Japan Essays (931 words) - Japanese Archipelago, Honshu, Japan

Japan Japan Table of Contents I. Geography a.) Land b.) Climate c.) Vegetation d.) Population and Culture e.) Natural Resources and Land Usage II. History a.) Post WWII-Present III. Economics IV. Politics and Government V. Military VI. International Relations VII. International Appeal The island of Japan (145,826 sq. mi.) is located in the North Pacific Ocean. It is bounded by on the north by the Sea of Okhotsk, on the east by the Pacific Ocean, on the south by the Pacific Ocean and the East China Sea, and on the west by the Korea Strait and the Sea of Japan. I. Geography a.) Land Japan is made up of four islands: Hokkaido, Kyushu, Honshu, and Shikoku. The Entire country is smaller than the state of Montana. Honshu is the largest island of the four. It is a very mountainous island and features the Japanese Alps, which is home to Mount Fuji, Japan's highest peak. These Alps also harbor many active and inactive volcanoes. The Kanto Plain, the largest lowland in the country spreads from the Alps. Hokkaido, the northernmost and second largest island is full of forested mountains and hills. Although large in size, Hokkaido only has about 5% of the nation living there. The steep, walled heavily forested mountains that run down the center of the island characterize Kyushu. Kyushu has rolling hills, wide plains and doesn't have much fertile farmland. Many mountains and hills cross up Shikoku, Japan's smallest island. b.) Climate The climate in Japan is generally mild. However, the temperature for each island varies. For instance, in Hokkaido and northern Honshu, the winters are usually bitterly cold and the summers are very short. In Kyushu, Shikoku, and southern Honshu, the summers are long and humid and winters are mild. All areas in Japan are subject to at least 40 inches of rain a year. Typhoons are common in late summer-early fall. c.) Vegetation Japan is home to more than 17,000 species of flowering and nonflowering plants. Trees in Japan are predominately conifers; the most common species is the sugi or Japanese cedar. Other evergreens such as the larch, spruce, and fir thrive there also. On Kyushu, Shikoku, and southern Honshu, subtropical trees like bamboo, camphor, and banyan are all prevalent. d.) Population and Culture Approximately 125,449,703 people currently live in Japan, making it one of the most population dense countries in the world. Seventy-eight percent of Japan's population reside in the large urban areas such as Tokyo, Osaka, and Kawasaki. Japan is ethnically 99% Japanese and the remaining 1% is comprised of Koreans, Chinese, and the Ainu, the aboriginal people of Japan. The major religions of the Japanese people are Shintoism and Buddhism. Japan is also a very appreciative and cultured country. Japan has a large, state-of-the-art library in virtually every major city. The University of Tokyo Library boasts more than 6.3 million volumes and increases by 200,000 volumes every year. Japan also has many modern galleries and museums, such as the Tokyo National Museum. The Japanese, who place high value on education, attend one of over 60 national universities or the countless other private institutions there. The Japanese also are lovers of all types of sports. Baseball, soccer, volleyball, tennis, and skiing are all secular favorites. a.) Natural Resources and Land Usage Japan has various minerals, but has generally small quantities of them all. Thus, Japan imports almost all minerals that it requires. Limestone is the primary mineral mined in Japan. Other minerals available in minute quantities are coal, natural gas, copper, lead, zinc, and quartzite. Japan has utilized its large waterpower potential to produce massive amounts of energy. II. History III. Economics Japan's unit of currency is the yen. The national bank of issue is the Bank of Japan. Due to the lack of arable land, agriculture plays a small part in Japan's economy, while mining, manufacturing, and other industries employ 70 percent of the workforce. Fishing and forestry are both very lucrative industries in Japan. Japan's leading manufactured items include chemicals, transportation equipment, metal and metal goods, electrical machinery, and non-electrical machinery. Japan has one of the world's strongest economies. Although economically devastated after WWII, Japan became strong again in the late-1950's to early-1960's. The primary exports in Japan are electronics, automobiles, machines, chemicals, textiles, iron and steel, precision instruments, and office machines. Japanese imports include live animals, textiles, metal

E-mail-Whats Good About It essays

E-mail-What's Good About It essays The introduction of e-mail is by far one of the greatest things since sliced bread. E-mail has enabled us to be more efficient at work, home, and play. Before we were blessed with e-mail, we were reduced to using phone, fax or postage to communicate. All of these ways were very costly. E-mail saves us money on stamps, stationary, and phone bills. It is definitely quicker than using our current air and land mail system. On my job I am requires to read my E-mail daily. My higher headquarters is in Alabama and I am in Louisiana. It is much easier to reach them through E-mail than by telephone. If I call and no one is available to answer the phone because of meetings, I know that I can send an E-mail and when the recipient returns to the office and check their E-mail, my message will be there. It has been my experience that I get a faster response when I e-mail. Sometimes when I have called and got an answering machine, I was told that the message was never received, this dont happen with E-mail because I am notified when the message has been received by the person I sent it to. I am retired from the Army and have many friends all over the world. My husband has just returned from a year long deployment in Afghanistan. Sometimes using a telephone was nearly impossible, but I received e-mails messages from him on a daily basis. This by itself saved me many hours of worrying about his safety after hearing news reports of enemy activity in the area where he was assigned. I have other friends still deployed in E-Mail-Whats good About It 2 defense of our country. We communicate as much as possible through E-mail. I am able to help keep them motivated with my constant E-mails of encouragement Of, course I use E-mail sometimes purely for my enjoyment. I receive a variety of E-mails from friends with something to simply make me laugh. We are ...

How U.S. Government and regulatory bodies can manage business cycles Essay

How U.S. Government and regulatory bodies can manage business cycles - Essay Example Business cycles can be defined as larger fluctuations in the economic activities or in the production of goods and services over a long period of time. It is sometimes known as economic cycle and is often associated with periods of high economic growth. The business cycle therefore consists of periods of economic booms as well as periods of economic recession or decline. The measurement for the business cycle is often done by the government through the measure of the Gross Domestic Product (GDP) of a particular nation. It is however important to note that even though it is termed as a business cycle; it does not follow ant pattern or any mechanically predictable pattern (Lynch, 85). In this context, it is therefore difficult to tell what pattern or direction the future cycle will take. This presents a challenge to the managements of the business cycles and call for better ways of forecasting. The explanation of the causes of the business cycles remains some of the controversial issue s in the analysis of economic growth in many economies (Hill, 320). One of the most common known causes of business cycles is the disequilibrium commonly known as the Keynesian theory. This theory is based on the argument that the fluctuation in the economy often begin because of lack of demand for the workers or labor. The argument here is that labor market or demand for labor do not adjust immediately but take very long time and hence it is difficult for the government to adjust appropriately and at the right time (Agnew, 197). The lack of demand for workers often adjust after very long period of time and the result of this is that it takes time. Moreover, the wages for labor and the prices are sticky as some are not easily adjustable and hence it takes very long time for the labor market to respond to the demand. â€Å"If output goes down it is due to that market fails to clear pushing the economy into recession† (Brentani, 109). This explains the downwards and the upward trends in the economy that forms the business cycles witnessed not only in the United States of America but also in the other nations across the world. The real business cycle theory on the other hand asserts that the changes or the fluctuations in business occur as a result of real factors. It is important to note that this theory believes that the government should not take part in controlling the market forces. The market forces of demand and supply should be left to adjust on their own (Treve, 72). The intervention of the government through the monetary as well as fiscal policies is not necessary, because the economy is capable of adjusting to the changes on its own. This theory also puts more emphasis on the substitution of labor and technological shocks as the major causes of business cycles. Failure of the economy to adjust to these changes would therefore lead to economy moving to recession. With regard to this theory, the rates of changes or the degree to which workers resp onds to incentives determines the supply of labor. Fluctuations in the level of technology also have serious impacts on the labor productivity because it affects the incentives (Knoop, 251). The high rise in technology would improve the productivity of labor and hence the real wages would rise as well. This would then result into the increase in the output and rates of employment and vice versa. This theory has also considered other factors like terrorism, disasters, political unrests, weather conditions among other factors that can affect output of an economy. In this way of argument, money does not impact on output neither does output impact on money and hence both move together in the same direction (Knoop, 253). Real business cycle theory is thus very important in the understanding of business cycle theory. However, just like any other theory, it is not perfect and has its own limitations. The

Questions and answers Essay Example | Topics and Well Written Essays - 1250 words - 1

Questions and answers - Essay Example Paul’s teachings differ from those of Jesus’ in his definition of heaven. Paul describes heaven in his teachings as where the body of Jesus Christ dwells, while Jesus described the Kingdom of heaven as prophetic Kingdom of the Israelites here on earth. Paul’s also differed with Jesus when it comes to teachings on authority. Jesus directed that people should obey authority and pay taxes while Paul’s teachings mostly condemned authority. Paul also differed from Jesus in his teachings where he emphasizes that one’s faith alone is required in salvation. This is different from what Jesus taught since he stipulated that in order for a person to have salvation; faith, repentance, and Baptism are necessary. Another difference that characterizes Paul’s teaching from those of Jesus was how the teachings were delivered. Paul’s teachings were mostly in form of letters to different congregations while those of Jesus were mostly delivered in form of parables. 2. Explain the schism between the Roman Catholic and Eastern Orthodox churches. There are various issues that contributed to the schism between the Roman Catholic and the Eastern orthodox churches. ... d to the schism between the two factions of Christianity were issues that surrounded priesthood, the major one being the celibacy of priests which the orthodox churches were greatly opposed to. The papal authority was one of the major issues that led to the schism between the west and the east. Eastern orthodox churches were greatly opposed to the religious and political power that revolved bishops and moreover the pope. These eastern orthodox churches argued that the pope was meant to be the servant of God thus to the people and not a form of authority on earth. In fact, before the separation of the two factions scholars have argued that the pope was the most powerful authority in the known world at the time. Disagreement over the Holy Spirit also contributed greatly o the two factions ex communicating each other (Fisher 328). For instance the western faction stipulated that the Holy Spirit came from the Son and the Father while the eastern faction stipulated that â€Å"the Holy Sp irit proceeds only from the Father† (Fisher 328). 3. What issues did each of the Protestant Reformers (Luther, Calvin, the English Reformers) have with the Roman Catholic Church? Luther One of the major issues that that Martin Luther had against the Roman Catholic was the understanding of salvation. According to the Roman Catholic, in order for a person to be forgiven of their sins after being baptized they must seek repentance and then confess to a priest their sins. Martin Luther differed with this since after studying the bible intensely, he understood that salvation was available to anyone as long as they repented since God offered salvation to all people through the death of his son Jesus. Calvin John Calvin also had issues with the Roman Catholic on the application and understanding of

Uk holidays industry Essay Example | Topics and Well Written Essays - 1250 words

Uk holidays industry - Essay Example Another significant challenge being faced by the industry is increasing inflation, which has resulted in the average expenditure per visitor falling from 320 pounds per visit in 1996 to 250 pounds per visit in 2005. Another challenge that is posed to incumbents in the industry is the competition from other tourist destinations overseas. There has been a rise in the number of people leaving the UK. In 2005, the number of UK residents leaving the country on visits abroad was 2.3 million and their expenditure rose by 1.9 billion pounds. This has resulted in a tourism deficit, with UK competitiveness reducing in comparison with the rest of the world.(Tourism Annual report, 2006). This is further exacerbated by the high taxation rates mentioned before, which makes UK products and services 50% more expensive as compared to comparable services in other European countries. As a result, tourists prefer to visit other destinations in Europe rather than visiting the U.K. The UK Government has also increased the cost of licenses from alcohol sales from 30 pounds for three years to about 300 pounds per annum, which has made it difficult and uneconomical for many incumbent players in the tourist industry, such as small bed and breakfast units, to provide alcohol to their customers (Tourism Annual report, 2006). Companies in the industry that wish to succeed must ensure that appropriate standards of quality are met. Visitors to the UK are looking for a high quality tourist experience at reasonable prices. Therefore, innovative products and services must be introduced without sacrificing environmental protection (Tourism Annual report 2006). Companies in the holidays industry that are able to develop innovative tourist packages and plans are likely to benefit. For example, the opening of the Eden project neat St. Austell in Cornwall has had a positive impact on the tourist

Importance Of Accuracy And Fluency English Language Essay

Importance Of Accuracy And Fluency English Language Essay Accuracy and fluency are two key components of second language acquisition. In todays world, it seems that learning the usage of grammar and focusing on accuracy are emphasized by many language students over fluency. This topic of accuracy and fluency has been a controversial issue that has been discussed for many years. Although some formalists argue that learning a language means learning forms and rules, some activists take a different view and claim that learning a language means learning how to use a language (Eskey, 1983). Thus, this essay will argue that accuracy is not necessarily more important than fluency. It depends on learners needs and the purpose of instruction in second language acquisition. In order to demonstrate this, this essay will first focus on the importance of accuracy and fluency in English learning and show that they are both essential by looking at two different teaching methods. Second, it will turn to discuss both accuracy and fluency in term of learner goals, learner variables and instructional variables. Third, it will suggest what language teachers should do to deal with the issue and find the right balance between them. The importance of accuracy and fluency In this section, it will be argued that both accuracy and fluency are needed in second language acquisition. There has been much discussion about these two components, with arguments put forward in support of either one of the other. However, it will be shown that neither component is useful without the other. Early teaching methods promoted accuracy over fluency. For instance, the Grammar-Translation Method has been used by language teachers for many years. It is the traditional style of teaching method emphasizing grammar explanation and translation (Cook, 2001). In such a method, it is important for students to learn about the form of the target language. The role of the teacher is the authority. Students merely do what the teacher says and learn from the teacher, and many students consider that correct answers are essential. If they make errors or do not know an answer, it is the teachers duty to supply them with the correct answer. However, accuracy cannot be regarded as enough in language learning. According to Larsen-Freeman (2000), in the Grammar-Translation Method, the language that is used in class is mostly the students native language. In this case, there is much less attention to second language speaking and listening. When it comes to speaking and listening skills, fluency needs to be taken account in language learning. For this reason, other methods have emphasized fluency in language learning. It is clear that these approaches are built on learning the use of language not on learning the usage of it. For example, compared with the Grammar-Translation Method, Communicative Language Teaching (CLT) emphasizes the process of communication rather than just focusing on language forms (Larsen-Freeman, 2000). Since the concept of CLT places an emphasis on fluency, errors of form can be seen as a natural outcome of the development of communication skills. Another argument in favour of fluency is the implementation of language in an authentic environment. In the real world, language is mostly used to express feeling and thought (Eskey, 1983). When there is a purpose to exchange meaning, fluency is the key element during communication. While communicating with each other, foreign language learners often encounter the difficulty, that is, what they know how to say does not achieve their communicative intention. In order to bridge the gap of such discrepancy, learners may use communicative strategies, such as prediction to make the communication successful. This is because if communicators are in the same context, one may predict what the other is going to say next. For example, before the 2008 Olympic Games in Beijing, taxi drivers in Beijing were trained in order to obtain English speaking ability so that they could communicate with foreign tourists fluently. In this situation, although the taxi drivers were poor at grammar rules, they still can communicate with foreigners. This is because the driver can predict where the foreign passenger will go since their destination may be related to the Olympic Games. In this case, although some grammatical errors exist, communicators can still understand each other because they are in the same context. When listeners can not understand what speakers mean, they usually predict the following conversation and provide immediate response with speakers in the process of meaning negotiation. However, it must be remembered that the achievement of this level of communicative competence does not mean an equal one of grammatical competence (Eskey, 1983). As Eskey (1983: 319) claims, fluency in a language is no guarantee of formal accuracy. A realistic concern is that focusing on fluency may cause the significant effect on accuracy. According to Eskey (1983: 319), rewarding a learners fluency may, in some cases, actually impede his or her achievement of accuracy. For example, in order to get meaning across, language learners find the words, but they either pronounce them wrongly or put them together inappropriately. Such problem happens due to the fact that they can speak English continually but express themselves poorly. Thus, although accuracy is not enough by itself, it is still considered as necessary in language learning. Although learners can still communicate the message to make sense without correct form, it can not be denied that in order to use the language, learners still need to be able to convert linguistic forms into the ability to actually use then. Therefore, when using CLT approach, correcting for accuracy will still be offered by teachers. Although prediction in communicative context may benefit successful communication, fluency is not enough in this circumstance. Without accuracy, misunderstanding may occur because of misspelling, poor pronunciation and grammatical structures. It is therefore clear that as language teachers, both fluency and accuracy must be equally concerned in teaching students to use a language. The elements towards focusing on accuracy and fluency As the first section has mentioned, both accuracy and fluency are needed in the process of language learning. In this section, it will be argued that although these two components are equally necessary, there are three elements that may influence focus on them. The first element to consider is learner goals. It is suggested that many ESL teachers facilitate their students to develop communicative competence to really use the language for authentic purpose. Nonetheless, what students learn from the teacher may not be the outcome that the teacher supposes them to acquire. For example, if Thai children learn English in a rural Thai village, the outcome of language achievement may not all be positive. This is because these children do not need to use English as a tool in their daily life. In contrast, if Thai children learn English in order to sell products to foreigners, then there may be concern about a purpose for communicative competence. Moreover, if they want to pursue higher education in England, accuracy needs to be focused in language learning. Therefore, it seems that the need for accuracy and fluency relates to what goals learners want to achieve. It is considered that learner variables are also a key element which influences the focus on accuracy or fluency. According to Celce-Murcia (1985), a strategy guideline is provided to assist teachers in determining what degree they ought to focus on form in their own classes. In his study, learner variables include age, proficiency level and educational background. It is noted that every individual learns in different ways. Compared with adolescents and adults, young children seem to be more holistic in learning a concept instead of doing apparent analysis. This is because they are too young to analyse the structure of a language. Therefore, if young ESL learners are taught, it is most likely that little grammar instruction is needed. However, if the students are adolescents or adults, focusing on form may be more important. It is also suggested that education level is relevant to focus on accuracy or fluency. This is because teaching learners with preliterate level differs from teaching ones with literate level. If adults are at the level of beginners with little formal education, then focusing on form will be less important while fluency is the top priority. On the other hand, if the learners are at the intermediate or advanced level and are well educated, accuracy may be required and it may be necessary for the teacher to provide some feedback relating to form correction in order for them to make progress. Therefore, focusing on accuracy is not enough, fluency still needs to be concerned in terms of learners age, proficiency level and educational background. Moreover, instructional variables can be seen as the third element, which includes skill, register and need. It is suggested that the need of focus on accuracy and fluency also changes according to the purpose of the instruction. For instance, according to Celce-Murcia (1985), when the teacher is teaching receptive skills, such as listening or reading, the emphasis on form will be less important, since these skills require competence primarily in word recognition. Nevertheless, this does not mean accuracy can be neglected, because when knowing grammatical structure, learners can build up logical connection between sentences, which facilitates both listening and reading comprehension. On the other hand, if the teacher is focusing on productive skills, such as speaking and writing, then formal accuracy will become an essential concern. In addition, it has to be remembered that fluency is still needed for communication purpose. This is because if the teacher is offering a conversation class which purpose is for learners to really use the language to communicate with others, then fluency will be emphasized. Furthermore, if the learners immediate need is survival communication, formal accuracy is less focused. On the other hand, if the learner wants to use the language in a professional field, such as writing an academic essay or being a diplomat, then a high degree of formal accuracy is essential. The higher the stakes, the more likely that accuracy will be important (Eskey, 1983: 318). Therefore, it is clear that both accuracy and fluency are needed and whether focusing on accuracy or fluency depends on learner needs and course objectives. Approaches of finding balance between accuracy and fluency a) Course design and needs assessment Based on these three elements mentioned above, it is suggested that teachers should find the right balance between accuracy and fluency. Eskey (1983) argues that: Teachers must be prepared to deal with students who know grammar rules but can not speak the language fluently; likewise, they must also be prepared to deal with students who are fluent but not accurate (Eskey, 1983). In order to balance accuracy and fluency in language learning and teaching, it is suggested that both these components need to be taught in the process of learning situation. Thus, in this section, it will suggest methods of keeping a balance between accuracy and fluency in term of course design and needs assessment. It has been argued that many language learners have learned grammar rules, but when they want to express themselves, they do not have enough authentic experience of using languages (Celce-Murcia, 1985). Such result may be due to the fact that teaching materials does not provide learners with the context relevant to the communicative situation. In order to solve this problem, Celce-Murcia (1985) suggests an integrating grammar instruction into a communicative curriculum providing purposeful task-based discourse samples. For example, for the general purpose language learners, their beginning level course may start with teaching grammar-meaning correspondences, such as present tense versus past tense. By giving the time frame, students can easily distinguish the difference between these two tenses. After that, students are then taught grammar-function correspondences, such as the tone of must is stronger than need to. As soon as these two basic levels have been established, the teacher can offer discourse-level grammar, such as use of conjunctions. In this case, students not only acquire the grammar rules which focus on accuracy but also apply it for purposeful discourse which focuses on fluency. By this course designed to integrate form, meaning and content, it is possible for learners to balance accuracy and fluency in the communication (Celce-Murcia, 1985). However, there is a simple question about why learners need to balance accuracy and fluency. The answer to this question relates to English for specific purpose (ESP). According to Hutchinson and Waters (1987), courses should be designed to meet learners needs. This may suggest that language teachers should note which learners need more attention on accuracy or fluency. To achieve this goal, for instance, teachers need to gather information about learners needs on accuracy and fluency and identify their target situation by using questionnaires, interviews, observation and informal consultations with learners before a course. Having done this, teachers analyse strategies required to cope in target situation, and then create syllabus which is a document saying which aspect needs more effort on accuracy or fluency. After that, select and design materials to focus on these strategies in syllabus. Finally, after teaching the materials, teachers establish evaluation procedures to test lear ners acquisition of accuracy and fluency (Hutchinson and Waters, 1987). b) Evaluation and feedback In this section, it will be argued that course design and needs assessment are not enough. The evaluation and feedback afterwards from learners can also help teachers find the right balance between accuracy and fluency. Evaluation can be defined as a whole process of action which begins with decision of information gathering and ends with change in current courses or influence on future ones (Dudley-Evans and St John, 1998). According to Hutchinson and Waters (1987: 145), an ESP course, after all, is supposed to be successful. This is because it is designed for particular learners to achieve particular objective with language level of accuracy and fluency. There are two levels of evaluation. The first one is learner assessment. Students performance is assessed at strategic points, such as at the beginning and at the end of the course. This is because ESP concerns with the necessary skills for particular learners to carry out communicative tasks. This kind of assessment enables teachers to determine how much focus on accuracy and fluency is needed (Hutchinson and Waters, 1987). As ESP teachers, they need to consider if the objectives are too ambitious for learners. If so, the learners initial language competence may be overestimated. For example, a teacher designs a syllabus by analysing students needs. Students are expected to present written work and make an oral presentation in accurate English. After teaching, the teacher may find that serious weakness in grammar leads to unclearness of students oral presentation. Although the course contains the objectives of achieving certain level of accuracy and fluency, perhaps students achieve more on either one of them, and then students will require more specific help by teaching both accuracy and fluency used in the context relevant to their needs. The second one is course evaluation by learners. This helps teachers to demonstrate how well the course actually meets a particular educational aim. Therefore, evaluation not only reflects learners performance on accuracy and fluency during the process of learning but also shows how effective students feel the course was. In this case, if they feel the ESP course fails to meet their goal, then there must be something wrong with course design or methodology. It is therefore clear that both learner and course evaluation have a similar function in providing feedback on the ESP course (Hutchinson and Waters, 1987). Moreover, the feedback of the learning outcome is essential not only for students but also for teachers. This is because feedback reflects students learning achievement on accuracy and fluency and the effectiveness of teaching. Therefore, how to evaluate learning and teaching to obtain feedback is important to teachers. In order to find the balance between accuracy and fluency, evaluation and feedback are essential not only at the beginning of the course but also after the instruction. Conclusion In conclusion, although accuracy has been emphasised by many language students, as the three sections mentioned above, it can clearly be seen that both accuracy and fluency are important at different needs for different people of different priorities. Despite the fact that some arguments show that accuracy is essential for learners to acquire linguistic form to produce the language, this is not enough. Fluency is still needed considering the language implementation in an authentic environment. This essay has suggested that both accuracy and fluency are needed in second language acquisition. Whether to focus more on accuracy or fluency depends on learners needs and course objectives. Therefore, language teachers can find the right balance of accuracy and fluency by using an ESP approach to design courses relevant to the needs and objectives. Thus, these courses can maximise the effects of teaching and learning through evaluation and feedback. Although ESP can solve this problem, teachers ability to design the course should be taken into consideration. Therefore, it is suggested that teacher training program is certainly necessary and the real development may be made in the future.

Attention Deficit Disorder :: essays research papers

ADD 1 Running head: Attention Deficit Disorder ADD 2 Attention Deficit Disorder: The Effects of ADD Introduction Attention Deficit Disorder, which most people know as ADD, effects over two million people in the U.S. every year. Many people think ADD was discovered within the last twenty years when in actuality it was discovered over one hundred years ago. â€Å"ADD is considered a learning disability. However, children and adults who display some of the symptoms associated with ADD may hide a greater potential than expected† (Sympatico 38 of 40). Review of ADD ADD is a treatable but not curable disorder. It effects three to six percent of the population. It is usually found in children because that is when people are in the most active parts of their lives. Symptoms There are many symptoms that suggest that a person has ADD. One example is of a person not being able to stay in one place for a long period of time. Another is that the person becomes easily distracted, has difficulty awaiting his turn in games, blurts out answers of questions, has difficulty following instructions, or ADD 3 playing games quietly, talks excessively, and engages in dangerous activity. There are several ways through which ADD can be diagnosed. One way is by a specialist observing the child’s behavior. Another way of diagnosing ADD in a student is having the teacher fill out an evaluation sheet and turning it into the specialist, who interprets the data collected. Concerning observation of children, Sympatico says, â€Å" kids often have difficulty playing or engaging in leisure activities quietly, are often ‘on the go’ or often act as if driven by a motor, often talk excessively† (27 of 40). Speculations Many Speculations have been given as to what causes ADD, but no one is for certain. One possibility is genetic/hereditary brain damage during or after birth or by toxins that are exposed to the child before or after birth. Also, â€Å" food allergies could cause ADD† (Sympatico 9 of 40). This theory has not been proven, but more scientific evidence is mounting and suggests that children can benefit from certain diets. Treatment ADD 4 There are several treatments that help children cope with ADD, but if a child goes untreated the disorder will increase the risks of a child’s educational performance, decrease self esteem, cause social problems and family difficulty, and have potential long term effects. The main treatment for ADD is medication. Medications are used everyday to treat the millions of people with ADD.

An Indian Farmer Essay

* Introduction- India is an agriculture country. It is a land of farmers. They live in village and die in village. They lead a very simple life. Their houses are made of mud and straw. They are very small and simple. The farmers are the true sons of the motherland. Gandhiji said India lives in village. * His Dress- the farmers do not wear fashionable dresses. They wear simple clothes. Generally they wear dhoti, kurta and a cap. The women wear cheap and simple dhotis. * His food- The food of the farmers is also very simple and cheap. They eat rice, pulses, green vegetables and chapaties. Very poor farmers get only dry bread and mirch-masala. A few rich farmers take sufficient milk curd and butter. * His work- The work of a farmer is very hard. They have to work in their fields in all the seasons of the year. In rain or sunshine they must work. They work from morning till late in the evening. They plough fields, sow seeds and raise crops. Their woek is really very hard but very useful. Our farmers provides us food, vegetable and oilseeds. * Fairs and festivals- farmers take part in fairs and festivals with full enthusiasm. They wear colorful dresses, take rounds in merry-go-round, and buy some fancy goods and toys. * Bad habbits- some farmers have bad habits also. They drink wine. They are superstitious. They have bad customs. They are illiterate as well. We must try to remove their bad habits. * Politics- previously there was no politics in village. The life of villagers was simple. They loved and co-operated with each other. The elders of the village were the punches who settled their disputes. But now the politics of the cities has reached the villages too. It has spoiled the atmosphere of the villages. The elections of the punchayats are contested with much bitterness and quarrels. This situations needs reformation because villages are the roots of nation. If they are poisoned the whole of our nation will be destroyed.

U.S. vs Asian School System essays

U.S. vs Asian School System essays In the past twenty years the United States school system has been accumulating quite a bit of criticism. Evidence shows that the United States has been lagging exponentially compared to almost all the industrialized countries. This specifically refers to Asian countries that are statistically blowing the U.S. out of the water. Recent survey results in the universal subject of math show us that the U.S. eighth graders have fallen behind, while the twelfth grade level showed only slight improvement (appositive). This means that the U.S. students are barely floating above water, where as, Asian students have built some sort of super boat (appositive). Yet we all recognize that not any one device is perfect, and are usually leaking water in the most unnoticeable spot. Before one realizes the problem, the boat is sinking. We would potentially look at these education systems as extremes of each other. Each education system being on the different side of the spectrum. Both systems having faults and advantages. Taking the positive aspects from both sides and merging them together, a harmonious education system could be established (verb phrase). The article Japans School System tells us that in an Asian classroom students will feel an incredible amount of pressure starting from grade school and up, while U.S. teachers are too afraid to raise the bar because of potential discouragement of the student. We examine evidence from the article Strengths, weaknesses, and lessons of Japanese education. A negative of the Asian school system, is the conformity that must be upheld. This achieves better education because it becomes the thing to do. When everybody is on the same curriculum there is no other choice but to follow the herd. While conformity creates better math students, it demises the aspect of creativity and individuality. The boat may float, but not posses any ...

Michel de Montaignes view on the structure of the human phsyche

Michel de Montaignes view on the structure of the human phsyche The human life is a meaningless mass of confusion. We were made helpless we will die helpless. Part of us is always tugging in a different direction. Nothing in a human's life is free, final, or constant. Due to the fact that human actions are so inconstant, life is a mass of confusion.All humans were born helpless into this world and will die helpless to the world. As soon as we depart from our mother's womb we arrive in a place in which anything can happen to us. Thousands of diseases can attack the human body daily, many of which can kill a person, provided they are not given the proper medical attention. However, even with the best of medical care and a person's body will always start to fall apart. By the time they reach death, they are as helpless as a newborn baby.There is always part of a human conscience tugging in a different direction.Arthur Schopenhauer by Ludwig Sigismund Ruhl.All this tugging is better known as free will. Humans always have the option to do whatever the y want to do. It is moral standards and trained ideals that hold the world in relative order. Without moral standards and ideals, the world would be in complete chaos. People would have no idea how to behave in any situation, and there would be nothing to tell them not to do something. However, with moral standards and trained ideals in place, people break rules knowingly, and can be justly punished for their actions. However, people still are able to break rules, be it for good, or for bad. Regardless of the choice that is at hand, there is a good choice and a bad choice. It then becomes a question of character as to which direction of tugging a person will yield...

Humanitarian Operations Essay Example | Topics and Well Written Essays - 500 words

Humanitarian Operations - Essay Example t has become a policy, the US government continues to draw military personnel from the United States forces to implement various humanitarian operations. Many people regard humanitarian operation as beneficial to the United States forces, but this is partially true. Conducting Humanitarian Operations is not the role of the U.S. military and distracts our forces form their primary mission, which is to defend the U.S. interest. By conducting humanitarian operations, the United States reduces the number of personnel from its primary mission of defending its Interest. In recent years, the US government deployed a significant number of military personnel on humanitarian operation, but this has reduced the number of US forces defending US interest in other places. For instance, the US government sent a considerable number of personnel to provide humanitarian operation in the Libya against Kadhafi’s regime (Christopher, 2011). While the world welcome this move, many of the marine and air force personnel who went to Libya had to leave other duties elsewhere. This can be catastrophic is the personnel are required to report to their stations should an emergency occur. The potential harm of such an event underpin the negative impact of humanitarian operation in enabling the United States defend its interest as necessary instead of taking part in operations that undermine the deployment of its personnel. Humanitarian operation distracts policy makers in U.S government from providing meaningful direction on issues that allow the U.S military to execute their mission appropriately and successfully. During humanitarian operations, the U. S military and its policy makers who take part in these programs that do not have definite objectives, but more demanding due to the complexity in logistics (Carter & White, 2011). Because of this, the U.S military will have less time to address real issues that affect their primary missions such as defending U.S interest. Consequently,

Alzheimer's Research Paper Example | Topics and Well Written Essays - 2500 words

Alzheimer's - Research Paper Example During the autopsy the doctor noted dense deposits of neuritic plaques surrounding nerve cells and twisted bands of nerve fibers inside the cells. The presence of plaques and tangles during a brain autopsy is now taken as a definitive diagnosis of the condition. There have been several additional researches that have been carried out by scientist around the world since the discovery of the disease. In the 1960s researchers found connectivity between the cognitive decline and the number of plaques and tangles present in the brain. Since the 1970s scientists have made major discoveries pertaining to the complex functioning of the nerve cells in these patients and also with increasing developments in the field of genetics, genes responsible for susceptibility to this disease both in the early stages and later in life have also been unraveled. Apart from the genetic factors other lifestyle related and environmental risk factors are also being widely being explored (A History, 2009; Alzhe imer’s disease, 2010). Alzheimer’s is a progressive disease and before the symptoms are noticed sufficient damage to the brain would have already taken place. Studies reveal that this damage could occur anywhere between 10 to 20 years before the onset of the clinical signs and symptoms. Beginning with the development of tangles within the entorhinal cortex and plaques in other regions of the brain, the disease affects the functioning of neurons that eventually results in lost communication between the brain cells. When such damage occurs within the hippocampus region of the brain as the disease progresses, it affects the memory and processing skills of the individual (Alzheimer’s disease, 2010). Thus most prominent early sign of the disease is memory loss (Alzheimer’s disease, 2010; Alzheimer’s symptoms, 2009; Symptoms, 2009). Other common early symptoms include confusion, attention disorders, personality changes, difficulty with languages