How to Get Your GED Online The 4 Best Courses

How to Get Your GED Online The 4 Best Courses SAT / ACT Prep Online Guides and Tips No high school diploma? Then you might be thinking about taking the GED test. Can you take the GED online? What about online GED courses? In this guide, we’ll discuss what the overall GED process entails and why you can’t actually take the GED online (even though it would definitely be more convenient!). We’ll also give you our top picks for the best online GED classes. What Is the GED Process? Overview The GED (short for General Educational Development) test is a group of four subject tests that, when passed, certify that one has achieved the US and Canadian high school educational standards. The four GED subjects are as follows: Language Arts Social Studies Science Math As an alternative to a high school diploma, the GED targets those who did not finish high school and who are older than 16. It tests the same essential skills students learn in high school. So what exactly is the process for taking the GED? Here’s an overview of the steps: Check your eligibility: As stated above, in order to take the GED, you must be at least 16 years old and not currently enrolled in high school. Some states have requirements in terms of how long you must have been out of high school, so be sure tocheck your state's policies on this before you decide to take the GED. Register for the GED: You mustmake an account on the official GED website to be able to register for the test. Note that you can take up just one of the tests or all four at once. Each subject test costs about $30 (this price can vary slightly depending on the state). Prep for the GED:Though studying isn’t required, it’s certainly encouraged, especially if you haven’t taken a high school class in a long time or are rusty with a particular subject. We’ll talk more about what you can use for your GED prep shortly. Take the GED test: The final step is to go to your testing center and take the GED! This is just a brief outline of what you can expect when starting the GED process. But can you take the GED online? Can You Take the GED Test Online? The short answer is no, you cannot take the GED online. Similar to many standardized tests, includingthe GRE, the GED can only be taken in person at an authorized GED test center. Although the GED is administered on a computer, you can’t take the test at home or online from anywhere other than an authorized test center. You can search for nearby test centers using the GED website test center search tool. Unfortunately, this hasn’t stopped websites from claiming to offer real GED diplomas and certificates online. Any website you come across that insists you can earn a GED online or take the GED test online is simply a scammer trying to steal your money. Don't be fooled! All they are actually offering arefake GED diplomas and certificates that are not accredited or recognized in the US or Canada. Even the official GED website has a page warning against these GED online scams: "If the state isn’t awarding you the GEDÂ ® credential or you are taking the exam online or at home, you’re paying for something other than the GEDÂ ® test. Don’t assume a website is stating the truth when it says 'accredited.' They’ll say anything to take your money! To find out if a high school or online program is recognized or accredited by your state, please contact your state's Department of Education." So what can you do online with the GED? Though you can’t take the test on your own computer, you can prep for it using online resources and classes.Read on to learn more! The 4 Best Resources for Online GED Classes and Prep You can’t take the GED test online, but there are many (legitimate!) online GED classes you can take that are guaranteed to help you do your best on exam day. Here are some top resources you can use for online GED courses and prep. #1: Official GED Website By far the best resource you can use for GED prep is the official GED website. The GED Testing Service not only has a tool to help you find in-person prep courses near you, but also offersan array of high-quality, live online GED classes. Course materials can be accessed anytime and anywhere from your computer, cell phone, or tablet. Each live class lasts 60-90 minutes and is taught by an expert Kaplan instructor. This video shows you how these official online GED courses work: The cost is $129 for 90-day access to all four subjects.Alternatively, you can get45-day access to one subject for $59 (Language Arts or Math only). If you don’t want to pay a lot for a class, the GED Testing Service offers practice tests and practice question flashcards for $6-$15 per subject. #2: Kaplan Kaplan is already a pretty famous test-prep company, but it shines extra brightly when it comes to its offerings of GED prep materials. In addition to the live online GED classes Kaplan does in conjunction with the GED Testing Service, the company offers a self-paced online GED class for $129. This three-month course is ideal for working adults and people with kids since you can study on your own time and at your own pace. With this course,you will get access to more than 150 instructional videos, hundreds of GED practice questions, a diagnostic test, and a final practice test. #3: UGO Prep If you're in a time crunch, UGO Prep offers a top-rated two-week GED online course. Online practice tests include real GED questions from previous exams and use an interface extremely similar to what you’ll see on test day. The course costs $69.99 for one-month access to the full study packagefor all four subjects. You can also buy add-on features,including math lecture videos ($9.99), audio lectures ($24.99), and flashcards ($14.99). If you’re not sure how long your GED prep might take you, you have the option to upgrade your package to lifetime access for $15 more- a pretty good value when you compare this price with those for the official online GED classes and Kaplan GED online course described above. #4: Union Test Prep If you’re searching forfree GED classes online, I recommend Union Test Prep. This company offers a broad array of free GED prep materials, from full practice tests to flashcards to study guides. Though these materials aren't a GED online course in the traditional sense, you can use them to structure your own GED review sessions, going over only what you need to know. With Union Test Prep, you’re getting a comprehensive overview of the different kinds of questions and topics you can expect on the GED for all subject areas. You’ll also learn about the GED format and question types. Key Takeaways:Getting Your GED Online The GED is a set of four subject tests that, when passed, earns you certification equivalent to a US or Canadian high school diploma. The test is exclusively administered at GED testing facilities, meaningyou cannot take the GED online. Any website or company that claims to offer the GED test or GED diplomas/certificates online is a scam and should not be trusted! Despite this risk, the internet isn't completely worthless when it comes to GED prep.You cantake online GED courses to help you prepare and review for the exam. The best online GED classes we recommend looking into are those by the GED Testing Service, Kaplan, and UGO Prep. If you'd rather save some money, try studying with thefree GED online study materials provided by Union Test Prep. What’s Next? What exactly is the GED? Learn everything there is to know about this high school equivalency test, including who takes it and whether you should, too! What is a high school equivalency diploma? Get the scoop on how these diplomas differ from your typical high school diploma. Not sure whether you need a high school diploma to do what you want in life? Then take a look at our comprehensive guide to how you can get a high school diploma, even if you're not in high school currently. Have friends who also need help with test prep? Share this article! Tweet Hannah Muniz About the Author Hannah received her MA in Japanese Studies from the University of Michigan and holds a bachelor's degree from the University of Southern California. From 2013 to 2015, she taught English in Japan via the JET Program. She is passionate about education, writing, and travel. 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Job Interview Guide and Practice for ESL Students

Job Interview Guide and Practice for ESL Students In this extended job interviewing listening selection, youll hear the first few moments of a job interview. Before you listen, there are a few things you should note about standard job interview behavior, speaking forms used, and more. Breaking the Ice Youll notice a few questions in the beginning of the interview that concerns how the job applicant arrived and the weather. This is commonly referred to as breaking the ice. Breaking the ice is an important way to begin the job interview, but it shouldnt take too long. Generally, job interviewers will break the ice to help you feel comfortable. Make sure to give positive, but not too detailed answers to these ice breakers. Give short, positive answers to questions.Dont go into too much detail.Expect questions about the weather or how you arrived at the job interview.Its a good idea to make a pleasant comment yourself to break the ice. Keep it short, positive and simple. Referrals Sometimes, you may have found about a job opportunity through a referral. If this is the case, make sure to use the referral to your best advantage by mentioning it at the beginning of the interview. Mention the name of the referral at the beginning of the interview. Ideally, this should be done when asked about how you found the job opening.Provide the name of the referral, but dont go into too much detail about the relationship, unless asked.Give the name of the referral only once. Dont continue to repeat the name during the interview.Dont assume the job interviewer knows the person you are mentioning. Language Relating your job experience and how it relates to the specific job for which you are applying are the two most important tasks during any job interview. Make sure to use lots of descriptive verbs and adjectives to describe your responsibilities. For example, instead of the following job description: I talked to customers about their problems. A more descriptive phrase with better vocabulary might be: I counseled customers documenting their concerns, and coordinating our response to their individual needs. In the listening selection, you will hear the present perfect, present perfect continuous and present simple used because the person is speaking about his current projects. Take some time to prepare descriptive sentences concerning your responsibilities.Use a dictionary, or this handy job interview vocabulary page to improve your vocabulary selection.Make sure to connect your past experience to the position by using lots of present perfect.Quickly review appropriate job interviewing tenses for describing experiences. Now that youve reviewed some basic interviewing technique, open this link in a new window and listen a few times to the job interview listening selection. If you have difficulties understanding, go to the next page to see a transcription of the job interview. Interviewer (Ms Hanford): (opens door, shakes hands) Good morning†¦Job Applicant (Mr. Anderson): Good morning, Joe Anderson, its a pleasure to meet you Ms Hanford. Hanford: How do you do? Please take a seat. (Joe sits) Its quite the rainy day outside, isnt it?Anderson: Yes, luckily, you have a nice underground parking lot that helped me avoid the worst of it. I must say this is an impressive building. Hanford: Thank you, we like working here... Now, lets see. Youve come to interview for the position of e-commerce manager, havent you?Anderson: Yes, Peter Smith encouraged me to apply, and I think Id be ideal for the position. Hanford: Oh. Peter†¦ hes a great sysadmin, we like him a lot †¦ Lets go over your resume. Could you begin by telling me about your qualifications?Anderson: Certainly. Ive been working as the regional assistant director of marketing at Simpco Northwest for the past year. Hanford: And what did you do before that?Anderson: Before that, I was a Simpco local branch manager in Tacoma. Hanford: Well, I see you have done well at Simpco. Can you give me some more detail about your responsibilities as assistant director?Anderson: Yes, Ive been in charge of in-house personnel training for our Internet customer service reps over the past six months. Hanford: Can you tell me a little bit about what youve been doing in your training?Anderson: Weve been working on improving customer satisfaction through an innovative e-commerce solution which provides real-time chat service help to visitors to the site. Hanford: Interesting. Is there anything in particular you feel would be useful here at Sanders Co.?Anderson: I understand that you have been expanding your e-commerce to include social networking features. Hanford: Yes, thats correct.Anderson: I think that my experience in customer relations via the Internet in real-time puts me in the unique position of understanding what works and what doesnt. Hanford: Yes, that does sound useful. What difficulties and challenges do you think we might run into?Anderson: Well, I think well continue to see consumers spend more of the shopping dollars online. Ive been studying how sales directly relates to customer satisfaction with online services. Hanford: Would you mind giving me a bit more detail on that?Anderson: Sure ... if customers arent satisfied with the service they receive online, they wont come back. Its much easier to lose customers online. Thats why you need to make sure that you get it right the first time round. Hanford: I can see youve learnt quite a lot in the short time youve been working in e-commerce.Anderson: Yes, its an exciting field to be working in †¦

Evaluation of Current Accounting Policy of Phone Services Essay

Evaluation of Current Accounting Policy of Phone Services - Essay Example There are generally two key factors for revenue recognition: Completion of earning process, Assurance of payment. The policy which helps inter-department on recognition of revenue is the renewal of portable internet services for customers who already have phone-e-devices at a price of $240 (Kennon, 2010). The accounting policies which they are adopting can increase their market share and sales as they are offering a low price to their customers. This is also helping them in penetration of market for their new products. The new policies which the firm can adopt are cost policy and revenue recognition policy. They are offering the low price to its customers as compared to their competitors due to the low signal and service quality than their competitors. They cannot increase the price or service charge of Prepaid Portable Internet Connection, as doing so can result in shifting of its customers towards other brands. Another risk which firm faces are that if in near future their competit ors decrease the price of their products, the company may suffer losses. To avoid this company can practice cost-cutting techniques in the manufacturing of their products. If they do not manufacture their parts or components and buy it from suppliers, they should try to focus on cheap and best quality suppliers. The activities of any company which decides revenue recognition are: Sale of goods, Rendering of services and Construction contracts. Therefore these activities have to be properly managed.  

Prevention of Financial Frauds Research Proposal

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

Shitology Essay Example for Free

Shitology Essay There have been many stories told in the past about Gods. Every story has its own supernatural spin, providing a forceful sense of cause and effect events. This almost always forms the cultural plot to describe a bad or good point in time. Certain sequences of myths describe a situation where god destroys mankind for not going through with their intentions when they created mankind, by creating a massive flood. These stories include: â€Å"Noah’s Ark†, â€Å"Tata and Nena†, and the â€Å"Deucalion†. All of these stories have cultural aspects that provide similarities and differences in each other. One thing that is important to point out is that â€Å"Tata and Nena†, â€Å"Deucalion†, and â€Å"Noah’s Ark† all explain what happened to the world after it was destroyed, in different ways. For example in the story of â€Å"Deucalion†, â€Å"Tlaloc then appeared to them and said, â€Å"This is how I am repaid for saving your lives? † They were changed into dogs† (Bierlein30). In the story â€Å"Tata and Nena†, they were asked to only eat corn but instead they ate fish, so then Tlaloc got mad and turned them into dogs, in a world that was completely destroyed with no intention of repopulation. In the â€Å"Deucalion† story, â€Å"These rocks were transformed into people who repopulated the earth† (Deucalion30). Rocks were thrown behind Zeus who then was turned to people who soon remade the world all over again. Also the myth of â€Å"Noah’s Ark† has a different story, â€Å"God then repopulated the world with what Noah had saved. Like the one of each animal† (Noah29). God decided to make the world again and used the animals Noah saved to do so. This all proves that all of the stories had a different way of explaining what happened to the world after it was destroyed. All of the myths describe a different culture involved. Like, In the story â€Å"Deucalion†, â€Å"And it rained for 9 days and 9 nights until the entire world was flooded except for two mountain peaks in Greece, Mt Parnassus and Mt. Olympus, the latter being the home of the Gods†(Deucalion30). This shows that the Greek gods were ignorant and made it rain everywhere except in the Greece Mountains where they were staying. In â€Å"Tata and Nena†, â€Å"During the era of the Fourth Sun, the Sun of Water, the people grew very wicked and ignored the worships of the gods† (Bierlein30). The Aztec gods were mad at humans for not listening to them, and so they decided they needed to flood the whole world. This shows that no one cared at all about anything the Aztec gods wanted. Also, In â€Å"Noah’s Ark†, God flooded the world and then saved Noah. He then repopulated the world and the Jews were afraid of the flood. God then promised the Jews he would not do another flood (Noah29). God basically said he’s tired of destroying the world with water, and he’ll leave the Jews alone for awhile. It’s really obvious that all of the destruction of the world was all to show a side in which they came from and eventually rejoiced. In the stories of â€Å"Tata and Nena†, â€Å"Deucalion† and â€Å"Noah’s Ark† all have similarities. Like in â€Å"Tata and Nena†, â€Å"The god’s became angry and Tlaloc, the god of rains, announced that he was going to destroy the world with a flood† (Bierlein30). This proves that â€Å"Noah’s Ark†, â€Å"Deucalion†, and â€Å"Tata and Nena† all had moody gods that would wipeout the world with a flood if things weren’t going as planned. In the â€Å"Deucalion† he was asked to go in the boat away from the flood. â€Å"These rocks were transformed into people who repopulated the earth† (Deucalion30). In both of the stories of â€Å"Deucalion† and â€Å"Noah’s Ark† the world was repopulated after the destruction. In the story of â€Å"Noah’s Ark†, â€Å"God asked Noah to take his family and get a male and female of every animal then to build an ark† (Noah29). In both stories of â€Å"Noah’s Ark† and â€Å"Deucalion† they were asked to do something and were saved from the flood in the end. This makes it crystal clear that stories have very similar actions during the flood. Noah’s Ark†, â€Å"Tata and Nena†, and the â€Å"Deucalion† showed many similarities and differences. It also showed how Aztec, Jewish and Greek cultures presented their myths, and for the most part, explaining much more than just a flood. To this day there are people who claim they have found huge wooden boats relating it back to these myths. The truth is that people will believe whatever they want to believe. Al Gore is a firm believer in UFOs, and that’s not crazy in our society. The only difference between that and â€Å"Noah’s Ark† is that there are multiple flood myths passed on from century to century.

The Necklace by Guy de Maupassant Essay -- Guy Maupassant Necklace Ess

The Necklace by Guy de Maupassant ?The Necklace? The theme of Guy de Maupassant story ?The Necklace? seems to be suggested by the line, ?What would have happened if Mathilde had not lost the necklace. Mathilde Loisel grew up in poverty and had no expectations in life. When she got married, her and her husband would sit around the dinner table and imagine they were eating a luxurious meal. They would imagine using shiny silverware and eating their meal on marvelous plates. Together, they had nothing. Mathilde had no clothes, no jewels, and only one friend. One day her husband came home from work and handed her an invitation they had received to attend a ball. Her husband thought that she would be enthusiastic about it, however she busted out in tears. She wanted to attend, yet she had no dress to wear. After digging in to money they had been trying to saved, Mathilde purchased a dress for the ball. As the ball drew near, Mathilde decided she still needed something more to finish off the dress they had just spent ...

Infant Motor Developm

Infant Motor DevelopmentI.   First MonthA.  Ã‚  Ã‚   can already raise its head for a momentB.  Ã‚  Ã‚  Ã‚   twists its head from side to side when lying on rearC.  Ã‚  Ã‚  Ã‚   hands remain grittedD.  Ã‚  Ã‚   has already a sturdy clutch reflexE.  Ã‚  Ã‚  Ã‚   stares and goes after object moving ahead of him/her (range of 45 degrees)F.  Ã‚  Ã‚  Ã‚  Ã‚   performs husky soundsG.  Ã‚  Ã‚   gazes closely at parents when they speak to him/herII.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Second MonthA.  Ã‚  Ã‚   raises its head about 45 degrees when resting on stomachB.  Ã‚  Ã‚  Ã‚   head nods forward when grasp in sitting positionC.  Ã‚  Ã‚  Ã‚   clutch reflex declinesD.  Ã‚  Ã‚   goes after hanging objects with eyesE.  Ã‚  Ã‚  Ã‚   makes smilesIII.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Third MonthA.  Ã‚  Ã‚   begins to stand partial load on both legs when clutched in a standing positionB.  Ã‚  Ã‚  Ã‚   able to grasp head up when sitting but still nods frontwardC.  Ã‚  Ã‚  Ã‚   can lift head and shoulders when resting on stomach (amid 45 and 90 degrees)D.  Ã‚  Ã‚   stands load on forearmsE.  Ã‚  Ã‚  Ã‚   grasps objects but does not get in touch with themF.  Ã‚  Ã‚  Ã‚  Ã‚   grasps own hands and drags at bedspreads and clothesG.  Ã‚  Ã‚   goes after object (180 degrees)H.  Ã‚  Ã‚   makes more soundsI.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   smiles when sees recognizable features.IV. Fourth MonthA.  Ã‚  Ã‚   has already a fine head controlB.  Ã‚  Ã‚  Ã‚   sits with helpC.  Ã‚  Ã‚  Ã‚   stands some load on legs when clutched erectD.  Ã‚  Ã‚   lifts head and chest off plane (90 degree angle)E.  Ã‚  Ã‚  Ã‚   turns from back to sideF.  Ã‚  Ã‚  Ã‚  Ã‚   discovers and plays with handsG.  Ã‚  Ã‚   attempts to get in touch with but missesH.  Ã‚  Ã‚   clutches objects with two handsV.   Fifth MonthA.    sign of teething startsB.    grasps head up when sittingC.    turns from abdomen to rearD.    p laces feet to mouth when resting on rearE.      freely holds objects and gets objects openly to mouthVI. Sixth MonthA.  Ã‚  Ã‚   starts to masticate and nibbleB.  Ã‚  Ã‚  Ã‚   raises head when dragged to a sitting positionC.  Ã‚  Ã‚  Ã‚   turns form rear to abdomenD.  Ã‚  Ã‚   holds and manages small objectsE.  Ã‚  Ã‚  Ã‚   clutches bottleF.  Ã‚  Ã‚  Ã‚  Ã‚   seizes feet and drags to mouthG.  Ã‚  Ã‚   bends body to make out an objectH.  Ã‚  Ã‚   twists head from side to side and then stares up or downVII. Seventh MonthA.   learns to sit without help (may bend forwards on two hands)B.   stands full load on feetC.   springs when grasped in standing positionD.    shifts objects from one hand to anotherE.    hits objects on planesF.      and able to grip on small objectsVIII.      Eight MonthA.    sits fine without helpB.      stands load on legs and may rest holding on to fixturesC.      lifts out up objects by index, fourth, and fifth fi nger alongside thumbD.  Ã‚  Ã‚   able to discharge objectsE.      drags cords to get objectsF.       seeks for objects that are farIX.    Ninth MonthA.  Ã‚  Ã‚   starts swarmingB.  Ã‚  Ã‚  Ã‚   drags up to standing position from sittingC.      sits for extended time (at most 10 minutes)D.    employs thumb and index finger to lift up objectsE.      places arms ahead of face to shun having it washedX.    Tenth MonthA.    goes from abdomen to sitting positionB.    sits by rundownC.   recuperates balance effortlessly while sittingD.    raises one foot to make a step while standingE.      wields byeF.      recurs actions that draw attentionXI.    Eleventh MonthA.  Ã‚  Ã‚   learns to stroll gripping on to fixtures or other objectsB.  Ã‚  Ã‚  Ã‚   puts one object following another into a potC.  Ã‚  Ã‚  Ã‚   returns back to lift up an object while sittingD.  Ã‚  Ã‚   able to control objects out of stretched fitting placesE.  Ã‚  Ã‚  Ã‚   turns a ball when requested, and quakes head for rebuffXII.   Twelfth MonthA.  Ã‚  Ã‚   strolls with one hand graspB.  Ã‚  Ã‚  Ã‚   bears and tries first steps unaidedC.  Ã‚  Ã‚  Ã‚   rests from standing position aloneD.  Ã‚  Ã‚   tries to construct two chunk towers but may fall shortE.  Ã‚  Ã‚  Ã‚   goes after fast moving objectsF.  Ã‚  Ã‚  Ã‚  Ã‚   grips to parents in odd circumstancesG.  Ã‚  Ã‚   seeks object where it was previously seenReferences:Piek, J. P. (2006). Infant Motor Development. Human Kinetics Publishers.Gallahue, D. L. (2006). Understanding Motor Development: Infants, Children, Adolescents,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Adults. McGraw-Hill Companies.

Terrorism Case Study

Caless (2012) defines terrorism as † the threat or use of violence to further a political agenda for change by inducing widespread fear†. However, experts have been debating over a clear definition for terrorism for over 100 years. Although the word was first used over 200 years ago when discussing the Reign of Terror (Whitaker, 2001). Consequently, there have been over 100 definitions offered for terrorism (Laqueur, 1977, cited in Martin, 2013). Alex Schmid's (2004) research also illustrates the lack of clarity surrounding the definition.And most experts believe that an impartial and universal recognised definition will never be agreed upon (Ganor, 2002). With the lack of clarity surrounding the definition, a further question arises; who is classed as a terrorist? This is reflected in the well known phrase â€Å"one man's freedom fighter, is another man's terrorist. † (Gerald Seymour, 1975, cited in Ganor, 2002). Overall, it is agreed, that this depends on the sub jective viewpoint of the individual (Ganor, 2002; Jackson, 2008; Corte, 2007).The Just War doctrine is an â€Å"ideal and moralistic philosophy† (Martin, 2013). It asks questions such as â€Å"what types of force are morally acceptable? † and â€Å"who can morally be defined as an enemy? † This notion is usually used by ideological and religious extremists, in order to justify their own acts of extreme violence. A prime example of religious extremists is the ‘jihadi Islamic fundamentalists', the term jihad means a sacred â€Å"struggle† but is manifested by some radical Muslim clerics as a holy war and therefore perceived that their war is a â€Å"just war† (Martin, 2013).This paper will endeavour to answer the question; Did University College London (UCL) further radicalise Umar Farouk Abdulmutallab? There have been many debates, theories and investigations surrounding this question, many of which will be analysed throughout. Umar Farouk Abd ulmutallab (born 22 December 1986) is a Nigerian Islamist who attempted to detonate plastic explosives in his underwear whilst travelling from Amsterdam to Detroit, on Christmas Day 2009, on the Northwest Airlines Flight 253. In January 2005 Abdulmutallab joined an Islamic forum under the pseudonym â€Å"Farouk1986† (Now Public, 2009).He frequently contributed to the forum. His postings normally gave advice to other forum members, although on occasion he expressed more personal views. These included his â€Å"jihad fantasies†, describing how â€Å"Muslims will win and rule the world† and prays to Allah to â€Å"unite us all Muslims and give us victory over those who do not believe†. The majority of his postings illustrate his loneliness and his struggle to contain his â€Å"sexual drive†, and he goes on to urge fellow forum users to limit their activities to â€Å"Islamically good† and to only â€Å"hang around with good Muslims who enjoy s tudying†.Throughout his postings in the forum he maintains that he is memorising the Quran (Islamic Forum, 2005). These postings illustrate that Abdulmutallab's views on the Islamic religion, are very similar to Salafism or Olivier Roy's neo-fundamentalism (see: Social Science Research Council). This is shown with his fixation on personal faith, and is also portrayed when he praises Shaykhs Saud as-Shuraim and Abdul Rahman as Sudais (Islamic Forum, 2005). Another radical Muslim he mentions is Abdullah el-Faisal, who is currently in prison in the UK for influencing his supporters to murder Jews, Hindus and Americans (Forest, 2012).Some of the media (Gardham, 2009) focused on Abdulmutallab's love for football and this is clearly seen within his postings online. However, by November 15th 2005, he had turned against it stating â€Å"Let’s save our honor and religion and try to stay away from football and do sporting activities that are more Islamically beneficial†¦ ru nning, paintball, archery (or any other sport of the like that teaches [how to] target and aim). † (Islamic Forum, 2005). There are many different theories as to where Abdulmutallab was further radicalised, the one that will be discussed in this paper is the possibility hat University College London (UCL) and it's Islamic Society were the perpetrators. During the investigation of the attempted attack of Flight 253, the University College of London (UCL) had held their own investigation of their Islamic Society and although the evidence holds strongly against them, as will be seen throughout this paper, they came to their own conclusion that   there was â€Å"no evidence to suggest either that Umar Farouk Abdulmutallab was radicalised while a student at UCL, or that conditions at UCL during that time or subsequently were conducive to the radicalisation of students. (UCL, 2010). Umar Farouk Abdulmutallab began university, in September 2005, during a peak of Islamist activity in the UK, there were events organised by Ikhwan (Ikhwan Web, 2005)  and Jamaat-e-Islami inspired groups that were being held weekly and their influence over British Islam was steadily increasing (Hitchens, 2010). This year is an important one, as the emergence of the first Islamic militant groups in Bangladesh (Kabir, 2005) were seen and Islam became the official religion of Iraq (Islamopedia Online).British Islamists were exploiting the wars in Afghanistan and Iraq and implicating the Western governments with the â€Å"war on Islam and Muslims,† (Hitchens, 2010). According to Islamist's, Western Muslims, had a duty to stand up for their religion and fight back using peaceful methods (O'Connor, 2012). The â€Å"Stop Police Terror† lecture was given by Awlaki at the East London Mosque in 2003 (YouTube, 2011). The listed supporters of this group could be found on the Stop Political Terror website, and interestingly UCL was among this list (Stop Political Terror, 2003- 2005).The aims of this campaign was to urge Muslims to fight against the â€Å"anti-terrorist police† and to alert them of â€Å"the deteriorating situation in the UK and the scale of arrests, raids and abuse meted out [against Muslims] by Anti-Terrorist Police. † The campaign statement also included a clear warning: â€Å"Britain's Muslims, as a community, will refuse to cooperate with the law enforcement authorities  if  this abuse continues. † (Stop Political Terror, 2003-2005). During this time, the Federation of Student Islamic Societies (FOSIS) ran another campaign alongside â€Å"Stop Political Terror. , issuing further explicit statements -â€Å"previously, it was Muslims themselves under attack, now the agenda [is] to attack Islam, its principles †¦ New laws making it an offence †¦ aim to divide and weaken the Muslim community. † And â€Å"The relative concept of ‘extremism’ is being used to condemn Muslims from very diverse political viewpoints. † (Hitchens, 2010). The perception of a Western â€Å"war on Islam† is one of the key recruitment tools of global jihadist groups like al-Qaeda (Home Office, 2011).Therefore, it is clear that Abdulmutallab was absorbed in an protesting setting, and this appeared to him to give value and objective, to his already pre-existing neo-fundamentalist attitude and personal discontent (loneliness). It is also apparent from his previous online statements, that he was vulnerable to the indoctrination; â€Å"I hope to get over my loneliness when I go to university†¦ where there are usually Islamic groups [and] clubs with good Muslims† (Islamic Forum, 2005).His obsession with Islam is clearly illustrated with the amount of time he devoted to the group, and after a year of starting university he was already president of UCL's Islamic Society (Irvine, 2009). Terrorist groups are also known to use the media to their advantage. As terrorism is à ¢â‚¬Å"not limited to specific locales or regions† and the media has allowed everybody to witness some form of terror. Knowing this terrorist groups can therefore understand the power of the images and manipulate them to their advantage (Martin, 2013).Gus Martin (2013) explains the media frenzy surrounding terrorism, and describes the 21st century as being â€Å"an era of globalized terrorism†. Another key recruitment tool that jihad groups use is the internet (US Department of Defense, 2007). Sites such as Facebook, (Torok, 2011) and the creation of websites that can be regionalised. Although governments monitor the websites and, if necessary shut them down, another website can be made and the process can start again (McNeal, 2008). It is clear that Abdulmutallab was a fan of internet use, with his frequent postings on the Islamic Forum.Awlaki could also be an key element in the â€Å"jihad internet recruitment† process. The media present him as the â€Å"Bin La den of the internet† (Madhani 2010; CNN, 2011). He was  a Muslim lecturer and spiritual leader who had been accused of being a senior al-Qaeda â€Å"effective global recruiter† (Telegraph, 2012) and motivator. He is thought to have given a series of video link lectures at the East London Mosque (Gilligan, 2010). They however, categorically deny this ever took place, and deny that Abdulmutallab even attended the Mosque (East London Mosque, 2010). The University of Westminster Islamic Society are alleged to have ties with Awlaki.Another Islamic Forum announced him as a guest at University of Westminster Islamic Society Annual Dinner in 2006 (Ummah Forum, 2006). Along with these connections Awlaki is also suspected to have had â€Å"recruited† Abdulmutallab before the attack. According to Fox News, an FBI bulletin states that Awlaki showed Abdulmutallab â€Å"how to detonate the bomb† (Catherine Herridge, 2011). Research carried out by the University of Cam bridge suggest that â€Å"the majority of young British Muslims are opposed to political Islam, and are more likely to join Amnesty International† (Cambridge University, 2008).This was criticised, when Anthony Glees accused Cambridge of trying to prove that British universities are not â€Å"hotbeds of Islamic radicalism† and called the research â€Å"flimsy and uncompelling† (Lipsett, 2008). Their research was argued against by the Centre for Social Cohesion (CSC), who stated that â€Å"Umar Farouk Abdulmutallab was radicalised at University College London†, and goes on to describe British universities as the â€Å"breeding grounds of Islamic extremism†(Centre for Social Cohesion, 2010).They describe themselves as the â€Å"Centre [that] has been at the forefront of the debate on what role Universities should play in ensuring that British students do not fall victim to the ideology of violent Islamism. † (Centre for Social Cohesion, 2010). They went on to completely contradict Cambridge Universities report, and suggested within the report that Islamic extremism will â€Å"flourish†. This statement was further supported when Abdulmutallab became the fifth president of a UK Islamic society to face terrorist charges (Weiss, 2011).The vulnerability of Abdulmutallab along with the recruitment tools of jihadist groups illustrate how easily individuals can slip beyond this porous boundary rapidly and very often unnoticed. Since the September 11th attack on the World Trade Center, it has become apparent that Al-Qaeda are focusing on mobilising Western Muslims to commit â€Å"lone-wolf† terror (RUSI, 2012). This evidence is supported by the ICSR (2011) who describe Awlaki's role as â€Å"ideological rather than operational† and explain that the greatest threat he poses is the mobilisation of Western Muslims through his sermons and therefore expanding the jihadi movement.Umar Farouk Abdulmutallab's extremis t views are apparent very early on. Although, as his loneliness grew, so did his radical views. It appears that he was trying to fight his urges to act upon these views time after time. Abdulmutallab was quite clearly an â€Å"extremist† turned â€Å"terrorist†, as it is clearly defined by Martin (2013); â€Å"extremists† who violently act out their extremist beliefs are â€Å"terrorists†. It is clear that his time at UCL and within the Islamic Society unquestionably played a part in Abdulmutallab's further radicalisation when examining the evidence discussed.It is also remarkable to see that UCL was among the list of supporters of the Stop Police Terror campaigns, almost condemning themselves of the radicalisation. They contradicted themselves when they released their findings that â€Å"no evidence to suggest †¦ that conditions at UCL †¦ [are] conducive to the radicalisation of students. † (UCL, 2010). It is noted that Cambridge Univers ity's ‘flimsy' research could support the UCL's outcome, but then could this research, with their ‘bad press', also diminish their findings.Overall, there are many factors that led to the radicalisation of Abdulmutallab, his state of mind, his vulnerability, and the people that he was associated with within the Islamic Society. Therefore, the UCL was not completely at fault, it was also the fundamentalists, that infiltrated the system and took advantage of a vulnerable, young Muslim. References Caless, B (2012) ‘Terrorism and Political Violence: Introduction, Overview and the Problem with Definitions. (Accessed: 5 December 2012). Cambridge University (2008) ‘Campus radicalism fears too extreme? ‘ Available at: http://www. cam. ac. k/research/news/campus-radicalism-fears-too-extreme/ (Accessed: 5 December 2012). CNN Online (2011) ‘ Al-Awlaki: Who was he? ‘, CNN Online, Available at: http://security. blogs. cnn. com/2011/09/30/al-awlaki-who-wa s-he/ (Accessed: 5 December, 2012). De La Corte, L (2007) ‘Explaining Terrorism: A Psychosocial Approach'  Perspectives on Terrorism, North America, Vol. No. 2 [Online] Available at: . (Accessed: 5 Dec. 2012). East London Mosque (2010) ‘ East London Mosque and London Muslim Centre  Ã‚   Statement on Anwar Awlaki' [Online] Available at: http://www. astlondonmosque. org. uk/uploadedImage/pdf/2010_11_07_15_44_46_Awlaki%20Statement%206%20Nov10%20-%20Full%20Statement. pdf (Accessed: 5 December, 2012) East London Mosque (2010) ‘ Sunday Mirror publish ELM letter' [Online] Available at: http://www. eastlondonmosque. org. uk/archive/news/243 (Acccessed: 5 December, 2012). Forest, J (2012) ‘Perception Challenges Faced by Al-Qaeda on the Battlefield of Influence Warfare. ‘  Perspectives on Terrorism, North America, Vol. 6, No. 2. [Online] Available at: . (Accessed: 05 Dec. 2012). Ganor, B. (2002) ‘Defining Terrorism- Is One Man's Terrorist Another Man' s Freedom Fighter? ‘. International Institute for Counter-Terrorism [Online]. Available at: http://www. ict. org. il/ResearchPublications/tabid/64/Articlsid/432/Default. aspx#Defining_Terrorism:_The_Present_Situation (Accessed: 1 December 2012). Gardham, D. (2009) ‘ Detroit bomber: internet forum traces journey from lonely schoolboy to Islamic fundamentalist', The Telegraph, 30 December 2009 [Online]. Available at: http://www. telegraph. o. uk/news/worldnews/northamerica/usa/6910776/Detroit-bo mber-internet-forum-traces-journey-from-lonely-schoolboy-to-Islamic-fundamentalist. html. (Accessed: 5 December 2012). Gilligan, A (2010) â€Å"East London Mosque: the terrorist question and the lies†, The Telegraph, 2 November 2010 [Online]. Available at: http://blogs. telegraph. co. uk/news/andrewgilligan/100061920/east-london-mosque-the-terrorist-connection-and-the-lies/ (Accessed: 5 December 2012). Gregory S. McNeal (2008). â€Å"Cyber Embargo: Countering the Internet J ihad†Ã‚  , Case Western Reserve Journal of International Law, vol. 9, pp. 789-826. [Online] Available at: http://works. bepress. com/gregorymcneal/15 (Accessed 1 December 2012) Herridge, C (2011). ‘ Awlaki Trained Suspected Christmas Jet Bomber How to Detonate Underwear, Document Reveals'. Fox News, 4 October 2011 [Online] Available at:  http://www. foxnews. com/us/2011/10/04/al-awlaki-trained-suspected-christmas-day-jet-bomber-how-to-detonate-underwear/#ixzz2ECpGaSXS (Accessed:5 December 2012). Hitchens, A (2010) ‘The Making of the Christmas Day Bomber', Current Trends in Islamist Ideology, Vol. 10 [Online]. Available at: http://currenttrends. rg/research/detail/the-making-of-the-christmas-day-bomber (Accesed: 29 November 2012). Home Office (2011) Contest: The United Kingdom’s Strategy for Countering terrorism. London: The Stationery Office. (Cm. 8123). [Online] Available at: http://www. homeoffice. gov. uk/publications/counter-terrorism/counter-terrorism -strategy/strategy-contest? view=Binary (Accessed: 2 December 2012). ICSR (The International Centre for the Study of Radicalisation)(2011) ‘ICSR Insight: How Anwar al-Awlaki Became the Face of Western Jihad'. [Online] Available at: http://icsr. nfo/2011/09/icsr-insight-how-anwar-al-awlaki-became-the-face-of-western-jihad/ (Accessed: 5 December, 2012). Irvine, C (2009) ‘ Detroit terror attack: suspect president of university Islamic society', The Telegraph, 29 December 2009 [Online]. Available at: http://www. telegraph. co. uk/news/uknews/terrorism-in-the-uk/6902785/Detroit-terror-attack-suspect-president-of-university-Islamic-society. html (Accessed: 5 December, 2012) Ikhwan Web (2005) International Religious Freedom Report 2005. Available at: http://www. ikhwanweb. com/article. php? id=13543&ref=search. php

Using A After Certain Verbs Before Infinitives

Using 'A' After Certain Verbs Before Infinitives Having trouble explaining the a in the following sentence?  Ã‚ ¿Quieres aprender a jugar baloncesto? Would it be the same explanation as the personal a or is it just like the English to play basketball? Or neither of these? 'A' After a Verb Before Infinitives There very well may be an explanation here, but Im not sure what it is other than thats the way it is. There are certain verbs, and aprender is one of them, that need to be followed by a when followed by an infinitive. Why Spanish would use aspirbamos a nadar (with an a) for we aspired to swim but querà ­amos nadar (no a) for we wanted to swim appears arbitrary. There appear to be no clear rules to indicate when a verb needs to have an a before a subsequent infinitive, although verbs that indicate some sort of motion - such as venir (to come) and llegar (to leave) - usually do. So do some verbs that indicate a change in action, such as empezar (to begin). Following are the most common verbs that should be followed by a before an infinitive. Note that many of the verbs listed have more than one meaning; the meaning given is one that is often intended when the verb is followed by a and an infinitive: Acceder (to agree to): Los empresarios accedieron a estudiar las demandas de salario. The employers agreed to study the salary demands. Acercarse (to approach): Josà © se acercà ³ a ver si yo estaba bien. Jose approached in order to see if I was OK. Acostumbrarse (to be used to): No me acostumbro a perder. Im not used to losing. Alcanzar (to manage to): No alcanzaba a comprenderlo. I wasnt able to understand it. Aprender (to learn): Los hackers aprenden a camuflar el cà ³digo de sus ataques. Hackers are learning to camouflage their attack coding. Apresurarse (to hurry): Me apresurà © a leer algunos de los volà ºmenes de la serie. I hurried to read some volumes in the series. Aspirar (to aspire): Carlos aspiraba a ser senador. Carlos aspired to be a senator. Bajarse (to get down, lower oneself): Todos se bajaron a observar el fenà ³meno. Everyone got down to see the phenomenon. Comenzar (to begin): Comienzas a pensar. Youre beginning to think. Comprometerse (to promise): Se comprometieron a bajar los precios. They promised to lower prices. Decidirse (to decide): Me decidà ­ a comprarlo. I decided to buy it. Dedicarse (to devote oneself): me dedico a hacer otro tipo de humor. I am dedicating myself to do another type of humor. Detenerse (to stop): Por eso me detuve a leerlo. Thats why I stopped to read it. Echar (to begin): Cuando salieron se echaron a correr. When they left they began to run. Empezar (to begin):  ¿Cundo empezarà © a sentirme mejor? When will I begin to feel better? Inclinarse (to be inclined): Me inclino a leer lo mejor de la literatura de autoayuda. I am inclined to read the best of the self-help literature. Ir (to go):  ¿Quieres saber cà ³mo vas a morir? Do you want to know how youre going to die? Llegar (to arrive, to succeed): Llegaremos a tener à ©xito. We will arrive at having success. Negarse (to refuse): Al principio se negà ³ a dar su nombre. At first, he refused to give his name. Parar (to stop): Pararon a comprar tortillas. They stopped to buy tortillas. Pasar (to come in): Pasaron a hablar con à ©l. They came in to talk with him. Ponerse (to start): Se puso a hablar en tercera persona. He began to talk in the third person. Quedarse (to remain): Nos quedamos a vivir con mi pap. We stayed to live with my father. Resignarse (to resign oneself): Me resignà © a ser và ­ctima. I resigned myself to being a victim. Resistirse (to resist): Se resistià ³ a ser detenido. He resisted being arrested. Romper (to suddenly begin): La pobre mujer rompià ³ a llorar. The poor woman broke out crying. Sentarse (to sit down): Nos sentamos a platicar sobre cualquier cosa. We sat down to chat about all sorts of things. Tender (to tend to):  ¿Por que las mujeres siempre tienden a enamorarse tan rpido? Why do women always tend to fall in love so fast? Venir (to come): Vinieron a ganar dinero. They came to earn money. Volver (to do again): No volverà © a ser joven. Im not going to be young again.

Enzyme Biochemistry - What They Are and How They Work

Enzyme Biochemistry - What They Are and How They Work An enzyme is defined as a macromolecule that catalyzes a biochemical reaction. In this type of chemical reaction, the starting molecules are called substrates. The enzyme interacts with a substrate, converting it into a new product. Most enzymes are named by combining the name of the substrate with the -ase suffix (e.g., protease, urease). Nearly all metabolic reactions inside the body rely on enzymes in order to make the reactions proceed quickly enough to be useful. Chemicals called activators can enhance enzyme activity, while inhibitors decrease enzyme activity. The study of enzymes is termed enzymology. There are six broad categories used to classify enzymes: Oxidoreductases - involved in electron transferHydrolases - cleave the substrate by hydrolysis (uptaking a water molecule)Isomerases - transfer a group in a molecule to form an isomerLigases (or synthetases) - couple the breakdown of a pyrophosphate bond in a nucleotide to the formation of new chemical bondsOxidoreductases - act in electron transferTransferases - transfer a chemical group from one molecule to another How Enzymes Work Enzymes work by lowering the activation energy needed to make a chemical reaction occur. Like other catalysts, enzymes change the equilibrium of a reaction, but they arent consumed in the process. While most catalysts can act on a number of different types of reactions, a key feature of an enzyme is that it is specific. In other words, an enzyme that catalyzes one reaction wont have any effect on a different reaction. Most enzymes are globular proteins that are much larger than the substrate with which they interact. They range in size from 62 amino acids to more than 2,500 amino acid residues, but only a portion of their structure is involved in catalysis. The enzyme has what is called an active site, which contains one or more binding sites that orient the substrate in the correct configuration, and also a catalytic site, which is the part of the molecule that lowers activation energy. The remainder of an enzymes structure acts primarily to present the active site to the substrate in the best way. There may also be allosteric site, where an activator or inhibitor can bind to cause a conformation change that affects the enzyme activity. Some enzymes require an additional chemical, called a cofactor, for catalysis to occur. The cofactor could be a metal ion or an organic molecule, such as a vitamin. Cofactors may bind loosely or tightly to enzymes. Tightly-bound cofactors are called prosthetic groups. Two explanations of how enzymes interact with substrates are the lock and key model, proposed by Emil Fischer in 1894, and the induced fit model, which is a modification of the lock and key model that was proposed by Daniel Koshland in 1958. In the lock and key model, the enzyme and the substrate have three-dimensional shapes that fit each other. The induced fit model proposes enzyme molecules can change their shape, depending on the interaction with the substrate. In this model, the enzyme and sometimes the substrate change shape as they interact until the active site is fully bound. Examples of Enzymes Over 5,000 biochemical reactions are known to be catalyzed by enzymes. The molecules are also used in industry and household products. Enzymes are used to brew beer and to make wine and cheese. Enzyme deficiencies are associated with some diseases, such as phenylketonuria and albinism. Here are a few examples of common enzymes: Amylase in saliva catalyzes the initial digestion of carbohydrates in food.Papain is a common enzyme found in meat tenderizer, where it acts to break the bonds holding protein molecules together.Enzymes are found in laundry detergent and stain removers to help break up protein stains and dissolve oils on fabrics.DNA polymerase catalyzes a reaction when DNA is being copied and then checks to make sure the correct bases are being used. Are All Enzymes Proteins? Nearly all known enzymes are proteins. At one time, it was believed all enzymes were proteins, but certain nucleic acids, called catalytic RNAs or ribozymes, have been discovered that have catalytic properties. Most of the time students study enzymes, they are really studying protein-based enzymes, since very little is known about how RNA can act as a catalyst.

Yellow Rain Research Paper Example | Topics and Well Written Essays - 1250 words

Yellow Rain - Research Paper Example Therefore, the US government made a case stating that around tens of thousands of people was killed on account of yellow rain since it contained contagious chemicals harmful for human life. However, the accusations were denied by Soviet Union while the UN investigations also didn’t prove to be futile in this context. In addition, a few of the samples containing the chemical were tested by an independent group of scientists which in reality proved to be merely honeybee feces. This discovery suggested that the liquid came about after defecating digested pollen out of bees swarms. Yet, there are conflicting views regarding these claims and various scientists offer diverse opinions on the subject. USA, however, haven’t backed off from the allegations till date and thus the issue is still often touched upon at various instances. For these reasons, the paper will present a study on various aspects of the yellow rain including a historic perspective and various hypothesis pres ented over time to explain the underlying concepts of the chemical. The concept of yellow rain emerged back in 1975 when various events in Vietnam and Laos took place with alleged involvement of Soviet Union. Refugees have reported that various instances which took place during the insurgency movement in these states involved chemical warfare via low flying helicopters or aircrafts (Ferrel 2013). These refugees describe that an oily yellow liquid which was later popularized as yellow rain was seen dropping from these aircrafts which produced chronic symptoms. These symptoms were related to but not limited to neurological disorders, for instance, seizures, bleeding and sometimes even blindness. These ailments were similar to those reported in Vietnamese insurgency which has occurred in Cambodia. In this context, a textbook maybe quoted which was authored by the Army Medical Department of USA which

Language Issues in Public Discourse Research Paper - 1

Language Issues in Public Discourse - Research Paper Example This essay will explore three ways in which the English language is changing, and the discourse around those changes, as they are being debated and discussed in the media. Political language and how it changed during the Bush era in the United States is being discussed widely in academic circles and this phenomenon will be examined and analyzed briefly. The printed media particularly in Great Britain raises the question of American terms and their effect on English worldwide. Contemporary magazine and newspaper articles form the basis of the discussion of the British attitude to American language in this essay. Current discussions regarding spelling are examined, from the perspective of young people, citing as examples a web forum, and the transcript of a high school debate. Finally, the trend toward politically correct language is the focus, with spoken and institutionalized language being examined. In short, this essay will comment on the changing language and how these changes are perceived across a reasonably wide spectrum of English speakers. (Not included in word limit) The Essay When discourse is analyzed, the linguistic output of someone other than the analyst is examined (Brown & Yule, 1983: 2). This implies that the analyst also contributes his/her own meaning to the analysis, and that the context of more than just the words, and the grammar of the language are at play. Brown and Yule (1983: 3) further contend that the language may contain features such as â€Å"†¦ hesitations, slips and non-standard forms† so that an analysis of written text on its own is perhaps never altogether complete. It is, however, also true that â€Å" †¦ the task is this: to think more deeply about the meanings we give people’s words do as to make ourselves better, more humane people and the world a better, more humane place.† (Gee, 2005: 3). Hence it is necessary to examine many aspects of language if a fuller understanding of the meaning of s ocial worlds as all individuals experience them is to be reached. There are certain aspects of language that are clearly of some concern to analysts and general public commentators. Media, both print and electronic, carries a significant amount of comment on the changing nature of English. Sometimes these aspects are serious and of great importance in the formation of the societies and their attitudes, values and behaviors; sometimes they are less serious but still interesting from a social and psychological perspective. One area which does carry great weight is in the leadership of societies. The leaders of communities worldwide do use language to form meanings and the understanding of the public. Hence it is necessary that everyone remain aware of the possible hidden meaning and unrevealed intentions of leaders and particularly politicians. When politicians speak, it is widely accepted that their motives are not always directly connected to the words and language they are using. I nevitably, their language has characteristics that show the real intention of their words: to persuade the public that what they say is correct, and that they should be voted for in the next election. Elena Mihas of the University of Wisconsin-Milwaukee has examined and commented on the language used during the Bush era in the United States. She highlights specifically the metaphoric and euphemistic forms of language used by politicians in this period, in addition to examining the coherence, arguments,