Sexual Pressures Essays (863 words) - Human Sexuality,

Sexual Pressures sexual pressures The media is just one of the factors responsible for the increase in teen sexuality. Throughout a humans adolescents years they are subject to a number of sexual pressures. Through research I have found that peers are among the most influential. An adolescent is not limited to peer pressure though. They face pressures from the media as well. I believe that media pressure is just a influential as peer pressure. There is also other pressure, from people such as older friends, parents, and just adults in general. Peers is a term that can be defined as friends. I have found that many teens have friends that are athletes. In high schools, boy athletes outscore all of the other boys with the girls(Elias 1). On the other hand , girls on sports teams are much less sexually active than other females who do not play sports(Elias 1). This shows that male athletes are far more pressuring each other on the issue of sexuality. So for males who are into sports they are subjected to a host of pressu res and can as a result do things they would not normally do. On the contrary, I found that females who do sports are far less pressured and influenced about sex. In fact they are far less likely to be sexually active than teen females who do not participate in sports. I believe that all teens in general should know the results of being a sexually active teen. There are many consequences of being sexually active, one of the major one being sexually transmitted diseases. A sexually transmitted disease might not sound so bad but, some can cause sterility and even worse , death. Even when condoms are used, a STD can still be transmitted. Depending on the type of std they can or can not be cured. A few diseases that can not be cured include herpes, HPV, And HIV, which later turns into the virus AIDS. The disease HPV can cause cervical cancer and HIV results in a long, painful death. Almost a third of sexually active teens contracted a new STD within a mere six months, reported one study , even among condom users(Terilliger 2). Once a teen has become sexually active he or she must assume new roles. Males must think about the issue of perhaps becoming a father by accident of intentionally. Moreover, females must think about all the consequences of having sex. No sex happens to be the safest form of sexual activity. It is not hard for a condom to break of for birth control pills to be forgotten once or twice during a cycle to cause a pregnancy. In addition, once a female becomes pregnant there are few options she can explore. In a like manner, adults are an impact on a teens sexuality. Most teens look up to an adult and admire them. Likewise, they want to try to be like there idol. This is why an adult can have a profound impact on a teen trying to cope with the pressures of sexuality. That is why all adults in all classes of society should watch what they do or say in relation to teens. For example, The President of the United States was adulterous and lied about it. We as society say so what? when the accusations surfaced at first(Kavanagh 13). In the same fashion, the media plays a huge part of sexual pressures exerted on a teen. One way being television. Television at the present time is full of vulgarness and sex. As far as prime time television is concerned is safer to watch old re runs of the Lucy Show and the Cosby Show. they ere from an era where sex was not such a prime time staple(Riley 186). This show how much society has changed concerning sex. In the old times sex was not a way to get better ratings like it is today. Similarly, music has an impact on an adolescents sexuality. Rap lyrics at the current time are full of obscenities and words concerning sex. In the rapper Eminem's song Role Model , he says, Im going to rape her and leave her, once I get near her(mathers

History of Computer Essay Example

History of Computer Essay Example History of Computer Essay History of Computer Essay HISTORY OF COMPUTER THE PRE-MECHANICAL AGE: 3000 B. C. – 1450 A. D. 1. Writing and Alphabets – Communication First development of signs corresponding to spoken sounds, instead of pictures, to express words. Around 2000 B. C. , Phoenicians created symbols that expressed single syllables and consonants (the first true alphabet) The Greeks later adopted the Phoenician alphabet and added vowels; the Romans gave the letters Latin names to create the alphabet we use today. 2. Paper and Pens – input technologies. Sumerians’ input technology was a stylus that could scratch marks in wet clay. About 2600 B. C. , the Egyptians wrote on the papyrus plant. Around 100 A. D. , the Chinese made paper from rags, on which modern-day paper-making is based. 3. Books and Libraries – output technologies (permanent storage devices) Religious leaders in Mesopotamia kept the earliest â€Å"books† The Egyptians kept scrolls. Around 600 B. C. , the Greeks began to fold sheet of papyrus vertically into leaves and bind them together. 4. The First Numbering System Egyptian system: The numbers 1-9 as vertical lines, the number 10 as a U or circle, the number 100 as a coiled rope, and the number 1,000 as a lotus blossom. The first numbering system similar to those in use today were invented between 100 and 200 A. D. by Hindus in India who created a nine-digit numbering system. Around 875 A. D. , the concept of zero was developed. 5. The First Calculator: The Abacus. One of the very first information processor. The Abacus was man’s first recorded adding machine. It was in 500 B. C. when the Abacus was invented in Babylonia, then popularized in China, the Abacus is an ancient computing device constructed of sliding beads on small wooden rods, strung on a wooden frame. You could call the Abacus as the first Calculator. THE MECHANICAL AGE: 1450 – 1840 1. The first Information Explosion. Johann Gutenberg ( Mainz, Germany; c. 1387-1468) Invented the movable metal-type printing process in 1450. 2. The first general purpose â€Å"computers† People are the one who held the job title â€Å"computer†: One who works with numbers. 1614 John Napier introduces logarithms, he invents logs. Logs allow multiplication and division to be reduced to addition and subtraction. 1617 John Napier employing an ancient numerical scheme known as the Arabian lattice, lays out special version of the multiplication tables on a set of four-sided wooden rods, allowing users to multiply and divide large numbers and find square and cube roots. 1623 Wilhelm Shickard, a professor at the University of Tubingen, Germany who invented the first mechanical calculator that can work with six digits and carries digits across columns. 1625 William Oughtred (1575-1660) invented the slide rule. 1642 Blaise Pascal invented a mechanical calculation machine and he called it as Pascaline. The Pascaline can solve mathematical problems like addition and subtraction. 1671 Gottfried Leibniz, a German mathematician who invented a machine called Stepped Reckoner that could multiply 5 digit and 12 digit number yielding up to 16 digit number. 1801 Joseph-Marie Jacquard developed an automatic loom that was controlled by punched cards. 1820 Charles Xavier Thomas de Colmar a French who developed the Arithmometer, This device performed the same type of computations as Leibniz’s Stepped Reckoner, but was more reliable. 1821 Charles Babbage invented the first, modern Computer Design: a steam powered adding machine called the â€Å"Difference engine. † Babbage understood that long math problems were just repetitive operations. Therefore, Babbage made a machine to automatically solve math problems. 1832 Babbage also invented the â€Å"Analytical Engine. † A mechanical adding machine that took information from punch cards to solve and print complex mathematical operations. 1842 The first program was written by Ada Augusta Lovelace for Babbage’s Difference Engine. Thus Ada Lovelace is credited with being the first computer programmer. The programming language Ada is named in her honor. THE ELECTROMECHANICAL AGE: 1840 – 1940 1. The beginning of Telecommunication. Voltaic battery The first electric battery, known as the voltaic pile, was invented in 1800 by Alessandro Volta. Telegraph Samuel F. B. Morse conceived of his version of an electromagnetic telegraph in 1832 and constructed an experimental version in 1853. Telephone and Radio 1876 Alexander Graham Bell developed the first working telephone and transmitted his now famous quotations â€Å"Watson, come here, I want you. † 1894 Guglielmo Marconi discovered that electrical waves travel through space and can produce an effect far from the point at which they originated. 1852 George Boole develops binary algebra. This became known as Boolean algebra and became important in the 20th century when binary computers were developed. 2. Electromechanical Computing 1853 Pehr and Edvard Scheutz complete their Tabulating Machine, capable of processing fifteen-digit numbers, printing out results, and rounding off to eight digits. 1885 Dorr Felt devices the Comptometer, a key driven adding and subtracting calculator. 889 Felt’s Comptograph, containing a built-in printer, is introduced. 1890 The first person to successfully use punched cards- specifically for census taking- was Herman Hollerith. By the 19th century, the number of people in the United States was so large, it took seven years to count them all. 1893 Otto Shweiger, a Swiss engineer, invented the first efficient four function calculator called the Milli onaire. 1906 Lee De Forest invented the Vacuum tube. This was important because it provided an electrically controlled switch; a necessity for digital electronics computer. History of the computer electronic age Presentation Transcript HISTORY OF THE COMPUTER THE ELECTRONIC AGE 1941-PRESENT 1941: KONRAD ZUSE Built the first programmable computer called the Z3, capable of following instructions . Z3- was the first fully functional, PROGRAM CONTROLLED computer of the world. Z1 Z3` 1942-Howard Hattaway Aiken A student of Harvard University built the Mark I â€Å" The First Stored-Program Computer. ASCC Harvard Mark 1 is 8 feet tall, 51 feet long, 2 feet thick, weighed 5 tons, used about 750,000 parts, 500 miles of wires, 3-5 seconds per calculation. A- Automatic S-Sequence C-Controlled C-Calculator 1942: John Atanasoff and Clifford Berry Completed the first all-electronic computer, called the ABC Computer, it was the first computer to use electricity in the form of vacuum tubes to help make electric computation possible. This is used for solving complex system of equations. ATANASOFF BERRY THE FOUR GENERATIONS OF DIGITAL COMPUTING THE FIRST GENERATION COMPUTERS: 1951-1958 VACCUM TUBES AS THEIR MAIN LOGIC ELEMENTS. PUNCH CARDS TO INPUT and EXTENALLY STORE DATA. ROTATING MAGNETIC DRUMS FOR INTERNAL STORAGE OF DATA PROGRAMS. First generation computer had vacuum tubes, resistors, and welded metal joints. They were large, slow, expensive, and produced a lot of heat. Often broke down because of burned-out vacuum tubes. Also needed many experts to operate them. When running these computer, people stood by shopping carts full of replacement of vacuum tubes. 1945: PRESPER EKERT and JOHN MAUCHLY Developed the first operational electronic digital computer, called ENIAC, for the US Army. It is over 1000 times faster than Mark I, and could perform 5,000 additions per second. E- Electronic N-Numerical I-Integrator A-and C-Calculator ENIAC had more than 18,000 vacuum tubes, and took up 1,800 square feet of space. In addition, the electrical current of ENIAC required could power more than a thousand modern computers. Today ENIAC’s technology could fit in a modern wristwatch. ECKERT and MAUCHLY 1951: UNIVAC This computer was also designed by Eckert and Mauchly , became the first commercially available electronic computer. One of this version the UNIVAC 5 was used to predict result of the 1952 US presidential election. It is used for business transactions and operations. UNIVAC is 5 feet tall, 50 feet in length. Consist of 5,600 vacuum tubes and 18,000 crystal diodes. An internal storage of 1000 words or 12,000 characters. UNIV ersal A utomatic C alculator 1951-1953: MAGNETIC CORE MEMORY This was the fastest type of memory until the late 1980’s. 1953: IBM 701 Known as the â€Å"DEFENSE CALCULATOR. IBM’s first commercial or business scientific calculator.

Relationship between Workload and Effectiveness in the Nursing Research Paper

Relationship between Workload and Effectiveness in the Nursing Practice - Research Paper Example Unfortunately, though, there often arise factors such imbalanced nurse-patient ratio, lack of motivation, ill-resourced facilities and absence of on-the-job training that prevent nurses from working as effectively as they are expected to. It is against this background that the present project is being carried out to ascertain how a properly planned nurse-to-patient ratio can help in improving the service delivery given by nurses to patients. Some emphasis will be given to nurse-to-patient ratio through the other factors mentioned shall be considered. At the end of the project, it is expected that there will be a clear outline of new responsibilities expected of nurses even as their duties will be adjusted. There will also be a major recommendation to cut down the couple-per-nurse from four mothers and four babies to three mothers and three babies per nurse. The work of the nurse is undoubtedly one of the most stressful professions. This is because it entails working with different people with different needs and attitudes. Regardless of the health needs of the patient and the patient’s personal attitude, the nurse is expected to fit in squarely without fail. This indeed is a very challenging situation for any nurse at all. In light of this, researchers have come to study the relationship between the workload of a nurse and effectiveness at the workplace. According to a recent study, nurses work best if the workload they have to handle per day (8 hours) is minimal enough to attract full attention. This means that overcrowding of patient population would automatically stress the nurse up and affect her effectiveness at work. Such nurses may either resort to falling on inexperienced nursing assistance or abandoning certain core aspects of their work.  

Network Protocol Essay Example | Topics and Well Written Essays - 4250 words

Network Protocol - Essay Example It is an admitted fact that computer technology has affected many parts of our life by playing a vital role. In addition, business organizations are adopting modern and innovative tools and technologies in order to survive in this ever-increasing competitive world. In fact, with the developments in information technologies, organizations are adopting the trend of building their IT infrastructure using already developed services rather than re-inventing the wheel. In view of the fact that it helps organizations reduce development costs and provide the system with greater adaptability as new services can be composed and existing services can be discarded in case of any change in business requirements or market conditions. In this regard, organizations are increasingly adopting Service Oriented Architecture (SOA) to build their IT infrastructure by dynamically composing loosely coupled services to perform their business operations. This research is aimed at exploring SOA and web service technology, focusing on its significance as compared to traditional distributed computing paradigms. In this paper, the significance of different protocols that form the basis of SOA and web services is also revealed and different frameworks and tools are discussed that provide the capabilities of development and integration. Keywords: Service-Oriented Architecture, XML, Web Service Description Language, Web services Introduction Service-oriented architectures (SOA) is a rising approach, promising, efficient and effective system that is loosely coupled, based on open standards, and is not bound to a special type of protocols. In this scenario, the operation of the organization, adopting SOA is run by invoking loosely coupled services often in an asynchronous or event driven style according to the requirements of the underlying business process (Papazoglou & Heuvel, 2007). Basically, the Web services have been very popular since 1999 and the most significant factor that forms the basis of success and popularity of web services is the truth that its backbone is XML (Suda, 2003). In addition, the Web Services work by defining web interfaces all the way through the usage of XML schema and a machine-readable specification called Web Services Description Language (WSDL) to describe the configuration of the input and output messages that are exchanged to invoke and consume the service (Wilkinson et al. , 2009). This paper will provide a brief description of SOA, web services and the advantages of web service technology over other traditional technologies. Basically, this research is aimed at exploring SOA and web service technology, focusing on its significance as compared to traditional distributed computing paradigms. In this paper, the importance of a wide variety of protocols that form the basis of SOA and web services is also revealed and different frameworks and tools are discussed that provide the capabilities of development and integration. Service Oriented Architecture (SOA) Service-oriented architecture (SOA) is an influential distributed computing architecture that facilitates a higher degree of abstraction in the development, deployment and operation of platform independent IT infrastructure. Additionally, the SOA involves the communication between service providers and service consumers for the consumption of hosted services. SOA provides with a scheme of architecting , implementing, installing, and administering the IT infrastructures, in which, business functionality is provided by reusable services with the help of interfaces which are defined separately from the service

Strategy memo Essay Example | Topics and Well Written Essays - 500 words

Strategy memo - Essay Example Because its pros and cons are not properly and completely communicated to the general public, none of the taco shell products can find acceptance. Thus, communicating the research done on these food items and their respective benefits and disadvantages is the first priority. Though various organizations like FDA, GEFA and others are continuously testing and approving GM foods, it is the duty of the producer and marketer to convey details of the product to the public. Absence of this would lead to negative impact and Communicating the benefits of GM foods and adherence to FDA norms in preparing these by Taco Bell and Kraft Food in the press conference to be held. Ensuring that long term effects of these foods will be studied in detail and no harm to humans will be done. Ownership of this step to be taken by Public Relations Director of both Taco Bell and Kraft Food. Discussing the issues with government and food authorities to find healthy solutions or substitutes. Alternatively, these authorities may also provide testimony of quality and compliance on part of Taco Bell and Kraft Food. This will help counteract the negative influence of this allegation on Taco Bell Restaurants. Ownership of this task is to be taken by senior executives of both the corporations and higher authorities of government and food regulatory bodies. This action will follow immediately after the press conference. A detailed report will also be printed in major dailies. Another issue is to tackle people who have got ill by the use of taco shells. To combat it, Taco Bell and Kraft Foods have to provide treatment and checkup to those who have suffered or are suffering. This action is essential to maintain customer loyalty and correct the mistakes done by improper research and promotion of GM

The Standard American-English

The Standard American-English American English also known as United States English, or U.S. English) is a set of dialects of the English language used mostly in the United States. Approximately two thirds of native speakers of English live in the United States.[2] English is the most common language in the United States. Though the U.S. federal government has no official language, English is considered the de facto, in practice but not necessarily ordained by law, language of the United States because of its widespread use. English has been given official status by 30 of the 50 state governments.[3] There are no official rules for Standard English because, unlike some other languages, English does not have a linguistic governance body such as the Accademia della Crusca, Real Academia Espaà ±ola, the Acadà ©mie franà §aise or the Dansk Sprognà ¦vn to establish usage. The English language, which originated in England, is now spoken as a first or second language in many countries of the world, each of which has developed one or more national standards of pronunciation, grammar, vocabulary, and spelling. As the result of historical migrations of English-speaking populations and colonization, and the predominant use of English as the international language of trade and commerce (lingua franca), English has also become the most widely-used second language,[1] and is therefore subject to alteration by non-native speakers. Numerous non-native dialects are developing their own standards- those, for example, of English language publications published in countries where English is generally learned as a foreign language.[citation needed] In countries where English is either not a native language or is not widely spoken, a native variant (typically British English or North American English) might be considered standard for teaching purposes.[2]. The effects of local native languages on the creation of creoles or pidgins have contributed to the evolution of the many local and regional varieties of English. But they were not considered to be part of the language until the people that spoke them said that they should be. African American Vernacular English African American Vernacular English (AAVE is an African American variety (dialect) of American English. Non-linguists sometimes call it Ebonics (a term that also has other meanings or strong connotations) or jive or jive-talk. Its pronunciation is, in some respects, common to Southern American English, which is spoken by many African Americans and many non-African Americans in the United States. There is little regional variation among speakers of AAVE.[1] Several creolists, such as William Stewart argue that AAVE shares so many characteristics with creole dialects spoken by black people in much of the world that AAVE itself is a creole. On the other hand, others maintain that there are no significant parallels.[2][3][4][5][6][7] As with all linguistic forms, its usage is influenced by age, status, topic and setting. There are many literary uses of this variety of English, particularly in African-American literature. AAVE includes many of characteristics of other nglish language-forms spoken by people throughout much of the world. AAVE shares pronunciation, grammatical structures, and vocabulary in common with various West African languages.[8] Many features of AAVE are shared with English dialects spoken in the American South. While these are mostly regionalisms (i.e. originating from the dialect commonly spoken in the area, regardless of color), a number of them-such as the deletion of is-are used much more frequently by black speakers, suggesting that they have their origins in black speech.[9] The traits of AAVE that separate it from Standard American English (SAE) include: à ¢Ã¢â€š ¬Ã‚ ¢changes in pronunciation along definable patterns, many of which are found in creoles and dialects of other populations of West African descent (but which also emerge in English dialects that may be uninfluenced by West African languages, such as Newfoundland English); à ¢Ã¢â€š ¬Ã‚ ¢distinctive vocabulary; and à ¢Ã¢â€š ¬Ã‚ ¢the distinctive use of verb tenses. Phonology of African American English The near uniformity of AAVE pronunciation, despite vast geographic area, may be due in part to relatively recent migrations of African Americans out of the South as well as to long-term racial segregation.[19] Phonological features that set AAVE apart from forms of Standard English (such as General American) include: à ¢Ã¢â€š ¬Ã‚ ¢ Word-final devoicing of /b/, /d/, and /É ¡/, whereby for example cub sounds like cup.[20] à ¢Ã¢â€š ¬Ã‚ ¢ Reduction of certain diphthong forms to monophthongs, in particular, /aÉ ª/ is monophthongized to [a] (this is also a feature of many Southern American English dialects). The vowel sound in boil (/ɆÃƒâ€°Ã‚ ª/ in Standard English) is also monophthongized, especially before /l/, making it indistinguishable from ball.[21] (This is also characteristic of some white speakers from eastern Arkansas, and the vowel is actually the same as that in file, as shown by the transcription of American folksong lyrics, Bile em Cabbage Down, in Standard English, Boil Those Cabbages Down (see Branson[vague]).) à ¢Ã¢â€š ¬Ã‚ ¢ AAVE speakers may not use the dental fricatives [ÃŽÂ ¸] (the th in thin) and [ÃÆ' °] (the th of then) that are present in SE. The actual alternative phone used depends on the sounds position in a word.[22] (This, too, is a common substitution is many regional dialects, including parts of the South, and in New York, as readily heard in movies and television shows set in these areas.) à ¢Ã¢â€š ¬Ã‚ ¢ Word-initially, /ÃŽÂ ¸/ is normally the same as in SE (so thin is [ÃŽÂ ¸Ãƒâ€°Ã‚ ªn]). à ¢Ã¢â€š ¬Ã‚ ¢ Word-initially, /ÃÆ' °/ is [d] (so this is [dÉ ªs]). à ¢Ã¢â€š ¬Ã‚ ¢ Word-medially and -finally, /ÃŽÂ ¸/ is realized as either [f] or [t] (so [mÊŒmf] or [mÊŒnt] for month); /ÃÆ' °/ as either [v] or [d] (so [smuv] for smooth). à ¢Ã¢â€š ¬Ã‚ ¢ Realization of final ng /ņ¹/, the velar nasal, as the alveolar nasal [n] in function morphemes and content morphemes with two syllables like -ing, e.g. tripping is pronounced as trippin. This change does not occur in one-syllable content morphemes such as sing, which is [sÉ ªÃƒâ€¦Ã¢â‚¬ ¹] and not à ¢Ã¢â€š ¬Ã‚ ¢ [sÉ ªn]. However, singing is [sÉ ªÃƒâ€¦Ã¢â‚¬ ¹Ãƒâ€°Ã‚ ªn]. Other examples include wedding à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ [wɆºÃƒâ€°Ã‚ ¾Ãƒâ€°Ã‚ ªn], morning à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ [mɆÃƒâ€°Ã‚ ¹nÉ ªn], nothing à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ [ˈnÊŒfÉ ªn]. Realization of /ņ¹/ as [n] in these contexts is commonly found in many other English dialects.[23] Such substitutions are so common throughout the American South that, for example, a sign urging customers to enter a store in Greenville, Texas, was printed, Dont just be setten, come on in! (1985).[citation needed] Grammatical aspect marking for African American English Example Name SAE Meaning / Notes He workin. Simple progressive He is working [currently]. He be workin. Habitual/continuative aspect He works frequently or habitually. Better illustrated with He be workin Tuesdays. He stay workin. Intensified continuative (habitual) He is always working. He steady workin. Intensified continuative (not habitual) He keeps on working. He been workin. Perfect progressive He has been working. He been had that job. Remote phase (see below) He has had that job for a long time and still has it. He done worked. Emphasized perfective He has worked. Syntactically, He worked is valid, but done is used to emphasize the completed nature of the action.[34] He finna go to work. Immediate future He is about to go to work. Finna is a contraction of fixing to; though is also believed to show residual influence of would fain (to), which persisted beyond the late 16th century in some rural dialects spoken in the Carolinas (near the Gullah region). Fittin to is commonly thought to be another form of the original fixin (fixing) to, and it is also heard as fitna, fidna, fixna, finto, and finsta.[35] I was walkin home, and I had worked all day. Preterite narration. Had is used to emphasize complicating points of narration. Although similar in form, it is not semantically equivalent to the past perfect. As its name suggests, it is a preterite, or simple past, form. Affects of African American English in the Classroom The Oakland resolution declared that AAVE was not English or even an Indo-European language, asserting that the speech of black children belonged to West and Niger-Congo languages and are not merely dialects of English.[64] This claim is inconsistent with the current linguistic treatment of AAVE as a dialect of English and thus of Indo-European origin. Also, the differences between modern AAVE and Standard English are nowhere near as great as those between French and Haitian Creole, which are considered separate languages. The resolution was widely misunderstood as an intention to teach AAVE and elevate it to the status of a written language.[65] It gained national attention and was derided and criticized, most notably by Jesse Jackson and Kweisi Mfume who regarded it as an attempt to teach slang to children.[66] The statement that African Language Systems are genetically based also contributed to widespread hostility because genetically was popularly misunderstood to imply that Afri can Americans had a biological predisposition to a particular language.[67] In an amended resolution, this phrase was removed and replaced with wording that states African American language systems have origins in West and Niger-Congo languages and are not merely dialects of English.[68] Chicano English Chicano English is a dialect of American English used by Chicanos. One major variation of Chicano English is Tejano English, used mainly in south Texas. It is mistakenly referred to asSpanglish, which is not a recognized dialect of English but rather a mixing of the Spanish and English languages. Phonological features Chicano English has many features, especially in the phonology, that show the influence of Spanish. Consonants variations à ¢Ã¢â€š ¬Ã‚ ¢ The devoicing of [z] in all environments: Examples: [isi] for easy and [wÊŒs] for was. à ¢Ã¢â€š ¬Ã‚ ¢ The devoicing of [v] in word-final position: Examples: [lÊŒf] for love, [hɆºf] for have, and [wajfs] for wives. à ¢Ã¢â€š ¬Ã‚ ¢ Chicano speakers may pronounce /b/ instead of /v/: Examples: very [bɆºÃƒâ€°Ã‚ ¹i], invite [imbajt]. à ¢Ã¢â€š ¬Ã‚ ¢ Absence of dental fricatives so that think may be pronounced [tiņ¹k], [fiņ¹k] or [siņ¹k]. à ¢Ã¢â€š ¬Ã‚ ¢ Poor distinction between /j/ and /dÊ’/ so that job may sound like yob and yes may sound like jes. à ¢Ã¢â€š ¬Ã‚ ¢ Poor distinction of nasals in the syllable coda so that seen and seem are pronounced alike. à ¢Ã¢â€š ¬Ã‚ ¢ /tʃ/ merges with /ʃ/ so sheep and cheap are pronounced alike Vowels variations à ¢Ã¢â€š ¬Ã‚ ¢ Chicano English speakers merge [à ¦] and [Ɇº], so man and men are homophonous. à ¢Ã¢â€š ¬Ã‚ ¢ [É ª] and [i] merge into [i] so ship and sheep are pronounced like the latter. Final consonant deletion Only certain consonants occur at the end of words. All other single consonants in English would thus be unfamiliar to Chicano English speakers in this environment. Most becomes mos; Felt becomes fell, Startbecomesstar. Hawaiian English Pidgin (or Hawaiian Creole) originated as a form of speech between English speaking residents and non-English speaking immigrants in Hawaii.[4] It supplanted the pidgin Hawaiian used on the plantations and elsewhere in Hawaii. It has been influenced by many languages, including Portuguese, Hawaiian, and Cantonese. As people of other language backgrounds were brought in to work on the plantations, such as Japanese, Filipinos, and Koreans, Pidgin acquired words from these languages. Japanese loan-words in Hawaii lists some of those words originally from Japanese. It has also been influenced to a lesser degree by Spanish spoken by Mexican and Puerto Rican settlers in Hawaii. Presently, Pidgin still retains some influences from these languages. For example, the word stay in Pidgin has a form and use similar to the Portuguese verb estar, which means to be but is used when referring to a temporary state or location. At times, the structure of the language is like that of Portuguese grammar. For example, You like one knife? means Would you like a knife?. The reason why the word one is used instead of a is because the word um in Portuguese has two meanings: um translates to one and a in English. The way people use the phrase No can (nà £o pode) is Portuguese grammar, as well. In Portuguese, the phrase Vocà ª nà £o pode fazer isso! comes out in Pidgin as You no can do dat!, and in English as You cannot do that! Pidgin words derived from Cantonese are also spoken in other parts of the United States. For example, the word Haa? is also used by Chinese Americans outside of Hawaii. The meaning is Excuse me? or What did you say?. Another word is chop suey, a popular dish throughout America. In Hawaii, it can also mean that someone is a variety of ethnicities. Another word in pidgin that was derived from the Chinese which is also seen in America is lie dat, which means like that but in Hawaii it is pronounced lidat.[citation needed] In the 19th and 20th centuries, Pidgin started to be used outside the plantation between ethnic groups. Public school children learned Pidgin from their classmates, and eventually it became the primary language of most people in Hawaii, replacing the original languages. For this reason, linguists generally consider Hawaiian Pidgin to be a creole language. Pronunciation Pidgin has distinct pronunciation differences from standard American English (SAE). Some key differences include the following: à ¢Ã¢â€š ¬Ã‚ ¢ Pidgins general rhythm is syllable-timed, meaning syllables take up roughly the same amount of time with roughly the same amount of stress. Standard American English is stress-timed, meaning that only stressed syllables are evenly timed. Some Western languages, including English, are stress-timed, while most Romance and East Asian languages are syllable timed. Many pronunciation features are shared with other colloquial language forms or pidgins/creoles from other parts of the world. Even when a person is speaking Standard English, they will tend to pronounce syllables in the same manner, and this is often considered as having a local or Hawaiian accent. à ¢Ã¢â€š ¬Ã‚ ¢ The voiced and unvoiced th sounds are replaced by d or t respectively-that is, changed from a fricative to a plosive (stop). For instance, that (voiced th) becomes dat, and think(unvoiced th) becomes tink. à ¢Ã¢â€š ¬Ã‚ ¢ The sound l at the end of a word is often pronounced o or ol. For instance, mental is often pronounced mento; people is pronounced peepo. à ¢Ã¢â€š ¬Ã‚ ¢ Pidgin is non-rhotic. That is, r after a vowel is often omitted, similar to many dialects, such as Eastern New England, Australian English, and English English variants. For instance, caris often pronounced cah, and letter is pronounced letta. Intrusive r is also used. The number of Hawaiian Pidgin speakers with rhotic English has also been increasing. à ¢Ã¢â€š ¬Ã‚ ¢ Falling intonation is used at the end of questions. This feature appears to be from Hawaiian, and is shared with some other languages, including Fijian. à ¢Ã¢â€š ¬Ã‚ ¢ The distinctive pronunciation of Hawaiian Creole is sometimes called Portagee. The exact reason for this is unknown, as the full extent of the Portuguese contribution to local pidgin modes of speech and vocabularies was probably not great, compared to the Chinese, Hawaiian or Japanese inputs over the years. The Portuguese arrived rather late to The Islands compared to others, and Pidgin was well established by then, especially in the countryside. One possible reason may be the position of authority the Portuguese often had in plantation life as overseers and so on, although what exactly this connection may have been is unclear. How difficulties/limitations become barriers to assistance and how they affect further learning in English, especially in writing Many linguists and teachers claim that written English, as the lingua franca of international business, is evasive and deceptive. SAE speakers in the dominant (primarily middle-class EuroAmerican) culture readily grasp the subtle signals of standard English, whether spoken or written. But children from minority and lower SES groups who speak a dialect of English often do not learn, at an early age, the subtle codes of SAE. As a result, they are often at a disadvantage when it comes to quickly deciphering the implicit cognitive meanings associated with words, phases, and grammatical structures in SAE. Moreover, their body language sometimes contrasts markedly with that of middle class Whites in their age group. The correlation between the lack of mastering SAE and low mean IQ scores in African Americans is well documented. Language skills enter the equation as one of the most profound mediating variables in determining intelligence performance, or IQ scores (note that intelligence performance is not necessarily tantamount to innate intelligence). Behavioral geneticists have argued that African American children reared in the dominant Euro-American culture or adopted into Euro-American families become more familiar with the subjects of school and intelligence tests. As a result of their early exposure to SAE, these children tend to perform on par with White children adopted into higher SES families. Because of its deviation from SAE, Black English Vernacular can be (but does not have to be) a severe impediment to literacy and to understanding basic concepts, even those taught in elementary school. And it puts up a barrier to grasping the fundamentals of inductive thinking, certainly a prerequisite for learning science. However, students cannot overcome the limitations of Ebonics as a communications device in writing unless their teachers are able to effectively translate (both for themselves and their students) Black English Vernacular into standard English (and vice versa) and translate not only words and phrases, but also concepts and cognitive structures. Limitations vary amongst the dialects. For example, fewer obstacles exist for L1 speakers of Chicano English than for those whose L1 is Black English Vernacular. Some suggest that when teachers realize that Black English Vernacular is in fact a distinct variant of the English language, composed of a systematic grammar and syntax , they will consequently acquire an appreciation for the origins and principle features of this dialect. Hence, these teachers will be less inclined to disrespect Black students, and less likely to label them as ignorant and cognitively impaired. If teacher appreciation and, by implication, teacher effectiveness lie at the crux of the Ebonics issue in the Oakland Public Schools, then indeed this issue has merit. Negative attitudes about speech start with the belief that vernacular dialects are linguistically inferior to standard versions of the language. In fact, the language systems of various groups of speakers may differ, but no one system is inherently better than any other. Research clearly supports the position that variation in language is a natural reflection of cultural and community differences (Labov, 1972). Despite linguistic equality among dialects, students language and cultural backgrounds may influence their chances for success. When children from nonmainstream backgrounds enter school, they are confronted with new ways of viewing the world and new ways of behaving. Uses of language, both oral and written, are centrally involved in this new culture (Farr Daniels, 1986). Many studies addressing Chicano youth have found a detailed account of language and culture patterns in various rural working class communities. This, many claim, demonstrates clearly the conflict between language and cultural practices in the community and in the school. To move toward school expectations, children may have to adapt to language structures and patterns of usage that are different from those they have been using: for example, saying or writing They dont have any instead of They dont have none in school settings.

Constructing and Supporting a Collaborative Learning Culture Essay

Introduction In our public school system, it is important for leaders to act as guides of change and transformation that leads an institution through the constant and ever changing society. By guiding the school through the process, a leader becomes a servant of the institution, rather than a dictatorial figurehead. It is important that school leaders gain the approval and support of their staffs while implementing any changes that need to occur. This is best achieved by using a collaborative method of leadership that results in a delegation of authority to members of the staff, who normally might not be in a leadership capacity. By giving giving the teachers and other stakeholders the opportunity to make decisions about the general direction of the school, a leader creates a situation where these collaborators become supporters and they will work to make the changes necessary. (Kohm, 2009) This is a development of trust and helps to create an atmosphere of respect that can be very v aluable as the leader sometimes needs to use that respect, like currency, to move the staff into areas of discomfort revolving around the ideas of sharing their educational practices, including both successes and failures, with the rest of the professional staff. Discussion There are many models of collaboration that can be effective at reforming a school and are highly effective. The Professional learning Community (PLC) model is very popular and has become nearly a brand name to describe collaborative models used in education. This model allows the school to be broken into many different PLC groups along many different lines of data, and then reformed as necessary. Most excellent PLC programs look at student data on a regul... ...es. Educational Leadership, 67(2), 67-72. Lath, S. (2010). A study of the occupational stress among teachers. International Journal Of Educational Administration, 2(2), 421-432. Stanley, A. (2011). Professional development within collaborative teacher study groups: pitfalls and promises. Arts Education Policy Review, 112(2), 71-78. Taylor, T., Martin, B. N., Hutchinson, S., & Jinks, M. (2007). Examination of leadership practices of principals identified as servant leaders. International Journal Of Leadership In Education, 10(4), 401-419. Waldron, N. L., & McLeskey, J. (2010). Establishing a collaborative school culture through comprehensive school reform. Journal Of Educational & Psychological Consultation, 20(1), 58-74. Wayne, D. (2008). Alive and well: Optimizing the fitness of an organization. Performance Improvement, 47(5), 21-26.