Quarantine of 1937

The Quarantine of 1937 The Quarantine of 1937 The Quarantine Speech of 1937 given by President Franklin Delano Roosevelt (FDR) propositioned the idea of quarantining aggressive nations as an alternative to war. Even though many Americans were drawn to isolation, FDR was hoping to convince 90 percent of the American population this was the way to go (Haight, 1962). During the speech FDR did not specifically point out a nation which was being targeted but it was likely he was talking about the war in Europe or was it geared towards Japan and their aggression towards China. By remaining vague, Roosevelt had the advantage of not committing himself to a specific policy or set actions† (AP Central, 2002). The isolationist feeling of Americans were that of refraining from political and economic relations with other countries. Roughly ten years after World War I the United States fell into the great depression where a lot of money was invested and America did not fully recover. This ma y have been weighing on the minds of the citizens of the United States and swaying their attitudes toward the isolationist feeling.The Neutrality Acts of the 1930’s were originally passed as a way to thwart the United States from entering into foreign wars thus showing the United States neutrality (U. S Department of State Office of the Historian, n. d. ). FDR did not like the international aggression which was taking place around the world. His views and quarantine speech led to many protests by isolationist in America (Aboukhadijeh, 2012). FDR wanted to redirect his foreign policy from the problems in England and France towards Germany to that of domestic problems which had more importance to him (Brajkovic, 1978).With his speech FDR was trying to rally Americans around the idea of joining with other countries and cut ties with the belligerents. American’s having isolationist feelings does what for the United States? By following through with the quarantine will send a message to aggressive countries that the United States will sit back and let it occur. By amending the laws of neutrality and adding to them that there should be a greater focus on hold countries accountable for their actions. FDR stated â€Å"In times of so-called peace, ships are being attacked and sunk by submarines without cause or notice† (Roosevelt, 1937).These types of actions are not okay, especially when the incidents directly affect Americans by killing the innocent. Americans can only sit and watch for so long. World War I was taxing on America, but if this quarantine does not come to fruition then aggressive countries will keep on violating treaties and bring war to neighboring countries which have nothing to do with the aggressors. â€Å"Without declaration of war and without warning or justification of any kind, civilians, including vast numbers of women and children, are being ruthlessly murdered with bombs from the air† (Roosevelt, 1937).If these typ es of events occurred in the United States, how would the public opinion and reaction change? Just like the events during the Spanish-American War in 1898 American stepped in to help Cuba ending in the complete cut off of Spain from the new world. By quarantining aggressive countries America is following the Neutrality Act of 1937 which states that Americans are forbidden from traveling on ships of aggressive nations and prohibits the transportation of arms to aggressive countries even if those arms are made outside the United States (U. S Department of State Office of the Historian, n. . ). America needs to put the isolationist attitude on the back burner. World War I is done and over with. The United States needs to take a stand. By doing so, countries will know and recognize America as a true power and will have to take responsibility for the actions take by their country. â€Å"War is a contagion, whether it be declared or undeclared. It can engulf states and peoples remote fro m the original scene of hostilities† (Roosevelt, 1937). This quote from FDR’s Quarantine Speech shows that no matter what neutral counties do or view a war at some point in time they will be affected by it.By entering in to a quarantine of aggressive countries with other nations could possibly stop the flow of merchandise into those countries not allowing them to continue on in their ways. America has always hoped and wanted peace. â€Å"America hates war. America hopes for peace. Therefore, America actively engages in the search for peace† (Roosevelt, 1937). Peace will come from not allowing violent countries to continue the actions they are taking. The United States needs to step up with the assistance of all Americans to help stop these countries. ReferencesAboukhadijeh, F. (2012). Chapter 35: Franklin D. Roosevelt and the Shadow of War, 1933-1941. Retrieved from http://www. apstudynotes. org/us-history/outlines/chapter-35-franklin-d-roosevelt-and-the-shadow-o f-war-1933-1941/ AP Central. (2002). Franklin Roosevelt: The Quarantine Speech. Retrieved from http://apcentral. collegeboard. com/apc/Pageflows/TeachersResource/viewResourceDetail. do? source=tr&resourceId=4489 Brajkovic, H. J. (1978). The Foreign Policy of Franklin D. Roosevelt To The Entry Into World War II. Retrieved from http://www. yale. du/ynhti/curriculum/units/1978/3/78. 03. 05. x. html#c Haight, J. M. (1962). Roosevelt and the Aftermath of the Quarantine Speech [Research Article]. The Review of Politics, 24(02), 233-259. http://dx. doi. org/10. 1017/S0034670500009669 Roosevelt, F. D. (1937). Quarantine Speech (October 5, 1937). Retrieved from http://millercenter. org/president/speeches/detail/3310 U. S Department of State Office of the Historian. (n. d. ). MILESTONES: 1921-1936: The Neutrality Acts, 1930s. Retrieved from http://history. state. gov/milestones/1921-1936/Neutrality_acts

A Dolls House, Drama Analysis, Realism and Naturalism Essay

Nora Helmer frolics about in the first act, behaves desperately in the second, and gains a stark sense of reality during the finale of Henrik Ibsen’s A Doll’s House. Ibsen was one of a few pioneers of the new theatrical movement of realism, and accordingly he is often called the father of modern drama. The character of Nora lives in a dream world, a childlike fantasy, where everything is perfect, and everything makes sense, but as the play develops, Nora transforms and finds the strength to leave her home and her children in order to find out who she is and what she wants out of life. Nora leaves the role of the doll child and doll wife and becomes an independent self-thinking adult. She realizes that the world is different than she always thought it was, and that she herself is also different. The play opens a door onto the social problems that many face but never speak of. Since Ibsen’s time, women have made great strides in gaining the choice to determine thei r role in relation to the family and society. A Doll’s House uses the character of Nora Helmer to show the transformation that takes place from dependent house wife to independent adult. The theme of A Doll’s House, a woman’s right to individual self-fulfillment, was considered highly subversive in an age when women were not allowed to conduct business without the authority of a father or husband. Wives and daughters were considered to be property, thus lending to women acting childish and naive. The character of Nora exhibits many of these juvenile and immature qualities. The audience first sees her when she returns from a seemingly extravagant Christmas shopping excursion. She eats a few desserts which she has secretly purchased. When her condescending husband, Torvald Helmer, asks if she has been sneaking macaroons, she denies it whole-heartedly. The Narrator tells us, â€Å"She takes a bag of macaroons out of her pocket and eats one or two; then she walks stealthily across and listens at her husbandâ₠¬â„¢s door† (Ibsen 1681). With this minor act of deception, the audience learns that Nora is quite capable of lying. She is most child-like when she interacts with her husband. She behaves playfully yet obediently in his presence, always coaxing favors from him instead of communicating as equals. Torvald gently reprimands Nora throughout the play, and Nora good-naturedly responds to his criticism showing how immature and dependent she is. However, Nora has been leading a double life. She has not been thoughtlessly spending their money. Rather she has been scrimping and saving to pay off a secret debt. Years ago, when her husband became ill, Nora forged her father’s signature to receive a loan to save Torvald’s life. The fact that she never told Torvald about this arrangement reveals several aspects of her character. For one, the audience no longer sees Nora as the sheltered, care-free wife of a banker. She knows what it means to struggle and take risks. In addition, the act of concealing the ill -gotten loan signifies Nora’s independent streak as stated in the line, â€Å"Daddy never gave us a penny. I was the one who raised the money† (Ibsen 1688). She is proud of the sacrifice she has made. Although she says nothing to Torvald, she brags about her actions with her old friend Mrs. Linde. Basically, she believes that her husband would undergo just as many hardships, if not more, for her sake. However, her perception of her husband’s devotion is quite misplaced. Nora is evolving and is showing an independent side to her personality. When the disgruntled Krogstad threatens to reveal the truth about her forgery, Nora realizes that she has potentially brought scandal upon her husband’s good name. She begins to question her own morality, something she has never done before. Did she do something wrong? Was it not the right thing to do, under the circumstances? Will the courts convict her? Is she an improper wife? Is she a terrible mother? Nora contemplates suicide as a means to eliminate the dishonor she has wrought upon her family. She seems to lose all grasp of reality as she declares, â€Å"Never, never. Oh, that bla ck icy water. Oh, that bottomless†¦! If only it were all over! He’s got it now. Now he’s reading it† (Ibsen 1727). Yet, it remains debatable as to whether or not she would truly follow through and jump in the icy river. During the climactic scene in Act III, Nora seems to stall before running out into the night to end her life. Nora is frantic and changing into an adult by confronting the inevitable future that faces her. She realizes that it is always darkest before the dawn. Nora’s epiphany occurs when the truth is finally revealed. As Torvald unleashes his disgust towards Nora and her crime of forgery, the protagonist realizes that her husband is a very different person than she once believed. Torvald declairs, â€Å"I’m done for, a miserable failure, and it’s all the fault of a feather-brained woman† (Ibsen 1727). Torvald has no intention of taking the blame for Nora’s crime. She thought for certain that he would selflessly give up everything for her. When he fails to do this, she accepts the fact that their marriage has been an illusion. Their false devotio n has been merely play acting. She has been his â€Å"child-wife† and his â€Å"doll.† The monologue in which she calmly confronts Torvald serves as one of Ibsen’s finest moments. Some argue that Nora leaves her home purely because she is selfish. She does not want to forgive Torvald. She would rather start another life than try to fix her existing one. Or perhaps she feels that Torvald was right, that she is a child who knows nothing of the world. Since she knows so little about herself or society, she feels that she is an inadequate mother and wife. She leaves the children because she feels it is for their benefit, painful as it may be to her. Nora Helmer’s last words are hopeful, yet her final action is less optimistic. She leaves Torvald explaining that there is a slight chance they could become man and wife once again, but only if a â€Å"miracle of miracles† occurred. This gives Torvald a brief ray of hope. However, Nora exits through the hall door, symbolizing the finality of their relationship. Nora has reached her final breaking point and has evolved from childlike to mature and decisive. A Doll’s House, with its multi-level characters, opens a door onto real problems facing the most common of marriages. Although, Ibsen’s views differed from those held by many modern feminists, he firmly believed that women were inherently suited to being mothers and wives. However, he also felt that a husband and wife should live as equal partners, free to become their own human beings. The play shines a spotlight on problems that few women were willing to talk about. The so called perfect life of Nora Helmer in A Doll’s House highlights the changes from child to adult in a very short time and proves the point that it is never too late to change. Work Cited Ibsen, Henrik. A Doll’s House. Literature: An Introduction to Fiction, Poetry, Drama and Writing. Ed. Kennedy, X.J. and Dana Gioia. 10th ed., New York: Pearson Longman. 2007. 1679-1734. Print

Benefits of Learning in a Diverse Environment in Toronto Essay Example for Free

Benefits of Learning in a Diverse Environment in Toronto Essay Toronto,Canada has been one of the most multicultural cities in the world and has attracted thousands of immigrants and foreign students each year mostly from Asian and European countries (Toronto, 2007) Due to the popularity of the city to foreigners as well as the prestigious schools it has such as the University of Toronto and the York University, students from different parts of the world have been attracted to study in the city. Universities have been offering a diverse learning environment, offering curriculum, facilities, and learning resources including professors and instructors that address the needs of and accommodate the growing number of foreign students and immigrants in Toronto. A diverse learning environment offers various benefits to students regardless of culture and nationality. First, it introduces me to different cultures and race, making students like me become aware of various cultures and beliefs. Having the awareness of different cultures of people in Toronto can improve my interpersonal and communication skills. â€Å"Hanging around people of different culture develop the students’ ability to understand the ideas and feelings of others, which in later life makes them, more likely to live in racially diverse communities, maintain friendships with people of different races and able to function more effectively in an increasingly diverse workplace† (Haas, 1999). From this view, a diverse learning environment therefore can eliminate or reduce racism and racist attitudes towards the minority groups. It also can also prepare me to adapt to a diverse environment in case I have to work or migrate to other country particularly in Asian and European countries especially now that the level of globalisation is increasing. A diverse learning environment can also improve my ability of working in a team since in universities, there are particular activities that needed group efforts and diverse ideas that can result to a more comprehensive outcome, providing me various ideas that could have never been available if not because of my foreign classmates and friends and even professors. On the other hand, there are still some people who are not open-minded and are not interested in learning about other cultures due to their very racist attitudes. A diverse learning environment with students or professors like these people can negatively affect some foreign students and students from minority groups, making them feel discriminated and unwelcome to such learning environment that may lessen their interest in studying or acquainting with students of different nationalities. However, in Toronto, it seems not much of a problem because foreigners and immigrants have long been welcomed in the city. Reference: Haas, Mark (1999) Research shows diverse environment has educational benefits, retrieved on-line on February 13, 2007 Toronto website retrieved on February 14, 2007 http://www. toronto. ca/quality_of_life/diversity. htm Benefits of Learning in a Diverse Environment in Toronto. (2016, Jul 29). We have essays on the following topics that may be of interest to you

Frankenstein Essay Example | Topics and Well Written Essays - 500 words - 4

Frankenstein - Essay Example As Victor is seen joining the university at Ingolstadt, he creates a monster, a grotesque act committed by him, which removes him far from the victory of committing a scientific triumph. He attempts to go beyond accepted human limits of knowledge in order to create secrets not known to mankind. The story behind Frankenstein thus may be viewed as a lesson about the search for knowledge as well as the dangerousness that accompanies the pursuit. The 1931 make the film based on this sci-fi thriller talks about how scientists at the time were not satisfied with what human life had to offer. Victor was devastated and bereaved the death of his mother and soon began to create a human life in order to bring back those memories that he shared. However, his emotions got warped up within the scientific aspects of life and gave birth to destruction instead. He questions his friend, Robert Walton, "Are you mad, my friend? Or whither does your senseless curiosity lead you? Would you also create for yourself and the world a demoniacal enemy? Peace, peace! Learn my miseries and do not seek to increase your own." Scientists have never given up on understanding the working of the human body, and just like most of them, Victor challenged himself to move his thoughts and ideas on to a more productive work sphere so as to not think about his past and family life. However, the film has a very tragedian note as it helps the audience understand the protagonist’s regret upon formulating a monster which ends up killing his loved ones.

Local Transport Plan Case Study Example | Topics and Well Written Essays - 250 words

Local Transport Plan - Case Study Example Around 3.6% employed personnel use bicycle as a mode of transportation. The Local Transport Plan (LTP) has made broad arrangements to cope the problems in tourism, Island's environment, road traffic, safety, health, education, transportation, economy and employment. The roads in Isle of Wight are unstable due to coastal erosion and frequent landslips that require maintenance every then and now. There are many incidents where routes leading certain roads were shutdown due to landslips and coastal erosion. The western end of A3055 military road is unstable due to coastal erosion and slippages that create havoc to the traffic. Due to landslip, Public Footpath C34 Whale Chine that is located 170 meters south of A3055 military road to the beach will remain closed until 21st November 2009. There is no alternative route. Due to landslip, Public Footpath NT48, NT49, NT50, NT51 and V124 will be closed until 21st November 2009. Diversion route: A3055 Under cliff Drive. The structures of the Island's roads were not specifically designed to match the present vehicular traffic. Every now and then the roads have to go through maintenance.

Contemporary Theories of Political Economy Assignment

Contemporary Theories of Political Economy - Assignment Example Power in such regimes is completely centralized enabling power to concentrate on a few people and all those who dare to challenge or oppose them are cut out. Corruption and other forms of oppression are used to ensure that this person stays in power. The rules in most instances are not sensible but the people are sanctioned to fear rather than respect the laws as the rules are not aimed at improving the relationship between the leaders and the ones being led but to keep the leader in power.   In authoritarian regimes power is concentrated on an individual dictator, a group of dictators (junta) or a group of political elite individuals. The power they seek to control is political power. While a totalitarian regime is focused on all aspects of the state even private life’s for instance in Libya the north African state during the Gaddafi era. Totalitarianism stemmed from Italian fascism. In the 1920’s leaders such as Benito Mussolini were striving to sell dictatorship in a new package such that it would acceptable to the people. The Italian philosopher Giovanni Gentile an Italian philosopher played a big role in making people see this system in a positive light. Seeing as this was a new political system, it blossomed because of the curiosity, people wanted to see whether or not this system would work and whether it was going to be beneficial to both the leaders and the people. At around this time (1920-1930) most state leaders were striving to unite their people as there was political tension due to world war one. This was after all the period countries were gearing to world war.

Personal Statement Essay Example | Topics and Well Written Essays - 250 words - 9

Personal Statement - Essay Example I have already proven the practical nature of my endeavors by transforming my graduation project into my own business empire. I particularly need this scholarship opportunity to reflect my intelligence and ability as a future scientist because my Math grades in the school have not been favorable. Despite being inherently good at Math, my grades were jeopardized by an inexperienced and unqualified Math teacher. I want something as weighty and reliable as this scholarship opportunity to counter the effect of my Math grades and advocate my intelligence and capability before my employers on my behalf. Our industry’s emphasis on Mathematically competent workforce is increasing as the work processes are becoming increasingly technological and innovative. Therefore, I intend to specialize in Mathematics after graduation and having secured a scholarship in the past will optimize my tendency to secure more scholarships in the future. This scholarship will give me the thrust to reach my dream destination in the long

Prevention of Financial Frauds Research Proposal

Prevention of Financial Frauds - Research Proposal Example Various strategic practice models for financial fraud prevention have been proposed in the recent years and some of them are discussed in this proposal. 1. Introduction: Financial frauds are widely perceived to be various deliberately made criminal acts seriously violating the civil law while based on financial transactions and meant to attain myriad personal benefits. For the past many years, research reports have been illuminating that the need to combat financial frauds has become increasingly important and inevitable concerning its widespread proliferation and the immense threat it poses to the older citizens especially, though this criminal issue largely involves people of all ages as well. From frauds planned on a large-scale and committed to weaken the roots of the national economy to small-scale financial frauds like fake lotteries and work at home plots, this criminal issue has largely succeeded in building many holes in the net of financial security which was once strong an d meant to preserve the public protective. 2. Research review: A layered security approach and effective tools are required to handle this dramatic emergency of felonious financial frauds and by controlling who first receives sensitive documents like bank statements, small organizations can prevent financial fraud occurrence (CBIA News, 2007). Expert policy-makers and researchers at (Research Centre on the Prevention of Financial Fraud, 2009) proposed a three-fold strategy to prevent the financial fraud proliferation around the globe. Consolidating information in an attempt to compile the fraud research for providing a disciplinary support to the policy-makers can help in preventing huge losses based on billions of dollars and occurring every year as a result of financial frauds. Secondly, effective anti-fraud messaging delivered via electronic medium can help in connecting research to policy. Funding is also important to protect the fraud victims and finance research for financial fraud prevention. People in many cases remain unaware that they have become the victims of financial frauds because such frauds are often operated on the legal fringes by skillful scammers or business professionals (Button, Lewis, & Tapley, 2009). According to the research report published by (Bank Negara Malaysia, 2010), most of the financial frauds mimic legitimate courses so that the victims remain satisfied and do not think about pointing out at the fraudsters who are white-collar criminals. â€Å"An unscrupulous investment broker may present clients with an opportunity to purchase shares in precious metal repositories, for example. His status as a professional investor gives him credibility.† (Bank Negara Malaysia, 2010). Tracking such quack business professionals who have a tendency to rob the innocent citizens by presenting fake investment opportunities to them with the help of ontology technology can also help in preventing and detecting financial frauds. â€Å"A fra ud forensic ontology is being developed from laws, regulations, and cases about illegal solicitation of financial products on the web.†Ã‚  

Pitting corrosion Essay Example | Topics and Well Written Essays - 500 words

Pitting corrosion - Essay Example Pitting is most commonly induced very aggressive agents e.g. halides like chloride ions which can destroy protective or passive surface films of aluminium, stainless steels, nickel alloys, etc. The degradation can be initiated by a tiny surface defect; a scratch, local change in composition, or damage to a protective coating. ("Pitting" 4). It occurs when these alloys are exposed to chloride [or halide] containing solutions. (DME: 7) The reaction begins when a passive film or protective surface layer is broken down. After this initiation (local breakdown of the film) an anode forms where the film has broken, while the unbroken film (or protective layer) acts as a cathode, thus accelerating localised attack and pits formation at the anodic spots (DME: 6). Further corrosion will continue due to the high acidification (due to high chloride concentration) of the electrolyte inside the growing crevice (DME: 7). Pitting can be prevented or slowed down by using "corrosion inhibitors such as hexamine, sodium nitrite and condensation products of aldehydes among others" ("Pitting" 7).

Small Group Reading and Math Intervention Essay

Small Group Reading and Math Intervention - Essay Example Since each learner or group of learners is unique, it is important that intervention solutions that specifically meet the objectives and needs of each group of learners or each student are designed. It is only through meticulous program designing, planning, implementation, and teacher placement and training that a learning intervention may prove effective on at-risk learners, especially for technical subjects such as math (Angelillo, 2003). Additionally, sound intervention management, student assessments, and reporting are equally important in improving learners’ performances in math. This paper explores small-group reading as a method of assisting â€Å"at-risk† math learners in the 3-8 grades. Small Group Reading Intervention for Math Among the interventions for math preferred by quite a number of instructors are reading interventions, mathematics interventions, and Algebra readiness. In reading interventions, small groups are often formed to help learners who are str uggling to improve in their math to muster the necessary skills required for the subject. Consequently, math labs and/or the small groups are formed and used to build weak learners’ confidence in the fundamental concepts of math. ... The achievement gap between the weak learners and the general class is thus bridged as the additional instruction given to this special group above the core math teaching helps them obtain the lacking skills and confidence. Small group reading for math has been found to be particularly effective and beneficial for grades 3–8. Among the core elements of small group reading for math are flexible grouping, small-group reading sequence, appropriate texts, and teaching for understanding (Metsisto, 2001). Elements of Small Group Reading for Math To improve the performance and confidence of the â€Å"at-risk† group in a math class, small-group reading, which refers to an intervention in which instructors support, teach, and guide students on their math instructional level before, during, and after reading is always recommended. The first step in small-group reading for math is the assessment of learners’ instructional levels by instructors. There are several methods of carrying out such an assessment including teacher observation and constant evaluations such as unofficial reading records. By forming small flexible groups, instructors are better placed to match learners’ math needs and abilities with the most appropriate reading resources/materials and partners (Metsisto, 2001). Further, small reading groups assist teachers to observe each learner’s reading behaviors, model-specific reading behaviors and reading strategies. It is then recommended that each group should consist of between two and six learners with the same level of reading abilities, instructional level, and math abilities. The teacher’s role then becomes assisting math

Freak Dancing Essay Example for Free

Freak Dancing Essay Freak dancing, the newest dance craze, is now posing problems around schools all around the nation. This sexually stimulating dance is definitely sending a negative message to both children and parents. Freak dancing is completely appalling and must be banned from all school-related activities immediately. Freak dancing, also called grinding, is getting out of hand. The sexual movements and body contact in the dance is promoting inappropriate behavior. This type of dancing is occurring in schools everywhere. Freak dancing has even spread to middle schools now. That is too young of and age to be dancing in such a sexual way. School is supposed to be a safe, nurturing environment that teaches kids to be respectful of each other. How in the world is freak dancing respectful when there are boys and girls are rubbing against each other? There are even girls who go around and freak dance with multiple boys. It doesn’t only promote sex, but prostitution too. This day and age in our society is when sex is the most prevalent, even more than the time of the Baby Boomers and freak dancing isn’t helping to reduce it. Freak dancing is the most suggestive type of dancing there is and it isn’t like only Lady Gaga does it. This suggestive dancing clearly has an impact on kids’ lives. If a kid sees many people freak dancing at a school dance then they will be tempted to do it just to fit in. As more and more kids dance this way it could eventually get worse and worse. Freak dancing is almost like sex, but with clothes on. Sex is already a problem in society today. As the generations have gone by, there has been more sex in a generation than the one before it. It’s a problem because it causes desire and lust which ultimately lead to rape, sexual abuse, and abortion. Freak dancing is a prevalent problem in society today and it is a must to eliminate it from schools to reduce influence of sexual behavior in a learning environment. The less Freak dancing there is, the less of a chance kids will be tempted to behave sexually.

Applications of Engineering Materials in Aerospace

Applications of Engineering Materials in Aerospace In this project I will discuss in details the applications of engineering materials in Engineering and its many application in the Aerospace and Formula 1. Materials are key in engineering because the correct materials are needed to meet the needed of the environment that they are meant for use in. In aerospace the materials that are generally used are thing such as: titanium, aluminium, carbon fibre. For example titanium and titanium alloys are used in aerospace engine combustion chamber which can be in the region of 2000C in some instances. Application of materials in Formula 1 Formula 1 is a motor racing category in which the cars can reach extremely high straight line speed and cornering speeds. For them to be able to reach to be able to reach such high speeds and operate in such conditions, the cars much be built from extremely light and strong materials such as carbon fibre and titanium. Carbon-fiber-reinforced polymer is used extensively in high-end automobile racing .The high cost of carbon fiber is mitigated by the materials unsurpassed strength-to-weight ratio, and low weight is essential for high-performance automobile racing. Race-car manufacturers have also developed methods to give carbon fiber pieces strength in a certain direction, making it strong in a load-bearing direction, but weak in directions where little or no load would be placed on the member. Materials such as titanium are also used a lot throughout a formula one engine because of the fact that it is extremely strong and light which allows it the engine to operate at extreme engine speeds such as 20000RPM for a sustained period of time without resulting in engine failure. A material called Inconel is used in the construction of the cars exhaust pipe because of its ability to hold its shape and continue to work as in intended at high temperatures in the region of 900-1000 C . Quite often in formula the rule makers often dictate what materials are permissible in the construction in various parts of the car and what materials are forbidden. This often due to trying to stop the teams from using very expensive materials in the development of the cars, which would send spending sky high. Materials such as beryllium alloys where banned in the use of the construction of the engine as a cost cutting measure. When with the FIA, the regulators of the sport, top teams with big budget s quite easily end up spending in the region of  £250 million a year on the development of the car. The chassis of the car also knows as the monocoque because of how it’s constructed as one piece. The chassis of the car is also sometime referred to as the â€Å"survival cell† because it has been designed to cocoon the driver in the event of crash and protect them from injury. The chassis also has to be very light as well so that it is possible to reach highest possible acceleration which gives the teams a possible advantage over their rivals. Another reason for a strong chassis in grand prix racing is that the chassis is also used as mounting point for the engine and the gearbox. The reason this is done again to save as much weight as possible whilst maximizing the structural integrity of the car. The material that can do all then things is carbon fiber which was first used in formula 1 when a British engineer called John Barnard built the McLaren MP4-1 chassis from carbon fiber. The material should just how strong it when McLaren driver John Watson had a heavy crash at the Italian grand prix at the Monza circuit , and managed to get out without any major injuries. The car did go to win 6 grand Prix because it was significantly ahead of its rivals in terms of the materials used in its construction which gave it huge advantage over the rest of the field considering that this versatile and super strong was introduced in 1983. Limitations and recyclability of the materials used in Formula 1 and that The limitations of many of the materials is that that most of it is very expensive because of the nature of the materials which puts allot of strain on the smaller teams with smaller budgets especially since 60% of the car is constructed from carbon fibre. Carbon fibre is a recyclable material but the problem with it is that the more it is recycled the more of its structural integrity it losses, like plastic, and therefore the quality of it goes down significantly which means that it can only be used for things such as road paving fillers. The metal parts of the car such as the cars such as the car’s engine and internal parts of the gearbox, such as the gear ratio, gear forks and the main shaft, can all be very easily recycled without the loss of the strength or quality of the material. Materials such as titanium and steel alloyed which are used for internal parts of the gearbox and also the engines major castings ( cylinder heads , crankshaft, engine block , camshafts) can be melted down and made back into gear ratio or many other things such as aerospace quality components which are found in aircraft fuselage or deep within the engines. Material applications in the Aerospace Industry Material research, development and application are absolutely vital in the aerospace industry because through the development of materials that planes are flying higher, faster and safer than ever before. Through the use of ultra light and ultra strong materials such as GLARE (Glass Laminate Aluminum Reinforced Epoxy). GLARE is a Glass Laminate Aluminum Reinforced Epoxy FML, composed of several very thin layers of metal (usually aluminum) interspersed with layers of glass-fiber pre-peg, bonded together with a matrix such as epoxy. The uni-directional pre-preg layers may be aligned in different directions to suit the predicted stress conditions. Although GLARE is a composite material, [1] its material properties and fabrication are very similar to bulk aluminum metal sheets. It has far less in common with composite structures when it comes to design, manufacture, inspection or maintenance. GLARE parts are constructed and repaired using mostly conventional metal material techniques. With the application of such materials in aerospace, it has allowed engineers to create bigger planes which are also very economical at the same time. the use of fatigue resistant materials such as GLARE and carbon fibre also reduce maintenance of aircraft because they don’t need to be checked for cracks as often as planes which are made from aluminium and aluminium alloys. Which are plane from aluminium are more prone to what is known as â€Å"metal fatigue†. Metal fatigue happens as a result of continuous loading from the years of pressurisation cycles that a plane goes when it increases and decreases in altitude. Many aerospace companies such Rolls Royce have an in-house material science research department which spend millions of pounds in research with the hope that it will lead to better quality materials which will be able to function correctly in extreme environments such within the core of a high bypass turbo fan engine, where the temperatures can be in excess of 2000C. The materials are used for this are usually titanium alloys because of its ability to stay in its original shape. If you look closely at the picture of the turbine blade bellow , it can be observed that many small holes have been very precisely drilled in and this is to aid the cooling of the blade and stop in from melting and ultimately causing an entire engine failure. Another reason why such ultra light materials are used is because, the engineers want to minimize the mass of the components as much as possible because this reduces the inertia of the part and this will result in better response time from the engine ,wh en the pilots engine increase power to the engine. Lighter components also reduce the fuel consumption of and the engine which is especially important considering the fuel prices as they continue to rise. This is something that airlines will pay extra close attention to because they are always looking to minimize their cost to increase their profits, this is especially important at the moment give the current state of the global economy. Materials in aerospace are also select for their ability to be able to absorb tremendous amounts of energy from unlikely event of an engine failure or an uncontrolled explosion of some sort. Aerospace engine manufacture such as Rolls Royce and General Electric also take the extra step of detonating a fan blade to see whether the engines fan case absorb and contain the impact and to stop parts of the engine escaping and causing further impact to the aircraft. Manufacturers often spend as much as $30 million on this test, at there on expense to prove to potential passengers and airline customers that the engine is truly safe and air worthy.

Theory of Inner Core Super-Rotation: An Analysis

Theory of Inner Core Super-Rotation: An Analysis Andrew Brown Introduction This article investigates the various thought processes behind, and controversies surrounding, the theory of Inner Core super-rotation. The Inner Core of the Earth is composed predominantly of soli iron, and lies at the centre of the planet, surrounded by a liquid Outer Core (again, predominantly composed of iron). It is a region that has long been known for having a profound influence in the processes that maintain convection within the liquid Outer Core. Understanding the workings of the Inner Core could be key in the understanding of dynamo theory, the Earth’s magnetic field (from its origins, through to the present day), heat-flow, core-history, core-composition, and possibly effects on the Earth’s gravity field. In recent years, many seismic studies have indicated that the Inner Core contains large-scale anisotropy in its velocity structure. It was discovered that there was evidence of systematic changes in the travel-time of waves travelling through the Inner Core. These changes (changing over long time periods) were interpreted as indications of the Inner Core rotating at a different rate than that of the other material within the Earth. It was suggested that the Inner Core is rotating in an Eastward direction relative to the Mantle and Crust, at a rate measurable within human time-scales. This finding was initially dismissed as being either too slow a rotation-rate, or considered to be physically impossible. However, additional evidence, displayed in recent studies into the matter, is found to support the hypothesis that the Inner Core is, in fact, super-rotating. Despite this finding, the topic of Inner Core super-rotation, along with discussions about the rate at which it is rotating, i s still considered a controversial area of research. Research History The first suggestion of a super-rotating mass at the centre of the Earth was brought on by analysis of the interaction between the solid Inner and liquid Outer Core. The viscosity of the Outer Core is very low, and is thought to convect at a rate of approximately 1cms-1. It could be thought that this might result in the appearance that the Inner Core was moving with respect to the mantle. In order to investigate this phenomenon further, Glatzmaier Roberts (1995) modelled a numerical solution for 3D convection dynamo motions within the Outer ore. This model successfully reproduced observed magnetic field strength and reversal behaviour. However, in the model, the Inner Core was free to rotate, and what was found was that it naturally super-rotated in an Eastward direction. From this is was then hypothesised that seismic reflections, rebounding off the Inner/Outer Core boundary, could show evidence of this modelled rotation, but it was later found that a more efficient data set would be to examine seismic waves that are transmitted through the Inner Core (Song Richards, 1996). Using this technique, along with others (such as analysis of geodynamo processes and shear-wave conversions within the Inner Core), there is more evidence supporting a super-rotating Inner Core, than not. However, even upon agreeing that this idea is both plausible and probable, there is still a large level of uncertainty surrounding the rate at which the Inner Core is rotating with respect to the Mantle. There have been suggestions in recent studies that it is rotating at a rate of less than 1à ¢Ã‚ Ã‚ °yr-1, but equally, there have been suggestions of rotation rates of over 1à ¢Ã‚ Ã‚ °yr-1, and even suggestions recently of no discernable difference in rotation. Evidence for Super-Rotation Our current theories of the origins of the Earth’s magnetic field rely on the understanding of the geodynamo processes occurring within the core. Differential rotation is a requirement for the geodynamo to exist. It is this differential rotation that drives the dynamo action by generating toroidal magnetic fields from poloidal. Initially, there are poloidal field lines, which are then ‘wound up’ by the differential rotation (shown in figure 1). Only a small amount of diffusion is needed to break these poloidal lines and form a toroidal loop, and these new toroidal field lines then amplify the original poloidal field, and the process repeats. It can be observe that the core surface appears to drift in a westward direction. If the Inner Core is, indeed, differentially rotating, then it would suggest an eastward drift at the Inner Core boundary. This predicted eastward drift agrees with the eastward drift observe in geodynamo simulations. In addition to this, it is well understood by electromagnetism, that Inner and Outer Core are well coupled, and thus would suggest that the Inner Core should be super-rotating, and drift east. Although a super-rotating Inner Core is consistent with current geodynamo theories, such a controversial subject area requires more actual, observable evidence in order to validate these assumptions. This evidence comes from analysis of Inner Core seismology. P-waves are found to travel through the Inner Core approximately 3 or 4% faster in a direction almost parallel to the north/south axis, than in directions along the equatorial plane. (Poupinet et al., 1983; Morelli et al., 1986; Song Helmberger, 1993). In addition to this, analysis of the free-oscillations of the Earth that contain significant energy within the Inner Core shows evidence of shear-wave splitting (Masters Gilbert, 1981; Sharruck Woodhouse, 1998), another indication of a variation in velocity between planes. Both these phenomena are show Inner Core anisotropy, with the ‘fast axis’ tilted approximately 10à ¢Ã‚ Ã‚ ° from the rotation axis (figure 2). This fact can be used to the advantage of research ers, as if the Inner Core is super-rotating then it should be possible to observe this ‘fast axis’ precessing over long time periods. In other words, if the anisotropic Inner Core rotates about the north/south axis at a different rate to that of the Mantle, then the observed travel-times will change in a systematic fashion for repeated seismic signals passing through the Inner Core. Interpretations of the relative (rather than absolute) timings are use in order to reduce the methods sensitivity to errors in source locations. The method uses a combination of source and receiver pairs that allow for seismic rays through the Inner Core, that also have an orientation that will be sensitive to the effect of the hypothesised rotation on the ‘fast axis’. The differences in travel-times are analysed for three different ray path phases: AB, BC and DF (shown in figure 3). Ray paths through the Earth are very close together, hence the need to analyse relative travel-times. Mantle convection is slow, and the Outer Core is well-mixed, and thus the travel time of the BC phases should remain relatively constant over time. It should, therefore, be safe to assume that any variations observed over time will have an Inner Core origin. Each of these phases travel through different sections of the Earth’s Mantle and Core, and thus contain different information, therefore, changes between phases are unlikely to be due to event mislocation. The contrast between AB and BC phases are mostly just scattered; however, the difference between BC and DF phases show a systematic increase over time. However, interpretation of the differences in travel time, alone, is not sufficient to detect super-rotation. It is the effect on the parameter, ÃŽ ¾ (the angle of the ray with respect to the Inner Core ‘fast axis’), that is sensitive to the changes in ray paths that would be observed if the Inner Core were differentially rotating. Figure 4 shows two curves: the percentage velocity perturbations with ÃŽ ¾; and the derivative of this curve, with respect to ÃŽ ¾, which illustrates the sensitivity to changes in velocity with ÃŽ ¾, which is what would be expected with super-rotation. Studies of these core-phase relative travel times have indicated a definite eastward Inner Core rotation rate of approximately 1à ¢Ã‚ Ã‚ ° per year (Song Richards, 1996), although further studies have produced varying results for this rate. Ovtchinnikov et al. (1998), again, used BC-DF travel-time differences brought on by nuclear explosions, thus reducing the error in source location. The result of this study, produced through the analysis of long time-series data over decades, was consistent with a cylindrically symmetric Inner Core which is moving in an eastward direction. It was found that it rotated at a rate of 0.3-1.1à ¢Ã‚ Ã‚ °yr-1. Another, different, approach by Vidale Earle (2000) was to use short-period seismic waves, or ‘coda’, that are reflected back from the Inner Core (PkikP phase). This method is particularly affective (in comparison to previous techniques) as it allows for the measurement of changes in Inner Core rotation rates. They found that, over a period of around 3 years, the western hemisphere of the Inner Core appeared to be moving towards the recording station, and the eastern, away. This is what would be expected for an eastwardly super-rotating Inner Core, and the rate of this rotation was estimated to be around 0.15à ¢Ã‚ Ã‚ °yr-1. Controversies Surrounding Super-Rotation Although many studies agree on an eastwardly rotating Inner Core with respect to the Mantle, research using only slightly different methodologies and phase combinations has produced vastly varied results. Researchers have dismissed the variations in the findings as being due to the methodology producing the results being inadequate, and that the data is insufficient. All of the methods described rely on the use of data over a time period which could be up to decades. Seismogram quality has improved greatly over time; therefore arrivals will end up being picked earlier in the more accurate, modern seismograms. In addition to this, the rays being analysed have to 1st travel through local source, receiver and deep mantle structure before then passing through the area of interest (Inner Core). These have greater effects on the velocity variations than that of the Inner Core anisotropy, which reduces the accuracy at which the effects of the Inner Core can be interpreted. All initial studies, although successful in providing ‘proof’ of Inner Core super-rotation, rely on the assumption of a homogeneous, cylindrically symmetric model for the distribution of Inner Core anisotropy, with a north/south tilted fast axis. On top of this, the assumption of the Inner Core as essentially a rigid rotating rigid body, forces a potentially unrealistic framework. Instead, a ductile Inner Core is more plausible, which would deform as rotates. Recent studies into mode splitting functions have shown that there are complex patterns of inhomogeneity in anisotropy within the Inner Core. These must be included in the base-model because of the effects of Inner Core lateral velocity variations on the observed travel times as the body rotates. Therefore, work is still needed to be done to understand these heterogeneities, in order to interpret the changes in travel times for a more precise estimation of the rotation-rate. In addition to heterogeneities within the Inner Core, the effects on seismic velocities brought on by artefacts (such as subducting slabs) at the base of the mantle must be understood, as they could lead to misinterpretation of ‘evidence’ for temporal brought on by the rotation. Thus there is some-what of a trade-off between the rotation rate, and the lateral change in velocities when interpreting the travel-times. It is found that a non-zero rotation rate of approximately 0.2à ¢Ã‚ Ã‚ °yr-1 is required to explain the temporal variations in observed relative travel times between the BC and DF phases. Finally, â€Å"the Inner Core is far less accessible to us than the surface of any planet in the solar system†. The Inner Core lies at the very centre f the Earth, inside a highly variable 3000km of solid mantle and a convecting liquid Outer Core. This results in poor, restricted sampling locations and reduced number usable of ray-paths, resulting in biased results, as there are only limited locations for source receiver pairs that can collect information on the key phases (see figure 3) used in the interpretation. Conclusions In conclusion, although there is increasing evidence supporting the theory of Inner Core super-rotation, it is clear that there is still a lot of work and research needed to be done. In addition to this, even if the theory of a super-rotating Inner Core is viewed as not only plausible, but necessary, a further understanding of the dynamics and structural influences of the Outer and Inner Core is still required to correctly determine a precise rate for this rotation It is for these reasons that the topic of Inner Core super-rotation, along with discussions about the rate at which it is rotating, is still a very active and controversial area of research. References Glatzmaier, G. A. and Roberts, P. H. 1995. A three-dimensional convective dynamo solution with rotating and finitely conducting inner core and mantle.Physics of the Earth and Planetary Interiors, 91 (1), pp. 6375. MAkinen, A. M. and Deuss, A. 2011. Global seismic body-wave observations of temporal variations in the Earths inner core, and implications for its differential rotation.Geophysical Journal International, 187 (1). Masters, G. and Gilbert, F. 1981. Structure of the inner core inferred from observations of its spheroidal shear modes.Geophysical Research Letters, 8 (6), pp. 569571. Morelli, A., Dziewonski, A. M. and Woodhouse, J. H. 1986. Anisotropy of the inner core inferred from PKIKP travel times.Geophysical Research Letters, 13 (13), pp. 15451548. Ovtchinnikov et al. 1998 About the velocity of differential rotation of the Earth’s inner core. Dokl. Russ. Acad. Sci. Geophys., 362, 683-686. Poupinet, G., Pillet, R. and Souriau, A. 1983. Possible heterogeneity of the Earths core deduced from PKIKP travel times.Nature, 305 (5931), pp. 204206. Richards, P. G. 2000. Earth’s inner corediscoveries and conjectures.Astronomy Geophysics, 41 (1) Sharrock, D. and Woodhouse, J. 1998. Investigation of time dependent inner core structure by the analysis of free oscillation spectra.EARTH PLANETS AND SPACE, 50 pp. 10131018. Song, X. and Helmberger, D. V. 1993. Effect of velocity structure in D †³on PKP phases.Geophysical research letters, 20 (4), pp. 285288. Song, X. and Richards, P. G. 1996. Seismological evidence for differential rotation of the Earths inner core.Nature, 382 (6588), pp. 221224. Vidale, J. E. and Earle, P. S. 2000. Fine-scale heterogeneity in the Earths inner core.Nature, 404 (6775). 1

Hore-Belisha :: essays research papers

As you look back and learn about the times surrounding World War II, you don’t come across the name Hore-Belisha, well at least I have not. Who was this man? What was his role, if he had one at all? My article digs into the presence of Hore-Belisha. I will hopefully be able to give you a good understanding of who this man was and what he did.   Ã‚  Ã‚  Ã‚  Ã‚  His name was Isaac Leslie Hore-Belisha (1893-1957). Isaac was the son of a Sephardic Jew and became a major in the Royal Army Service Crops during World War I. As a college student, he was educated at Clifton and St. John’s College. He also became first post war president of the Union. Hore-Belisha, furthermore, worked as a journalist for Beaverbrook until winning Devonport for the Liberals in 1923. Isaac then went on to dividing the Liberal Party by organizing a new National Liberal Party to support The Ramsay Macdonald-Baldwin National Government. Hore-Belisha soon became a big name in the government as he became Financial Secretary to the Treasury. That position impressed Chamberlain, which would prove good later. Isaac then became Minister of Transport (1934-1937), in which he reduced road accidents by simply introducing a driving test, a Highway code, and pedestrian crossing.   Ã‚  Ã‚  Ã‚  Ã‚  Isaac was a great governmental figure. Looking back at all his accomplishment, Hore-Belisha has done a lot for his English country. Therefore in May of 1937, Chamberlain chose Isaac for War Office. Chamberlain choice was quite unusual because of the fact that Hore-Belisha was Jewish, but Chamberlain had good reason. Chamberlain looked for a man to be Secretary of State that would stick to Chamberlain’s policy of limited liability. This policy would cause England to have no involvement in Europe. England wanted to stay a neutral country and this was its plan. In addition to staying a neutral country, limited liability would also reduce the cost of the Army to benefit the Navy, the RAF, and the taxpayer. So Chamberlain promoted Duff Cooper, present war minister, to the Admiralty and replaced he with Hore-Belisha. Now being young Jewish man in the cabinet, Hore-Belisha depended on Chamberlain’s support.   Ã‚  Ã‚  Ã‚  Ã‚  Trying to prove he was more then Chamberlain’s little toy monkey, Isaac started to make some improvement in the military. Isaac improved recruitment by inaugurating reforms known as the radicalization of the Army. He then went on to make army life more attractive.

Title IX and Impacts on Womens Education Essay -- essays research pap

Title IX and the impacts on women and their education HISTORY: Title IX of the Educational Amendments of 1972 is the landmark legislation that bans sex discrimination in schools, whether it is in academics or athletics. Title IX states: "No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subjected to discrimination under any educational program or activity receiving federal aid." Athletics has created the most controversy regarding Title IX, but its gains in education and academics are notable. Before Title IX, many schools refused to admit women or enforced strict limits. Some statistics highlighting the advancements follow: †¢ In 1994, women received 38% of medical degrees, compared with 9% in 1972. †¢ In 1994, women earned 43% of law degrees, compared with 7% in 1972. †¢ In 1994, 44% of all doctoral degrees to U.S. citizens went to women, up from 25% in 1977. Title IX governs the overall equity of treatment and opportunity in athletics while giving schools the flexibility to choose sports based on student body interest, geographic influence, budget restraints, and gender ratio. In other words, it is not a matter of women being able to participate in wrestling or that exactly the same amount of money spent per women's and men's basketball player. Instead, the focus is on the necessity for women to have equal opportunities as men on a whole, not on an individual basis. Concerning intercollegiate athletics, there are three primary areas that determine if an institution is in compliance: 1. athletic financial assistance 2. accommodation of athletic interests & abilities 3. other program areas Appraisal of compliance is on a program-wide basis, n... ...d numbers. Indeed, the United States stands alone and is a world leader in opening the doors of higher education to women. FUTURE: Even today, we acknowledge the many advances women have made in academics, employment and athletics, we still need to recognize some dismaying facts in our efforts to achieve equity. While sex discrimination is no longer routinely accepted in education and has been prohibited since Title IX became law, the incidences of sexual harassment and assault that are continually reported show that freedom from threats to learning still has not been achieved. In response, the Office for Civil Rights of the Department of Education has released its final policy guidance on sexual harassment to help educators recognize sexual harassment and formulate age-appropriate responses to prevent or resolve incidences of this form of sex discrimination.

Le Theme de lUnite et de lHarmonie de lHomme chez Friedrich Schiller :: French Philosophical Paper

Le Theme de l'Unite et de l'Harmonie de l'Homme chez Friedrich Schiller ABSTRACT: This study demonstrates that Schiller's philosophical work is not limited only to the explanation of the artistic phenomenon as such, and that, for him, art represents the premise of philosophizing, of elaborating an original conception of the world and of humanity. I emphasize the way in which the poet and playwright uses art as a philosophical method with a view to penetrating meaning in the world and in life and to identifying a solution to the crisis confronted by modernity. In this context, based on the conviction that the historical and rationalistic methods are the only ones valid for human understanding and achievement, Schiller, due to his artistic genius and his beginning from Kant's ideas concerning the compatibility of the theoretical and the ethical by means of the aesthetic, advances a way of raising nature (the sensible) to the level of morality with the help of the artistic creation interpreted as a game. What radically distinguishes and confers originality on Schiller's versus Kant's conception is the modality of solving the problems of the relation between necessity and liberty, sensibility and intelligibility, and individuality and liberty, thus offering the image of a person able to aspire to resonance with the exactingness of the Great Time, when evolution may become self-evolution, and history transhistory. Friedrich Schiller n'est pas seulement un sommet de la litterature allemande, il est en meme temps un philosophe d'une profondeur et d'une originalite impressionant. Il ne "poetise" pas la philosophie, mais suit les exigences d'une pensee d'une rare rigueur theorique et methodologique. Son oeuvre philosophique est l'une des plus remarquables contributions dans la philosophie de l'art. Il faut mentionner pourtant que les recherches philosophiques du grand ecrivain ne se limitent pas a l'explication du phenomene artistique comme tel: l'art represente pour lui une premisse de l'activite de penser philosophiquement, de l'elaboration d'une conception du monde et de l'homme. Schiller est le penseur qui considere l'art comme l'instrument indispensable pour la comprehension du sens du monde et de la vie. C'est pour cela que, en analysant sont oeuvre philosophique, nous n'y decouvrons pas seulement un systeme esthetique interessant, mais nous penetrons dans un univers philosophique complexe, fonde sur des considerations d'ordre esthetique. On peut dire que, pour ce genial poete et dramaturge, l'esthetique n'est pas seulement un branche de la philosophie mais une veritable methode de celle-ci.

Impact of Globalization on Indian Education

Impact of Globalization on Indian Education | | | |S. Deepalakshmi, | |hariharan. [email  protected] com | Abstract We are living in the â€Å"Era of Globalization†. Globalisation is not a synonym of Global business, but it is more than that. Globalisation poses variety of complex trends in the economic, social and cultural fabrics of all societies. We live in an intensely interdependent world in which all immense differences of culture and historical experience are compressed together in instant communication.The international transactions in services are defined as the economic output of intangible commodities that may be produced, transferred and consumed at the same time. Traditionally services are viewed as domestic activities due to direct contact between producer and consumer and government monopoly in infrastructure sector. The emerging digitization concept has altered this perception. The ascent of information and communication technology has given rise to e-commerc e, e-banking, e-learning, e-medicine and e-governance. So, it is argued that government finds it increasingly difficult to cope up with technology-driven activities.Because of that Nowadays Education has turned out to be a commodity of international trade. It is no more a public good on domestic scale, but a private good on global scale. Globalization brings education to the front lines. In the prevailing discourse, education is expected to be the major tool for incorporation into the ‘knowledge society’ and the technological economy. In this paper we are going to see the impact of globalization on knowledge, education systems, and equity policies. Key words: Globalisation, Indian Education, Knowledge, Society, Technology, Economy, Equity Policies, DigitizationIntroduction Over thousands of years, globalization has contributed to the progress of the world through travel, trade, migration, spread of cultural influences, and dissemination of knowledge and understanding. T hese global interrelations have often been very productive in the advancement of different countries. Globalization is viewed by somebody as westernization. But it is not so. The decimal system emerged and became well developed in India between the second and sixth centuries; it was used by Arab mathematicians soon thereafter.These mathematical innovations reached Europe mainly in the last quarter of the tenth century and began having an impact in the early years of the last millennium, playing an important part in the scientific revolution that helped to transform Europe. The agents of globalization are neither European nor exclusively Western, nor are they necessarily linked to Western dominance. Indeed, Europe would have been a lot poorer-economically, culturally, and scientifically- had it resisted the globalization of mathematics, science, and technology at that time. And today, the same principle applies, though in the opposite direction (from West to East).And Now, Initial en thusiasm for globalization as a beneficial set of processes has yielded to an understanding that the phenomenon is largely associated with increasing social inequality within and between countries as well as instability and conflict. So at this stage, it is necessary to find the impact of globalization on Indian Economy. Education is important not only for the full development of one’s personality, but also for the sustained growth of the nation. Education is an important investment in building human capital that is a driver for technological innovation and economic growth.It is only through improving the educational status of a society that the multi-faceted development of its people can be ensured Basically Indian Education system is composed of three components and they are Primary education, Secondary education and Higher education. Today, in the age of privatization, globalization and liberalization, India is exposed to the world in all spheres. In the present competitiv e world, expansion, excellence and inclusion are the three challenges of Indian education system. The age old system of education has to be reformed. Practical knowledge should be given more priority than heoretical knowledge. Indian Education System Indian education has its own history of development. In the earlier times, Gurukulas dominated the society, which emphasized the traditional and cultural education, which had its own restriction. But Indian education system got an impetus after the invasion of the British. Western education exerted its influence on the Indian education system, under the British rule. McCauley’s education policy is worthy of note. Scientific and technological education gained more importance than traditional and cultural education in this era.But in the post-independence period, our constitution made the education a fundamental right and enacted a law for compulsory education up to 14 years. Today higher education gives more importance to survival in this competitive world. Today is the age of privatization, globalization and liberalization. India is exposed to the world in all spheres. In the present competitive world, expansion, excellence and inclusion are the three challenges of Indian education system. The age old system of education has to be reformed. Practical knowledge should be given more priority than theoretical knowledgeImpact of Globalization on Indian Education The education in India is at a crossroads. Its liberal and secular character and content, carefully nourished during the last fifty years, despite several vicissitudes, is now undergoing fundamental transformation. Trends in Global Education which affects the quality of education ? Dilution and trivialization of the aims of education ? Fragmentation and compartmentalization of education ? Alienation of knowledge from social ethos ? Restriction of access through commercialization, privatization and competitive screening ?Parallelization or hierarchical l ayering of school systems ? Homogenization of socio- cultural diversities through increasing centralization The children of the poor and socially disadvantaged have been denied English medium school education. The rapid growth of the software development and electronic communications industries is one of the few achievements of Indian industry in post-independence India. Further, because of strong hold of the English language in MNCs and corporate circles, the divide between rural and urban is almost complete in the field of education.In consequence, this great reservoir of skills and expertise offers the opportunity to utilize them for the spread of quality education through several technologies. Impact of Globalization on Indian Education Globalization process means in the context of Higher Education as a very competitive and deregulated educational system modeled after ‘free-market’ but with more pressure on it to assure that the future workers is prepared for some f luid jobs in the ‘free-market of 21st century’.Further it means that educational system would provide the sites of struggle over the meaning and power of national identity and a national culture. Because of the commercialization, Educational sector has been more commonly described as, not service sector, but education industry. The free market philosophy has already entered the educational sphere in a big way. Commercialization of education is the order of the day. Commercial institutions offering specialized education have come up everywhere. In view of globalization, many corporate universities, both foreign and Indian, are encroaching upon our government institutions.Once these institutions turn ‘self-financing’, their prices would be benchmarked against their global counterparts, which would be affordable to the same top layer of the society. As the job markets become acutely narrow, the polarization between the elite and non-elite would be clearly disc ernible. Meanwhile, various kinds of price barriers would be imposed to prevent the entry of the non-elite like the downtrodden and poor communities. Further, Corporatisation has transformed the education sector into an enterprise for profits.Beyond a small group of elite institutions, few Indian institutions are globally accredited or recognized. Thus, the competition for a handful of elite institutions is severe. The Indian education system is not able to mobilize funds from its students at home. By some accounts, Indian students, whose fees are paid by their parents, have become a net subsidizer of British higher education; the largest number of foreign students in the US come from India, some 80,000; and there are even an estimated 5,000 Indian medical students in China.Many of the best students go abroad. Globalization has made education an extraordinary business opportunity with a great impact on employment. In the current scenario, Universities from different parts of the wor ld want to join hands with Indian Universities and be a part of India's lucrative economic strength. Partnership, Academic Exchanges, Joint Ventures, Research Collaboration, just about everything short of building a campus on Indian soil (illegal) are the ways in which Universities in the UK are seeking a stake in India.Large Industrial Organizations like Tata’s, Reliance, Essars or the Associations like CII, FICCI, SIAM   ; ACMA    start the initiatives to start Institutes of Excellence throughout India with collaborations from Institutes like Harvard School of Business, MIT in USA ; London School of Economics    There are certain advantages in Recruiting Overseas Students like students will get international exposure and they will develop skills such as talking to industry, making presentations and dealing with senior managers. Recruiting Overseas students is a way of getting financial advantage for the universities.Social Exclusion – The problems of Indian edu cation center on financing, equity and excellence. As these problems have been confounded by rapid globalization that requires only educated manpower, the traditionally excluded social groups, which are way behind the advanced groups in their access to education, are now victims of a double whammy. In fact, the introduction of ‘cost recovery’ principles that results in a hike in fees contributes to reduction in the burden of the government in financing higher education. Further, privatization of higher education makes it expensive such that it is beyond the reach of lower income groups.Inadequate income implies denial of opportunity of the benefits of higher education whereas the denial of access to higher education results in the lack of fair opportunities to improve income. The children of the poor and socially disadvantaged have been denied English medium school education. Decades of under-investment in education have created shocking shortages of buildings, laborato ries, libraries, sanitary facilities and even drinking water and sanitation facilities in the nation’s decaying education sector especially in Government Schools.The rapid growth of the software development and electronic communications industries is one of the few achievements of Indian industry in post-independence India. Further, because of strong hold of the English language in MNCs and corporate circles, the divide between rural and urban is almost complete in the field of education. In consequence, this great reservoir of skills and expertise offers the opportunity to utilize them for the spread of quality education through several technologies. Challenges posed by Globalization on Indian EducationIn the world of unequal opportunities, idea and knowledge are the emerging factors that decide development or lack of it, education cannot be left entirely to market forces. Further, market needs should be kept in view while developing the curriculum. The element of productivi ty orientation should guide the formulation of curriculum framework. It is also necessary that while deciding about the fee structure and other student levies, the tendency towards commercialization of education should be guarded against.Globalization poses challenges like †¢ Faculty Shortage †¢ Quality of education †¢ Incentive structures As the world moves on to forging an information society founded on education, India cannot remain behind as a non-competitive knowledge economy. India has to create an environment that does not produce industrial workers and labourers but fosters knowledge workers. Such people must be at the cutting edge of knowledge workers and, in turn, placing India in the vanguard in the information age.This is not to argue that the opportunities opened up by information technology are to be shunned, but to suggest its creative incorporation in the system of education. At the same time it is necessary to recognize the fact that the educational c onditions created by information technology are pregnant with the possibilities of intellectual colonization. The breaking of the geographical barriers and communication restrictions are indeed healthy attributes of knowledge dissemination, but it cannot be divorced rom the economic and political contexts of knowledge production Indian education system is one of the most tightly controlled in the world. The government regulates who you can teach, what you can teach them and what you can charge them. It also has huge regulatory bottlenecks. There are considerable entry barriers: Universities can be set up only through acts of legislation, approval procedures for starting new courses are cumbersome, syllabi revision is slow, and accreditation systems are extremely weak and arbitrary.The regulators permit relatively little autonomy for institutions and variation amongst them. The shortage of quality institutions is a product of India’s regulatory structures. Increased public inv estment that the government has promised is absolutely necessary to increase access Quotas became a symbol of the state’s power over Indian education: its propensity to hoist its own purposes upon academic institutions regardless of their impact on the quality of these institutions.Globalization requires two contradictory transformations in the state: On the one hand, successful globalization requires that the state invest heavily in increasing access to education. But in higher education, globalization also requires the state to respect the autonomy of institutions so that a diversity of experiments can find expression, so that institutions have the flexibility to do what it takes to retain talent in a globalized world and, above all, respond quickly to growing demand.Globalization demands a paradigm shift in the regulation of higher education. In India the debate has only just begun. There is a mismatch between the supply and demand. As for Indian universities they function today without even the basic minimum facilities and with teachers who have no access to the latest advances in their disciplines. These institutions churn out students who complete their education as outcastes even in their own chosen area of knowledge. What these institutions offer is unacceptable to the fast growing affluent Indian middle class.The situation is likely to aggravate in coming days with the UGC reportedly being deprived of its funding functions and the introduction of an accreditation system which would stamp many an institution as academic slums without ever the possibility of a honourable redemption. Understandably education is a fertile land for investment, particularly if it comes with a foreign tag. Conclusion The education system must ensure that students gain not just depth of knowledge in these subjects but a holistic perception and skills that will equip them to face the real world.At every stage, there must be opportunities to expand their boundaries, plat forms for collaboration and learning and recognition for those who strive to excel. Further, market needs should be kept in view while developing the curriculum. The element of productivity orientation should guide the formulation of curriculum framework. It is also necessary that while deciding about the fee structure and other student levies, the tendency towards commercialization of education should be guarded against.India should decide about the nature and extent of globalization that can be constructively introduced in their socio-economic and educational systems. While it is difficult to resist the temptation of falling in line with the international community, it is necessary that while doing so, the paramountcy of national interests should be kept in view. This is more so in the field of education, which is intimately concerned with the development of human capital. Ultimately, any hasty involvement in the global educational market can end up in harming the vital interests of students, and particularly of poor and downtrodden for generations to come.Proper regulatory mechanisms to be established to ensure that the universities, in particular the privately funded ones, do not end up exploiting students. Finally, it is about always trying to push the bar a little more, constantly innovating and never standing still. If the educational institutions believe in a value based education system, then their students will excel in all walks of life. At schools and colleges that believe in educational excellence, student enthusiasm and feedback is an important driver of change and evaluation.They create a vibrant, student community that continually innovative and excels in all spheres from academics to arts and sports. Globalization is a never ending process and Developing countries like India should utilize this properly to improve their national standard through their education system.

College and Dear Esteemed Members

Dear Esteemed Members of the Admissions Committee:I am submitting a letter of petition for readmission for the Fall 2011 term. I was dismissed from the university in 2005 for poor academic performance. Upon my entrance into the university I have always been very studious which has led me to excel academically throughout the years. When I began my studies at — I was ignorant of so many things. I didnt really pick up on college regulations and penalties comfortably until my sophomore year. It was then when I learned that I unfortunately didnt drop a class I thought I had dropped. I learned my lesson and became very familiar with the college catalog at that point. During my enrollment at —-, I truly tried my best but it was not good enough. I was devastated to see how I was performing when I knew I was capable of doing better. I graduated 3rd in my class with a 4. 2 on a 4 scale. I had never performed so poorly, EVER! As depressing as this was for me I never gave up. I kept striving for better results but in the end I had to face reality. When I was dismissed from the university I blamed myself for my failures. I was too proud to admit that there were underlying causes that led to such a poor performance on my behalf. When there are problems in my life I usually find ways to deal with them without making them known. Ive re-evaluated the situation and have come to the conclusion that I was in denial of the issues my medical condition was causing me. I am a type 1 diabetic which was not under its best control during my enrollment. I never wanted to admit that it was causing me problems but I realize that it needs to be known and I should not be ashamed of it. My health caused me to be in an uncontrollable state of drowsiness constantly. On some occasions it required hospitalization. There were times I woke up on my floor confused and out of touch with reality. The hospital became my second home. It seemed as if I wasnt at school or the dormitory I was in the hospital. During lectures, tests, and study sessions I fought to stay awake but I did not always win. I studied every chance I was given because I knew it wouldnt be long before my immune system got the best of me. Ill never forget one instance where I wanted to stay awake so desperately to study for finals I took 2 NoDoz pills (400mg of caffeine) and fell asleep almost instantly. Despite all my attempts to persevere, I still didnt want to accept that my diabetes was hindering my studies. Since dismissal I realized that I needed to make a drastic change not just for scholastic purposes but for my overall wellbeing. I teamed up with a dietitian, joined a workout program, and started on an insulin pump. Ive seen and felt a dramatic improvement in my health condition. I no longer encounter any of the issues I did while in college. I have also taken a couple of courses at a community college. For the most part Ive been working to gain experience in my field of study. I would like to be given another chance to prove the magnitude of my academics. My diabetes has maintained great control for a long time now. I am confident that it will remain that way. Im not far from graduation and my hunger for it couldnt be any stronger than it is now. I will send weekly progress reports if I must just to show how sincere I am. I have formulated a personal DARS report as a guidance tool to graduation. I have 45 hours left to complete. My plan is to take 2-3 courses each semester up until graduation. Following that plan will allow me to graduate in the spring of 2013. Included in this letter you will find medical records, transcripts from courses I have taken outside of ——, and other documents supporting this letter. Records-explanation of records (This is not part of the letter but what I will provide with letter)A1C levels; how they can affect ones stateIntensive care unit for kidney infectionHospital visit datesDietician datesCurrent A1C (Average for diabetic blood sugar levels)Letter from exercise programsLetter of recommendation from employers showing work ethicIdk if all the things I will include with the letter are necessary. Should I add or subtract anything? Also most colleges want you to attend another college for a year with a show of progression. I have only completed 16hrs since dismissal. I did four 4hr classes and received 3 A's and a C. Do u think I'll be readmitted on these grounds

Students Attitudes Toward English Education Essay

Chapter 1This survey is aimed to depict pupils ‘ attitudes toward English in simple schools, Students ‘ attitudes contributes in finding the consequence of their acquisition procedure. English larning procedure will be successful if the instructor knows the pupils ‘ attitudes so the instructor can construct on pupils ‘ positive feeling and counteract pupils ‘ negative feeling ( Moon, 2000 ) . Attitudes, which can be positive or negative, is the respond to stimulus from one ‘s societal environment ( Aiken, 1991 ) . Positive attitudes will do pupils ‘ ! eaming better than the negative or less positive attitudes of the pupils. English has become a popular topic at this clip, particularly for pupils in the novice degree. Nowadays, many simple schools are programming English as their local content topic. It seems that involvement in learning of English of simple school pupils has been turning in recent old ages. English is a new topic for element9ry schools in Indonesia. Based on the author ‘s experienccln learning English at the 4th class of an simple school, some pupils have positive attitudes in larning English and the remainder do non. Since this is the first clip for simple pupils to larn English, it is of import to cognize the pupils ‘ perceptual experiences toward 2 English as a new topic at the beginning of their survey. For kids, success in their acquisition is fundamentally influenced by their first perceptual experience towards the learning acquisition procedure itself. Reilly, V and S. Ward ( 1997 ) said that if kids ‘s first experience of English is enjoyable, they will hold positive attitudes toward English for the remainder of their lives. Therefore it is of import to look into the immature scholars ‘ attitudes toward English because we have to guarantee that their first experienoe in larning English is gratifying so ( hat they have positive attitudes towards English linguistic communication in the hereafter. English as a local content topic in simple schools has been officially taught since 1994. Based on the Decree of the Minister of Culture and Education No. 060/U! 1993 ( as stated by Kasihani, 2000 ) , English can be taught to the 4th class pupils. However, about all of the public schools in Indonesia started to present English from the first class. The ground is the pupils will get English better if English is learned from an early age. Therefore, it is of import to do the instruction English interesting for pupils because there are still few research workers focused on this job. However, learning English for simple pupils should be different from learning junior or senior high school pupils because the alone features of immature scholars. English topic as a portion of Muatan Lokal ( MULOK ) is an elected topic in elementarychool. The intents of learning English in simple school are to do the pupils able to understand by and large used English words, to comrnuriiate in simple English, and to wish English so that they Will 3 feel encouraged in larning English farther in SLTP. Furthermore, they are besides expected to hold positive attitudes toward English so that they will hold a motive to get the hang English in order to be able to pass on with English speech production people ( Kurikulum MULOK SD DKI Jakarta, 1995 ) . In decision, the ultimate end of the instruction of English is to do pupils able to pass on in English. Since Indonesian kids – particularly in the parts outside Jakarta – started school at the age of 6 or 7 old ages, they have been expected to get the hang more than one languages ; regional linguistic communication and Indonesian linguistic communication. Both linguistic communications are used for communicating in learning learning procedure. Sometimes the instructors do non recognize that this status can be one of the factors that hinder the pupils from geting English or, worst of all, make all the linguistic communications they have already learned jumbled. However, the chief aim of acquisition and instruction of English to immature scholars is non to be able to pass on in English. Kasbollah as stated by Nurrofiah ( 2002 ) suggests that the end of learning English to the simple school pupils is centered on edifice positive attitudes toward English. Furthermore, positive attitudes are related to success in 2nd linguistic communication acquisition ( Gardner, 1 895 & gt ; . That ‘s why the pupil ‘s attitude is one of the of import factors, which influence the success of pupils ‘ acquisition. Elementary pupils, as stated by Kasihani ( 2000 ) , are immature scholars with their ain features, which are biological, cognitive, affective, personal, and societal features. Fourth grade pupils, kidsaˆ?aˆ?4 age 8 to 10 old ages old, hold several features, such as, holding their ain positions of the universe every bit good as what they like and dislike making and able to do their ain determinations about what they want to larn ( Scott and Ythreberg stated by Santoso, 1990 ) . In short, immature scholars have already brought their ain positions and attitudes to the schoolroom which will impact their farther acquisition. Although there are merely few research workers that focused on attitudes, the author thinks that it is of import to detect pupils ‘ attitudes. Research findings stated that the most influencing pupils ‘ attitudes toward English were the learning stuffs used by the instructor and the background of larning as their motive. Based on the statements above, the author will oniy focal point on the pupils ‘ attitudes toward English. The pupils ‘ attitudes that the author wants to look into are the responses of English simple pupils in larning English as their foreign linguistic communication and what the simple pupils think about their English categories. The ground of this range of the survey is that pupils already have positions and attitudes toward a topic in larning English, as stated by Moon ( 2000 ) that kids do non come to their English lessons like clean sheet of paper † . Social environment in which pupils grow up and the people around them are one of the factors which give the influence in organizing the pupils ‘ attitudes. Therefore, it is of import to detect how are pupils of simple school ‘s attitudes in larning English and how they give their responses to English instruction in the I 5 schoolroom. It is indispensable to retrieve that success in larning English depends on the manner in ‘which early linguistic communication acquisition programmed. 1,2 Problems Designations An English instructor should take into consideration the pupils ‘ attitudes. It is by and large known that many simple schools in Indonesia start learning English to their pupils from the first class, so, normally, attitude has become an of import factor in the educational field. Based on that, the author identifies the jobs as follow: 1. What are the pupils ‘ attitudes toward English at the 4th class of simple school? 2. What factor can act upon the pupils ‘ attitudes? 3. Make the pupils ‘ attitudes influence the English acquisition procedure in the schoolroom? In this survey, the chief research inquiry is â€Å" what are the pupils ‘ attitudes toward English topic at the 4th class of simple school? † 1.3 Purpose and Beilefit of The Study The intent of the survey is to happen out the attitudes in larning English of pupils at 4th class of simple school. The benefit of the survey is that it is expected to be an input for English instructors to cognize the factors that influence the pupils ‘ attitudes in two 6 larning English at 4th class of simple school. As we know that attitude is one of the of import factors which influence success in 2nd linguistic communication acquisition, it is a necessity for an English instructor to cognize their pupils ‘ attitudes so the English acquisition procedure will be successful. 1.4 Scope of The Study The range of this survey is the attitudes of simple school pupils ‘ toward English. In this survey, the author will discourse about immature scholars and foreign linguistic communication, attitudes, and the nature of chiklren ‘s linguistic communication acquisition. 1.5 Method of The Study This survey employed a study attack which used descriptive method to analyze the pupils ‘ attitudes in larning English at the 4th class of simple school. The instruments were questionnaires, interview, and observation.Chapter IILITERATURE REVIEWIL1.Theoritical DescriptionIn the theoretical description, there are three facets discussed: ( 1 ) Young Learners and Foreign Language Learning, ( 2 ) Attitude, and ( 3 ) The Nature of Children ‘s Language Learning.1. Young Learners and Foreign Language LearningMost kids start formal instruction at the age of six. They attend simple school between the ages of 6 – 14. Recent surveies in SLTP 2 Tarakan ( Santoso, 2003 ) shows that pupils in first class of Junior high School consisting of 46 respondents or 97.9 % have already learnt English since they were in simple school. Furthermore, some of them, 65.9 % , said that larning English since simple school gave them positive influence. Met ( in Nurrofiah, 2002 ) asserts that immature kids learn languages more rapidly and more expeditiously than older kids or grownups. Young kids besides have more capableness than grownups in the comprehension and repeat accomplishments. ( Brewster, 2002 ) . Furthermore, Anderson and Carol ( 1988 ) argued that when the procedure of linguistic communication acquisition started early, the continuance of the procedure itself is longer so that the pupils can make more pattern and hence hold more experience which lead to the command of the ianuage. Therefore, kids will acquire more .t 8 advantages than grownups in the early acquisition of English. As stated by Kasihani ( 2000 ) , simple pupils are immature scholars who like making things, playing games, and singing vocals. Chomsky, as quoted by Coltrane ( 2004 ) argued that one of the manner of kids linguistic communication acquisition is by copying the sounds and forms which they hear around them and have positive support. But it does n't, intend that kids ‘s head is like a space slates which can be filled merely by copying linguistic communication they hear in the environment because kids are born with particular ability to detect for themselves the underlying regulations of a linguistic communication system. He besides said that kids between 5 until 10 old ages old are still geting the constructions of their first linguistic communication. For kids younger than 5, many facets of their first linguistic communication have non yet to the full developed. So while older scholars have the foundation of a to the full developed foremost linguistic communication when they begin geting a new linguistic communication, younger English linguistic communication scholars are working two things at the same cl ip: the full development of their native linguistic communication and the acquisition of English. There are some factors that influence pupils attitudes. Moon ( 2000 ) argued that younger kids tend to be influenced by their feelings for their instructor, the general acquisition ambiance in the schoolroom, the methods used by the instructor, and their parents ‘ sentiment. This means that kids who are larning a foreign linguistic communication tend to be influenced by the elements of their linguistic communication, which they are I I analyzing along with the foreign 1. In decision, the instruction and larning procedure in the schoolroom should be planned so that the influencing elements that can harm the acquisition of the foreign linguistic communication be reduced every bit low as possible.2. AttitudesAttitude is an of import construct that helps people to understand their societal word. Based on Gordon ‘s statement ( 2002 ) an attitude refers to a individual inclination to systematically react to assorted facets of people, situatiop. , or objects. An attitude could be inferred from a individual ‘s statement about their beliefs and feelings and from people ‘s from what they say, what they do, and how they react. Baron and Byrne ( 1987 ) as stated by Gagne and Medsker ( 1996 ) showed these three facets as the ABC theoretical account A for affect, B for behaviour, and C for knowledge. These three constituents are primary or which are the cause of the others. He besides stated that these three constituents are extremely interconnected and believed that all may be useflully employed in attitude development. The same sentiment was stated from Forsyth, Don ( hypertext transfer protocol: //www.alleydog.com ) . He defined an attitude can act upon the behaviour because attitude is an affectional feeling about wishing or disliking toward an object. He besides said that an attitude is non a feeling, knowledge, or a signifier of behaviour. It combined all three constituents in an â€Å" incorporate affect – knowledge – behaviour system † . foot means that attitude are made of three constituents that all influence each 9 10 other. If one constituent alterations, it will act upon the full attitude construction. In add-on, each constituent non merely has an influence on the attitude construction as a whole, but besides on each other constituent. While Luthans, Fred ( 2001 ) argued that attitudes can be divided into three basic constituents emotional, informational, and behavioural. The emotional constituents involve the individual ‘s feeling or affect — positive, impersonal, or negative – about an object. Emotion will be given specific attending as a type of intelligence. The informational constituents consist of the beliefs and information the person has about the object. It makes no difference whether or non this information is through empirical observation existent or correct. The behavior constituent consists of a individual ‘s inclinations to act in a peculiar manner toward an object. Oskamp, Stuart ( 1991 ) describe Tn Componential View point of attitude, there are 1 ) a cognitive constituent, dwelling of the thoughts and beliefs which the attitude holder has about the attitude object, 2 ) an affectional ( emotional ) constituent which refers to the feelings and emotions one has toward the object, 3 ) a behavior constituent, dwelling of one ‘s action tendencies toward the object. Aiiother reseather, Morrel and Lederman ( 1998 ) as stated by Sa'di Irnad defined the attitude object as an digesting positive or negative feeling toward schdol. Moon ( 2000 ) concludes that there are two factors that influences, pupils ‘ attitudes ; they are in school inf uences and out-school influences. The in- school influences are larning procedure, school civilizations, method, stuffs, and instructor. And the out-of-school influences are peer groups, parents, local young person civilization, and media. In add-on to the information above, Sa'di imad ( 2001 ) from Yarmouk University found that most primary schools in Jordan had lack appropriate acquisition environment. It is caused by the schoolroom which are crowded, no comfy children's-size place, non adequate infinite for drama at break clip, excessively many place plants and really short interruption which do non let kids clip to eat. From this state of affairs, the survey begiii. In general, the consequence of this survey indicated that kids in Jordanian Primary schools ‘ attitudes toward school were negative. From the above survey, it is really clear that kids ‘ attitudes are really of import and can impact their educational public presentation. Beside that, the bad school environment truly affects pupils ‘ attitudes toward the school itself, which will give negative influence to their attitudes toward larning From all the definition, there are several sentiments about the facets of attitude. The line can be drawn as in the tabular array below: 11Table 2.1No BeginningsOpinion1. Gagne and Medsker ( 1996 ) Divide an attitude into three facets. There are cognitive, affectional, and connation 2. Forsyth Don ( 2006 ) Attitude is an â€Å" incorporate affect-cognition-behavior system 3. Fred Luthans Divide attitude into three constituents. ‘There are ( 2001 ) emotional, informational, and behavioural 4. Oskamp Stuart Divide attitude into three componential points of ( 1991 ) position. There are cognitive constituent, affectional constituent, and behavior constituent R 12 It can be seen from the tabular array above that this survey employed cognitive, affectional, and connation as constituents of attitude because these footings convey broader significances. We can reason that attitude is the positive or negative feelings people have in respond to the state of affairss they are involved in. The more positive the attitude they have towards a certain circumstance, the easier their credence to the circumstance will be.3. The Nature of Chikiren ‘s Language LearningTeaching English to immature scholars is really ambitious because at this degree they are larning how to manage with their school life, larning to go literate and go oning to develop constructs. As kids grow older, their concentration are span additions ( Brewster, 1991 ) . It can be hard to make the sort of assortment needed to maintain their attending. We all know that kids are different from grownups so we need to cognize these differences in order to admit and to measure to optimie the acquisition experience for immature scholars. The survey will concern about immature scholars, which are at 4th class of simple school, it is between eight to ten old ages old. Many research workers agree that kids have a inclination to utilize a linguistic communication. There are common features in larning first linguistic communication and larning 2nd linguistic communication. However recent surveies stated that imitation, repeat, and formulaic address are the first scheme to be used when immature kids larning a foreign linguistic communication ( Tough, 1991 ) . ; 1 – _____________________ ; 0 ]I13 Based on Anderson and Carol ( 1998 ) , kids whose ages are eight to ten old ages old are really easy to accept new state of affairss and new people. It is assumed that they will be eager and interested in larning something different, in this instance different linguistic communication from their native 1. Yani ( 2003 ) in his diary Pembelajaran Bahasa Inggris Aktif, Kreatif, Efektif, dan Menyenangkan ( PAKEM ) in simple school, provinces that each kids has different features so they will necessitate different ways of acquisition. Children are different from grownups in their hope, their ideas, and their behaviour. Their features are besides different with the features of SLTP pupils or SMU pupils. Therefore, instructors should change the instruction and larning procedure in category so that they can suit these different features. Vygotksy, supported by Scoot and Ytrebereg ( as stated by Saritoso, 2004 ) said that larning procedure for immature scholars should be concentrated on the scholars features, Scott and Ytreberg sure that immature scholars are larning by making. Whereas Kahn ( hypertext transfer protocol: //puinas.jpl.nasa.gov ) explained that kids at this age can understand regulations and can follow, they like group activities and jaunts, takes inaugural and areself motivated, going an independent scholar, a perfectionist who will pattern the same thing over and over once more, avoid the opposite sex and, the 1as one, they can sit still and listen 20 – 30 proceedingss. Harmonizing to Mustafa ( 2002 ) , immature scholars have some features, they are: kids learn of course, they know a batch about 14 literacy before come ining school, all kids can larn, kids learn best when acquisition is meaningful, interesting, functional, and they can do their ain picks, kids learn best when they are in a non – competitory environment by speaking and making things in a societal context. Therefore, the procedure of teaci'ing and larning in the category besides should be designed in such a manner to ease these features,11.2. Conceptual ModelFrom the treatment above, it can reason that there are many factors that influence pupils ‘ attitudes toward English. Since this is the first clip for pupils larning English, it is of import to cognize what the pupils ‘ attitude toward English because positive attitudes will do pupils ‘ acquisition better. It has been discussed earlier that this survey employed the footings cognitive, affectional, and connation as constituents of attitude. The constituents of the attitudes itself are besides related to each other. Cognitive, affectional, and connation are the dimension to be used in mensurating the pupils ‘ attitudes toward English. in cognitive, there are backgrounds of larning English, stuff used by the instructor, and material presentation. In Affective, there are the pupils experiencing about their instructor, schoolmates, and the method i13 larning Englisk And in Connation there is inclination for making something. When pupils have the background of larning English, the personal sentiment about the topic, the instructor and the schoolmates, they 15 will finally larn the topics based on those old sentiment and judgement. This point of position will be the footing of developing the instrument of this survey as seen on the tabular array below: Table 2.2 Dimension Index 1. Cognitive Idea Opinion . Beliefs aˆ? Backgroimd of larning English Aim aˆ? Material aˆ? Material Presentation 2. Affective. Feeling. Assurance aˆ? Teacher aˆ? Classmate aˆ? Method 3. Connation aˆ? Action aˆ? Behavior aˆ? Tendency for making somethingChapter IIIMethodologyThis Chapter describes the methodological analysis used in carry oning the survey. Detailss on methodological analysis of the survey covering ; the attack waterless method used in the survey, the participants of the survey, clip and topographic point of the survey, the instruments of the survey, and the processs in roll uping and analysing the information. 111.1 The Approach and Method used in The Survey This is a descriptive quantitative survey in the signifier of small-scale study. The research worker did study in order to portray the bing status of the pupils ‘ attitudes toward English at the 4th class of simple school. As citied in Nunan ( 1993 ) , studies are the most normally used descriptive method in educational research, and may change in range from large-scale governmental probes through to small-scale surveies carried out by a individual research worker. In add-on, â€Å" the aimed of study is to gauge every bit exactly as possible the nature bing conditions, or the property of a population † ( p. 140 ) . The attack which used is descriptive analytical because the features ofthe survey is to explicate about the pupils ‘ thoughts or sentiments toward pupils ‘ background of larning English, intent, stuff, method of material presentation ; pupils ‘ experiencing toward their English instructor, schoolmates, and method used by the instructor and pupils action or inclination 17 schoolmates, and method used by the instructor ; and pupils action or inclination in making something. The study informations are collected through questionnaires or interviews, or a combination of questionnaires and interview ( Nunan, 1993 ) . In this survey, the research worker used a questionnaire, interview, and observation to roll up the information. The chief ground underlying the research worker used descriptive study was the research worker was more interested in happening out pupils ‘ attitudes toward English at the 4th class of simple school that was reflected on their reaction to the stuffs presented and the methods employed by the instructor. 111.2. The Participants of The Study The participants of the survey were 40 pupils of the 4th class of simple school in SDN Percontohan 02 pagi Cipinang Cempedak, East Jakarta. Their ages were between 9-11 old ages old. They live in common lodging. Most of their parents ‘ occupations were PNS or civil retainers, instructors, employees in private companies, homemakers, and business communities. Merely some pupils joined English classs outside the school. And the mean of the English mark of all the pupils in this category is 7.111.3 Time and Place of The StudyThe survey was conducted from January 2005-beginning with the preliminary survey. The informations were gathered from December 2005 to February 18 The topographic point of this survey was in SDN Percontohan Cipinang Cempedak 02 Pagi. This school is a theoretical account simple authorities school in Jatinegara territory because it has a batch of accomplishments. The survey conducted in this school because English is taught at that place. In add-on, this school is = considered as a school with good quality. So the author can compare the consequence of the survey with other school of lower quality. In decision a theoretical account simple school is expected to hold pupils with positive attitudes toward English because an ability trial was given to them when they foremost enrolled the school.ffl.4 The Instruthents of the StudyIn this survey, the research worker used questionnaire and interview as the instruments to roll up the information. 111.4.1. Questionnaire The questionnaire was constructed based on the dimension of the attitude ; there are cognitive, affectional, and connation. The inquiries were about the pupils ‘ cognitive, affectional, and conflation toward English. The indexs are pupils ‘ thoughts or sentiments toward pupils ‘ background of larning English, intent, stuff, method of material presentation ; pupils ‘ experiencing toard their English instructor, schoolmates, and method used by the instructor ; and pupils action or inclination in making something. The uestionnaire was written in Indonesia in order to do the III IillJlHtu1F ; 1 IiL ______________ ; 0 ] 19 letter writers understand what are being asked by utilizing Gutman Type graduated table method. Djaali ( 2000 ) stated that Gutman graduated table is merely used to happen definite reply. The research worker used this type of questionnaire in order to do it easier for the pupils to reply the inquiries because they are non open-ended inquiries. There were merely two optional replies, â€Å" yes † or â€Å" no † . The inquiries consisted of 26 closed inquiries about the pupils ‘ attitudes toward English at the 4th class of simple school. The mark is 1 for positive reply and 0 for negative reply. Table 3.1 shows the dimensions and the indexs of statements categorization in the questionnaire.Table 3.1111.4.2 Interview The interview was conducted outside the category. Because of the limited clip of the survey, the research worker Merely interviews 10 pupils from all pupils. These 10 pupils are chosen based on the consequence of the questionnaire informations that were believed represent the positive, mean, and negative attitudes. it was in the signifier ofDimensionIndexNoEntire1. Cognitive .. Idea aˆ? Opinion aˆ? Beliefs aˆ? Background of larning English aˆ? Purpose aˆ? Material aˆ?_Material_Presentation 1,7 2 1,23 2,5,6 3,4 2 2 3 2 2. Affectional aˆ? Feeling aˆ? Assurance aˆ? Teacher aˆ? Classmate aˆ?Method 9,10,12 8,14 11,15,17,20 3 2 4 3. Conflation. Action aˆ?_Behavior aˆ? Tendency for making something 13,16,18,19 2,24 25,26 8 20 open-ended inquiries consisted of 8 inquiries that recorded on the cassette. Each inquiry represented one index. The interview is done to happen the pupils ‘ feeling and sentiment toward English. Table 3.2 shows the dimensions and the indexs of the statement categorization in the interview. 111.4.3 ObservationTable 3.2DimensionIndexNo 1EntireI. Cognitive O Idea aˆ? Opinion aˆ? Beliefs aˆ? Background of larning English aˆ? Material aˆ? Purpose aˆ? Material Presentation 3, 5 2 4 2 1 1 2. Affectional aˆ? Feeling. Assurance aˆ? Teacher aˆ? Classmate aˆ? Method 6 8 7 1 1 1 3. Connation.Action aˆ? Behavior aˆ? Tendency for making something 9 10 1 1 The research worker observed the state of affairs and the status of the English schoolroom by clicking ( I ) Yes ( Ya ) or No ( Tidak ) based on the activity happened in the schoolroom consists of 40 pupils. In the observations signifiers there are merely the dimensions of connation because in the observation the research worker merely want to ascertained pupils ‘ public presentation that reflected from their action and behaviour in the English category. Table 3.3 shows the dimensions and the indexs of statements categorization in the observation. Dimension Indicator 1 Connation aˆ? Tendency for making aˆ? , Action and Behavior I somethingTable 3.321 111.4.4 Pilot Study Before making the research, the research worker tried out the questionnaire in order to prove the cogency and the dependability of the questionnaire. There was a theoretical account questionnaire which was designed for pilot survey before the existent questionnaire given to the pupils. After the questionnaire had been designed, so it was clip lbr the research worker to attest the questionnaire whether it was valid and dependable to utilize in a following existent questionnaire. The questionnaires were tried out to 10 pupils. L Validity The research worker used Dis-Continuum Score to prove the cogency of the questionnaire. Based on Djaali ( 2000 ) , Dis-Continuum Score trial is used for nonsubjective inquiries with are scored 0 or 1. The research worker used this manner in mensurating cogency in order to cognize whether the statements in the questionnaires were valid or non. The expression of the Dis-Continuum Score is: run batted in ) coefficient correlativity between mark of inquiry figure I with entire figure of mark Eleven = mean of entire figure of mark in inquiry figure I Xt mean of entire respondent ; 1 I. . . . H†¦ ; 0 ] Two 22 St standard divergence of mark entire respondent = entire figure of right reply for inquiry figure I qi = entire figure of incorrect reply for inquiry figure I From the computation above ( see Appendix A.4 ) , the consequence showed that from 30 inquiries, there was four inquiries were non valid. For n =10, the mark for R tabular array is 0,632. l'he mark which was under 0.632 ( see Appendix A.7 for R tabular array ) was non valid. 2. Dependability The research worker used expression of coefficient alpha to prove the dependability of the questionnaire. The expression is as follows coefficient of trial dependability K = inquiry figure Si2 = discrepancies of mark inquiry St2 = discrepancies score entire The consequence of the computation is 0.996 ( see Appendix A.6 ) . Based on the Pearson-product minute tabular array, 0.996 is between230.8 and 1.00 ( see Appendix A.8 ) . it can be concluded that the dependability of the questionnaire is high. 11L5 The Procedures in Collecting and Analyzing The Data I1L5J Research Procedure The research worker did the pilot trial before making the survey in order to cognize whether or non the pupils understood the statements in the questionnaires. Because the research worker merely used 30 pupils from 40 pupils in the questionnaire, the pilot trial was given to 10 pupils who were non given questionnaire. These 10 pupils were mix-ability pupils, consisted of pupils who are cagey, mean, and decelerate scholars based on the informations from their English instructor. The questionnaires were given to 30 pupils and 40 pupils were observed ; and because of the limited clip of the survey the research worker merely interviewed 10 pupils out of 30 pupils or it is peers to 33.3 % that were believed to stand for the positive, negative and mean attitudes. As stated by Burns ( 2000 ) , the sample size of the population besides has to be considered, the larger the sample the better. This does non intend that big sample is sufficient to vouch truth of consequence. The research worker were ascertained pupils ‘ public presentations one time a hebdomad for 3.0 proceedingss harmonizing to their English agenda in that 24 school. The observation was conducted 2 times. Merely one of the two observed pupils ‘ public presentations was examined, it was the public presentation that the research worker assessed as the best 1. 111.5.2 Data Analysis The survey represents a study attack, which normally used descriptive method in order to reply the inquiries introduced in chapter 1. In this method, the informations are gathered through questionnaire, interview, and observation. The information gathered from the questionnaire are quantitative informations, which are analyzed both quantitatively and qualitatively. The qualitative informations are taken from interview and observation. The description of the interview consequence is aimed to enrich the information of the questionnaire consequence, and the description of the observation is used to look into the pupils ‘ attitudes harmonizing to their public presentation or action during the English category. 111.5.2.1 Quantitative Data The quantitative informations are calculated from th consequence of the questionnaires. The respondents ‘ reply was classified harmonizing to emerging classs. Then, the information was quantified into per centum signifier. The qualitative information was utilizing ordinal graduated table ; the mark 1 for positive reply and 0 for negative reply ( see appendix A.4 ) . After that, the frequence analysis was carried out to