasks and teams are formed with responsible. Next will be project performance and control where project managers will compare project status and progress to actual plan. Finally, project close after all tasks are completed and the project is up and running. 5. Allocation- US$100 million for construction of the pipeline leading from Mokhta to Sanaa US$150 million for construction of the desalination plant. US$50 million for construction of pipe network to the rural communities. US$25 million each will come from Japan and EU; UNDP will provide US $200 million and IDA will provide US$50 million.   6. Environmental Impact This project will have a positive impact to the environment by helping to reduce climate change in the region. The increase water supply will aid in the increase of the natural resources and the reduction of humanitarian aid to the country. 7. Credibility Japan became a member of the World Bank in 1952; the World Bank has provided more than 30 loans totaling US$850 million to the country, which all were paid back on time. The last loan taken by Japan was issued in 1966 by the 1970s they transition from borrower to now a source of finance. Japan became the second-largest shareholder of the World Bank in 1984, gaining a greater voice as one of the most important partners. Over the last forty years, approximately US$150 billion of World Bank bonds have been sold to Japanese institutional and individual investors. Japan holds an 8.90% voting shares in the International Bank for Reconstruction and Development. 8. Co-Financing Government of Japan.US$25 mil EU.. US$25 mil UNDP. US$200 mil IDA.. US$50 mil 9. Maturity The terms are as follows:Amount: $50,000.00 from IDAGrace Period : 3-5 years Fixed RateInterest Rate: 1.15% Maturity : 5 years

Impact of the Automobile from 1900-1945 :: American America History

Impact of the Automobile from 1900-1945 The impact of the automobile between 1900 through 1945 was immense. It paved the way for a future dependency on the automobile. To paint a better picture, imagine life without an automobile. Everyday life would be dull, cumbersome, and tedious. An individual's mobility would be very limited. Basically, the life without an automobile could not be fathomed. The importance of the automobile is often taken for granite. Society may not know what appreciate the impact of the automobile and effects it has created. The impact of the automobile had both positive and negative effects on America between 1900 through 1945. Automobile provided an outlet for individuals and spread the freedom of travel among all classes of people. It also helped to introduce rural dwellers to the aspects of urban life and vice versa. One of the negative effects was that automobiles helped to put of big decline in the use of railroads. Over the course of the paper, I will try to expose the huge impact of the automo bile an early twentieth century life. The image of a self-propelled vehicle dates back around the early thirteenth century. Europe is the birthplace of the automobile, but it was adopted by America. Roger Bacon had a vision of cars being made without animals so they can be at astonishing speeds and maneuverability . About three hundreds years later, Leonardo Da Vinci rejuvenate Bacon's idea with hopes of creating a military vehicle. His idea was transformed into the modern day tank. The first step in making a self-propelled vehicle was taken by Nicholas Joseph Cugnot. He was an eighteenth century French artillery officer. "In 1769 he built and ran a three-wheeled carriage mounting a steam engine of his own design, with the idea that it might be used for pulling guns"2. It was very clumsy vehicle that was shot into the air when it reached the top speed of three miles an hour. Cugnot's vehicle provided almost no improvement of the horse. In the early years of the nineteenth century an American and British duo had began an automotive experiment. Richard Trevithick, a British engineer, and American genius, Oliver Evans created a workable but crude vehicle propelled by steam3. This early experiment was an improvement, but the railroads and stagecoach companies joined together. With this new combining of forces the new steam vehicle, the Orkuter Amphibolos, was brought down.

Blaise Thomas “Tom” Golisano Essay

Blaise Thomas â€Å"Tom† Golisano is the founder of Paychex, the second-largest payroll processor in the United States. He also owns the Buffalo Sabres hockey team. He ran for governor of New York in 1994, 1998, and 2002. He lost all three elections but surprisingly defeated incumbent New York Governor George Pataki in the hotly contested 2002 elections. The founder of Paychex built a high-performing organization on an unconventional premise at the time: Hire people with the right attitude and then teach them the skills to do the job. But rapid growth in the 1990s showed Paychex that it needed a more systematic approach to reliably execute this philosophy throughout its geographically dispersed operations, especially at the important front line of customer service. The resulting solution  Ã¢â‚¬â€œÃ‚  one that includes more sophisticated hiring practices, more extensive training and development, and multiple reinforcement mechanisms  Ã¢â‚¬â€œÃ‚  still serves the company well today. He stands for good government, political reform and fair play.   In January 31, 2006 he announced his decision to no longer run for public office due to personal and professional reasons.   He is involved in many business interests, and will continue to remain active in Paychex and other entrepreneurial ventures.   He also said he will continue his philanthropic activity. He is still committed to the economic development of New York, as well as promoting responsible government. He has received many awards for his prowess in business: David T. Kearns Medal of Distinction – recognizing significant achievements in business, public service and education, by the University of Rochester’s William E. Simon Graduate School of Business Administration Rochester Business Hall of Fame (2001) The 1987 Herbert W. VandenBrul Entrepreneurial Award, presented by Rochester Institute of Technology’s College of Business â€Å"Master Entrepreneur† award in Ernst & Young’s Entrepreneur of the Year awards competition for Western New York Humanitarian of the Year Award, presented by the Boy’s Town of Italy, and the Commerce and Industry Award of the Rochester Chamber of Commerce. Outstanding Alumni Award from the American Association of Community Colleges He has been actively involved in a great deal of charitable work. In 1984, he founded the B. Thomas Golisano Foundation. His foundation awards grants to organizations dedicated to providing opportunities for those with disabilities and offering support to their families. In 2002, The University of Rochester re-named their pediatric hospital Golisano Children’s Hospital where he donated $14 million in March 6, 2006 as well as $6 million to Bishop Kearney High School and Our Lady of Mercy. Reference: Edited by Investor’s Business Daily. â€Å"Profiles in Business Success 51 Top Leaders and How They Achieved Greatness.†. New York: McGraw-Hill p. 50. Retrieved from the web:   http://www.en.wikipedia.org/wiki/Tom_Golisano   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     http://www.golisano.com http://www3.interscience.wiley.com/cgin/abstract/109792492/ABSTRACT?CRETRY=1&RETRY=0

Eschools as Organisations Post 16 Options for Young People and Adults Essay

1. 2 Explain the post 16 options for young people and adults: – Once a young person has reached year 11 there are a number of choices to make about their future, this could be choosing a new course at school or college or entering employment and training. These options will give them a good base on building a future career. Post 16:- Continue in full time education either sixth form or at a local college. Depending on their results they can choose from the list below:- Post 17:- If they have just completed a one-year course, following Year 12, they may decide to continue their studies full time or look for jobs and training:- Post 18:- Following Year 13, they will have a number of choices to make about their future. They may decide to continue their studies full time or look for jobs or training. List of options for post 16, 17 and 18. Course at entry level- Entry level courses do not require any exam passes and usually take one or two years to complete, a course at this level is an – Entry Level Certificate. Course at Level 1(foundation Level) – Foundation level courses do not usually require any exam passes. Depending on which course they do it usually takes either one or two years to complete. Examples of courses at this level are: -Introductory Certificates/Diplomas -National First Award (level 1) -National certificate/Award (level 1) -GCSEs -NVQ Level 1 Welsh Baccalaureate Qualification (foundation Level) All foundation Level courses can lead to higher level courses or work and training. Courses at level 2 (intermediate level) – Intermediate Level courses may require two or three passes at grades D–G and they usually take two years to complete. Examples of courses at this level are: – GCSEs – First Certificates/Diplomas – National Certificates/Awards (Level 2) – NVQ Level 2 – Foundation Apprenticeship – Welsh Baccalaureate Qualification (Intermediate) All Intermediate Level courses can lead to higher level course or jobs with training. (Providing they get the grades required). Courses at level 3 (advanced level) Four or five GCSEs at grades A*- C or equivalents are usually required for entry. Depending on the type of course, they generally take either one or two years to complete. Examples of courses at this level are: – AS/A levels, including applied A levels – National Diploma – International Baccalaureate – Welsh Baccalaureate Qualification (Advanced) †¢ NVQ Level 3 – Apprenticeship. All Advanced Level courses can lead to higher education or jobs and training (providing they get the grades required in the appropriate subjects). Welsh Baccalaureate Qualification:- The Welsh Bac is now becoming available to more learners throughout Wales in schools, colleges and work-based settings. It allows for more flexibility in their studies. They will also develop skills and learning styles that prepare you for further and higher education, as well as the world of work. The Welsh Bac consists of two parts: Core – consisting of five components: – An Individual Investigation (which is like a project) into a subject of their own choice. – Wales, Europe and the World – Key Skills – Work-related education – Personal and social education. Options – where they choose from course/programmes that are currently offered, for example: – GCSE – AS/A levels – VCE (Vocational A levels) – NVQ – BTEC – OCR-*- New Principal Learning and Project Qualification will also be available as option within the Welsh Bac. Apprenticeships: Apprenticeships bring them formal qualifications and highly specific work skills. They must be employed so they will be earning while they learn. They can also use Apprenticeship as a stepping stone to higher qualifications. As an Apprentice, their skills and role are respected, many top managers started out by learning a trade and understanding how the organisation works from the ground up. To gain access to an apprenticeship applicants would need: — Four or five GCSEs at grade C or above are usually needed. – They’d be paid while they learn the skills that employers are looking for. – They’d gain an NVQ Level 3 qualification as an Apprentice or a Level 2 qualification as a foundation Apprentice. Higher Apprenticeships are also available at a Level 4 or above. Traineeships: If the student was leaving school or college a Traineeship could help them get the skills needed to get a job or progress to further learning at a higher level, for example Apprenticeships or further education. In most cases they can start on a Traineeship at any point during the year and they don’t need any formal qualifications to access the programme. There are different levels of Traineeship. (Post 18) †¢ Engagement: If they are finding it difficult to find the right job, get into work or develop their skills and learning, this level will help prepare them for the world of work or full time learning. This level can include work placements, community projects or training. Level 1: If they know what career they want to follow and are ready for full-time learning at Level 1, this level will allow them to progress their skills further in their chosen subject and can also include work placements and community projects. If they have successfully completed a Level 1 and are still out of work, they maybe eligible to start learning at Level 2. Voluntary work: As well as doing something worthwhile and rewarding in its own right, voluntary work can also be a good way of gaining skills and experience, especially if they don’t find a job or training right away. It also looks good on a CV. Youth Gateway: If they need some extra help and support before applying for a course, job or training, Youth Gateway is a short programme run by Careers Wales to help them with identifying and developing skills, job search, making applications and choosing suitable courses. Information on this can found at the local Careers Wales Centre. Direct. Gov [15 April 2012] www. education. gov. uk [1 April 2012 wales. gov. uk [ 1 April 2012].

The best DIY Halloween Decorations

The best DIY Halloween Decorations The devil is in the detail, thats why decorations are crucial for every Halloween party. We have gathered a list of easy decorations, which you can make by yourself without spending a lot of money. You can also use it as a starting point for your own ideas. 1. To make these handmade lamps you will need some cans, hammer, nails and paint. And of course imagination to make something special. 2. Another great idea will be floating witchs hat luminaries. It is super easy to make and looks very impressive. 3. Very easy Halloween decorations are pumpkin-cats. Carve the eyes, make ears and put a candle to light it out. And dont forget to paint it black. 4. This DIY Halloween decorations will impress anyone at your party! It is simple, yet fascinating. And it will only take you a few minutes to make a ghost like this. 5. Buy some plastic cups of different colors, draw faces on them and put LED tealights inside. DONT use real candles! 6. You can make basically the same with paper bags. Once again, use only LED tealights! 7. Flying bats will be great handmade Halloween decorations. Add them to your walls for a spooky effect. 8. You can turn your whole house into a jack-o-lantern. Put a paper made face on one of the windows and thats pretty all. 9. Edgar Allan Poe made ravens one of the most scary things in the world. Decorate your house with dozens of ravens and of course pumpkins. 10. Buy some spider webs, candelabra and add a few of bats or other scary animals. 11. To make these ghosts you will need to snap a light stick and put it in the balloon. Then draw a face on it and voila.