Strategic Fashion Marketing Essay Example | Topics and Well Written Essays - 1250 words

Strategic Fashion Marketing - Essay Example The essay "Strategic Fashion Marketing" talks about the current perspectives on branding and marketing in the fashion industry on the examples of popular fashion companies: Zara, Lacroix, and Prada. With the increasing shift towards consumer perspectives and functionality, one considers a number of successful current brands. One of the most successful brands in recent years has been Zara. Zara has been featured in major retail outlets such as Target, as well as through a variety of distribution channels. Today Zara designs demonstrate a clear emphasis on functionality rather than artistic frills. While Zara is engaged in strong marketing efforts, this research argues that it is the design functionality that drives the success of these marketing campaigns. Perhaps the fashion house that runs the most counter to the position of the primacy of marketing is Lacroix. Design Christian Lacroix, in addition to emerging in the late 20th century, has steadfastly clung to design over marketing standards. Lacroix himself noted, â€Å"I believe I have not given into system whatever they might be. A Lacroix style has been born and even if it doesn’t appeal to everyone, so much the better†. One considers that Lacroix’s designs are applicable to his own artistic voice rather than broader consumer trends. Indeed, his haute couture clothing seemed at times to be directly at odds with the commodification of fashion. This assemblage seems to openly reject contemporary marketing standards instead more fully pursuing design artistry.

Nike Business Essay Example for Free

Nike Business Essay 3. Is it ethical for Nike to pay endorsers millions while its factory employees receive a few dollars a day? 4. Is Nike’s responsibility to monitor its subcontracted factories a legal, economic, social, or philanthropic responsibility? What was it 10 years ago? What will it be 10 years from now? 5. What could Nike have done, if anything, to prevent the damage to its corporate reputation? What steps should Nike take in the future? Is it â€Å"good business† for Nike to acknowledge its past errors and become more socially responsible? 6. What are the goals of the Jonah Peretti decided to customize his Nike shoes and visited the Nike iD website. The company allows customers to personalize their Nikes with the colors of their choice and their own personal 16-character message. Peretti chose the word â€Å"sweatshop† for his Nikes. After receiving his order, Nike informed Peretti via e-mail that the term â€Å"sweatshop† represents â€Å"inappropriate slang† and is not considered viable for print on a Nike shoe. Thus, his order was summarily rejected. Peretti e-mailed Nike, arguing that the term â€Å"sweatshop† is present in Webster’s dictionary and could not possibly be considered inappropriate slang. Nike responded by quoting the company’s rules, which state that the company can refuse to print anything on its shoes that it does not deem appropriate. Peretti replied that he was changing his previous order and would instead like to order a pair of shoes with a â€Å"color snapshot of the 10-year-old Vietnamese girl who makes my shoes.† He never received a response. 1 THE PR NIGHTMARE BEGINS Before Nike could blink an eye, the situation turned into a public relations nightmare. Peretti forwarded the e-mail exchange to a few friends, who forwarded it to a few friends, and so forth. Within six weeks of his initial order, the story appeared in the Wall Street Journal, USA Today, and the Village Voice. Peretti himself appeared on the Today Show, and he estimates that 2 million people have seen the e-mail. At the height of the incident, Peretti was receiving 500 e-mails a day from people who had read the e-mail from as far away as Asia, Australia, Europe, and South America.2,3 Nike refused to admit any wrongdoing in the incident and stated that they reserve the right to refuse any order for whatever reason. Beth Gourney, a spokesperson for Nike, had the following to say regarding the incident: Clearly, he [Peretti] was attempting to stir up trouble; he has admitted it. He’s not an activist. Mr. Peretti does not understand our labor policy. If he did, he would know that we do not hire children; our minimum age for hiring is 18 . . . and we don’t apologize for not putting the word â€Å"sweatshop† because our policy clearly states: â€Å"We reserve the right to cancel any order up to 24 hours after it has been submitted.†4 Nike, Inc., is no stranger to sweatshop allegations.

A Comparison of Hawthornes Scarlet Letter and the Garden of Eden Essay

Parallels Between The Scarlet Letter and the Garden of Eden      Ã‚  Ã‚   In Hawthorne's intricately woven tale The Scarlet Letter, his characters create a parallel theme with the Biblical story of Original Sin. By examining the characters and their interactions and insights about each other, one can examine the symbolic parallels with the Garden of Eden.    One aspect of the Garden of Eden theme is portrayed by the connection of Hester and Dimmesdale. Hester's story parallels Eve, the original mother of mankind, a woman exiled from the New Garden of Eden due to an unforgivable sin. She is doomed forever to walk outside the garden, no longer able to partake of the fruits of paradise, barred from reentry by seeming "divine intervention." Hester is the temptress of Dimmesdale, offering him the fruit of good and evil which, heretofore, removes all naivete and forces him to walk, tortured, through the world with the knowledge of right, wrong, and the magnitude of his sin seeming to accost him at each new turn of the dim path down which he walks.    Dimmesdale is a fallen hero, one of God's chosen, who has fallen from grace in the moment of his original sin. He, also, is excluded form society because once his eyes are opened with the knowledge of good and evil, he cannot remain a true member of the blind, child-like Puritan society. Instead of leading the life of brilliance one would expect to arise from Dimmesdale's profound faith, he is ever tortured by his two-faced appearance. He imagines, "A herd of diabolic shapes grinned and mocked at the pale minister, and beckoned him away with them" (Hawthorne 141). Thus, Dimmesdale provides his own character insight as he examines his divided character and his appearance. He re... ...ne 168). Thus, Chillingworth handsomely finishes the parallel of Original Sin, ensconcing himself in darkness and malevolent desires.    By examining thematic links to the story of the downfall of man, one can trace a new level of character insight. One examines the role of Adam, Eve, and the Devil in the New Garden of Eden, following their sin and exile closely in the characters of Hester, Dimmesdale, and Chillingworth.    Works Cited and Consulted: Canby, Henry S. "A Skeptic Incompatible with His Time and His Past." Readings on Nathaniel Hawthorne (pp. 55- 63). San Diego: Greenhaven. 1996. Hawthorne, Nathaniel. The Scarlet Letter. New York: St. Martins, 1991. Scharnhorst, Gary. The Critical Response to Nathaniel Hawthorne's The Scarlet Letter. New York: Greenwood, 1992. The Holy Bible. KJV. Thomas Nelson Publishers, Nashville. 1984. A Comparison of Hawthorne's Scarlet Letter and the Garden of Eden Essay Parallels Between The Scarlet Letter and the Garden of Eden      Ã‚  Ã‚   In Hawthorne's intricately woven tale The Scarlet Letter, his characters create a parallel theme with the Biblical story of Original Sin. By examining the characters and their interactions and insights about each other, one can examine the symbolic parallels with the Garden of Eden.    One aspect of the Garden of Eden theme is portrayed by the connection of Hester and Dimmesdale. Hester's story parallels Eve, the original mother of mankind, a woman exiled from the New Garden of Eden due to an unforgivable sin. She is doomed forever to walk outside the garden, no longer able to partake of the fruits of paradise, barred from reentry by seeming "divine intervention." Hester is the temptress of Dimmesdale, offering him the fruit of good and evil which, heretofore, removes all naivete and forces him to walk, tortured, through the world with the knowledge of right, wrong, and the magnitude of his sin seeming to accost him at each new turn of the dim path down which he walks.    Dimmesdale is a fallen hero, one of God's chosen, who has fallen from grace in the moment of his original sin. He, also, is excluded form society because once his eyes are opened with the knowledge of good and evil, he cannot remain a true member of the blind, child-like Puritan society. Instead of leading the life of brilliance one would expect to arise from Dimmesdale's profound faith, he is ever tortured by his two-faced appearance. He imagines, "A herd of diabolic shapes grinned and mocked at the pale minister, and beckoned him away with them" (Hawthorne 141). Thus, Dimmesdale provides his own character insight as he examines his divided character and his appearance. He re... ...ne 168). Thus, Chillingworth handsomely finishes the parallel of Original Sin, ensconcing himself in darkness and malevolent desires.    By examining thematic links to the story of the downfall of man, one can trace a new level of character insight. One examines the role of Adam, Eve, and the Devil in the New Garden of Eden, following their sin and exile closely in the characters of Hester, Dimmesdale, and Chillingworth.    Works Cited and Consulted: Canby, Henry S. "A Skeptic Incompatible with His Time and His Past." Readings on Nathaniel Hawthorne (pp. 55- 63). San Diego: Greenhaven. 1996. Hawthorne, Nathaniel. The Scarlet Letter. New York: St. Martins, 1991. Scharnhorst, Gary. The Critical Response to Nathaniel Hawthorne's The Scarlet Letter. New York: Greenwood, 1992. The Holy Bible. KJV. Thomas Nelson Publishers, Nashville. 1984.

The Character Hester Prynne in The Scarlet Letter :: Nathaniel Hawthorne

Hester Prynne's choice to control the meaning of the scarlet letter transforms her from a shameful and evil person to a compassionate woman. Her refusal to stop wearing the letter proves the letter has a different meaning rather than adultery. Hester Prynne transforms the meaning through her good deeds and deserved redemption. After some time, society begins to construe the scarlet letter as ?Able? rather than adulteress. From this process Hester creates a passionate identity. The scarlet letter claims Hester Prynne?s past but only she can determine whether it will benefit or hurt her future. Hester Prynne sees herself as a strong and independent woman. She realizes that she has committed a sin, and therefore she refuses to remove the A from her chest. She is determined to change her identity and the Puritan community?s views. For example, Hester Prynne does not attend church, nor does she believe in a religion. She sets herself apart from everyone else and chooses to live on the outskirts of town. Hester Prynne does what she feels is right and intends to wear the A as long as she needs to, to prove she controls the meaning of the scarlet letter and not society. The Puritan community?s views of Hester Prynne change throughout the novel. The community notices that Hester Prynne is a very responsible woman and a good mother. She singularly raises Pearl and makes her own living. Moreover, she sells things to provide for her?s and Pearl?s living costs. Hester Prynne performs many good deeds, such as feeding the poor. The responsibility, independence, and good deeds help change society?s views of Hester Prynne and her scarlet letter. The effects of the scarlet letter lie in the hands of Hester Prynne.

The Religious Symbolism and Architecture of Angkor Wat and Borobudur

Built by the Khmers between 802 and 1220 AD, the ancient temples of Angkor Wat exist as the remaining relics of a historically and religiously rich city. While many other historical and religious structures in Cambodia have disappeared due in part from being constructed out of vulnerable materials like wood, Angkor Wat still remains as a symbol of the divinity of its former kings, as well as for the palace itself. Likewise, Indonesia’s Borodubur temples exist as the single remaining structures of the city.The temples of Angkor Wat and Borodubur hold several similarities within architecture and symbolism, both being heavily based on religious belief. However, different features within both structures, architecturally and symbolically, distinguish and provide insight into the individual cultures. Significance of Hinduism, Astronomy, and Cosmology In Angkor Wat Architecture With Hinduism serving as the prevailing religion of Cambodia, the temples of Angkor Wat serve as a visual b ridge between the terrestrial plane and the spiritual one.The temples of Ankgor Wat uses architectural features in order represent various ideas of Hindu Cosmology; â€Å"The walls, moats, central sanctuary, entrances, pyramidal temples and bridges with naga balustrades, and monuments such as the Neak Pean, or Bayon,† all contribute to the re-creation of the heavenly world on Earth. By re-creating this, Earth and the heavenly world are entwined; creating a bond between the two worlds that allows humanity to flourish. In constructing Angkor Wat to represent religious beliefs, the Khmer people literally built heaven on Earth.By creating a tangible representation of what is believed to have happened in the past, the past becomes more real and more concrete to viewers and believers alike. In order to honor the Hindu God Vishnu, Suryavaram II built Angkor Wat during the early years of the 12th century, around 1150 B. C. Structurally, the central building of Angkor Wat is serves as a re-creation of Mount Meru, the mountain that the center of the Jambudvipa within Hindu cosmology as well as being considered the axis of the Earth by the Hindu religion.The central mammoth of a tower represents Mount Meru, and uniquely faces west instead of east towards the sunrise, as all other temples do. Several theories explain why the temple faces west; the first theory being that the west is associated with Vishnu. In facing the temple west, the temple continues to serve as a means of honoring Vishnu. The second theory states that King Suryavarman intended Angkor Wat to serve as his funerary temple while a the third theory explains that the alignment of the central tower with the sun adds another dimension to the divinity of the temple.Ankgor Wat’s architecture does not only exhibit its religious roots, but also displays the importance of astronomy and cosmology. It â€Å"contains calendrical, historical, and mythological data encoded into its measurements. † Because solar movement regulates the position of the bas-reliefs, the architecture exhibits the importance of the sun to the Cambodians. The Cambodians built the structure of Angkor Wat to align directly with the sun during the spring equinox, â€Å"where the sun can be seen rising over the central tower. Although no concurrent reason exists as to why the sun is so important to the Cambodians, what can be said is that the sun was so significant to the Cambodians, that they not only based their calendar on the solar and lunar cycles, but they constructed their King’s palace, a place of great importance that connects the heavens with Earth, to align with the sun. The five central towers of Ankgor Wat that stand 77 meters tall hold religious significance as well. These five inter-nested rectangular towers represent five peaks of the mountain Meru.Also, the moat surrounding the central temple that measures 190 meters wide symbolizes the cosmic ocean that existed before the dawn of creation, and the enclosing wall represents the rock encircling the universe. Creating a replication of â€Å"Mount Meru, enclosing walls as the wall of rock, and the moat filled with water as the ocean† serves as the essential architectures for the Cambodians to re-create and symbolize their Hindu religious beliefs. Decorative elements through out the towers and galleries present their own characteristics and fulfill specific needs within the temple.The towers are formed into the shape of the ever-popular lotus buds, and the galleries are used to expand the many passageways of the temple. Also, the axial galleries within the temple are used to connect several enclosures. Characteristic decorative components of Angkor Wat include narrative and historical bas-reliefs, pediments, and devatas. The bas-reliefs located in the gallery of Angkor Wat holds a special signification for Angkor Wat. The gallery displays heaven and the underworld in which garudas and lions are holding the celestial palaces.These gerudas indicate that the palaces were floating in heaven, comparing Angkor Wat to the palaces of the Gods. This display furthers the idea that Angkor Wat acts as a liason between the world of Heaven and Earth. Because the palace physically remains on earth but spiritually resides within heaven, the palace acts as communal place for believers to gather. The bas-reliefs and pictures did not only serve to decorate the palaces, or depict stories of the past. They hold the important task of transforming the palace into a â€Å"celestial dwelling† or heavenly place.Further evidence to support this notion is the fact that many scenes are hidden to the point where they cannot even be seen by the naked eye. This highlights the spirituality of the place, that spirituality is not necessarily tangible or seen. In hiding the bas-reliefs, or making them subtler in the overall construction of the temple, furthers the idea that the palace is not meant to be just a place of beauty, but also a place of divinity. Candi Borobudur Layout Unlike Angkor Wat, Buddhism more heavily influences Borobudur.Built in Indonesia in the 9th century as a shrine to Buddha as well as a pilgrimage site for believers, Borobudur consists of six square platforms topped with four circular platforms. Nearly 2. 700 relief panel and 500 statues of Buddha decorate the temple. Additionally, 72 Buddha statues surround the center of the top platform of the monument. As a pilgrimage site, Pilgrims climb from the bottom of the monument, ascending to the top. While on their voyages, they are said to pass two three levels of Buddhist cosmology, or three stages of Buddhist enlightenment: the Kamadhatu, Ruppadhatu, and Arupadhatu.These levels represent the world of desire, the world of forms and the world of formlessness. Borobudur differs from Angkor Wat in that is constructed as a single, large stupa, with no inner space. It is the single remaining temple of its kind in Java, and is more than likely intended as a shrine to Buddha, instead of temple or house of worship. Typical Buddhist temples were built with rooms, intended to possess icons; Borobudur does not have the same amount of space or rooms to properly house icons, suggesting that the purpose of Borobudur differs from the other temples of Java.Various theories exist to explain the purpose behind Burobudur and architecture. It has been said that Borobudur represents Mt. Meru, that it contains three levels of Buddhist enlightenment, that the â€Å"round upper terraces were meant to form the base for an enormous stone stupa which contained a precious relic of Gautama Buddha,† or that Borobudur was simply a stupa or for initiation rights. Religious Symbolism in Borobudur Architecture Similarly to the uniqueness of Angkor Wat facing the west, Borobudur is unique as well, for it was constructed on a bedrock hill, between two volcanoes, instead of on a flat surface like other temples.Similarly t o the Khmer temple, Borobudur also displays several variations of religious significance throughout the architecture. The lotus is prevalent in the architectural and decorative aspects of the shrine. The architecture of Borobudur is similar the appearance of a lotus and the Buddha statues within Borobudur symbolize the Lotus Sutra, which is found in several Mahayana Buddhism texts. Additionally, the four circular platforms located on the top of Borobudur are also considered to embody the leaf of a lotus.The foundation of Borobudur measures approximately 118 meters on each side, in the form of a square. Of the ten platforms that make up the structure six are square and the remaining four are circular. The highest platform exhibits seventy-two small bell shaped and decoratively pierced stupas. Statues of Buddha reside within these pierced stupas. When Borobudur is viewed from above, the monument resembles the appearance of a tantric Buddhist mandala, furthering the representation of t he Buddhist cosmology.The division of Borobudur into three parts, the base, body, and top, symbolizing the three stages of what Buddhist cosmology considers the â€Å"ultimate goal. † The base represents the Kamadhatu, the five square platforms the make up the body represent Rupadhatu, and the three circular platforms that compose the top represent Arupadhatu . Similarly, the paths that guide pilgrims to the â€Å"ultimate goal† were designed through sacred Buddhist knowledge, based on Buddhist cosmology. Comparable to Ankgor Wat, Borobudur possessed exact measurements that possibly indicate calendrical, astronomical and cosmological themes.The exact ratio formula 4:6:9 has also been discovered in the Pawon and Mendhut, two other neighboring Buddhist temples. The monument further represents cosmology because it can be concluded that the 360 squares that surround the central square of the monument symbolize the 36o degrees of the â€Å"celestial circle that surrounds t he Earth. † However, details of the Buddhist system details vary from those of Hinduism origins, although the Buddhist system’s temples also focus on the idea of a central mountain that represents Meru.

The Ghosts in Homers Odyssey

The Ghosts in Homers Odyssey Introduction Homer’s Odyssey is one of the Greek epics. It is also a sequel to Homer’s Iliad. In book 11, Odysseus speaks to numerous ghosts that give him revelations, advice and guidance. Most of these ghosts have an influence on Odysseus’s fate. Throughout the book, Odysseus speaks to numerous ghosts including that of his own mother, Anticleia. These ghosts explain to Odysseus about the past while other give his hope and way forward for his future. Of the numerous ghosts in book 11, my favorite three include Elpenor, Tiresias and Anticleia.Advertising We will write a custom essay sample on The Ghosts in Homer’s Odyssey specifically for you for only $16.05 $11/page Learn More The Ghosts of Elpenor, Tiresias and Anticleia After Odysseus travels to the famous River of Ocean, he performs several sacrifices and pours libations as instructed by Circe. â€Å"The first ghost to appear is Elpenor (Homer 157)†. The ghost instructs Odysseus to ensure he goes back to the island of Circe and perform a proper burial for his body. From this encounter, Odysseus understands something new and important. â€Å"The ghost informs Odysseus that a decent burial was necessary as a sign of respect for those who had died (Homer 162)†. He therefore learns the importance of a burial for someone who is deceased. â€Å"After the conversation, Odysseus would go back to the island and give the body a proper burial as requested by the ghost (Homer 162)†. â€Å"The second ghost to speak to is that of Tiresias, a prominent Theban prophet (Homer 163)†. I find the ghost one of my favorite because of the hope and information he gives Odysseus. â€Å"The ghost reveals to Odysseus that Poseidon was busy punishing and killing the Achaeans (Homer 163)†. According to the ghost, Poseidon was punishing them because they had blinded his own son by the name Polyphemus. â€Å"The other thing about his conversation wit h this ghost is that he learns about his fate and future. The ghost foretells Odysseus’s fate (Homer 164)†. According to the ghost, Odysseus would go back home, succeed in reclaiming his own wife. The ghost assures Odysseus that he would reclaim the palace and make a successful journey to Poseidon. Tiresias’ ghost tells Odysseus not to touch the children of the Sun especially after he makes his journey to Thrinacia. â€Å"If he touches the flock he would face much hardship and even lose his entire crew during the journey (Homer 164)†. The information is vital and gives Odysseus courage and hope as he faces his future. â€Å"The ghost foretells the journey ahead of him and he is warned of the dangers that might fall on his way (Homer 165)†. The ghost of Odysseus’s mother is my third favorite ghost. â€Å"Odysseus speaks with Anticleia who informs him about the affairs and events taking place at Ithaca (Homer 165)†. â€Å"She also narra tes to Odysseus how she died of pain and grief while she was waiting for his son (Homer 166)†. From the encounter with his mother’s ghost, Odysseus learns the love of a mother and the reason to treasure it.Advertising Looking for essay on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion Throughout book eleven, Odysseus speaks to numerous ghosts including that of his own mother. These ghosts explain to him about the past while other give his hope and way forward for his future. My favorite ghosts are those of Tiresias, Anticleia and Elpenor. Having spoken to the ghost of Tiresias, Odysseus is informed of his future and can go ahead with useful information about what to do and what to avoid. This would play a huge role towards his success as a great warrior. Homer. Odyssey. New York: Classic Books, 2009. Print.

USS Hancock (CV-19) in World War II

USS Hancock (CV-19) in World War II USS Hancock (CV-19) - Overview: Nation: United States Type: Aircraft Carrier Shipyard: Fore River Shipyard Laid Down: January 26, 1943 Launched: January 24, 1944 Commissioned: April 15, 1944 Fate: Sold for scrap, September 1, 1976 USS Hancock (CV-19) - Specifications Displacement: 27,100 tons Length: 888 ft. Beam: 93 ft. Draft: 28 ft., 7 in. Propulsion: 8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shafts Speed: 33 knots Complement: 3,448 men USS Hancock (CV-19) - Armament 4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber guns Aircraft 90-100 aircraft USS Hancock - Design Construction: Designed in the 1920s and early 1930s, the US Navys Lexington- and Yorktown-class aircraft carriers were planned to meet to the restrictions set forth by the Washington Naval Treaty. This agreement placed limitations on the tonnage of various types of warships as well as capped each signatorys total tonnage. These types of restrictions were reaffirmed in the 1930 London Naval Treaty. As global tensions rose, Japan and Italy departed the treaty structure in 1936. With the collapse of the system, the US Navy began developing a new, larger type of aircraft carrier and one which drew from experience gleaned from the Yorktown-class. The resulting type was longer and wider as well as possessed a deck-edge elevator. This had been employed earlier on USS Wasp (CV-7). In addition to carrying a greater number of aircraft, the new design mounted an enlarged anti-aircraft armament. Designated the Essex-class, the lead ship, USS Essex (CV-9), was laid down in April 1941. This was followed by several additional vessels including USS Ticonderoga (CV-19) which was laid down at Bethlehem Steel in Quincy, MA on January 26, 1943.   On May 1, the name of the carrier was changed to Hancock following a successful war bond drive conducted by John Hancock Insurance.   As a result, the name Ticonderoga was transferred to CV-14 then under construction at Newport News, VA.   Construction progressed over the next year and on January 24, 1944, Hancock slid down the ways with Juanita Gabriel-Ramsey, wife of Chief of the Bureau of Aeronautics Rear Admiral DeWitt Ramsey, serving as sponsor.   With World War II raging, workers pushed to complete the carrier and it entered commission on April 15, 1944, with Captain Fred C. Dickey in command. USS Hancock - World War II: Completing trials and shake-down operations in the Caribbean later that spring, Hancock departed for service in the Pacific on July 31.   Passing through Pearl Harbor, the carrier joined Admiral William Bull Halseys 3rd Fleet at Ulithi on October 5.   Assigned to Vice Admiral Marc A. Mitschers Task Force 38 (Fast Carrier Task Force), Hancock took part in raids against the Ryukyus, Formosa, and the Philippines.   Successful in these efforts, the carrier, sailing as part of Vice Admiral John McCains Task Group 38.1, retired towards Ulithi on October 19 as General Douglas MacArthurs forces were landing on Leyte.   Four days later, as the Battle of Leyte Gulf was commencing, McCains carriers were recalled by Halsey.   Returning to the area, Hancock and its consorts launched attacks against the Japanese as they departed the area via the San Bernardino Strait on October 25. Remaining in the Philippines, Hancock struck targets around the archipelago and became flagship of the Fast Carrier Task Force on November 17.   After replenishing at Ulithi in late November, the carrier returned to operations in the Philippines and in December rode out Typhoon Cobra.   The following month, Hancock attacked targets on Luzon before raiding through the South China Sea with strikes against Formosa and Indochina.   On January 21, tragedy struck when an aircraft exploded near the carriers island killing 50 and injuring 75.   Despite this incident, operations were not curtailed and attacks were launched against Okinawa the next day. In February, the Fast Carrier Task Force launched strikes on the Japanese home islands before turning south to support the invasion of Iwo Jima.   Taking station off the island, Hancocks air group provided tactical support to troops ashore until February 22.   Returning north, American carriers continued their raids on Honshu and Kyushu.   During these operations, Hancock repelled a kamikaze attack on March 20.   Steaming south later in the month, it provided cover and support for the invasion of Okinawa.   While executing this mission on April 7, Hancock sustained a kamikaze hit that caused a large explosion and killed 62 and wounded 71.   Though remaining in action, it received orders to depart for Pearl Harbor two days later for repairs.    Resuming combat operations on June 13, Hancock attacked Wake Island before rejoining American carriers for raids on Japan.   Hancock continued these operations until notification of the Japanese surrender on August 15.   On September 2, the carriers planes flew over Tokyo Bay as the Japanese formally surrendered aboard USS Missouri (BB-63).   Departing Japanese waters on September 30, Hancock embarked passengers at Okinawa before sailing for San Pedro, CA.   Arriving in late October, the carrier was fitted out for use in Operation Magic Carpet.   Over the next six months, Hancock saw duty returning American servicemen and equipment from overseas.   Ordered to Seattle, Hancock arrived there on April 29, 1946 and prepared to move into the reserve fleet at Bremerton. USS Hancock (CV-19) - Modernization: On December 15, 1951, Hancock departed the reserve fleet to undergo a SCB-27C modernization.   This saw the installation of steam catapults and other equipment to allow it to operate the US Navys newest jet aircraft.   Recommissioned February 15, 1954, Hancock operated off the West Coast and tested a variety of new jet and missile technologies.   In March 1956, it entered the yard in San Diego for a SCB-125 upgrade.   This saw the addition of an angled flight deck, enclosed hurricane bow, optical landing system, and other technological enhancements.   Rejoining the fleet that November, Hancock deployed for the first of several Far East assignments in April 1957.   The following year, it formed part of an American force sent to protect Quemoy and Matsu when the islands were threatened by the Communist Chinese.   A stalwart of the 7th Fleet, Hancock took part in the Communication Moon Relay project in February 1960 which saw US Navy engineers experiment with reflecting ultra high frequency waves off the Moon.   Overhauled in March 1961, Hancock returned to the South China Sea the following year as tensions mounted in Southeast Asia.   After further cruises in the Far East, the carrier entered Hunters Point Naval Shipyard in January 1964 for a major overhaul.   Completed a few months later, Hancock briefly operated along the West Coast before sailing for the Far East on October 21.   Reaching Japan in November, it then assumed a position at Yankee Station off the Vietnamese coast where it largely remained until early spring 1965. USS Hancock (CV-19) - Vietnam War: With the US escalation of the Vietnam War, Hancock returned to Yankee Station that December and commenced launching strikes against North Vietnamese targets.   With the exception of brief respites in nearby ports, it remained on station into July.   The carriers efforts during this period earned it the Navy Unit Commendation.   Returning to Alameda, CA in August, Hancock stayed in home waters through fall before departing for Vietnam in early 1967.   On station until July, it again returned to the West Coast where it remained for much of the next year.   After this pause in combat operations, Hancock resumed attacks over Vietnam in July 1968.   Subsequent assignments to Vietnam occurred in 1969/70, 1970/71, and 1972.   During the 1972 deployment, Hancocks aircraft helped slow the North Vietnamese Easter Offensive.   With the US departure from the conflict, Hancock resumed peacetime activities.   In March 1975, with the fall of Saigon looming, the carriers air group was offloaded at Pearl Harbor and replaced by Marine Heavy Lift Helicopter Squadron HMH-463.   Sent back to Vietnamese waters, it served as a platform for the evacuation of Phnom Penh and Saigon in April.   Completing these duties, the carrier returned home.   An aging ship, Hancock was decommissioned on January 30, 1976.   Stricken from the Navy List, it was sold for scrap on September 1.   Selected Sources DANFS: USS Hancock (CV-19)USS Hancock AssociationNavSource: USS Hancock (CV-19)

Is SAT Word of the Day Really a Good Way to Study Vocab

Is SAT Word of the Day Really a Good Way to Study Vocab SAT / ACT Prep Online Guides and Tips How do you learn new words, especially big ones like "obstreperous" and "percipient" that you don't often hear in daily conversation? Do you pore over long lists, make flash cards, or focus on one or two at a time? For those playing the long game, SAT Word of the Day sites and email lists can be useful resources for gradually building your vocabulary over time. This guide will point you to the best sources of SAT Word of the Day and give you some strategies for how to use them effectively. First, why might you want to study vocabulary this way? IsSAT Word of the Day Effective? Using SAT Word of the Day to build your vocabulary is effective in a gradual way, but I wouldn't necessarily recommend it as the only vocab studying you do to prepare for the SAT. It's a good way to start early, learn new words, and insert a little bit of SAT prep into your routine on a daily basis. That being said, SAT Word of the Day probably doesn't substitute for more extensive studying. Let's take a look at the pros and cons for studying SAT words in this way. Pros ofSAT Word of the Day Like a trickle of water filling up a bowl, learning a word a day can build up to a great deal of knowledge if you sustain it over time.It's a low-pressure, stress-free way to start SAT prep early, rather than cramming a lot of words at once and struggling to retain them. You could start freshman year and spend just 5 minutes a day learning a word's definitionand how that word isused in different contexts. Have you ever noticed how you learn a new word or fun fact for the first time and suddenly start seeing it everywhere? This "Baeder-Meinhof Phenomenon" could happen with new SAT words, too. You'll start to notice (and should be on the lookout for) SAT wordswhen you're reading books, blogs, or the news. This will both aid your long-term retention of the vocab and help you understandif a givenword has various uses and connotations. Widening your vocabulary is not just useful for the SAT, but also for your own writing, reading, and work throughout high school and college. Finally, SAT Word of the Dayalso serves as a daily reminder to stick to your overall test prep schedule. Incorporating a word a day or an SAT Question of the Day orients you towards learning and building your skills and understanding on a daily basis. While SAT Word of the Day is useful for building up your vocabulary and retaining new words over time, what are some downsides to this approach to studying? Cons of SAT Word of the Day Perhaps the most obvious question aboutusing SAT Word of the Day is whether it teaches you enough to really be effective. Since you're only focusing on one word each day, you'd have to start a long time in advance of your SAT test to learn enough words. If you don't keep reviewing and referring back to words, you might forget those you learned several months or a year ago. While you're studying a word a day in theory, likely you would end up studying more to review ones that you've already learned. Another downside to SAT Word of the Day is that it could bemore of a passive than an active approach. You're learning a word, but not necessarily putting it in context of the SAT and applying it to real SAT questions. Thus you would want to be proactive andcouple yourstudying with answering sample questions and ensuring that you can demonstrate what you've learned on SAT passage-based and sentence completion questions. How effective studying with SAT Word of the Day is also varies from student to student and depends on their individual learning style and focus. This approach may appeal more to you if you like spreading out your test prep over a sustained period of time, but may not be your preferred mode if you like to bunch up studying and focus intensively on more material at the same time. In order to get the most use out of SAT Word of the Day, you want to use high quality resources, just as you should with the rest of your SAT prep. Read on for my suggestions of the best sources for SAT Word of the Day. Where Can You Find SAT Words of the Day? You can track down high quality SAT Words of the Day on various websites, as well as sign up for daily emails. For further reinforcement, you could also choose to create your own word of the day flashcards by writing down vocabulary, definitions, and examples from SAT vocabulary lists. Below are my suggestions for the best websites and email lists. New York Times SAT Vocabulary The New York Times learning blog has an SAT Word the Day 7 days a week. It gives you SAT words anddefinitions, as well as an example of how eachword is used in a sentence. What I like about this blog is that it links you to all the New York Times articles that have used that word. This lets you gain a sense of how it's used in various contexts, which is especially helpful for passage-based vocabulary questions on the current SAT, as well as the more context-based vocabulary questions that will appear on the new SAT in 2016. Plus you can learn about current events and editorials, which might be useful to draw uponwhen it comes time to write your SAT essay. To access these words you have to visit the site. Unfortunately they don't have an email option or a phone app that you could download. You can follow the New York Times learning blogs on Twitter, but not specifically the SAT Word of the Day. Number2.com Word of the Day On this straightforward site, you can find an SAT vocabulary word, definition, and one example. Unlike the New York Times blog, this site doesn't give you additional examples of the vocabulary in context. You could do your own searches, along with keeping an eye out for words you're learning in your reading. If you prefer to have daily vocabulary emailed to you, you can sign up for the email lists of any of the sites below. Get Emailed SAT Word of the Day These sites are all comparable to one another. They will email you a vocabulary word, definition, and example sentence every day. Again, it would be up to you to seek out the new vocabulary in other contexts beyond the one sentence example. SAT Daily (this site also has a texting option) Test Magic SAT Word of the Day SAT Hot Words SAT Words Daily Signing up for an email or texting list is an easy way to keep up with the word a day. Just don't let the emails pile up in your inbox! Finally, you could also create your own vocabulary lists and words of the day on paper or online. One site that's useful for this kind of self-directed studying is Quizlet. Make Your Own SAT Word of the Day Quizlet has some useful preexisting SAT vocabulary lists that you could use to create your own flashcards. You can also upload your own lists and practice that way, perhaps to review words of the day that you studied in the past. If you have an iPad or tablet, you can also play vocabulary matching games and time yourself as you review. If you start studying vocabulary in freshman year for just five minutes a day, then you could really grow your language skills over time. To make the most of your prep, use high quality resources that access the most commonly tested SAT vocabulary words. The best way to retain words and have a complex understanding is to read them in various contexts and take note when they appear in your reading. You could even try working it into conversation or your texts, though you might cause some confusionif you start throwing words like "assiduous" and "perfidious"around. Rather than only passively reading through definitions, actively search these words out and couple your studying with answering SAT practice passage-based and sentence completion vocabulary questions. At the same time, it's important to note that this focus on vocabulary might actually be more relevant for the current version of the SAT than the redesigned one rolling out in 2016. The new SAT has less of a focus on "big" words and more focus on relatively common words that might be presentedin an unusual way.Below is a quick review of the changes as they relate to vocabulary. How Important is Vocabulary for the New SAT? If you're taking the new SAT, you might consider readjusting your approach to studying SAT vocabulary. The new SAT is deemphasizing these common SAT words, and shaping questions around more accessible words, like "intense" and "maintain," that might have different connotations in different sentences. Instead of stand-alone sentence completion questions, the vocabulary questionswill be more passage-based. If you're taking the current version of the SAT, then SAT Words of the Day are still a very useful tool for building your vocabulary and learning the words you'll need to achieve strong scores on the Critical Reading section. If you're taking the newer version, you might still benefit from the SAT Word of the Day, but should focus on connotation and context and not worry too much about particularly obscure words. By learning more about what skills the new SAT will test, you can reshape your prep and continue to use older practice materials effectively. With SAT Word of the Day and all your test prep, you'll be best served by reflecting on your learning style and uncovering the tactic that works best for you. How Do You Learn New Words? As with all aspects of studying for the SAT, reflect on how you learn and retain information and customizeyour study plan to best help you improve. Even if you're someone who likes to bunch up studying, SAT Words of the Day can be a useful tool, especially if you start early. Even though I gave several options of websites and email lists above, the "word of the day" is meant to be just that, a single vocabulary word that you examine and incorporate on a daily basis.With this approach, it's better to prioritize quality of words, definitions, and examples over quantity. Pick just one of those resources (or two, if you really want) and stick with it. Pay attention to how it's used, where you can find it, and how it helps express a thought or idea. Even if only a fraction of the words you learn actually show up on your official SAT tests, you'll still have advanced your language and sharpened your reading, writing, and communication skills. Plus you can impress your friends and family with your ever expanding repertoire of impressive vocabulary. What's Next? Besides Word of the Day, you might also be learning a lot of SAT vocabularyat the same time. Learn about the "waterfall method" of studying SAT words and definitions. Do you have a choice between taking the current version of the SAT and the new SAT? Read about the differences and how to decide between the two here. Gunning for a top SAT score? Read our guide on how to get a perfect SAT score. Learn how to get an 800 on SAT Reading, SAT Math, and SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

On-Site Daycare for Students Children Research Paper

On-Site Daycare for Students Children - Research Paper Example TO: [Insert Name of School] FROM: [Insert Name] DATE: November 27, 2011 SUBJECT: On-site Daycare for Students Children Background Information According to Chigona and Chetty (2008), the issue of teenage pregnancy is becoming a barrier to the education of young women, especially when the support is insufficient or absent. The authors argue that these girls undergo misunderstanding as well as pressure rather than receiving the support they need. It thus becomes hard for the teenage mothers to go on with their studies. Chigona and Chetty (2008) argue that if support is provided for the students’ mothers, they will continue and complete their final examinations. The issue of students’ mothers is global because the study by Chigona and Chetty was done in South Africa thereby showing that the issue is not only in America but also in other continents. On the other hand, Manson and Goulden (2008) claim that the rate of women drop out from Phd programs is increasing as compared to men. The two authors reveal how difficult it is for a woman to read and succeed in studies while looking after a child. Healy (2011) shows how students can benefit from on-site day cares to go on with their studies and care for their children. Healy (2011) expounds on a daycare center located in the school compound of Morton East High School. The student parents are able to study and look after their children. The center is set up in the first-floor of the classrooms block. According to Healy (2011), the daycare has helped the students complete their studies successfully. Additionally, the Department of Education and Early Childhood Development (2010) conducted a research to examine the importance of assisting teenage mothers to acquire college education. According to their research, the Corio Bay Senior College (CBSC) is one of the schools, which are encouraging young as well as expecting parents to go on with their education. The college achieves this by offering flexible optio ns that support their schedules. The school has a program for the young parents, which objects to provide intensive case management as well as on-site child care. The thought of coming up with the care program according to the author was because of the complex problems experienced by students’ mothers (Department of Education and Early Childhood Development, 2010). Problem Many teenagers are becoming mothers early and at the same time desire to go to colleges. The issue of taking of a child and attending college is hard thereby calling for support of these mothers’ parents. The students with children have problems commuting to school because they have to organize issues concerning daycare before getting to school, especially those living many kilometers away. The students are stressed even when in class because their kids are under the care of strangers who are far from their reach and so they cannot check on the children often as they ought to. This makes them anxious and cannot concentrate in class and end up underperforming. Similarly, the students waste much money traveling when they have free time to check on the children at home or other far day cares. Further, institutions have been underperforming because of lack of sufficient funds to run their business. With the implementation of the on-site day care project, the learning institutes will have some additional income to handle pressing issues. Proposal and

Perception of tone, intonation and focus Dissertation

Perception of tone, intonation and focus - Dissertation Example The double-articulation theory and any definition of language based upon it leaves a wide margin, for which the name 'prosody' is today a widespread designation. (PhonoMei, 272) Tones, or as some people call them tonemes, have exactly the same function as phonemes: they are distinctive, which means that the speaker, at a certain point in the message, will have to choose between a number of them in order to say just what he wants to say. It is, of course, perfectly immaterial whether the choice is conscious or not. If tones are not considered distinctive features of vocalic phonemes, it is because they are usually found to affect, not a vowel phoneme as such, but a syllabic nucleus, often made up of two or more phonemes or even more than one syllable. Chinese Languages and Intonational Features Of more importance for the history of Chinese is the way in which glottal features can affect vowels: Voiced aspiration, or "murmur," easily spreads from a consonant into an adjacent vowel, and the effects of this have been important in the development of tonal systems in Chinese and Southeast Asian languages. (Chang, 636) The dissimilation between voiced aspiration at the beginning and end of syllables, known as Grassman's Law, that occurred in Sanskrit and Ancient Greek was probably the result of the spreading of the voiced aspiration into the vowel in this way. A quite different kind of glottal activity combined with a vowel is called "creaky voice." It stands between normal voicing and glottal stop in the same way that "murmur," or voiced glottal friction, stands between normal voicing and voiceless glottal friction, or h. In Burmese the so-called "creaky tone" is found in syllables that formerly ended in a glottal stop and still have a weak glottal closure, contrasting to the strong final glottal stop that is derived from method suggested above for indicating the glottal features of obstruents. (Ting, 632) One could suggest'. Creaky sonorants would then be written: a + ?, m + ?, and so on. It is not known whether all languages have this same binary structure for macrosegments. Many reports on different languages pass over the matter of intonation in complete silence. A few specifically state that there are no intonational differences which can be subsumed within the description of the linguistic system, even though there are ups and downs of pitch which seem to be semi-organized culturally, at least to show some correlation with speaker's mood. Since detailed and effective intonational analysis is relatively recent, statements of the kind are not to be trusted; more thorough work with such languages may reveal full-fledged, if simple, intonational systems. If, indeed, there are languages in which no distinctive intonational differences are to be found, then this affords us a typologic criterion. Not all utterances in a language conform neatly to the macrosegment-pause-intonation-remainder scheme. (Tsay, 88) Almost always one is forced to recogn ize that some utterings are broken off before they reach a normal boundary between macrosegments. If a man is shot, or has to sneeze or hiccup, in the middle of a sentence, it is easy enough to regard the linguistically relevant event as having been cut off by an intrusive agent, and to discard the particular event as irrelevant for linguistic analysis. But in the normal

International Financial Markets Essay Example | Topics and Well Written Essays - 2000 words - 5

International Financial Markets - Essay Example Furthermore some countries have ended up losing their investment status of grade. This incident has placed the international investors in alert. Even before the downgrading of the first country into a grade of non-investment, the stock market was down, and some countries even become close to lose their access to capital market. As a result of this the European politicians directed their blame to the crediting rating agency of making thee debt crisis worse. Since 2011, the agency of rating has to regularly register with the European Security and Markets Authority (ESMA) which is also mandated with the further preparation of the legal action (Moloney, 2011). This regulation shows that the rating of credits have some control on the capital market. Some of the money market issue that was affected by the crisis that is to be discussed in this paper includes the macro-financial risk, intra-euro area financial flow, and collateral availability. In most of the countries in euro the deposits owned by the domestic banks were stable between 2010 and 2011. However the domestic banks in Ireland and Greece heavily fell. Ireland and Greece were not in a position to replace the deposits that were lost with other market borrowing or wholesale and the gap that existed by borrowing from their central banks (Whittaker, 2011). The relocation of the market money into the central bank balance sheet caused an inter-central bank debt that was very high within the system of the euro. Inter-commercial bank lending is a means of transferring money from area which have surplus to areas deficit areas (Friedman & Schwartz, 1970). For example if funds is withdrawn from the Greece bank and placed in the bank of Germany, this withdrawal will leave the Greece bank with deficit of money while the Germany bank will be in surplus of money. In the market condition that is normal, the

3810 Essay Example | Topics and Well Written Essays - 500 words

3810 - Essay Example Jill is protected by Title VII of the Civil Rights Act 1991. The Act provides for her rights as an employee and the liabilities of an employer in the event that the employer violates terms and conditions of employment. A religious issue and/or concern are involved in Jill’s case. The source of the conflict is the existence of a job requirement that was not known to Jill during the entire selection and hiring process. The hidden job requirement, immediate firing, and failure to honor Jill’s contract constitute an employment dispute that falls under the provisions of Title VII of the Civil Rights Act. In order to qualify for protection under Title VII of the Civil Rights Act, a number of elements of proof must be met (Capozzi 41). Jill Johansen must prove that the company is based within the U.S. The company operates branches in Chicago and Los Angeles. The fifteen employees with at least twenty weeks of the year employment element must also be proven (Capozzi 48). The company has been operational for ten years, and has up to one thousand employees. Interstate operations must be shown; the company is an advertising agency with openly known business in Chicago and Lo Angeles. A number of damages and remedies are available to Jill in relation to her case. The alternative damages and remedies available include punitive damages, compensatory damages, re-hiring under all applicable terms and conditions, EEOC deliberations, and contract honoring (Capozzi 63). Jill’s case involves a religious factor that comes up after she is hired. Both the EEOC and the provisions of Title VII of the Civil Rights Act provide a remedy for the case. Jill can actually push for any of the above-mentioned damages and/or remedies. In arbitration, Jill Johansen would receive a number of remedial courses. Firstly, Jill’s contract stands to be honored. The employer failed to clearly present all the terms and conditions of employment. At the time Jill was

Segregation and Disenfranchisement of African-Americans from 1875 to Research Paper

Segregation and Disenfranchisement of African-Americans from 1875 to 1900 - Research Paper Example These segregations and disenfranchisement were witnessed in both the Southern and Northern states (Andrews 54). After the American Civil war in 1870, the endorsement of the Fifteenth Amendment on the American constitution followed, preventing any state from denying any male citizen the right to vote based on racial prejudgments. The African American community made up the majority population in states such as Mississippi and Louisiana besides forming a sizeable population in other former Confederate states. The whites in these states resisted the rights of the freedman to exercise political power, will, and right. The whites feared black dominance and practised violence, assassinations, and intimidation to thwart the efforts of the freedman to participate in active politics in the last quarter of the 19th century. Consequently, Black voting reduced remarkably in most Southern States giving white democrats a chance to regain control of the political offices of the region (Rable 103). T his research attempts to retrace the developments that took place concerning segregation and disenfranchisement of African Americans from 1875 to 1900. Segregation and Disenfranchisement of African-Americans (1875-1900) In 1875, the Congress approved the first Civil Rights Act that assured the black community equal rights in restaurants, theatres, juries and transportation. The law was however brought down in 1883 on court orders, with the court taking the stance that the Constitution mandates the Congress to act only on discrimination by government and not by citizens. Besides the court system, there were other forces that adamantly fought to ensure the African American Community did not exercise their right to vote. For example, a paramilitary group called the Red Shirts, formed in Mississippi 1875, fought against racial equality in North and South Carolina (DuBois 26). It was a well organized and open society consisting of armed confederate soldiers that worked for political aims . This group intended to remove the republicans from office and scare the freedmen to keep them from voting. The Red Shirts was just one of the groups in the Southern States that were determined to keep the black community away from the polls and ensure a white democratic took over the southern governments in the elections of 1876 (Kousser 85). The other example that highlight racial segregation in late 19th century was the Battle of Little Big Horn, which the Cheyenne Indians and Sioux won 1876 with the killing of General Custer George. This battle was a consequence of continued violation of the 1868 Fort Laramie Treaty that saw white Americans move in droves to seek gold in the Black Hills. This was an intrusion into African American territory and invasion of property. In the political spheres, the election of President Rutherford Hayes in 1877 saw Reconstruction grind to a stop. Most of the federal soldiers in the south were withdrawn and those that remained did little to protect the rights of the African American Community. This year also witnessed the return of the ‘home rule’ to the previously secessionist states. With the return of this rule began the rekindling of white supremacy, racial segregation, and disenfranchisement of the freedman. As a result, strikes and sit-ins were organized with the first national strike occurring in this period. This violent strike that was directed at the Baltimore and Ohio Railroad company saw the death of 19 people (DuBois 39). The

3810 Essay Example | Topics and Well Written Essays - 500 words

3810 - Essay Example Jill is protected by Title VII of the Civil Rights Act 1991. The Act provides for her rights as an employee and the liabilities of an employer in the event that the employer violates terms and conditions of employment. A religious issue and/or concern are involved in Jill’s case. The source of the conflict is the existence of a job requirement that was not known to Jill during the entire selection and hiring process. The hidden job requirement, immediate firing, and failure to honor Jill’s contract constitute an employment dispute that falls under the provisions of Title VII of the Civil Rights Act. In order to qualify for protection under Title VII of the Civil Rights Act, a number of elements of proof must be met (Capozzi 41). Jill Johansen must prove that the company is based within the U.S. The company operates branches in Chicago and Los Angeles. The fifteen employees with at least twenty weeks of the year employment element must also be proven (Capozzi 48). The company has been operational for ten years, and has up to one thousand employees. Interstate operations must be shown; the company is an advertising agency with openly known business in Chicago and Lo Angeles. A number of damages and remedies are available to Jill in relation to her case. The alternative damages and remedies available include punitive damages, compensatory damages, re-hiring under all applicable terms and conditions, EEOC deliberations, and contract honoring (Capozzi 63). Jill’s case involves a religious factor that comes up after she is hired. Both the EEOC and the provisions of Title VII of the Civil Rights Act provide a remedy for the case. Jill can actually push for any of the above-mentioned damages and/or remedies. In arbitration, Jill Johansen would receive a number of remedial courses. Firstly, Jill’s contract stands to be honored. The employer failed to clearly present all the terms and conditions of employment. At the time Jill was

Employment Law Essay Example | Topics and Well Written Essays - 3000 words - 7

Employment Law - Essay Example 38). The Agency Workers Regulations 2010 is founded on the principle of equal treatment to agency workers, in comparison to employees. The entitlement to equal treatment is restricted to fundamental employment and working conditions, like rest breaks and pay and not to protection from unfair dismissal and other such statutory rights (Agency Worker Regulations 2010 – a missed opportunity?, 2010). In order to advice Erica, the Human Resource Director of the Cranford Computers Ltd, with regard to Shirley; the major issue to be considered is whether Shirley’s frequent absence from work, on health grounds, is permitted by the employment legislation. It is also to be examined, whether the Cranford Computers Ltd, is in breach of the provisions of the Health and Safety at Work etc. Act 1974. As an employee of Cranford Computers Ltd, for 2 years, Shirley is entitled to rights under the Employment Rights Act 1996. The time off rights of the Employment Protection Act 1975 (Employment Protection Act , 1975) were incorporated in the Employment Rights Act 1996. Some of these grant employees paid time off, whilst others permit unpaid time off. Section 50(4) of the Employment Rights Act 1996, specifies that the duration of time off and related conditions to be reasonable (Employment Rights Act , 1996). In our problem, Julie, who was one of Shirley’s colleagues covering her absences, had protested at having to shoulder Shirley’s duties frequently. Julie had also demanded additional remuneration for this work, entailing additional costs for the employer. Whilst taking decisions in respect of Shirley’s absence, these factors have to be taken into consideration by Cranford Computers Ltd. With regard to Julie, there is no legal entitlement for working overtime. Furthermore, there is no specification regarding overtime pay and the only requirement is that the average pay should not be less than the National Minimum Wage. However, no worker

Poetry of Nature Essay Example for Free

Poetry of Nature Essay Many poets are inspired by the impressive persona that exists in nature to influence their style of poetry. The awesome power of nature can bring about thought and provoke certain feelings the poet has towards the natural surroundings. If you bear in mind the disposition of some of the things in life that move us like human beauty, love or the beauty of nature you will understand that they have one thing in common. They do not last forever, as sad as it seems, Ladies and Gentleman. Yes they too will eventually die out. Why? Who knows? However it is a fact that when poets write a poem they wish to make their words appealing, as to impress the reader with the intensity of their own experience so they immortalize that sense of feeling that makes their poems last. Wordsworths poem, Nutting is a classic portrayal of a man finding time to escape the harsh bitterness of life and escaping to a world of isolation, solitude and loneliness that exists in nature. Id particularly like to focus on the second part, which has a greater significance in regard to nature, then the other part, which might appear irrelevant. In demonstrating the use of descriptive features Wordsworth has created the perfect sanctuary that one can only ever dream about. The wording used in this section is uncomplicated and evocative. Common language served Wordsworths purpose well, for the simple words were direct in their purpose. They expressed feelings that had been known and repeated many times before, and therefore contained a certain durability in his speech. And I saw the sparkling foam, And-with my cheek on one of those green stones that fleeced with moss, under the shady trees, lay round me, scattered like a flock of sheep. In this poem there is much evidence that expresses his loneliness, solitude, and isolation to the rest of the world at that moment in his life. And fade, unseen by any human eye; where fairy water-breaks do murmur on forever; It is obvious that through this perception Wordsworth is generally speaking of past experiences. Wordsworth believed that nature played a key role in spiritual understanding and stressed the role of memory in capturing the experiences of childhood. His poetry just like his beliefs relays a sense of feeling towards aspects of spiritual understanding. I felt a sense of pain when I beheld the silent trees, and saw the intruding sky. Then dearest Maiden, move along these shades in gentleness of heart; with gentle hand Touch-for there is a spirit in the wood. I believe Wordsworths motivation in this poem is to let us know that the powers of nature is magical and extremely great. The gracefulness of nature does contribute to the inner feelings of someone who appreciates it (mostly those who want time out for themselves). I believe we need to be with nature, feel it, and take advantage of one of lifes many gifts. PAUSE Lets not forget the main characteristics that nature offers like its visual and harmonious features as well as its auditory features. I believe sound has a very important part to play in nature. This is reflected in John Clares poem Pleasant Sounds In this poem you will notice that it is composed in a tactical verse form that allows the use of onomatopoeia to give the poem a visual imagery. The crumbling of cat-ice The rustle of birds The whizzing of larger birds The trample of robins The fall of an acorn The flirt of the ground-lark. The use of Onomatopoeia throughout the poem allocates descriptive words through each sentence that elaborately enhances the effect of poem. The poets appeal to our imagination may be his ability to execute certain emphasis that makes the words stand out from everyday speech. Clares interpretation of the poem is not just about sound but is also about his love for nature and the love that he has for the animals. PAUSE Like Pleasant Sounds Clares poem Autumn also gives way to visual imagery in light of the poems descriptive attitude. The way in which Clare has introduced rhyme into this poem enhances the visual imagery making it stand out. However it is seen that the sentences tend to drag on too long *There is a dryness in this particular type of poetry. *Religious sentiment, consecrating the affections and natural *And these moods always brought with them faultless expression In comparison to Pleasant sounds there is no sense of sounding, theres more a sense of the parch dryness of the earth. There is almost an uncomfortable feeling that doesnt let you feel that sense of soothingness like you did with Pleasant Sounds. In Autumn one is more intuned with the earth in its stage of dryness and shallowness. The words are entwined to give the feeling of parchness and dryness. Clares usage of the term over baked bread to describe the ground What essence is there in nature that moves us? Is it the fact that our lives are so fast forward that we tend to overlook what it has to offer? Wordsworth makes this poetic message immortal with his powerful and emotional words. Like Wordsworth, Clare utilizes more emphasis upon nature and the natural world. To study the deeper meaning of poetry through great poets like William Wordsworth and John Clare is always a challenge and an adventure. It brings the mind to contemplate things to which you dont often think about, such as your personal connection with nature.

Learning styles in language learning

Learning styles in language learning Chapter 2 Literature Review In this chapter, the author briefly reviewed the literature related to this study. notion of learning styles including definition of the key terms, categories of learning styles, and Oxfords theory on language learning styles were first reviewed. Then the author examined the gender and foreign language learning theories related to learning styles. Finally, the author reviewed previous studies that have been made on the relationship between learning styles and second or foreign language learning both abroad and home. 2.1 Theories Related to Learning Styles This section includes definitions of different terms of learning styles, categories of learning styles and Oxfords theory of language learning styles. 2.1.1 Different Terms Regarding Learning Styles The definitions of styles and learning styles are first reviewed, and then cognitive styles and learning styles are differentiated in this part. 2.1.1.1 Definitions of Styles and Learning Styles Styles Before reviewing the literature of learning styles, it is necessary to know the definition of styles. The concept of styles was first put forward by cognitive psychologists. Brown (2002: 104) defines style as a term that refers to consistent and rather enduring tendencies or preferences within an individual. Therefore, styles are those general characteristics of intellectual functioning (and personality type, as well) that especially pertain to one as an individual, that differentiate one from someone else. Learning Styles Regarding studies of learning styles, the most serious problem is the confusion of its definitions. In the past two decades, the learning styles has been used in various and sometimes confusing ways in the literature. It is very common to hear different opinions on its definitions based on different findings in this comparatively new research field of learning styles, for each study defines it from particular perspectives. However, there is not an agree-upon definition of learning styles. Learning styles can be defined in the following ways. Keefe (1979, cited in Brown, 2002:10) defines learning styles as the characteristic cognitive, affective and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with and respond to the learning environment.Dunn et al. (1978:11) defines learning styles as the way in which each person absorbs and retains information and/or skills; regardless of how that process is described, it is dramatically different for each person. Sims Sims (1990, cited in Reid, 2002) put forward that learning styles are typical ways a person behaves, feels, and processes information in learning situations. Therefore, learning style is demonstrated in that pattern of behavior and performance by which an individual approaches educational experience. Oxford et al. (1991) briefly defines the learning style as the general approaches students used to learn a new subject or tackle a new problem. Claxton and Murrell (1987, cited in Eliason, 2002: 19-20) use an onion metaphor in which the layers of the onion represent layers of learning styles: basic personality characteristics form the core; information-processing characteristics form the second layer; social interaction characteristics form a third layer; instructional preferences form the fourth and outermost layer. Claxton and Murrell postulate that the core of the onion represents the most stable characteristics, with each successive layer being progressively more amenable to change. Tan Dingliang (1995: 12) defines learning styles as: the way that a learner often adopts in the learning process, which includes the learning strategies that have been stabilized within a learner, the preference of some teaching stimuli and learning tendency. Reid (1995) summarizes definitions of learning styles as internally based characteristics of individuals for the intake or understanding of new information. Essentially learning styles are based upon how a person perceives and processes information to facilitate learning. Among these definitions, Kinsella definition of learning styles is widely accepted (Reid, 2002). Kinsella (1994, cited in Reid, 2002) concludes that learning style is an individuals natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills which persist regardless of teaching methods or content area. Kinsella also emphasizes that everyone has a learning style, but each persons is as unique as a signature. Each signature appears to be influenced by both nature and nurture; it is a biological and developmental set of characteristics. (1994, cited in Reid, 2002: 171) 2.1.1.2 Cognitive Styles and Learning Styles The second problem about the study on learning styles is the confusion of the meanings of the terms of learning styles and cognitive styles as they are often used interchangeably in research. The clarification of the two terms will be helpful to better understand learning styles. Messicks (1984) definition of cognitive styles has been widely cited. He defines cognitive styles as consistent individual differences in preferred ways of organizing and processing information and experience. Cognitive styles are characteristic self-consistent mode of functioning which individual shows in their perceptual and intellectual activities (Stern, ! 983: 373). According to Tan Dingliang (1995) and Kang Shumin (2003), cognitive styles mainly refer to the ways of information processing, that is, individuals typical ways of processing perception, memory and thinking. Brown (2002: 104) suggests that the way we learn things in general and the particular attack we make on a problem seem to hinge on a rather amorphous link between personality and cognition; this link is referred to as cognitive style. According to Brown (2002), when cognitive styles are specially related to an educational context, where affective and physiological factors are intermingled, they are usually more generally referred to as learning styles. Thus from this perspective, learning styles are regarded as a subset of cognitive styles. Meanwhile, cognitive styles can sometimes be seen as a subset of learning styles. Keefe (1986) reports that learning styles include not only cognitive processes, but also integrate affective and physiological behaviors that assist learners to perceive, interact with, and respond to the learning environment. Renzulli David Yun Dai (2001) differentiate the two terms in detail: cognitive styles are mainly concerned in psychological domain, while learning styles are mainly proposed by researchers of educational field; researchers of cognitive styles adopt a more positive approach, whereas researchers of learning styles focus on a more phenomenological perspective. Regarding the methodology, performance-based measure is usually used by cognitive styles researchers, while self-report is the measure that learning styles researchers primarily use. 2.1.2 Categories of Learning Styles Confusion also exists in the literature on categories of learning styles for many same or similar factors researched under the same name. Reid (1995) divides learning-style research into three major categories: cognitive styles, sensory learning styles, and personality learning styles. 2.1.2.1 Cognitive Learning Styles Cognitive learning styles which include field-independent/field-dependent, analytic/global, reflective/impulsive learning styles, and Kolb experiential learning model, belong to the aspects of psychology. Among them researches on field -independent/field-dependent (FI/FD) attract the most attention of SLA domain (Ellis, 1994). According to Reid (1995), field-independent learners learn more effectively step by step, or sequentially, beginning with analyzing facts and proceeding to ideas. They see the trees instead of the forest; whereas field-dependent (field-sensitive) learners learn more effectively in contexts, holistically, intuitively, and are especially sensitive to human relationships and interactions. They see the forest instead of the trees. Chapelle (1995) explains that FI/FD refers to how people perceive and memorize information. Reid (1995) defines that analytic learners learn more effectively individually; prefer setting own goals, and respond to a sequential, linear, step-by-step presentation of materials; whereas global (relational) learners learn more effectively through concrete experience, and by interactions with others. According to Reid (1995), if learners can learn more effectively given time to consider options before responding, they are reflective learners; and they are often more accurate language learners; whereas if learners can learn more effectively being able to respond immediately and to take risks, they are impulsive learners; and they are often more fluent language learners. Kolb (1984) categorizes his experiential learning model of perception (concrete experiences and abstract conceptualization) and process (reflective observation and active experimentation) into four learner types which are converger, diverger, assimilator, and accommodator. Converger (common sense learner) learns more effectively when she or he is able to perceive abstractly and to process actively. Diverger (innovative learner) learns more effectively when she or he is able to perceive concretely and to process reflectively. Assimilator (analytic learner) learns more effectively when she or he is able to perceive abstractly and to process reflectively. Accommodator (dynamic learner) learns more effectively when she or he is able to perceive concretely and to process actively. 2.1.2.2 Sensory Learning Styles According to Reid (1995), sensory learning styles include two dimensions: Perceptual learning styles and environmental learning styles. Perceptual learning styles contain four types of learning styles which are auditory, visual, tactile and kinesthetic styles. Auditory learners learn more effectively through the ears; visual learners learn more effectively through the eyes (seeing); tactile learners learn more effectively through touch (hands-on); kinesthetic learners learn more effective through concrete complete body experiences (whole-body movement). Physical and sociological styles belong to the environmental learning styles. Physical learners learn more effectively when such variables as temperature, sound, light, food, mobility, time, and classroom/study arrangement are considered. Sociological learners learn more effectively when such variables as group, individual, pair and team work, or levels of teacher authority are considered. 2.1.2.3 Affective/Temperament Learning Styles Learning styles of this type are based on affect, personality, tolerance of ambiguity and brain hemisphere. Myer and Briggs (1987, cited in Reid, 1995) report that affective and personality factors influence learners learning styles a great deal. Mayer-Briggs team tested four dichotomous styles of functioning in their Mayer and Briggs Temperament Styles (MBTI) which include extraversion-introversion, sensing-perception, thinking-feeling, and judging-perceiving. According to Reid (1995), extroverted and introverted styles belong to extraversion-introversion. Extroverted learner learns more effectively through concrete experience, contract with the outside world, and relationships with others; whereas introverted learner learns more effectively in individual, independent situations that are more involved with ideas and concepts. Sensing-perception contains sensing and perception styles. Sensing learner learns more effectively from reports of observable facts and happenings; prefers phy sical, sense-based input. Conversely, perception learner learns more effectively from meaningful experiences and from relationships with others. In thinking-feeling styles, thinking learner learns more effectively from impersonal circumstances and logical consequence; whereas feeling learner learns more effectively from personalized circumstances and social values. And in judging-perceiving styles, judging learner learns more effectively by reflection, and analysis, and processes that involve closure; conversely, perceiving learner learns more effectively through negotiation, feeling, and inductive processes that postpone closure. Reid (1995) suggests that tolerance of ambiguity styles also belong to the affective/temperament learning styles. Ambiguity-tolerant learner learns more effectively when opportunities for experiment and risk, as well as interaction, are present; whereas ambiguity-intolerant learners learns more effectively when in less flexible, less risky, more structured situations. Reid (1995) also claims that whether the learner is left-brained or right-brained will influence learners learning styles. Left-brained learners tend toward visual, analytic, reflective, self-reliant learning; conversely, right-brained learners tend toward auditory, global/relational, impulsive, interactive learning. 2.1.3 Oxfords Language Learning Styles Theory Oxford and Burry-stock (1995) put forward the most significant styles for ESL/EFL learning which include global/analytic, field-independent/field-dependent, feeling/thinking, impulsive/reflective, intuitive-random/concrete-sequential, closure-oriented/open, extroverted/introverted, and visual/auditory/hands-on styles. They suggest that each style preference offers significant benefits for learning and that the important thing for learners is to identify the style preferences and to apply them whenever possible. Oxford (1991, cited in Kang Shumin, 2003) groups all the above learning styles into three categories: sensory learning styles (visual, auditory, and hands-on), cognitive learning styles (intuitive-random and concrete-sequential, closure-oriented/open and global/analytic), and personality learning styles (extroverted and introverted). 2.1.3.1 Sensory Learning Styles Visual styles Visual students enjoy reading and they prefer material in a classroom environment to be presented in a visual format such as books, board work, and handouts. Auditory styles Auditory students enjoy lectures, conversations and oral directions. They prefer material in a classroom environment that is presented as auditory input such as radio, oral instruction, oral communication and audiotape. Hands-on styles Hands-on students like lots of movement and enjoy working with collages, flashcards, and tangible objects. They prefer to be physically involved with tasks, tending to prefer activities such as Total physical Response (TPR) and role-play. Oxford et al (1992) find that sensory preferences (visual, auditory, and hands-on) are very important in the multicultural ESL/EFL classroom. Reid (1987) also argues that ESL/EFL students from different cultures vary significantly in their sensory preferences. Those with Asian cultural backgrounds, for instance, are often highly visual, while Hispanics tend to be auditory. Students from non-Western cultures where hands-on experiences are valued often prefer a corresponding learning style. 2.1.3.2 Cognitive Learning Styles Intuitive-random/concrete-sequential styles Intuitive-random ESL/EFL students prefer to develop a mental picture of the second language in an abstract, random manner in search of the underlying language system. In the absence of comprehensive knowledge of the target language, intuitive-random style learners typically employ speculative and predictive strategies. Concrete-sequential ESL/EFL students prefer rigidly performed, strictly planned and adhered to sequential classes. They like language learning materials and techniques that involve combinations of sound, movement, sight, and touch, and that can be applied in a concrete, sequential, linear manner. Closure-Oriented/Open-oriented styles Closure-oriented ESL/EFL students perform more effectively if presented with structured activities and more time. Typically, they favor carefully planned and completed tasks, as opposed to ambiguity and uncertainty in a classroom environment. Open-oriented ESL/EFL students favor a more open and flexible schedule, demonstrating a high degree of tolerance towards ambiguity in the classroom. Typically, they approach a language assignment or a class activity as though it were an entertaining game, and they do not worry about not comprehending everything, and do no feel the need to come to rapid conclusions about the topic. Global/Analytic Styles The global style ESL/EFL students typically employ a holistic view early in the learning process, into which they fit more detailed information as learning progresses. They typically look at several aspects of the topic at the same time, constantly making corrections between the theoretical aspects and practical applications as they learn, and make substantial use of analogies. Moreover this type of learner employs holistic strategies to solve problems including guessing and paraphrasing, favoring a search for the general idea rather than for accuracy. Ellis (1989) argues that global learners prefer experiential learning and learning through communication. The analytic style ESL/EFL students have no trouble picking out significant details from a welter of background items. They typically focus their attention more narrowly on pieces of information, how in the hierarchical structure, preferring detail rather than the overall picture. They are orientated towards rules tending to focus on step-by-step presentation of material. Typically, theoretical and practical aspects are learned separately. Moreover, this type of learner employs language strategies that favor exact wording rather than guessing or paraphrasing-in their aim of achieving accuracy. Ellis (1989) suggests that analytic learners prefer formal, individual learning in a classroom environment. 2.1.3.3 Personality Learning Styles Extroversion/Introversion The dimension of styles particularly influences classroom management, especially grouping of students. Extroverted students perform most productively in a group environment, enjoying activities that involve other students, such as role-play, conversation and other interaction favoring social goals as opposed to impersonal rewards. Conversely, introverted students are stimulated most by their own inner world of ideas and feelings. They like working alone or else in a pair with someone they know well. They dislike lots of continuous group work in the ESL/EFL classroom. This contrast is somewhat similar to the categories of group/individual style made by Reid (1987). 2.2 Gender Differences in Language Learning Styles Many investigations show that males and females learn differently. Where do the gender differences come from? Several sources can be postulated for gender differences in language learning styles. Among these are brain hemisphericity and socialization. 2.2.1 Gender Differences in Brain Hemisphericity According to Oxford (2002), brain hemisphericity or lateralization (right, left and integrated) is a feature of many learning style surveys. Research on the two cerebral hemispheres indicates that each hemisphere may be responsible for a particular mode of thinking. The left hemisphere is associated with logical, analytical thought, with mathematical and linear processing of information. The right hemisphere perceives and remembers visual, tactile and auditory images and it is more efficient in processing holistic, integrative and emotional information (Brown, 1994). Each hemisphere deals with language differently. According to Willing (1988, cited in Oxford, 2002), right-hemisphere-dominant individualsthose whose right side of the brain typically dominates their thinking processestend to be more field dependent (less able to separate the details from a confusing background), global, and emotion-oriented. Willing (1988) and Leaver (1986) (cited in Oxford, 2002) claim that left-hemisp here-dominant peoplethose whose dominant brain hemisphere is the leftare more field-independent, analytic, and logical-oriented. Some researchers such as Spring Deutsch (1989) and Elias (1992) (cited in Oxford, 2002) find several sources of gender differences in brain dominance: In men, the left hemisphere might be more lateralized (specialized) for verbal activity and the right hemisphere may be more lateralized for abstract or spatial processing. Women might use both the left and the right hemispheres for both verbal and spatial activity, thus showing more integrated brain functioning and less hemispheric differentiation. In women as compared to men, part of the corpus callosum (the bundle of brain fibers linking the left and right hemispheres) is bigger in relation to overall brain weight, allowing more information to be exchanged between the two hemispheres. Based on such research findings, Oxford (2002) postulates that males might usually process language learning information more readily through the left-hemispheric, analytic mode, but females might more often process language learning data through an integration of left-and right-hemispheric modes. However, other researchers (e.g., Fausto-Sterling, 1985, cited in Oxford, 2002) oppose the idea that brain hemispheres are more integrated in females than in males or that brain hemispheric differences can make a significant difference. The prevailing opinion seems to be that there are indeed gender differences in brain hemisphericity that deserve consideration and further exploration. And our understanding of language learning stylefor both ESL and foreign languageswould benefit if these differences were explored. (Oxford, 2002) 2.2.2 Gender Differences in Socialization According to Tan (1995), the difference between males and females is a result of both nature and nurture. The explanation of gender differences that ignore sociological factors is incomplete. Oxford (2002) claims that socialization which is the way we bring up our young and integrate them into society through a vast network of social roles might also be a great influence on gender differences in language learning styles. Through gender socialization, different behaviors and attitudes are encouraged and discouraged in men and women. Parents respond differently to boy babies and girl babies from the first hour of life, and after that teach their children sex-appropriate behaviors (Bern, 1974, cited in Oxford, 2002). Socialization process takes place not only within family, but also within school. School exercises much influence on the creation of gendered attitudes and behaviors. In school, teachers support the previous socialization patterns, paying more attention to aggressive, disru ptive boys than to girls with identical behavior, and responding to passive and dependent girlsalthough teachers prefer the behavior of girls (Serbin OLeary, 1975, cited in Oxford, 2002). In school, curriculum materials, teachers expectations, educational tracking, and peer relations encourage girls and boys to learn gender-related skills and self-concepts. 2.3 Relationship between Learning Styles and Foreign Language Learning Ellis (1994) points out that all learners analyze input and store information about the L2 in much the same way. However, he also admits that it is true that learners vary enormously in both the way they set about leaning an L2 and also in what they actually succeed in learning. Therefore, he regards the study of individual learner differences (IDs) as an important area of work in second language acquisition (SLA) research. He (1994:473) sets up a basic framework for investigating individual learner differences to guide the examinations of IDs. 2.3.1 Framework for Investigating Individual Learner Differences In his framework for investigating individual learner differences, Ellis (1994: 473) identifies three sets of interrelating variables (see Figure 2.1). The first set consists of IDs, which are of three main types: beliefs about language learning, affective states and general factors. General factors include age, language aptitude, learning style, motivation and personality. The second set of variables consists of the different strategies that a learner employs to learn and use the L2. The learner strategies encompass learning strategies and use strategies. The third set concerns language learning outcomes which can be considered in terms of overall L2 proficiency, achievement with regard to L2 performance on a particular task, and rate of acquisition. The inner part of the triangle is learning processes and mechanisms, so positioned for they are largely hidden. These three sets of variables are interrelated. ID research until now has concentrated on investigating the effects of different ID variables on learner proficiency, achievement, or rate of progress, measured in terms of performance on some kind of language test (Ellis, 1994). The general factors constitute major areas of influences on learning and can be ranged along a continuum according to how mutable they are (Ellis, 1994: 472). According to Liu Runqing (1995) and Ellis (1994) the main general factors that have received the most attention in SLA research are age, language aptitude, learning style, motivation and personality. Learners beliefs and affective states are likely to have a direct effect on L2 learning, but they themselves may be influenced by a number of general factors relating to learners ability and desire to learn and the way they choose to go about learning (Ellis, 1994). Individual learner differences-beliefs about language learning-affective states -general factors Learning processes N and mechanisms(2)(3) Learner strategies , Language learning outcomes-on proficiency-on achievement-on rate of acquisition 2.3.2 The Role of Learning Styles in Foreign Language Learning Reid (1995) provides some fundamentals of learning styles. She claims that learning styles in the ESL/EFL classrooms is based on six hypotheses: (1) Every person, students and teachers alike, has a learning style and learning strengths and weaknesses; (2) Learning styles are often described as opposite, but actually they exist on wide continuum; (3) Learning styles are value-neutral; that is, no one style is better than others (but it is true that there are students with some learning styles work better than those with some other learning styles); (4) Students must be encouraged to stretch their learning styles so that they will be more empowered in a variety of learning situations; (5) Students strategies are often linked to their learning styles; (6) Teachers should allow their students to become aware of their learning strengths and weaknesses. McCarthy (1980) claims that the learning styles theory impacts education in the following three aspects: instruction, curriculum and assessment. (1) InstructionTeachers should design their instruction methods to connect with students learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Instructors can introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking. (2) CurriculumEducators must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving. (3) AssessmentTeachers should employ a variety of assessment techniques, focusing on the development of whole brain capacity and each of the different learning styles. Ellis (1994) concludes that learners clearly differ enormously in their preferred approach to L2 learning, but it is impossible to say which learning style works best. And quite possibly it is learners who display flexibility who are most successful, but there is no real evidence yet for such a conclusion. 2.4 Previous Researches on Learning Styles and Foreign Language Learning Abroad and Home 2.4.1 Previous Researches Done in the West When learning styles were initially introduced, the distinction between field independence (FI) and field dependence (FD) has attracted the most attention in SLA research (Ellis, 1994). The results of many studies show that people tend to be dominant in one mode of Fl/FD or the other. According to Ellis (1989), both FI/FD learners can gain language success in SLA and the embedded-figures tests have little or no relationships with the language achievement. Brown (2002) provides an explanation that FI may be important to both classroom learning and performance on paper-and-pencil tests and he believes that FI/FD is considered to be contextualized and variable within one person. In other words, the utilization of FI or FD of individual learners depends on the context of learning. Nevertheless, no evidence has been found to prove such consideration. Meanwhile, many researchers study individual learning style preferences from other dimensions. The following are some of the most representative ones. Dunn (1975, cited in Tan Dingliang, 1995: 19-20) develops the Learning Style Inventory. The learning style elements identified in the SLI are: 1) Environmental stimulus which includes the individual learners preference toward a quiet or noisy environment, a formal or casual seating design, and the preference of light and temperature. 2) Emotional stimulus. This domain mainly concerns whether individual learner possesses a high degree of motivation, persistence and responsibility as well as whether he prefers highly structured learning materials. 3) Sociological stimulus. This category contains factors such as whether individual learner prefers to study as a member of a team and whether he depends on authority to confirm his judgment and whether he likes to study in routines. 4) Physiological stimulus. This sort contains the perceptual preferences of individual learner, i.e., his tendency to auditory, visual, tactile or kinesthetic patterns and his mobility while learning and his tend ency to the time of learning such as morning and afternoon. According to Kinsella (1994, cited in Reid, 2002), Dunn and Dunn add the psychological stimulus in 1979. This category contains the individual learners preference toward right or left hemisphere learning style which includes factors such as analytical/global, reflective/impulsive learning styles, etc. The Dunns model is very important for it representing the complexity of variables which potentially influence students distinct approaches to learning comprehensively. Many researchers developed their studies based on Dunns model. Reid (1987) classifies learners into six different types in accordance of their style differences, namely, visual, auditory, kinesthetic, tactile, group and individual types. Based on her own theory, Reid conducts a study in 1987 to investigate the preferred learning styles of students with different language backgrounds. The research reports that learners preferences often differ significantly from those of native speakers of US. They show a general preference for kinesthetic and tactile learning styles (with the exception of the Japanese), and they view group learning style as a negative one. Proficiency level is irrelevant to learning style preferences. However, no matter which background a learner comes from, the longer he stays in the US, the more his learning styles resemble the native speakers. Melton (1990) uses Reids Perceptual Learning Style Preference Questionnaire to examine the six learning styles of 331 Chines