Process Of Encoding And Decoding English Language Essay

Process Of Encoding And Decoding English Language Essay The main purpose of any classroom teaching in English is to improve the communicative abilities of the learners. To improve the communicative abilities, the classroom teaching has to be necessarily skill oriented. English language is widely used for communication purposes and so competence in language skills has become necessary to improve the communicative abilities specially listening, speaking, reading and writing (LSRW). Among these four skills, both listening and reading are called as receptive skills or passive skills and the other two skills, namely speaking and writing are called as productive skills or active skills. It is important to note that these skills are interconnected in order to achieve the overall objectives of communication. Every thing takes place and develops within the linguistic, cultural and social boundaries of the concerned society in which the particular language is spoken. It is the curriculum, syllabus; text book, teaching methodologies under the efficient functioning of the teacher in the classroom, those students are shaped in communicative competence. 2.4.1 Listening Skills Listening is the capacity to process information coming from an aural source. Such information is first filtered by the perceptual processes of the listener and absorbed into the short-term memory. Selected information is then stored into the long-term memory for retrieval at a later stage, if and when required. Listening is the first and foremost language mode that children acquire which provides the basis for the other language arts (Lundsteen, 1979). The activity of listening plays an important role in the process of acquiring/learning language whether it is first or second language. The linguistic items like phonemes, morphemes, lexical items, grammatical items, syntax and semantics are taught to listen in order to develop other modes of language viz; speaking, reading and writing. Listening is a conscious act. It is a complex, multi step process by which spoken language is converted into meaning in the mind (Lundsteen, 1979.1) Wolvin and Coakly (1985) have identified three steps in the process of listening which are receiving, attending and assigning meaning. In the first step, listeners receive the aural stimuli or the combined aural and visual stimuli presented by the speaker. In the second step, listeners focus on or attend to select stimuli while ignoring other distracting stimuli in the classroom. In the third step, listeners assign meaning to or understand the speakers message. The Process of Encoding and Decoding An act of communication requires encoder- the speaker and decoder- the listener. The speaker encodes the concept or message through a set of code. The listener decodes the concept or message from the set of code used by the speaker. That is, on the one hand, the act of encoding involves hearing the sounds into words, words into sentences, sentences into discourses. On the other hand, the act of decoding involves identifying the sounds, understanding the utterances and their meanings, and recognizing the prosodic features like tone, intonation, pitch, stress etc. used by the speaker. Listening comprehensive process Richards (1990) draws two way process of listening comprehension; top-down and bottom-up processing. In top-down processing, the listener gets an overall or general view of the text. This is facilitated in the listeners schemata allow him/her to have appropriate expectations of what he/she is going to come across. In bottom-up processing, on the other hand the listener focuses on individual words and phrases and achieves understanding by putting the detailed elements together to build up a whole (Harmer 2001). According to Harmer it is useful to see acts of listening texts as interactions between top-down and bottom-up processing. The Speaker-Listener Polarity For the effective exchange of information, both the speaker and the listener are expected to be equipped with the competence of the language which is used. That is, the same level of competence is expected from the listener and the speaker as well. Any short- coming in the linguistic competence of the listener or the speaker would affect the communication. So, both the polarities should be more or less equally equipped with the linguistic competence of that language for effective and efficient communication. Types of Listening Cralvin (1985) (as cited by Chidambaram, (2005) has identified eight categories of listening with due general purpose. Translational listening-learning new information (speeches, debates, political conventions). International listening-recognizing personal component of message (new pieces of speech, report). Critical listening- evaluating reasoning and evidence (news broadcast). Recreational listening- approaching random or integrated aspects or event. Listening for appreciation- information, making critical discriminations or selection. Selective listening- Selecting certain features at a time (phonetic features) Intensive listening- for details (vocabulary, grammar) Extensive listening- (general idea stories, rhymes, songs). Relationship between Speaking and Listening Speaking and listening are interdependent processes. The activity of speaking requires at least a listener, an individual or an audience. The speaker speaks keeping certain objectives in his or her mind. That is, speaking involves conveying meaning using a code and listening involves understanding the meaning with the help of code the speaker used. If it is a transaction, one way listening, the speaker does not receive feedback, but if it is interaction, two- way listening the speaker receives feedback for the listener. In transactional or conversational discourse, sending-receiving and receiving-sending are alternative phenomena. Purpose of Listening While listening to various texts, one applies different skills to process the text, depending on the purposes for which one is listening. Listening is the only medium through which one access the sounds of a language and all the supra segmental features of the language, such as tone, pitch, stress, pause, etc. Hence, listening is a pre-requisite for speaking and at a later stage, for reading. Without knowing how a language sounds, one cannot engage confidently in speaking in the language, and without knowing how the sound patterns of the language function, reading its graphics serves little purpose. Teaching discriminative listening helps the learner to comprehend the language. Listening can be a major source of pleasure and relaxation. Listening to the sounds in nature can be very soothing. Listening to someone reading stories aloud or poem is a pleasurable activity. Listening is also an important social skill. People listen to allow a speaker to talk through a problem. Children, as well as adults, serve as a systematic listener for friends and family members. Sub-Skills of Listening Each skill of language comprises a large number of sub skills, whose value and relevance vary from one situation to another. Rosts (1990) has distinguished two kinds of clusters of micro skills of listening. Enabling skills (those employed in order to perceive what the speaker is saying and to interpret what they intended to mean) and Enacting skills (those employed to respond appropriately to the message). Enabling Skills Perception Recognizing prominence within utterances, including: Discriminating sounds in words, especially phonemic contrasts. Discriminating strong and weak forms, phonetic change at word boundaries. Identifying use of stress and pitch (information units, emphasis, etc). Interpretation Formulating content sense of utterance, including: Deducing the meaning of unfamiliar words. Inferring implicit information. Inferring links between propositions. Enacting Skills Making an appropriate response including: Transcoding information into written form. Identifying which points need classification. Integrating information with other sources. Providing appropriate feedback to the speaker (Adapted from Rost, 1990. 152 153). (As cited by Chidambaram, 2005). Difficult Factors in Listening There are five major factors that researchers believe affect listening comprehension. Text characteristics (Variation in a listening passage / text or associated visual support. Interlocutor characteristics (Variation in the speakers personal characteristics. Task Characteristics (Variation in the purpose for listening and associated response). Listener Characteristics (Variation in the listeners cognitive activities and in the nature of the interaction between speaker and listener). Teaching Listening Comprehension Listening comprehension involves a number of language skills, though the listening may be the specific focus. Teaching listening can be categorized into two modes. The first one is teaching linguistic nuances like phonemic variations, discrimination of similar sounds in words, recognizing word boundaries, recognizing morphemes, distinguishing grammatical and lexical items in a sentence, etc. The second one is teaching how to listen to a context, how to deduce meaning for an unfamiliar word, how to recognize them over a discourse. These two modes are important and inseparable for teaching of listening comprehension. If any shortcoming is found in teaching of either of this mode, its consequences will be seen in other skills of language. Testing listening skills Listening tasks should aim at helping students arrive at the meaning of words and provoking an examination of the given material. The test items include: Dialogue, news, railway announcement, sentence, words, word pairs, numbers, telephone numbers, years, days were used to test listening comprehension of the students understudy. These test items aim at evaluating the ability and skills of listening such as: predicting text based on information, deducing meaning of unfamiliar words, recognizing prominence with in utterance including: Discriminating sounds in words especially phonemic contrasts, phonetic changes, deducing the meaning of unfamiliar words, recognizing grammatical errors in sentences, recognizing word boundaries, etc,. Conclusion Here, the emphasis is on the importance of addressing the differences between spoken and written texts in the teaching of listening skills. It is only when learners are aware of the unique characteristics of authentic listening input that they can be equipped with the skills to handle real life communication. 2.4.2 Speaking Skills Language is the basic form of communication between human beings and in a society. As human beings, they always need communication to express their ideas to do everything; whats more as students or learners they have to speak to express their ideas to their teacher as long as learning process takes place. Speech is the first and foremost form of communication. It occupies a predominant position in enlightening the minds of the people. Information is understood and processed easily through speech rather than writing. Speech is biologically endowed behaviour of human beings. Spoken language has wider range of functions to perform than the written language. They start from casual spontaneous conversations ending with formal speeches and so on. Written language tends to serve rather specialized functions at the formal level. In the process of learning spoken mode of second language, learner encounters difficulties because of inter and intra-lingual factors, language shock, cultural shock and so on. However, difficulties and problems are inevitable in the process of learning spoken or written mode of the L2. Process of Communication Communication is a process of exchanging verbal and non-verbal messages. It is continuous process. This process can be termed as human communication or oral communication. The activities of the communication maintain eco-balance, co-operation, and tolerance and bring the people in a common line. The complete communication process is the hierarchical arrangement of the various components of communication. They are as follows: Intended message Encoder Signals Decoder The received message Feedback Message is the key idea that the sender wants to communicate. Messages can be abstract ideas and feelings of speaker who wishes to communicate. Encoder is a person who sends the message in the form of words and gestures. Signal is a means used to exchange or transmit the message in the form of the mechanical impulse. Channel is the medium through which a signal travels. Decoder is a person for whom the message is intended/aimed. Decoder receives communication signals into meaning and ideas. Received message is the result of decoding communication signals. Feedback helps the sender in confirming the correct interpretation of message by the decoder. Psychologically speaking after receiving the message, the nervous system of the receiver is activated and subsequently interpreted and appropriate meanings are assigned to the received codes to make the communication process complete. Communicative Competence The term communicative competence is coined by the anthropological linguist Dell Hymes (1967, 1972). Light (1997. 63 ) has described communicative competence as Being able to meet the changing demands and to fulfill ones communication goals across the life span. Communicative competence is the ability to send messages which promote attainment of goals while maintaining social acceptability. The term all modes of communication'(Hymes, 1962) can further be explained as the language competence that has total comprehension, and total verbal exposition in all modes of society, which includes group interactions inter-personal interaction involving different dialectal areas. As it is evident from the above, one thinks of two different types of competence, namely grammatical competence and communicative competence. Grammatical competence is the ability to recognize and to produce distinctive grammatical structures of a language and to use them effectively in communication. Whereas, the communicative competence can be achieved by exposing oneself both to the structure of the language as well as the social behaviour which pivots around certain conventional rules as put forth by the society. Teaching/Learning Speaking Effective communication depends on ones ability to express oneself in speech clearly, accurately and fluently. The development of spoken language involves the development of pragmatic usage in addition to the development of pronunciation, constructing words, phrases, sentences and discourses. Discourse in learning of second language plays a vital role. The stages of learning the speaking skills of L2 are same as learning of speaking L1. The problems encountered by the learners in the process of learning subtle, and detailed knowledge, show the gradual development of spoken language. The purpose of learning the second language fulfills when the learners use language with the real people for real purpose. Communication Strategy Zheng (2004) suggests that communication strategies are feasible and to some extent inevitable for language learners to use in their oral communication. These strategies can enhance language learners confidence, flexibility and effectiveness in oral communication. Tarone (1980. 420; 1983.65) defines communication strategies as a mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures do not seem to be shared. In addition, Canale (1983) and Bygate (2000) argue that communication strategies are used not only to cope with any language related problems of which the speaker is aware during the course of communication, but also to enhance the effectiveness of communication even if there is no problem or difficulty involved in an oral communication. Thus, it can be said that communication strategies are commonly used not only to bridge the gaps between the linguistic and sociolinguistic knowledge of the second language learners and those of the interlocutors in any communication situation but also to keep their talk flowing within their available linguistic knowledge, and eventually manage their oral communication. And also the learners adopt the strategies wherever they encounter problems at all the levels of language like phonological, morphological, syntactical and discourse. Cook (2001) says communication strategy of L2 learners will enhance the learning; and the learners strategy indicates that the learners are encountering the linguistic problems in the process of learning. The learners knowingly or unknowingly use the intra and inter lingual strategies to convey their message to others. By using the strategy they get satisfaction, assuring that they have conveyed the meaning completely to the questions by the researcher. Learning Strategy Learning strategies are defined by Oxford and Crookall as Steps taken by the learners to aid the acquisition, storage and retrieval of information (404). Strategic competence is the way learners manipulate language in order to meet communicative goals (Brown, 1994, 228). It is the ability to compensate for imperfect knowledge of linguistic, sociolinguistic, and discourse rules (Berns, 1990). With reference to speaking, strategic competence refers to the ability to know when and how to take the floor, how to keep a conversation going, how to terminate the conversation, and how to clear up communication breakdown as well as comprehension problems. The strategy of learning differs from learner to learner. However Oà ¢Ã¢â€š ¬Ã‚ ²malley and Chamot (1990) have defined three types of strategy used by L2 students: Meta cognitive strategies which involve planning and thinking about learning, such as planning ones learning, monitoring ones own speech or writing and evaluating how well one has done. Cognitive strategies which involve conscious ways of tackling learning, such as note taking, resourcing (using dictionaries and other resources) and elaboration (relating new information to old). Social strategies mean learning by interacting with others. Such as working with fellow students or asking the teachers help. Strategy process Language processing involves the retrieval of words and phrases from memory and their assembly into syntactically and propositionally appropriate sequences. Effective speakers need to be able to process language in their heads and put in coherent order so that it comes out in forms that are comprehensible and convey intended meaning. Process being used with reference to the systematic series of steps by which the learner arrives at the same usage overtime. Bialy Stock (1978) distinguishes process from strategies by the criteria obligatory/optional. Similar criteria are used by Fravefelder and Porqurer (1979) who classify process as universal, strategies as optional mechanism employed by individual L2 learners. Other researchers also defined process as continuing development involving a number of changes. Testing Speaking In second language research, a great deal of attention has been paid to related area of communicative behaviour. So, this part of the chapter concentrates on communication strategies of the L2 learners. Here, it is a tactic followed by the learners to conceal a gap in their communication. Hence, it is a test given to identify when and how the learners make use of such strategies in speech.

Childhood Abuse and Neglect and Posttraumatic Stress Syndrome Essay

Introduction This study briefly reviews complex trauma and discusses how it manifests in adolescents with a history of childhood abuse and neglect. A history of childhood abuse and neglect often leads to long-term emotional, behavioral and physical dysregulation that do not always fit the American Psychiatric Association Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) diagnostic criteria for Posttraumatic Stress Disorder (PTSD). This has led to the proposal of a separate but related diagnosis termed Developmental Trauma Disorder (Cook, Blaustein, Spinazzola & van der Kolk, 2003; van der Kolk, 2005; Najjar, Weller, Weisbrot & Weller, 2008). This diagnosis is based on an assessment of the literature on complex trauma and its long-term mental and physical health consequences. In this study, we will review the following: 1) the scope of complex trauma in terms of its general impact on individuals and society; 2) a description of the phenomenology of complex trauma; 3) the develop mental impact of complex trauma on adolescents; and 4) the diagnosis, treatment, and prevention of complex trauma in adolescents. Complex trauma refers to both the exposures and the developmental impact of long-term exposure to traumatic events during childhood and adolescence. Traumatic exposures are commonly of an interpersonal nature, including childhood physical, sexual, and emotional abuse and neglect. Traumatic exposures can also include repeated surgical procedures, chemotherapy or other adverse events during childhood. Complex trauma has a significant developmental impact across the life-span. In a large epidemiological survey, the Adverse Childhood Experiences (ACE) study, of more than 17,000 adults from the general popula... ...icine, 14, 245-258. Gabowitz, D., Zucker, M., & Cook, A. (2008) Neuropsychological assessment in clinical Evaluation of children and adolescents with complex trauma. Journal of Child and Adolescent Trauma, 1, 163-178. Najjar, F., Weller, R.A. Weisbrot, J., & Weller, E. B. (2008). Post-traumatic stress disorder its treatment in children and adolescents. Current Psychiatry Reports, 40, 104-108. Perrin, S., Smith, P., & Yule, W. (2000). Practitioner Review: The assessment and treatment of post-traumatic stress disorder in children and adolescents. Journal of Child Psychology and Psychiatry, 41, 227-280. Van der Kolk, B. A. (2005). Developmental trauma disorder. Psychiatric Times, 35, 401-408. Weiss, D., S. (2004). The Impact of Events Scale – Revised. In J. P. Wilson, & T. M. Keane (Eds.), Assessing Psychological Trauma and PTSD. New York: Guilford.

Essay Othello Versus O

Othello vs. O (The main differences between the play and Movie) Although the movie â€Å"O† is a production based on Shakespeare’s â€Å"Othello†, several differences exist between the two such as women’s social status, Iago’s personality change, and the type of language employed by the characters. Desi plays a strong woman who won't let any man put her down.She stands up to Odin several times during the movie, showing that twentieth century women have higher status in society than they did in Shakespeare's time. In the movie, Desi assertively says, â€Å"If you want to be with me don’t ever talk like that to me again, ever! † Desdemona seems much more compliant to her husband's demands, even when she knows that she is going to die. Rather than run, she goes to her bedchamber and gets ready for bed, perhaps suspecting that it will be her last night alive.At the beginning of the play she declares just how loyal she is to Othello by sayi ng â€Å"to you [father], I am bound for life and education; I am hitherto your daughter: but here's my husband, and so much duty as my mother showed to you, preferring you before her father, so much I challenge that I may profess Due to the Moor my Lord†(Hall,). Desdemona knows her place in society and that is that she should be loyal to her husband or else she has been an unworthy wife. Iago’s character changes drastically in the movie compared to Shakespeare’s play.He would be considered the perfect villain in the play. He never seems to get fazed when he destroys Othello and Desdemona's relationship, when he makes Othello go crazy or when he kills Rodrigo: â€Å" My medicine, work! Thus credulous fools are caught†(Hall, 124). There are two major motives that drive Iago to destroy Othello’s life. The first being his hatred for Othello for not promoting him. His second motive is his desire for importance in society and Othello is a human being th at is blocking his pathway to glory. His character in â€Å"O†, Hugo, is a little bit different. He is trying to†¦

Timeline of American Neutrality and Intervention World War...

US Neutrality and Intervention Timeline Aug 4th 1914: Wilson declared US neutrality. Aug 19th 1914: Declaration delivered before US Senate by Wilson; The United States must be neutral in fact, as well as in name, during these days that are to try mens souls. Nov 1914: Following the establishment of a naval blockade of Germany at the outbreak of war, Britain declared the North Sea to be a War Zone, with any ships entering the North Sea doing so at their own risk Jan 22nd 1915: Letter from Theodore Roosevelt to Sir Edward Grey What I believe to be the cause of justice and morality There have been fluctuations in American opinion about the war. The actions of the German Zeppelins have revived the feeling in favor of the†¦show more content†¦Colonel House expressed an opinion decidedly favourable to the restoration of Belgium, the transfer of Alsace and Lorraine to France, and the acquisition by Russia of an outlet to the sea..the loss of territory incurred by Germany in one place would have to be compensated to her by concessions to her in other places outside Europe. If the Allies delayed accepting the offer of President Wilson, and if, later on, the course of the war was so unfavourable to them that the intervention of the United States would not be effective, the United States would probably disinterest themselves in Europe and look to their own protection in their own way. March 24th 1916: British liner Sussex torpedoed. This event prompted Wilson to declare that if Germany were to continue this practice, the United States would break diplomatic relations. Wilson also received letter from Page saying that the British ambassador increasingly saw the United States as of no use as a peacemaker because we do not even keep our own pledge, made of our own volition. May 4th 1916: Fearing the entry of the United States into war, Germany attempted to appease them by issuing the Sussex pledge, which promised a change in Germany’s naval warfare policy; passenger ships would not be targeted, merchant ships would not be sunk until the presence of weapons had been established and would not be sunk without provision for the safety ofShow MoreRelatedTimelines of the Great War and Russian Revolution Worksheet Essay2404 Words   |  10 PagesUniversity of Phoenix Material Timelines of The Great War and Russian Revolution Worksheet Directions: For each of the four timelines that follow (1914, 1915, 1917, and 1918–1919), complete the timeline replacing the words â€Å"[Paste description here]† with the text of the correct description from the table beneath it. 1914 Timeline |JUNE 28, |THE EVENT THAT TRIGGERED WORLD WAR I | |1914 Read MoreDemocracy in Iran and Turkey Essays2319 Words   |  10 Pagesbetween the Evolution of Democracy in Iran and Turkey, from 1900 to the Present. 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AP Spanish Language Scores Learn What Colleges Require

Most colleges and universities have a foreign language requirement, and a high score on the AP Spanish Language and Culture exam will sometimes fulfill that requirement. Successful completion of an Advanced Placement Spanish Language class is also a strong credential for demonstrating your language proficiency during the admissions process. About the AP Spanish Language and Culture Exam The AP Spanish Language and Culture exam takes just over three hours to complete. The test has listening, reading, and writing components. Section I of the exam is made up of 65 multiple choice questions and counts for 50% of the total exam score. This section has two parts: Part A ask students to answer questions related to Spanish language sources drawn from literature, ads, maps, tables, letters, and newspapers.Part B of the exam focuses on a combination of listening and reading. Students will answer questions after listening to audio texts drawn from sources such as interviews, podcasts and conversations. Section II of the exam focuses on writing. Students must perform four tasks: Task 1 asks students to read and respond to an email message.For Task 2, students write a persuasive essay that integrates three source documents (an article, a table or graphic, and an audio text).Task 3 requires students to preview a conversation and then answer five questions related to the conversation.The final task involves presentation speaking in which students compare cultural features of their own community with those found in an area of the Spanish-speaking world. To learn more specific information about the AP Spanish Language exam, be sure to visit the  official College Board website. AP Spanish Language and Culture Score Information In 2018, over 180,435 students took the exam and those test-takers earned a mean score of 3.69. AP exams are scored using a 5-point scale. The distribution of scores for the AP Spanish Language exam is as follows: AP Spanish Language Score Percentiles (2018 Data) Score Number of Students Percentage of Students 5 42,708 23.7 4 62,658 34.7 3 53,985 29.9 2 18,597 10.3 1 2,487 1.4 Note that these scores represent the total group of students who took the exam, including students who studied outside of the U.S. and may be regular speakers of Spanish. For the standard group of test-takers (those from the U.S. who learned Spanish in U.S. schools), the mean score was a 3.45, and a smaller percentage of students received a 4 or 5. College Credit and Course Placement for AP Spanish Most colleges and universities that have a liberal arts and sciences core curriculum will have a foreign language requirement, and Spanish is the most popular option among U.S. students.   The table below presents some representative data from a variety of colleges and universities. This information is meant to provide a general overview of the scoring and placement practices related to the AP Spanish Language exam. For colleges not listed below and to get the most up-to-date placement data, youll need to search the schools website or contact the appropriate Registrars office. You can see that nearly all colleges provide college credit for a high score on the AP Spanish Language and Culture exam. Placement, however, varies significantly. At UCLA, a score of 3 or higher fulfills a students foreign language requirement. Highly selective schools like MIT, Yale, and Grinnell, however, do not award any course placement based on AP Spanish exam scores.   AP Spanish Language Scores and Placement College Score Needed Placement Credit Grinnell College 4 or 5 4 semester credits; no placement LSU 3, 4 or 5 SPAN 1101 and 1102 (8 credits) for a 3; SPAN 1101, 1102, and 2101 (11 credits) for a 4; SPAN 1101, 1102, 2101, and 2102 (14 credits) for a 5 MIT 5 9 general elective credits; no placement Mississippi State University 3, 4 or 5 FLS 1113, 1123, 2133 (9 credits) for a 3; FLS 1113,1123, 2133, 2143 (12 credits) for a 4 or 5 Notre Dame 1, 2, 3, 4 or 5 Spanish 10101 (3 credits) for a 1; Spanish 10101 and 10102 (6 credits) for a 2; Spanish 10102 and 20201 (6 credits) for a 3; Spanish 20201 and 20202 (6 credits) for a 4 or 5 Reed College 4 or 5 1 credit Stanford University 5 10 quarter units; placement exam required if continuing in Spanish Truman State University 3, 4 or 5 SPAN 101 Elementary Spanish I and II (6 credits) for a 3; SPAN 101 Elementary Spanish I and II, and SPAN 201 Intermediate Spanish I (9 credits) for a 4; SPAN 101 Elementary Spanish I and II and SPAN 201 Intermediate Spanish I and II (12 credits) for a 5 UCLA (School of Letters and Science) 3, 4 or 5 8 credits; language requirement fulfilled Yale University 4 or 5 2 credits A Final Word About AP Spanish Language and Culture Whatever score you get on the exam, and whether or not you earn college course credit, the AP Spanish exam can help on the college admissions front. Colleges want to see that applicants have taken the most challenging courses available to them, and AP classes play on important role on that front. Also, completion of an Advanced Placement language class typically means that you have exceeded the minimal foreign language requirement for admission. This shows that you have pushed yourself to learn more than is required of you, a fact that will be a plus when applying to college. Finally, realize that AP exam scores, unlike the SAT and ACT, are typically self reported and are not a required part of a college application. If you scored a 1 or 2 on the exam, you can simply choose to not report your score on your college application.

Immigration And The United States Essay - 1951 Words

Immigration as a whole is not the problem of focus but instead it is the system that is in place to regulate immigration and prevent the negative aspects of immigration influencing the United States. The Obama Administration recognizes the system is broken and knows it is a big deal for the country not only are we aware of the situation but there are things we would like to put into action in order to fix the system, sooner rather than later. The Obama Administration would like to do things such as place focus on deporting felons and not hardworking families and ensuring that those who do immigrate to the United States do their fair share within the country. We believe the United States citizens are not losing their jobs solely because of the immigration but because of the illegal immigration and undocumented workers who are employed largely because they are exploited and will work for much lower wages. We see this as hazardous to our economy. The Obama administration has taken execu tive actions in order to try and fix the system however powers are still limited and it is ultimately up to congress on whether these such actions can be executed successfully. Such actions would include tackling immigration at it source , the border, and strengthening security, earned citizenship, streamlining immigration, and using immigration to grow our economy. As stated before the Obama Administration unlike some others arguments recognize the benefits of immigration to the United StatesShow MoreRelatedImmigration And The United States986 Words   |  4 PagesImmigration in the United States continues to increase rapidly year by year. According to an analysis of monthly Census Bureau data by the Center for Immigration Studies, the immigration population in the United States, both legal and illegal, hit a record of 42.1 million in the second quarter of this year, an increase of 1.7 million since the same quarter of 2014 (CIS.org). 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Analysis of Toy Cars for Heavy Metal Content free essay sample

Two different digestion methods were followed, and both confirmed the presence of Baa and Fee, although the concentrations obtained by each teeth differed: higher values m/m% was obtained for all samples digested by HCI than for samples digested by acetic acid. Trace amounts of many natural occurring chemical elements such as sodium, magnesium and iron are needed for the proper functioning of the human body . However, there are also elements which are toxic to the human body such as mercury, lead, thallium, arsenic, cadmium, nickel, selenium and barium.These metals are part of a loosely defined group known as heavy metals. The toxicity of most heavy metals are caused by the fact that they accumulate In the body over time, and interfere with biological castles, for example mercury, which Irreversibly Inhibits enzyme activity, and lead, which also inhibits enzyme activity and interferes with neurotransmitters, causing a wide range of side effects, some of which are life threatening. These heavy metals are used in many industrial manufacturing applications which include the manufacturing of pesticides, batteries, alloys, electroplated metal parts, textile dyes, and of particular importance for this study, plants. According to studies In the USA, It appears that paints are the leading cause of lead poisoning amongst children, and in particular, the paint found on toys. In an attempt to ensure the safety of toys, certain international regulations have been formulated. ASTM F-963 is a set of regulations that cover many different safety aspects related to toys, including their heavy metal content.ASTM F-963 prescribes deferent digestion methods for different toys, all of them aimed at imitating the human digestive system, to determine how much of a certain element For paints the ASTM F-963 does not recommend total digestions of the toy, but rather crapping off the paint, as the surface of a toy is the part most likely to be digested by the human stomach. 5 Various te chniques and instruments can be used to analyses the digested and prepared samples, the different choices mostly dependent on the concentration range, and the elements being tested for.For this study the analysis method of choice was ICP-GOES, inductively coupled plasma optical emission spectroscopy. This type of spectroscopy uses an inductively coupled plasma to excite atoms and ions to emit electromagnetic radiation at wavelengths unique to reticular elements. The intensity of the emission can be correlated to the concentration of the specific element within a sample. One of the advantages of ICP- GOES is that it is not only able to detect specific elements quantitatively, but it is also capable of performing multi-elemental qualitative scans.This is extremely convenient when determining in advance whether it will be worthwhile to analyses quantitatively for a specific element. ICP-GOES can also detect more than 70 elements, making it very versatile. 7 However, it does have a few disadvantages. It doesnt have ere low detection limits, with its dynamic range being a high pimp range. This Instrument is also very expensive, and the argon used for the plasma, is also a rather expensive inert gas. Furthermore this instrument does not allow the detection of Isotopes, but fortunately this is of very little importance for this specific study. EXPERIMENTAL 1.Preparation of standards Standards were prepared for calibration curves for detection of Baa and Fee. Baa(NON)2 Nas used to prepare a 5 pimp Baa stock solution, from which 2 pimp, 1 pimp, 0. 5 pimp, J. Pimp, 0. 1 pimp and 0. 005 pimp solutions were made up by dilution. Fesses. OH Nas used to prepare a 5 pimp Fee stock solution, from which 2 pimp, 1 pimp, 0. 5 pimp, 3. 1 pimp, 0. 05 pimp and 0. 02 pimp solutions were made up by dilution. The solutions Newer measured by ICP-GOES. 2. Sample preparation Paint was scraped down from yellow and from black toy cars. The yellow batch was mixed to homogeneities it, as was the black batch. 3.Sample digestion according to method 1 5 paint sample of yellow paint (z 100 MGM) and 5 samples of black paint (z 100 MGM) Newer weighed out. To each sample was added acetic acid (10 ml, 4%). The samples Newer left to stand for 24 hours in darkness. The samples were then filtered, and the extractions diluted to 50 ml. All the samples were measured by ICP-GOES. 4. Sample digestion according to method 2 Newer weighed out. To each sample was added HCI (5 ml, 0. 1 M). The HCI containing samples were heated in a water bath at 37 co in darkness for 1 hour, with agitation. Irish was followed by 1 hour in the water bath in darkness without agitation.The samples were the filtered and the extractions diluted to 50 ml. All the samples were measured by ICP-GOES. All analysis was done on a SIPS-7510 Shimmied instrument. 1. Qualitative broad scan Before starting quantitative analysis, a qualitative elemental broad scan was performed to see what metals were present in sufficient quantities to merit analysis. AAA was the only discovered heavy metal, along with Fee and Ca. The decision was made not to analyses for Ca, as it is present in all water sources, and the ICP-GOES almost always gives false concentration values for Ca.It was then decided to analyses only for Baa and Fee. 2. Barium A calibration curve was drawn from the intensities measured for the series of prepared standard solutions, giving a linear trend line y = 8. Xx 0. 4183, RE = 3. 995, where y = intensity, and x = concentration. After measuring the standards, all the prepared samples were measured and from the calibration curve the concentration of Baa in both the yellow and black paint, prepared by different digestion methods, could be determined. Table 1 gives the summarized data obtained from the measurements.