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Dissociation Reaction Definition and Examples

Dissociation Reaction Definition and Examples A dissociation reaction is a chemical reaction  in which a compound breaks apart into two or more parts. The general formula for a dissociation reaction follows the form: AB → A B Dissociation reactions are usually reversible chemical reactions. One way to recognize a dissociation reaction is when there is only one reactant  but multiple products. Key Takeaways When writing out an equation, be sure to include the ionic charge if there is one. This is important. For example, K (metallic potassium) is very different from K (potassium ion).Dont include water as a reactant when compounds dissociate into their ions while dissolving in water. While there are a few exceptions to this rule, for most situations you should use (aq) to indicate an aqueous solution. Dissociation Reaction Examples When you write a dissociation reaction in which a compound breaks into its component ions, you place charges above the ion symbols and balance the equation for both mass and charge. The reaction in which water breaks into hydrogen and hydroxide ions is a dissociation reaction. When a molecular compound undergoes dissociation into ions, the reaction may also be called ionization. H2O → H OH- When acids undergo dissociation, they produce hydrogen ions. For example, consider the ionization of hydrochloric acid: HCl → H(aq) Cl-(aq) While some molecular compounds (such as  water and acids) form electrolytic solutions, most dissociation reactions involve ionic compounds in water (aqueous solutions). When ionic compounds dissociate, water molecules break apart the ionic crystal. This occurs because of the attraction between the positive and negative ions in the crystal and the negative and positive polarity of water. In a written equation, youll usually see the state of matter of the species listed in parentheses following the chemical formula: s for solid, l for liquid, g for gas, and aq for aqueous solution. Examples include: NaCl(s) → Na(aq) Cl-(aq)Fe2(SO4)3(s) → 2Fe3(aq) 3SO42-(aq)

Periodontal disease and community health Essay Example | Topics and Well Written Essays - 750 words

Periodontal disease and community health - Essay Example Non surgical diagnosis and treatment involve scaling to remove the accumulated tartar, root planning to smooth the loosened gum tissues for preventing further tartar accumulation and probing the pocket depths to thoroughly clean the bacterial colonies in the sub-gingival layer, that is, the gaps between the root and the gum tissues. This review attempts to provide a critical analysis of the paper presented by Daniel van Steenberghe, Peter Garmyn, Lut Geers, Elke Hendrickx, Marina Marechal, Karin Huizar, Ann Kristofferson, Karin Meyer-Rosberg, and Guy Vandenhoven on the basis of a multi-centered investigation in order to understand the extent of pain in fixed numbers of both first timers and recall patients during instrument based diagnosis and routine non-surgical treatment of the condition. The importance of the investigation not only lies in the common occurrence of the disease affecting a major part of the adult population in the United States of America, but also in its two-fold risk, including an imminent damage of the oral area and its association with much more severe physiologic conditions, like cardiac arrest, stroke, atherosclerosis and increased blood glucose levels. (Journal of American Dental Association, 2000) The study analyzed the findings obtained from a survey carried out on the experiences in volving pain and discomfort of two different groups of patients during diagnosis and treatment with non-surgical periodontal instrumentation. The principal objective of the analysis was to run a trial test for establishing the hypothesis indicating the existence of discomfort during periodontal diagnosis based on observations from earlier rudimentary investigations. Another important aim of the study was to compare and contrast the discomforting experience for patients under instrumentation for diagnosis both in hospital environment and in clinics during private practice. The secondary objective of the investigation was to standardize and corroborate a set of earlier formulated survey questionnaires for assessing the past experience of patients with previous diagnostic sessions of scaling and pocket depth probing by periodontists that can be used for future assays on patient responses after administration of topical anesthetics during treatment. A nested case controlled analysis was performed with the two groups of individuals, one composed of first timers for non-surgical treatment and diagnosis and the other being the recall patients who had earlier undergone primary SRP (Scaling and Root Planning) and probes for PD (Pocket Depth). The first timers who constituted the primary study group formed the basis of the investigation and were subjected to either PD or SRP or both. They were compared with recall patients constituting the comparison group, who were subjected to cohorts being exposed to either PD or SRP, thereby together constituting the control group. The best part of this longitudinal study population was the formation of the nested control group to minimize the recall bias, which is the misleading influence due to the memory of past treatments on the experiences of the individuals from the recall group. The longitudinal analysis was performed with both the respondents and the non respondents in the study and the

Interpreting the Bible Assignment Example | Topics and Well Written Essays - 250 words

Interpreting the Bible - Assignment Example excluded; chapters and verses were incorporated later in the medieval age; the present Revised Standard Version is the end result of several translations; translations are influenced by cultural differences, and changing languages and cultural values. There are no universally accepted, impeccable authorities to the interpretation of the Bible. Because of the factors listed above, and mainly because it is not an original source, the Bible cannot be taken at face value. As all versions of the Bible are translations, or revisions of earlier translations, total objectivity, and accuracy of the information presented, cannot be taken for granted. Each individual must make a decision, based on personal faith, and intellectual dictates, on what guides to adopt towards the interpretation. Interpretation of the Bible is unavoidable, and is largely based on personal choice. This choice can be an informed choice, taking into consideration all the implications of translation. There can be no absolutely dependable authorities in Biblical

Analysis of Direct Costs Research Paper Example | Topics and Well Written Essays - 250 words

Analysis of Direct Costs - Research Paper Example The other type of costs that is associated with direct material cost analysis, is the material related costs. These are costs incurred when a firm purchases excess materials to ensure there are adequate materials for production (Drury, 2007). These are costs that come about due to scrap, overruns, spoilage, and defective parts. Materials not used due to overruns, scrap or spoilage still have residual value or salvage value. A company might decide to sell the excess materials or use them for further production, either way adjustments have to be made to include the residual value (Drury, 2007). Where a residual value of the excess materials has been established, a firm might adjust direct material cost by subtracting the estimated residual value (Drury, 2007). To avoid problems that arise when analyzing direct materials and direct costs, one should do a further analysis so as to identify ineffective and uneconomical practices (Drury, 2007). This should be done before any direct cost analysis is carried out so that one could be able

Community Language Learning

Community Language Learning Community language learning (CLL) is a type of language learning approach. The founder for CLL methodology was Charles Curran, an American Jesuit priest who was working as the Counseling Learning. CLL play a fundamental role for students who are learning English as their second language. It is an example of an innovative model that takes the importance of learning process into consideration. Learning new languages might be challenging for students who are not familiar with the language as they will face difficulty in understanding the language that they are learning. Some of the learners will feel nervous when they are talking using other languages. They might feel that they are embarrassing themselves when they are communicating with the native speakers. So, Curran was best known for his extensive studies on adult learning. He had addressed some issues on affective domain that are related to adult learners when they are learning new languages. Technique that is applied in CLL method is that teachers act as the language counselor or translator during language learning, while the students are the client in the learning process. During the discussion or lesson, students sit in a circle while the teacher sits outside the circle. Sitting in the form of circle will give the students the sense ownership and feel included. The circle helps to build community. It provides a non-competitive, a sense of involvement and a sense of equality atmosphere for the students. Students will feel even more comfortable with their peers and this will make them try to use the language . When the class starts, everyone is encouraged to know each other well. This will create a warm and close class identity. Students will listen clearly when other students are talking. They will enjoy the chance to be imaginative and can direct their answers quickly when they are sitting in the form of a circle. This is because when they are sitting together, student s can see each other faces clearly, have eye contact and hear each other well. They will feel secure and safe to speak out their thoughts and can have debates and discussions among themselves. Interpersonal relationship among students and teachers are very important. Teachers need to treat the students fairly so that students will lower their defensive behavior and will start communicating interpersonally. Students will feel free to talk about their experiences or introduce themselves using their mother tongue. Teachers have to listen carefully to the students conversation and translate the conversation into English. Then, students will follow and imitate teachers pronunciation and sentence structures again during the discussion. Students will then repeat what have been said by the teachers in front of the class. So, in order to make the learning process easier, students should ensure that they make simple and short phrases around five to six words when they are talking in their mother tongue. So, maybe the teachers can control or stop the students from talking too long. This is because when teachers translate it in English, it will be easy for the students to understand a nd imitate the pronunciation and sentences easily. When it is the students turn to speak in target language directly to the group, teachers can correct students grammatical error and mispronunciation. But teachers must make sure that they are not over doing it. Even though the teachers are not taking part or involve in the discussion, they still play an important role in the learning process. Teachers should not always correct the students pronunciation as this will discourage them to continue learning and affect the students interest in learning. It will also lead to frustration. The teacher should not control the conversation in CLL, but let students talk whatever they wishes (Rardin et al., 1988). What was important is that teacher should ensure that their students are generally able to speak in a way that is easy for others to understand and not necessarily like a native speaker. Scaffolding can be provided for the students if students are still unable to pronounce or speak correctly. Set up a personal tutorial for the selected students by providing them extra classes and teach them again the proper usage of English will eventually help them. Their learning progress may be very slow, but teachers concerned and mutual trust will help the m to master the language slowly. Mutual trust between the teachers and the students should be maintained throughout the discussion. Students will feel more comfortable when they are sharing their opinions and thoughts. This will eventually motivate students to learn new languages and boost their confident when speaking in front the group. In a non-defensive relationship learners are able to engage with and personalize the material (Rardin, Tranel, Tirone and Green, 1988). This method is not really relevant in a Malaysian classroom. Malaysia is a multiracial country that consists of Malay, Chinese, Indian and others. Everyone is put under the same education system, where all races are studying in the same class. When students are studying in the class, they still prefer to use language that they feel more comfortable and familiar to communicate with others. Because of this, there will be some language differences between students. Everyone in the class uses different mother tongue and prefer to use language that they feel more comfortable and familiar with when communicating with others. That is why CLL is not really applicable in Malaysian classrooms that consist of multiracial students. In CLL teaching approaches, most of the communication and talking are in mother tongue. Students from different races will face difficulty in understanding their friends conversation and this will actually lead to some confusion in students. During the discussion, stu dents initiative to communicate will be less. This is because they will feel left out or awkward to speak with their mother tongue where most of their friends cannot understand. Teachers will also have to realize that their students come from various backgrounds and will face many problems when learning new languages. For example, students who are learning English as their second language, while their mother tongue is Mandarin. Mandarin grammar is much simpler if compared to English. Students will face difficulty in learning English because Mandarin has little or no bound morphology and there are no grammatical paradigms to memorize. Each word has a fixed and single form and verbs do not take prefixes or suffixes showing the tense or the person. However it is different for English. When teaching in English classes, CLL approach is not applicable also. Teachers who want to apply this approach in classroom need to have strong understanding of languages where they are able to explain and differentiate the uses and function of certain languages. Translation from mother tongue to target language is not easy for teachers because they need to concern about the comp licated grammar rules and sentence structures of the language. When the teachers are translating to the target language, they need to make sure that the sentence structures are following the grammar rules and arrangement of sentence structure of the target language. Clear explanation must be made by teachers so that students can understand how sentences are formed. They must be able to explain and give examples to students that not every sentence can be translated directly to the target language. That is why teachers must have strong understanding of every function of different languages. The Grammar Translation Method (GTL) is another method that can be used by teachers when teaching second language learners. This method was introduced in the 19th century, when moves were made to bring foreign- language learning into school curriculum. Furthermore, grammar translation method emerged when people from the western world wanted to learn Latin and Greek. It focuses on grammatical rules, memorization of vocabulary, translation of text and doing excises. Students were given explanation using their mother tongues language. There are some limitations for the Grammar Translation method. One of the reasons is that the class is conducted using mother tongue, with little use of the target language. Because of this, students prefer to communicate using mother tongue as everyone in the class will understand what they are trying to convey. Unfortunately, this will not help students who are struggling to acquire speaking skills and will not help in developing and improving their proficiency in target language. Students will not be able to speak correctly using correct grammar rules and pronunciation because they cannot practice how to speak correctly using target language. Other than that, students will not have the initiative to communicate in using target language, some of them even feel shy and refuse to try to speak in target language because they are afraid to make mistakes when speaking with others. Vocabulary is also taught in the form of isolated words list. The students are taught about the literal meaning of the word, but they pay less attention to the way that it is used. For example, they only know the literal meaning of the word happy, but they do not know how to apply it correctly in sentences. They will construct her eyes shone with happy instead of her eyes shone with happiness. Even though they learn about the change in the form of the word according to the grammatical function in the sentence, however the application is less. Other than that, they also learn how to translate sentences from their mother tongue to target language. Even though this will help the students to master the basic knowledge of English such as basic vocabulary and grammar, however, the conditions of learning second language are different. Sometimes, certain language cannot be translated to other languages without considering grammar rules. For example, in Malay language Jangan main main, but wh en it is translated to English it will become you do not play play . The grammar rules and sentence structures are correct but it carries illogical meaning to the sentence. Furthermore, GTL is focuses on reading and writing. This is parallel to Malaysia curriculum specification which is also emphasizes on those skills. The curriculum specification outlines the communicative teaching approach to English based on the integration of the four main skills: reading, writing, listening and speaking (Malaysian Education Ministry, 1989). The curriculum specification in Malaysian schools is supposed to place emphasis on oral activities that would help students to use English language effectively in their daily communication and relate the language to the environment. However, in terms of implementation, the classroom situation is far from what is envisioned by the Ministry Classroom. Teaching often relies on reading comprehension, writing, grammar and vocabulary skills. Thus largely neglecting listening and speaking skills which are not given emphasize in the classroom (Pandian, 2002). Although GTL has its advantages, however there are some lacking elements in this method. Communicative competence are not really emphasizes in this method. This is because the teaching process is solely based on books only. Drilling the learners with continuous grammatical exercises especially at the primary school level is a norm in Malaysia classroom. Drilling exercise will help the learners to have deeper understanding of grammar rules writing so that they can correct their errors and will not repeat the same mistakes when writing. Even though the drilling exercises approach has some advantages in language teaching, it is however does not help the students to master the language in the long run. Often, students from the rural areas are not able to speak and write competently in English after they have graduated from high schools. According to (Maarof et al., 2003; David Govindasamy; 2005), ninety-four percent of students are unemployed after graduates in Malaysia due to their ins ufficient competency in English language, particularly in using English for oral business communication. GTM is relevant to Malaysia classroom for students who are learning English as their second language as it focuses on translation method. Translation from L1 to L2 is important in learning second language. This is because the students need to think in their mother tongue first before applying to their target language. According to the curriculum specifications, grammar is taught according to stages by stages. Students will learn from simple words to more complex words. First, it begins with a word list, teachers are supposed or required to translate the word list into students native language so that students can understand. This is because Malaysia school is divided into SK (Sekolah Kebangsaan), SJKC (Sekolah Jenis Kebangsaan Cina), and SJKT(Sekolah Kebangsaan Tamil). This is applicable in Malaysia classroom because everyone in the class understands Malay language in SK school, Mandarin in SJKC and Tamil Language in SJKT. It will be easier for the teachers to translate words from native language to target language as all the students understand the same native language. This method also plays a fundamental role for the slow learners or learners who are trying to learn new languages. Teachers can translate words by words to them using their mother tongue so that can understand more. They will be able to acquire vocabulary and understand the meaning of words and phrases in context. Furthermore, they also can recognize certain words that can be applied in different context and situation. When students have strong understanding of the application of the meaning of words, they can slowly learn to construct simple sentence and then progress to the next level. However, if we look back to the history of GTM, GTM only teaches students how to memorize words and its meaning. But overall, grammar is still the main part in learning language. In primary school, the usage of textbooks, worksheets and exercise books is common in the learning process. When the pupils are reaching intermediate level, cassettes and video tapes are introduced to make the learning proce ss more interesting. However, these materials lack the capability to nurture oral communication skills due to the lack of interactivity (Faridah, 2004). In other words, many teachers are more interested in training students how to read and write well in addition to teaching students to master the grammar component of the language. In conclusion, every approach has its own strength and weaknesses. It depends on how teachers apply it in the learning and teaching process. In order to motivate students to improve their English, teachers need to understand how they actually learn and adopt more suitable approaches .

Medieval Europe And The Renaissance :: essays research papers

When I look at the conflicts that medieval European people faced and the conflicts that modern people face, I see a huge difference. Our government, economics, science, mobility, art, literacy and health are very different. Some aspects of religion are different, but not many. The Black Death and feudalism are some major contributions to the medieval times.   Ã‚  Ã‚  Ã‚  Ã‚  The Black Death is known as a beneficial divider between the central and Middle Ages. The changes are numerous. They include the introduction of gunpowder, importance of cities, economic and demographic crises, and powerful new currents in culture and religion. Overall, the late middle ages were characterized as a period of chaos. The Black Death did not cause the chaos, but the plague definitely contributed towards it, as well as making more problems. The Black Death erupted in the Gobi desert in the late 1320’s. There is no real explanation why. The plague bacillus was alive and active long before that. Europe had suffered from an epidemic in the 6th century. But the disease became relatively dormant in the following centuries. It is said that it was due to the climate beginning to cool in the 14th century. Whatever it was, the outbreak began and spread fast. It mostly went west, but it spread everywhere. The Asian nations suffered greatly as anywhere. In China, the population dropped from 125 million to 90 million. The plague was so widespread; it was said that there was not enough living to bury the dead. Rodents ran the unsanitary streets that carried the fleas that had the disease. This is how the Bubonic Plague was spread. The people believed at the time that the gods were punishing them for things they had done wrong in the past. The Bubonic Plague is transmitted either though an infected rodent (rats, rabbits, etc.) carrying bugs (fleas). It was first thought that the rats themselves transmitted the Bubonic Plague because when people found dead rats in the towns' streets, they would usually flee their civilization in fear of the rodents. But it was observed that people would only get the disease if they came in contact with a rodent or rat that was dead for a short amount of time. The Bubonic Plague is not very common these days, but that is because we live in the United States where our sanitary level is fairly high. But in Africa, Asia, and South America, several people die from it every year.

Epic Rivalry: The Inside Story of the Soviet and American Space Race Essay

Outer space, in a wider sense, can be considered both a beauty and a mystery. From the conception of the universe such as the â€Å"Big Bang Theory†, to the discovery of the different planets through powerful telescopes, nothing proves to be more ambitious than to have â€Å"manned† explorations on outer space. Indeed, when Sputnik was launched in outer space in 1957, it triggered the so-called â€Å"space race† between the America and the Soviet Union. The race began with Sputnik in 1957 and culminated by walking on the moon of Buzz Aldrin and Neil Armstrong in 1969. The book, Epic Rivalry: The inside Story of the Soviet and American Space Race, narrates the space race of these two powerful nations during the Cold War. Written by Von Hardesty, a Smithsonian guardian or curator; and Gene Eisman, it showed how the compelling rivalry had played a significant role in space exploration both with Russian and with the American point of view. The book also showed scores of unpublished, exceptional, and powerful photographs and the apprehensive drama of the two nation’s progress with Soviet Union’s Nikita Khrushchev and America’s John F. Kennedy at center stage. The foreword, written by Sergei Khrushchev, was eventually the son of Soviet Union premier Nikita Khrushchev The title of the book was also significant: the main title, Epic Rivalry, focused on the premature heated antagonism between the United States and the Soviet Union. The duration of the conflict started in 1957 when Sputnik went to outer space up to the Apollo landing on the moon in 1969. The book covered a balance, straightforward, and a chronological assessment of that period including the events during the 1940’s and 1950’s that led to the birth of the Space Age. The central characters of the book were Wernher von Braun and Sergei Korolev, and supported by other astronauts, cosmonauts, engineers, and even politician of that time. The chapters were separated by two and four paged sidebars on topics that were technical such as atomic propulsion, and orbital mechanics. Several photographs were also included, black and white and also of colored nature, upon which some came from Russia and rarely been published. The subtitle of the book, â€Å"The inside Story of the Soviet and American Space Race†, revealed the â€Å"inside stories† behind the space race though some people who lived on that era may know the story behind it. These could be eminent since the book relied on secondary sources such as articles, books, and only a few based on the endnotes can be attributed to primary sources such as interviews, and historical documents. Except for the foreword, written by Sergei Khrushchev who once worked as an engineer in the era of the space program, that offered an inside account of the early Soviet Union’s space program. The narrative point of view of the author had a twofold approach: to restructure the corresponding universes of the Russian and the American space exploration programs, and then to recognize how these two separate nations interacted in a fateful and necessary means. The apparent race became the point of study in a contrasted approach. The author emphasized that both nations had used their corresponding military technology to structure their space programs. The Russian developed their space program in absolute secrecy and concealment, even the long term and specific goals, not to mention their leader in the space program were never divulged, while the Americans remained unfasten and depended on public support except for the military aspects of their space programs. Aside from these, the book also examined the key role of politics and the significant political figures in shaping the route of the space exploration program. The key person on the Soviet side was Premier Nikita Khrushchev who took an ardent interest in the space exploration programs seeing the potential of the propaganda â€Å"space first†. The United States was not as keen at the beginning on the space program with Dwight Eisenhower being hesitant on the expensiveness of the program. The U. S. took cautions on their space programs until John F. Kennedy presided over Eisenhower and made considerable turn-around on their space programs. He eventually pushed through the program when the Soviet Union launched Sputnik, the first manned orbital journey, and with the context of the then Cold War. Thus, Kennedy committed to the U. S. to send the first humans on the moon. His advocacy was clearly supported by Lyndon Johnson and followed by Richard Nixon. Also included on the book were the talented engineers, scientists, and managers whose creative and ingenious works had helped significantly the development of their nation’s respective space programs. Notable were the two main characters of the book: Wernher von Braun who came to the U. S. at the end of World War II together with the group of experienced German rocket technicians. His team contributed much to the advancement of the rocket program of the United States. Afterwards, James Webb together with capable administrators oversaw the space program of NASA. On the other side, Sergei Korolev (also known as the inexplicable â€Å"Principal Designer†) headed the Soviet Union’s space program. Located at the remote area of Baikonur spaceport, he worked also with highly competent and motivated engineers and designers. Both nations eagerly pursued their space programs collectively with missile development and research. The space travelers were also central in the book such as Yuri Gagarin of Russia, Alexei and Titov Leonov of Germany; John Glenn, Alan Shepard, and Gus Grissom of the United States. All of them displayed exceptional skills and courage and therefore gained popularity. The Apollo 11 mission, wherein Glenn, Shepard, and Grissom were the astronauts, had brought almost a decade of space race between the Russia and the United States to a remarkable conclusion. From the standpoint of technological advancement, the book effectively described how the two powerful nations had engaged in a subsequent â€Å"race† towards the space explorations. The different relevant factors were clearly included such as the engineers, scientists, politicians, astronauts and cosmonauts. Though much of the book used secondary sources, there were some primary sources that can be seen on the endnotes and those people who lived on that era would actually now what transpired even not reading the book. There were also some errors such as the statement that the MIR remained in orbit from 1971 to 2001 (Hardesty and Eisman p. 249) or some minor slip-up such as referring to the map of Kennedy Space Flight Center (Hardesty and Eisman p. 159). But nonetheless, the book displayed the relevant story behind the space exploration between two power nations: both in the context of the American and of the Russian point of view. These undertaking started what seemed to be the present space age and will effectively give aspirations and relevant information to the youth of today. Works Cited Hardesty, Von and Eisman, Gene. Epic Rivalry: The Inside Story of the Soviet and American Space Race. Random House Publishing. September 2008.

Hinglish - Definition, Etymology and Examples

Hinglish s Hinglish is a mix of Hindi (the official language of India) and English (an associate official language of India) that is spoken by upwards of 350 million people in urban areas of India. (India contains, by some accounts, the largest English-speaking population in the world.) Hinglish (the term is a blend of the words Hindi and English) includes English-sounding phrases that have only Hinglish meanings, such as badmash (which means naughty) and glassy (in need of a drink). Examples and Observations In a shampoo advertisement currently playing on Indian television, Priyanka Chopra, the Bollywood actress, sashays past a line of open-top sports cars, flicking her glossy mane, before looking into the camera and saying: Come on girls, waqt hai shine karne ka!Part English, part Hindi, the linewhich means It’s time to shine!is a perfect example of Hinglish, the fastest growing language in India.While it used to be seen as the patois of the street and the uneducated, Hinglish has now become the lingua franca of India’s young urban middle class . . ..One high-profile example is Pepsi’s slogan Yeh Dil Maange More! (The heart wants more!), a Hinglish version of its international â€Å"Ask for more!† campaign.(Hannah Gardner, HinglishA Pukka Way to Speak. The National [Abu Dhabi], Jan. 22, 2009)Prepaid mobile phones have become so ubiquitous in India that English words to do with their userecharge, top-up and missed callhave become common, too. Now, it seems, th ose words are transforming to take on broader meanings in Indian languages as well as in Hinglish.(Tripti Lahiri, How Tech, Individuality Shape Hinglish. The Wall Street Journal, Jan. 21, 2012) The Rise of Hinglish The language Hinglish involves a hybrid mixing of Hindi and English within conversations, individual sentences and even words. An example: She was  bhunno-ing the  masala-s  jub  phone  ki ghuntee bugee. Translation: She was frying the spices when the phone rang. It is gaining  popularity  as a way of speaking that demonstrates you are modern, yet locally grounded.New research  by my colleagues . . . has found that while the hybrid language is not likely to replace English or Hindi in India, more people are fluent in Hinglish than they are in English. . . .Our data revealed two important patterns. First, Hinglish speakers cannot speak monolingual Hindi in settings which require only Hindi (like our interview scenario)this confirms reports from some speakers that their only fluency is in this hybrid Hinglish. What this means is that, for some speakers, using Hinglish is not a choicethey cannot speak monolingual Hindi, nor monolingual English. Because these Hinglish spe akers are not fluent in Hindi, they are not likely to undergo language shift to monolingual Hindi.Second, bilinguals adjust their speech towards Hinglish when they talk to Hinglish speakers. Over time, the number of Hinglish speakers is growing by adopting speakers from the bilingual community who lose the need to use either language monolingually.(Vineeta Chand, The Rise and Rise of Hinglish in India.  The Wire  [India], February 12, 2016) The Queens Hinglish A testimony is the average north Indians response to the language of the conquering British. They transformed it into Hinglish, a pervasive mishmash beyond state control that has spread from below so that even ministers no longer aspire to imitating the Queen. Hinglish boasts of airdashing to a crisis (famine or fire) lest newspapers accuse them of being on the backfoot. A vivacious mixture of English and native tongues, Hinglish is a dialect pulsating with energy and invention that captures the essential fluidity of Indian society.(Deep K Datta-Ray, Tryst With Modernity. The Times of India, Aug. 18, 2010)[Hinglish has] been called the Queens Hinglish, and for good reason: its probably been around since the first trader stepped off the ships of the British East India Company in the early 1600s. . . .You can hear this phenomenon for yourself by dialing the customer service number for any of the worlds largest corporations. . . . India has literally turned its English-speaking ability, a once embarrassing legacy of its colonial past, into a multi-billion-dollar competitive advantage.(Paul J. J. Payack, A Million Words and Counting: How Global English Is Rewriting the World. Citadel, 2008) The Hippest Language in India This mix of Hindi and English is now the hippest slang on the streets and college campuses of India. While once considered the resort of the uneducated or the expatriatedthe so-called ABCDs or the American-Born Confused Desi (desi denoting a countryman), Hinglish is now the fastest-growing language in the country. So much so, in fact, that multinational corporations have increasingly in this century chosen to use Hinglish in their ads. A McDonalds campaign in 2004 had as its slogan What your bahana is? (Whats your excuse?), while Coke also had its own Hinglish strapline Life ho to aisi (Life should be like this). . . . In Bombay, men who have a bald spot fringed by hair are known as stadiums, while in Bangalore nepotism or favouritism benefiting ones (male) child is known as son stroke.(Susie Dent, The Language Report: English on the Move, 2000-2007. Oxford University Press, 2007)

My Monologue Work Essays - Derek, Fiction, Television, Business

My Monologue Work Essays - Derek, Fiction, Television, Business My Monologue Work Who Am I? The character I play (Roxy) seems like young lady roughly 25/26 years of age. She's been dating Derek for roughly 10 months and 22 days as mentioned in the play. The reason why I believe she is around that age is because she indicates that she is ready for whole commitment and marriage. Roxy seems like has everything in her life well put together in comparison to boyfriend (Derek) seems like he's much more immature and still must work on this in order to maintain a strong relationship with my character. My character Roxy seems like she's a bit too mature for spending the day at the theme park and dislikes rollercoasters. It may because she has decent job with other hobbies such as reading, and keeping an agenda of her overall day. My character gives of a feeling of a strong independent women ready to settle down and is looking for something serious in her partner. What are my circumstances? The play seems like its takes place during the summer specifically June/July. It takes place in a theme park with pre-teens and teenagers surrounding them during the ride, in the line waiting for the ride and around the theme park. This represents more of a laid back and being young type of vibe/atmosphere. The dialogues in the play my character uses to express her concerns of her boyfriend lacking maturity and the image of needing to grow up. In terms of my character's circumstances I can only assume that she seems as if she has recently just found out something about Derek seeing other woman or flirting with other women. What are my Relationships? The only person mentioned in this monologue is her boyfriend Derek. Derek seems like he used to be really important to my character in the beginning when they had first started dating however now it seems like she has lost interests and wants to move on with someone more serious. Derek character in my monologue gives of more of a laidback, chill and immature at times. However, he perceives his girlfriend Roxy my character as a woman who is serious about this relationship and wants to settle down which is why he decided to propose to her after she had vented to him on the rollercoaster. What Do I want? If I were to write the end of the scene I would defiantly end the scene differently. I would the scene of my character rejected the proposal. Reason being, my character seems like she's been tired of Derek playing games for at least the last few months till the event taking place on the rollercoaster. I believe if she accepts the proposal she will later on regret it because who knows Derek might go back to his old habits. In the monologue Derek, doesn't even seem to defend his actions as to why he's been "bumping cars" as Roxy vents to him. If he defended his actions I wouldn't have changed the ending scene but that is not case for this monologue. What are my obstacles? My obstacles for performing my monologue is being able to continue to say my dialogues while acting as if I am on a rollercoaster through-out the entire play. The conflict for me is psychologically I tend to forget my lines when everyone is watching. What do I do to get what I want? My behaviour for this play is the feeling of being emotionally abused by Derek. My tactics are to create urge Derek to tell me where this relationship is going.

THE DECISION TO DROP THE ATOMIC BOMB ON HIROSHIMA AND NAGASAKI Essay

THE DECISION TO DROP THE ATOMIC BOMB ON HIROSHIMA AND NAGASAKI - Essay Example he loss is the result of the use of mass destruction nuclear means for just two days, then the question of the expediency and necessity of such a step of the US military operation rises. Taking into account the USA command’s belief of the Japanese capitulation being fostered by the threat of possible continuing of atomic bombing, can the fact of mass civilians’ killing be justified or not? The question of the appropriateness of the atomic bombings of Japan and their role for the end of World War II as well as their ethical validity is still the subject of scientific and public debates. There are numerous for and against arguments in this respect, and the followers of every version have particular data for support their ideas. First of all, let’s see what facts may prove the justification of dropping the atomic bombs on Hiroshima and Nagasaki. The main reason for such a decision is the desire to stop the bloody war by Japanese capitulation as quickly as possible, for preventing the massive casualties on both sides during the invasion on the territory of the belligerent powers. It was assumed that there would be great losses among the armed forces and civilian population in any case, reasoning in the military offensive or the continuation of the food blockade of Japan by overlapping not only sea routes of import but land ones as well. Feeling the whole responsibility for the consequences of his words lay on his shoulders the American President Truman says: The opponents of dropping of atomic bombs see no military necessity in their usage for Japan was suffering from bombing every day and was almost ready to capitulate. Another reason not to justify the decision of the US command, soul touching one, is the immoral nature of such a way of killing people which is perceived as a war crime against humanity and the genocide. According to the words of admiral William D. Leahy, President Truman’s Chief of Staff, the nuclear means like atomic bombs are not

US Army's National Guard involvement in Hurricane Katrina's Relief Essay

US Army's National Guard involvement in Hurricane Katrina's Relief Operation - Essay Example Hurricane Katrina hit America in the fall of August 2005.The Katrina hit seven different states leading to different death-tolls in each state. These states were: Alabama, Florida, Georgia, Kentucky, Louisiana, Mississippi and Ohio. The most loss was incurred in Louisiana where more than 1500 were estimated dead. It is considered one of the costliest and deadliest hurricanes to have ever hit in the history of the United States. Hurricane Katrina made landfall on the Gulf Coast, destroying lives, leveling homes and leaving thousands of survivors with the same story.Federal disaster declarations covered 90,000square miles of the United States, an area considered to be almost as large as the United Kingdom. Tough the loss of lives was the most tragic event caused by the hurricane. It was worsened by what came as the aftermath of the storm. Loss of electricity was one of the biggest setbacks to the crisis. The impact was such that as a consequence, the hurricane left approximately three million individuals without electricity. In 2005, 3rd September, Homeland Security Secretary Michael Chertoff explained the consequences of Hurricane Katrina as "perhaps the worst disaster, or set of catastrophes," in the history of the country, stating this about the hurricane itself and the flooding of New Orleans (CNN).Thus, when help moved in they had to deal with an increasing number of problems. Not only did they have to collect the bodies of those who had died in the storm but they also needed to provide and support the survivors. Economically, the damages were enormous. So while the Bush administration worked to collect funds, hundreds of thousands of local residents were left unemployed. This led to a trickle-down effect as fewer taxes are paid to local governments. Prior to the hurricane, the region supported around one million non-farm jobs, with approximately six hundred thousand amongst them in New Orleans. This meant that the desperate victims began looting stores in s earch of food and water: essentials that were impossible to find (FOX 16). To prevent further chaos and to help bring the situation under control the government deployed thousands of National Guard and federal troops. Role of National Guard When Katrina hit the Gulf Coast, the situation triggered the largest and fastest disaster response ever seen in the National Guard's 369 year history. At the National Association for the Advancement of Colored People event, Steven Blum (Head of the National Guard) spoke of how none of the men who went as part of the National Guard stopped to question how long they would be caught in the disaster area or whether they would be paid for their efforts. He commended them by saying how this was the reason why the National Guard was the finest organization of the nation and he was proud to be part of it (National Guard). When Hurricane Katrina struck, the National Guard was amongst the first men who landed in the area within the first four hours. The troops were on the streets, in the water and in the air. Each one attempting to save as many lives as he possibly could. Thus, 58,000 troops were deployed into the disaster hit area. The following are instances where the National Guard took over various different regions and helped provide assistance almost immediately after the disaster had struck. In most places, the strong winds and thundering rain had not even stopped and the Guards had already moved in to help the victims. The US Department of Defense immediately posted a news article on the 29 of August 2005 to show the work that was being carried out by the National Guard in their efforts to keep the area safe. The work done almost immediate