Principal Quantum Number Definition

Head Quantum Number Definition The important quantum number is theâ quantum number meant by n and which in a roundabout way depicts the size of the electron orbital. It is constantly doled out a whole number worth (e.g., n 1, 2, 3...), however its worth may never be 0. An orbital for which n 2 is bigger, for instance, than an orbital for which n 1. Vitality must be invested all together for an electron to be energized from an orbital close to the core (n 1) to get to an orbital further from the core (n 2). The essential quantum number is refered to first in the arrangement of four quantum numbers related with an electron. The central quantum numberâ has the best impact on the vitality of the electron. It was first intended to recognize distinctive vitality levels in the Bohr model of the atomâ but stays relevant to the cutting edge nuclear orbital hypothesis. Source Andrew, A. V. (2006). 2. Schrã ¶dinger condition. Nuclear spectroscopy. Acquaintance of hypothesis with Hyperfine Structure. p. 274. ISBN 978-0-387-25573-6.

The Decline of the Roman Empire Essay Example for Free

The Decline of the Roman Empire Essay The Roman Empire gave the world numerous beneficial things. Rome gave the world Christianity, which is currently the universes biggest religion. The Romans additionally gave the world their language. The Romans spoke Latin, which is the base for most dialects utilized today. A considerable lot of these dialects incorporate English, Spanish, Italian, French, and Portuguese. This prompts the inquiry. On the off chance that Rome was such an incredible realm, at that point what prompted the decay of the Roman Empire? The fall of the Western Roman Empire was brought about by three of the numerous reasons interior rot, absence of cash, and attacking clans. Initial, one reason that prompted the decrease of the Western Roman Empire was cause by inside rot. It has been said that the Romans military emergency was a colossal factor in this rot. As indicated by Indro Montanelli, the military emergency was the consequence of deficiency of youngsters. The kids in Rome were not mature enough at an opportunity to serve in the military this brought about absence of troopers. The absence of fighters implied that the Roman Empire couldn't guard themselves and didn't have a solid armed force. In that cause Rome needed to think of an arrangement to take care of this issue. This arrangement was to enroll Germans to serve in the Roman armed force. Be that as it may, this was not a very much idea plan, since brokers were hard to distinguish. Enlisting Germans to serve in the Roman armed force made it workable for the Germans to effectively assault them. Given that they were at that point in the base of the realm, they didn't need to stress over getting into the city. It was said that the military emergency was an immense part in the interior rot, which in the long run prompted the fall of the Western Roman Empire. The Roman Empire had an excessive amount of influence and riches. It was a bound together assault. Thusly, the absence of cash in the Roman treasury caused the fall of the Western Roman Empire. The cash for the most part went into the military, which has just been portrayed as the administration costs. The absence of cash was answerable for the high tax assessment. This made the proprietors leave their organizations, since they would not like to make good on high assessments. The old roman excellencies of independence and activity were lost in the piece of the populace on help fighting; the focal government attempted such expansive obligation in undertakings that the fiber of the residents debilitated. Additionally while the domain was growing, its success was taken care of by looted riches and by new markets in the semibarbaric regions. The decrease and fall of the Western Roman Empire was absence of cash and attacking the clans in the Roman Empire. The realm didn't have anybody to battle for them in light of the fact that the youngsters were excessively youthful. The cash was for the most part put resources into the administration and not in the general realm. The intruders came into the area attempting to assume control over the land and decimated everything in their way, which made the Roman Empire powerless. These impacts started to make the Roman Empire powerless.

Thorstein Veblen Essay Example for Free

Thorstein Veblen Essay Veblen’s record of financial imitating lays vigorously on the qualification between gainful work and non-profitable work. Clarify how he makes this qualification and apply it to the particular models he employments. Survey its sufficiency. Thorstein Veblen instituted the term ‘pecuniary emulation’ to clarify a social wonders that one living in these contemporary occasions may ring Keeping with the Jones.’â His work, ‘Theory of the Leisure Class’ was discharged toward the finish of the nineteenth century.â And while a perusing of it in the 21st century may reveal a few shortcomings to his argumentation, one can't deny the social criticalness and effect of his hypothesis. One of the additionally fascinating declarations that Veblen keeps up is that the thought behind utilization can be inspected through a perspective of status considerations.â What one spends on will at last think about who they would need to turn into. In spite of the fact that the subject of this paper is explicitly the differentiations drawn between non-mechanical (non-gainful) and modern (beneficial) kinds of work, it is informative to take note of a short foundation on the thoughts that hastened the distinction.â It would along these lines be educational in the first place a deconstruction of the recreation class. â€Å"The establishment of the relaxation class is the outgrowth of an early separation between occupations, as indicated by which a few livelihoods are commendable and others unworthy.â Under this antiquated differentiation the commendable businesses are those which perhaps classed as exploit;â shameful are those fundamental regular vocations into which no apparent component of adventure enters.†[1] Veblen takes note of that the foundation of such a class was on of steady development, following the crude/savage occasions to barbarism.â â€Å"Activities of the crude social gathering will in general fall into two classes (†¦.) abuse and industry.â Industry is exertion that goes to make another thing, with another reason given it by the designing hand of its producer out of uninvolved (animal) material’ while misuse, so far as it brings about a result valuable to the operator, is the change to his own parts of the bargains coordinated to some opposite end by another agent.†[2] On the off chance that one will place it in different terms, it was the course of events where man originated from a typically serene presence to one of steady fighting (or if nothing else its danger). Veblen (1899) plots â€Å"two conditions whereupon the improvement of a relaxation class depends. To begin with, the network must be of ruthless propensity forever (that is, be habituated to the curse of injury forcibly) and second, the resource must be realistic on adequately simple terms to concede the exception of an extensive part of the network from consistent application to a daily practice of labour.†[3] The criticalness of these two conditions can be clarified by saying that if â€Å"the advances of innovation can the subsequent condition be met, making an open door that liberates a class of individuals who can be the recreation class. In the event that everybody must battle to meet means, at that point nobody can stand to disregard profitable action, not to mention excuse beneficial action so as to separate oneself from other people who must work to survive.†[4]  â â â â â â â As society advanced forming itself, the divisions, differentiations and contrasts between people vis-à -vis the occupations they held started to characterize itself considerably more clearly.â At this point, Veblen presents the ideas of Industrial and Non-Industrial work, which one is more commendable than the other, and how to differentiate between the two.  â â â â â â â At this stage, it must be said that the distinctions in the qualification is principally established in class contrasts. Veblen composes that the â€Å"most striking monetary centrality in these class contrasts is the differentiation kept up between the jobs appropriate to the few classes.â The privileged societies are by custom absolved of avoided from mechanical occupations, and are saved for specific livelihoods to which a level of respect attaches.† [5]â But how can one make the qualification?  â â â â â â â Industrial occupations are those that have â€Å"to do legitimately with the regular work of getting a business, is the restrictive control of the mediocre class.† This second rate class incorporates slaves and different wards, and usually additionally all the women.[6] â€Å"A qualification is still constantly made among modern and non-mechanical occupations (†¦) Such vocations as fighting, legislative issues, open love and open fun are felt, in the famous fear, to contrast naturally from the work that has to do with explaining the material methods for life.â The exact line of boundary isn't equivalent to it was in the early savage plan, however the wide differentiation has not fallen into neglect. â€Å"[7]  â â â â â â â The differentiations could in this way be summed up as non-gainful versus profitable, commendable versus shameful, misuse versus drudgery and predominance versus inferiority.â â€Å"In the previous phases of culture, when the individual power of the individual counter more quickly and clearly in molding the course of occasions, the component of adventure counter for additional in the regular plan of life.†[8] Veblen further attests that it is the reality of possession that brought this on.â Moses (2002) offers the clarification that â€Å"ownership is mentally important as far as what a proprietor accepts possession passes on to the remainder of the world. As it were, proprietorship is intriguing explicitly due to the implicit messages that possession conveys to the remainder of the community.†[9] When the change occurred from a serene society into a war-mongering one, there was the making of the victors team.â What came about was open fun, trophies or whatever outward commendation was given to troopers who had won in fight. As referenced by Veblen, probably the most noteworthy structure to show how much respect or regard you hold is the work of household help.â Having head servants or servants is viewed as a definitive sign of wealth.â I would need to concur likewise with the point that Veblen makes that it isn't just about the amassing of riches that is significant, yet the indication of that riches that is considerably more crucial.â I feel that Veblen makes a genuine case of the steward and the servant as being ‘owned’ by their bosses. I don't talk about issues of servitude yet only the idea that one can pay someone else to do errands that one considers menial†¦this is the stature of reigning over people.â â€Å"The idea of poise, worth, or respect, as applied either to people or direct, is of top notch result in the advancement of classes and of class distinctions†¦Ã¢â‚¬ [10] While I believe that Veblen’s assemblage of work was very provocative in the nineteenth century can even now be viewed as an unquestionable requirement read financial reference content, I feel that there are a few pockets of his composing that no longer have as much significance today as it did in the yesteryears. In spite of the fact that that individuals continually contend with each other as far as who has more, who seems as though they have more, comfort, work status, and so forth, I don't concur with Veblen that the job of ladies are as yet considered inferior.â Much has been accomplished as far as women’s rights over the most recent two centuries or somewhere in the vicinity. I think Veblen likewise disparages the job that physical solace can play in the monetary emulation.â Let me leave you with this inquiry, taking everything into account (pay and status), would one rather be a city worker or an accountant?â Being in a truly cheerful spot additionally makes the interest (and thus, the wages) better for certain occupations. [1] Veblen, T. (1899) The Theory of the Leisure Class. p.4 [2] Veblen, T. (1899) The Theory of the Leisure Class. p.4 [3] Veblen, T. (1899) The Theory of the Leisure Class. p.7 [4] Moses, L. (2002) The Psychology, Life and Relevance of Thorstein Veblen. p.4 Retrieved from http://www.econ.duke.edu/dje/2002/moses.pdf [5] Veblen, T. (1899) The Theory of the Leisure Class. p.1 [6] Ibid. [7] Veblen, T. (1899) The Theory of the Leisure Class. p.5 [8] Veblen, T. (1899) The Theory of the Leisure Class. p.4 [9] Moses, L. (2002) The Psychology, Life and Relevance of Thorstein Veblen. p. 32 Retrieved from http://www.econ.duke.edu/dje/2002/moses.pdf [10] Veblen, T. (1899) The Theory of the Leisure Class. p.8

Edusson Announces the Bug Ideas Hunting Contest with Year Round Reward

Edusson Announces the Bug Ideas Hunting Contest with Year Round Reward Following a launch of Robot Don, a machine learning tool that facilitates essay writing, Edusson.com announces a bug ideas hunting (BIH) contest / scholarship with a year round reward. Scholarship works as a contest with a free participation of pre postgraduate students and a year round reward. Participants shall test the software (free for students use) and report shortfalls or areas of improvement in its operation. Submission is accepted from security researchers reporting bugs, interface researchers highlighting usability shortfalls, language and machine learning researchers pinpointing the also deficiencies, etc. Currently, therere no restrictions as to the nature of suggestions / ideas that may get an applicant the cash reward. The Contest starts June 1 2016 and will be held on a year round basis. To participate, individual shall be a student enrolled in any degree with any university at the date of submission. Contest reports may take any form (no restriction) and shall be sent via email with BIH Contest Report in Title. Importantly, the submission must contain a PDF copy of student enrollment document for the actual academic year. Awards range from a minimum of US$500 up to $2,500 with an unlimited reward pool. We don’t have weekly or monthly reward giveaway quotas, so don’t be intimidated by any reward announcement uncovering considerable flaws and improvement areas will get you a prize! Monetary rewards aside, qualifying reporters will take a seat in our Hall of Fame, ie if we file a bug or an idea, we will acknowledge your contribution on that page. Let’s make our free essay writing software better together! About Edusson Edusson is a modern essay writing advisory service. Coming all the way from essay mill to essay editing / proofreading and, ultimately, education service, we always dreamed about making our own product that will facilitate the writing process. And we wanted to make it really powerfull. This is how Robot Don has emerged. Right now, Edusson team is busy with essay writing (50% of our operations), editing proofreading (30%), writing advisory and tutoring for ESL students (15% and growing), and live writing webinars session (5% and growing). Come help us create a better online text writing software and get your reward!

Heathcliff As A Byronic Hero - 1104 Words

A â€Å"Byronic hero† is a character who inherits the traits of being rebellious, anti-social, and presumptuous. The term originates from an English poet, Lord Byron. In the novel, Wuthering Heights by Emily Bronte, Heathcliff is the protagonist who displays the several qualities of a Byronic hero. Heathcliff suffering such a harsh childhood is one of the reasons he is so rebellious and vengeful towards some of the characters. His past of being abandoned leads him to have no empathy or emotion, which results in him lashing out in a series of violent events. The boundaries of love are pushed by Bronte and it is evident that a binding of two souls is almost impossible in a world of norms. As romantic as it seems to fall in love, it creates a†¦show more content†¦He’s always, always in my mind: not as a pleasure, any more than I am always a pleasure to myself, but as my own being.† (Bronte 82) This quote said by Catherine, shows that she is utterly in love w ith Heathcliff and not Edgar. The path of Heathcliff’s vengeance starts to form when he hears the news of them getting married, and he flees for three years because he cannot handle this terrible news. Upon his return, he comes back to Wuthering Heights, even worse than he was before. For example, a major problem before he left was his social status. He was never given the title of having a high social status, even after he is adopted by Mr. Earnshaw because he was never accepted by Hindley. â€Å"â€Å"Take my colt, Gipsy, then!† said young Earnshaw. â€Å"And I pray that he may break your neck: take him, and he damned, you beggarly interloper! and wheedle my father out of all he has: only afterwards show him what you are, imp of Satan.† (Bronte 47). In this quote, it is evident that Hindley is not accepting of Heathcliff at all, mostly for the reason that Mr. Earnshaw treated Heathcliff as his favorite child. This is a big part of the vengeance that Heathclif f portrays because many of his actions have to do with the uproar between Heathcliff and Hindley. Therefore, Heathcliff’s experiences of heartbreak and the feeling of being an outcast is what leads him to be the Byronic hero that he is. Heathcliff, in a way, becomes a victim of Hindley Earnshaw. After the death of his father,Show MoreRelatedHeathcliff the Byronic Hero Essay1333 Words   |  6 Pagesromantic novel. They wait for Heathcliff to come around the whole story, and for him and Catherine to end up together, but it doesn’t happen. This causes Heathcliff to get progressively, more and more alienated by the people around him. He only wants what he can’t have and this is why he is referred to as a Byronic Hero. It is my intention to prove Heathcliff as a Byronic Hero by classifying him under the six attributes of the archetype. The first major sign of a Byronic Hero is he is often alienatedRead More Heathcliff as Byronic Hero of Emily Brontes Wuthering Heights789 Words   |  4 PagesHeathcliff as Byronic Hero of Wuthering Heights      Ã‚   It is difficult if not impossible to find a character in Emily Brontes Wuthering Heights that is 100% convincing as the hero -- until one applies the qualities of the Byronic hero.   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When considering Wuthering Heights Heathcliff immediately jumps to mind as the villainous character.   Upon his return he wickedly orchestrates Hindleys economic demise and takes control of the Heights.   He attempts to win Catherine, now a marriedRead MoreHeathcliff The Byronic Hero in Wuthering Heights by Emily Bronte1337 Words   |  6 PagesHeathcliff The Byronic Hero in Wuthering Heights by Emily Bronte When one starts reading Wuthering heights I’m sure they think to themselves that the book will be just another romantic novel. They wait for Heathcliff to comeRead MoreCompare And Contrast Heathcliff And Byronic Heroine1089 Words   |  5 Pagesmarriage proposal. Heathcliff is more Cathrine than she herself is. Heathcliff is a Byronic Hero in Emily Bronte’s Wuthering Heights. Because Heathcliff and Catherine are of the same soul, Catherine is also a Byronic heroine. Heathcliff is more Cathrine than Catherine herself, and therefore more Byronic hero than she is heroine. Bronte’s use of both a Byronic hero and heroine allowed her to criticize a largely male audiences’ dismissal of works by female authors. A Byronic hero is a character commonlyRead More A Different Perspective of Heathcliff866 Words   |  4 Pagestraditional hero? In many works of literature, the author portrays a character that is faced with many difficult obstacles, in which the character often prevails and becomes a hero. The challenges, which the character undergoes, allows the reader to appreciate the character due to their bravery, courage, and their willingness to sacrifice. In Wuthering Heights by Emily Brontà «, many readers are able to view Heathcliff as a hero, but how? Heathcliff is not a traditional hero. In fact, the term Byronic heroRead More Wuthering Heights- Is Heathcliff a man or a devil? Essay1712 Words   |  7 PagesHeights- Is Heathcliff a man or a devil? Wuthering Heights was written by Emily Brontà « and was first published in 1847, it was written during the romantic period, it is a story of love, lust and sorrow all held together by extreme passion, love and hate. One of the main characters in the book Wuthering Heights is Heathcliff, he was a orphan who lived in Liverpool, we find very little about Heathcliffs past before he is adopted by the Earnshaws, which makes Heathcliff a mysteriousRead MoreAnalysis Of Emily Bronte s Wuthering Heights And Frankenstein 789 Words   |  4 PagesCreature and Heathcliff, there is a revealing of a great similarity. Due to these items, each are categorized as the Byronic hero, which is the center of the similarity, along with love. Each character has an unknown identity. Heathcliff is brought in as an orphan child from Liverpool. No one knows his first name, last name, age, birthday, or parents. On page 36 of Wuthering Heights, it says, â€Å"Not a soul knew to whom it belonged†¦he would not leave it as he found it†, talking about Heathcliff. As theRead MoreComparing Emily Brontà «s Wuthering Heights to Mary Shelleys Frankenstein911 Words   |  4 Pagesgothic Genre. A great deal of gloom and horror, terror, fear, and high emotions are felt while viewing each film. As in any film a hero plays a large role in establishing the many elements of a particular genre. In both films there is not so much a hero as there is a Byronic Hero. In Emily Bront#235;s Wuthering Heights the character Heathcliff is the Byronic hero through such traits as being emotionally destructive. This is shown through his actions towards Isabella. He leads her to believe thatRead MoreThe Romantic Era Of Emily Bronte s Wuthering Heights2095 Words   |  9 Pagesincludes shorter narratives by the housekeeper Ellen Dean. All of those narratives concern the impact of Heathcliff, the foundling, on the two families of Earnshaw and Linton in a remote district of Yorkshire by the end of the eighteenth century. Indignant by the abuse and the marriage of Catherine Earnshaw, whom he loves, to the prosperous Edgar Linton, Heathcliff decides to take revenge. Heathcliff fails to be unleashed from his love-hate relationship with Catherine, after her death in childbirth.Read MoreThe Romant ic Era Of Emily Bronte s Wuthering Heights2154 Words   |  9 Pagesincludes shorter narratives by the housekeeper Ellen Dean. All of those narratives concern the impact of Heathcliff, the foundling, on the two families of Earnshaw and Linton in a remote district of Yorkshire by the end of the eighteenth century. Indignant by the abuse and the marriage of Catherine Earnshaw, whom he loves, to the prosperous Edgar Linton, Heathcliff decides to take revenge. Heathcliff fails to be unleashed from his love-hate relationship with Catherine, after her death in childbirth.

Feeling Proud to Wear School Uniforms Essay - 1015 Words

Students Should Wear Mandated School Uniforms A uniform is a standard set of clothes that is worn by a group of people. These people may be members of an organization or a group of people having the same ideas. There are thousands of kinds of uniform in the world. Police officers, firefighters, doctors, lawyers, security guards, and even McDonald’s workers wear uniforms when they are on duty. School uniforms are a controversial discussion among schools today. Many schools have already adopted a policy mandating school uniforms, while many more are still considering the change. School uniforms create an atmosphere in which the students are able to achieve to their best of ability, while attaining the most out of their education. School†¦show more content†¦School uniforms create a positive environment that will improve the behaviour of students, as such eliminating the use of foul language, gang violence, and crimes. According to Professor Margaret Harris, head of the psychology department at the Oxford Brookes Un iversity, uniforms â€Å"†¦often directly contribute to feeling of school pride, which the students did not want to compromise by misbehaving outside the school† (DailyMail.co.uk). School uniforms provide a positive educational environment in which equality and unity is evident among students. Bullying is one of the most discussed and sensitive topics in schools today. Many students everyday are harassed physically, verbally, and socially. There have been many cases where the cause of bullying stems from people being different for not wearing the â€Å"right† clothing. With the mandating of uniforms, this allows students to be on a more equal field among the student body. With less peer judgment about clothing choices, brands of clothing, and physical appearance, bullying will be largely eliminated in schools. As a result, the students will focus more on their academic achievements, without worrying about being bullied. School uniforms not only improve bullying, but improve the overall discipline of the school. Instilling discipline among the student body will be detrimental to the students’ success. As aShow MoreRelatedSchool Uniform, Persuasevi Speech1607 Words   |  7 Pages30/ 2007 Persuasive speech School uniform Introduction (Significance and background) Everybody in this class room has had or will have children. Anyway it will happen that your kids will become the most important point of your life. You will do everything to keep them happy. When they are small only you can influence on their behavior. Parents always want to see their kids healthy, well-bread and happy. After some time, when your heirs grow up enough, they will go to school. As soon as this happensRead MoreShould Students Wear Uniforms?737 Words   |  3 PagesHave to Wear Uniforms We are living in the 21st century which technology and fashion are designed for the young people, especially students. They want to use and wear something new, modern and style. Most of the students need to wear whatever they want to school to show other people. The school should have a policy for students to wear a uniform. School is an education center; it is not a fashion show place. All students should wear uniform at school. When students wear uniform the school developsRead MoreSchool Uniforms And Public Schools1547 Words   |  7 Pagesoutside, then our public schools should be able to require their students to wear school uniforms.† President Clinton is referring to the outfits or sets of standardized clothes that are worn primarily for an educational institution, usually in primary and secondary schools in various countries. When used, they form the basis of a school’s dress code, which is a set of rules, usually written and posted specifying the required mann er of dress at a school. It began when schools had issues with gradesRead MoreBenefits of School Uniforms for American High School Students855 Words   |  3 PagesAmerican high school students being compelled to wear uniforms while attending school is very contentious. The role of uniforms in the lives of a student is a very difficult topic to approach. The school authorities have been at an impasse when the decision whether students should wear uniforms is brought up. Uniforms for high school students are purposefully designed to identify a child as a student to a particular school. A single unique design of garments will play the part of the uniforms. The factRead More Supporting School Uniforms Essay1569 Words   |  7 PagesSocialization and You: Students in Uniform Uniforms have helped develop many children socially into the people they are today. Presented in argument form is how the role expectations, social control, and values of being in uniform have helped me succeed. Being in school uniforms at an early age has centralized me to this idea. High school was the first time without being in uniform for me. It was a culture shock. People made fun of what you wore some days, or would look at you wrong. You were noRead MoreWhy School Uniforms Should Be Abolished2306 Words   |  10 PagesWearing Uniforms in School Introduction The issue of whether school uniform ought to be executed in schools has been a continuous open consideration all through America s educational systems. This instructive change has numerous supporters, who accept that school uniform will diminish theft of designer outfits, gang colors, smear the lines of financial class, and lessening companion power, protect their contention with exploration from genuine cases (Stanley, 1996). Then again, numerous individualsRead MoreSchool Uniforms : A Continuous Open Consideration All Through America s Educational Systems2359 Words   |  10 PagesThe issue of whether school uniform ought to be executed in schools has been a continuous open consideration all through America s educational systems. This instructive change has numerous supporters, who accept that school uniform will diminish theft of designer outfits, group colors, smear the lines of financial class, and lessening companion power, protect their contention with exploration from genuin e cases (Stanley, 1996). Then again, numerous individuals explicitly contradicting the fact andRead MoreThe Day Of My High School Graduation Speech1512 Words   |  7 Pagesgraduate from high school. I didn’t expect myself to go that far and of course I have never thought about where I am today, a college student. Therefore, the moment that I graduated from high school meant a lot to me. It was the moment that made me be the best out of me, and the moment that helped me coming back to the reality. May 24, 2014 was the day of my high school graduation ceremony. I somehow felt unready and uncomfortable inside. I did not want to leave my school, my teachers, andRead Morechinese cinderella notes1125 Words   |  5 Pagesbecause they are her ‘treasures’. 5. How did Adeline’s mom die? She died giving birth to Adeline. 6. Why is Adeline bad luck? Because when she was born her mother died. Memoir: Write about a memory you have when you had a great accomplishment at school. In my year six class, I went from a B to an A in SOSE. Chapter 2 (pgs. 4-6) 1. How many siblings does Adeline have? What are they like? 7 and they all neglect Adeline. 2. Describe Niang. She’s 17 years old, she’s French with thick wavy hair,Read MoreCindy (Pseudonym) Is An Eight-Year-Old African-American1030 Words   |  5 PagesAfrican-American female who is in 3rd grade and has attended the after-school program since May 2016 at Hope Gardens Community Center (HG) in Brooklyn, New York. HG provides after-school programs for pre-K to high school students. Cindy appears to be slightly shorter and skinnier than her peers and always wears a neatly maintained school uniform. When the intern initially met Cindy, she was quiet but expressed her opinions lucidly. The after-school program teacher referred Cindy to art therapy due to her self-harm

English as a Global Language Spoken or Learned

Question: Discuss about the Report for English as a Global Language for Spoken or Learned. Answer: When a language is termed as a global language, it essentially refers to language that is spoken or learned globally. Such a language is usually characterized by factors such as; the speakers (both native and non-natives), geographical distribution and its uses at the international level particularly its use in the formation and maintenance of diplomatic relations. Thus, English is a global language and acts as a lingua franca with more than 350 million people first language speakers and approximately 430 million second language speakers. In other words, English as a lingua franca is a language that aids communication and relation of people from different ethnic backgrounds (Rubdy Saraceni, 2006). English as a global language can be said to be far-reaching in history as compared to other very common languages like Latin and French. Indeed, the impacts of English as a global language are evident in a wide range of fields including; medicine, education, politics, business, computing, entertainment, and academics. English has had therefore a long historical background as it rose to a global level. Thus, the primary aim of the research is to discuss the emergence of English as a global language as well as the forces that have shaped the accent and structural features of global English. The Evidence for the Emergence of English as a Global Language The emergence of English as a global language has been a swift process. English originated from the Northern Europe and arrived in England in the fifth century and eventually spread to the British Isles. It widely spread in Celtic-speaking countries such as Cornwall, Scotland, and Wales. The spread of English in most parts of the Scotland was mainly influenced by the Norman conquer of the England in 1066 thus many people fled to Scotland. According to Crystal (1997) the emergence of English as a global language is twofold. That is, English as a global language assumes both geographical-historical and socio-cultural perspectives. The former which he also terms as geo-historical indicates how English first became dominant of other languages while the latter explains why the language is still dominant across the world. The history of the spread of English can be traced back in America, Asia, and the Antipodes. The further spread was influenced by colonial movements in the South Pacific and Africa in the nineteenth century as well as the adoption of the language as an official and semi-official language in most of the newly independent countries (Crystal, 1997). This dramatic change of events took place in the mid of the twentieth century. It also later spread to other continents and islands such as Fiji, Hawaii, St Helena and Seychelles islands. Crystal thus argues that the rapid spread of the language played a role in t he labeling of English as a global language. The rise of English in America was influenced by a number of factors firstly by massive immigration that took place. For instance, the Spanish occupied the larger west and south-west part of America while the French occupied the northern and the middle part. Similarly, the end of the seventeenth century was marked by massive immigration of the Germans who settled in Pennsylvania (McCrum Cran, 2002). During the same period extending to the eighteenth century, there were a lot of Africans entering the Southern of America through the slave trade. The nineteenth century was also a significant period that facilitated the rising of English globally. During this period more immigrants entered America following the adverse outcomes of the famine, revolution and poverty in Europe. There was also the potato famine in Ireland that saw multitudes of people flee to America. The Germans and the Italians also arrived after the aftermath of the failed revolutions in 1848. All these episodes translat ed to more people speaking in English which was the dominant language in America. In essence, as various generations arrived in America, the number of English speakers increased rapidly. Generations learned the language through the natural process of assimilation thus English became a mother tongue to the majority of the immigrants (McCrum, 2011). According to Jenkins Leung (2013) since America was now becoming a monolingual society. The perception is that the English language was playing a vital role in maintaining unity and peace throughout the America amid the cultural diversity. It was a dominant language that opened many opportunities for the speakers. Nevertheless, Hewings Seargeant (2016) also maintains that the need for cultural identity and preservation of linguistic heritage began to arise among the minority groups. Consequently, the desire for identity and intelligibility triggered a conflict that saw the declaration of English as the official language in the United States of America in the later decades of the twentieth century. Conversely, the spread of English continued to take place in Canada. Its spread in the Atlantic Coast was influenced by the arrival of the English-speakers settlers who were attracted by such activities as fishing, farming and trading in Canada. The number of English speakers further incr eased following a significant development of the US Declaration of Independence in 1776. The Britain loyalists could not stay any longer in the new United States and thus migrate to Canada (Wallraff, 2000). Moreover, there was rapid spread of English language in the south, Caribbean during the first years of the America settlement. The spread of the language was as a result of the importation of the slaves from African continent who were brought in large numbers to work as laborers on the sugar plantations. The slave trading continued in the West African coasts as the demand for more slaves increased in the Caribbean and the American coast. As the slaves and the sailors interacted several pidgins forms of communication were developed with the majority speaking in English. Upon their arrival in the Caribbean, the Pidgin English forms continued to be used widely among the blacks and the land owners. The later generation born in the Caribbean continued to use the Pidgin English as their first language thus the birth of the first black Creole speech. Additionally, as the spread of the Creole English continued to permeate to the larger parts of the southern plantations and in the coastal tow ns the standard British English on the other hand, it was gaining prestige due to the rising political influence of the Britain (Phillipson Skutnabb-Kangas, 1996). The continued British exploration played a significant role in the establishment of English language in the southern hemisphere specifically in Australia and New Zealand approaching the end of the eighteenth century. There were, even more, English language speakers in the Northern hemisphere as compared to the southern hemisphere. Since the British Isles contributed a majority of the settlers in the Southern hemisphere, there was much influence on the English language. In New Zealand, the emergence and the growth of English happened later and spread slowly (Bhatia, 1997). According to Crystal (1999) three factors have contributed to rapid growth of English in the New Zealand. These factors include; the New Zealand's historical association with the Britain and value for the British institutions and values, sense of the national identity and consideration of the Maori natives. The growth and spread of English in South Africa was influenced by the British settlement in the region. English had widely spread in the region such that it was declared the region's official language in 1822. The language was also incorporated in many other sectors such as in education, public domain, and law although it was the Afrikaans' second language (Mesthrie, 2006). There also developed an African variety of English mainly spoken by the black population after learning the language in the mission schools. While the Afrikaans perceived the language as a form of repression and authority, the Afrikaner government perceived English as a language of self-determination and protest while the majority of the blacks perceived it as a way of uniting them and giving them an international voice. Additionally, the use of English in South Asia show tremendous growth with the number of speakers in the Indian subcontinent estimated to be more than the total of the UK and the US speakers. Thu s, it is argued that the history of South Asian English has its roots in the Britain (Trudgill Hannah, 1985). The Britain influence was marked by the inception of the British East India Company in 1612. English had become the medium of instruction in education and an administrative language in the subcontinent since 1765 until the subcontinent gained its independence in 1947. In 1960, English was selected as the alternative to the Hindi, a local state language. Today, English is used as an alternative official language in the continent and continue to be used in the Indian education system, the legal system, government administration, tourism, business as well as in media (Kirkpatrick, 2002). In the former colonial Africa English is said to have taken roots in the nineteenth century as commerce and anti-slave trading campaign took place. There arose various English pidgins and creoles which were used alongside the Standard English varieties of the soldiers, missionaries, traders and the colonial officials (Sewell, 2016). Consequently, there was development and spread of the British English variety in some countries where English has been made an official language. These countries include; Sierra Leone, Ghana, Nigeria, Gambia, Kenya, Cameroon, Botswana, Liberia, Malawi, Namibia, Lesotho, Tanzania, Uganda, Zambia, and Zimbabwe. Additionally, there is also wide use of both American and British English in the South-east Asia and the South Pacific. The British influence in the regions began in the eighteenth century following the exploration of the English sailors. In the Southeast, Asia English became the language of power. Other regions where English is widely used include; Malaysia, Hong Kong, Singapore and Papua New Guinea. In general, the status of English as the global language mainly draws from two main factors that include the emergence of the United States as the dominant and leading economic power of the twentieth century and the spread of the British colonial power in the nineteenth century. The dominance of the United States as the economic power greatly informs the future of the English language. The origin, spread, and use of English as a global language have been summarized by Kachru (1985) in terms of three concentric circles. The innermost circle represents the historical origin of English. It represents states such as; USA, UK, New Zealand, Australia, Ireland and Canada. The outer circle represents the countries whose populations are non-native English speakers but where now English has been integrated as a fundamental, second language. These are countries such as; Malawi, Singapore, and India. The expanding or extending outer circles represents those nations that recognize English as a gl obal language although they were not subject to colonization by the inner circle countries and have not accorded English any special administrative status. The circle represents countries such as; Japan, China, Poland and Greece (Crystal, 2006). Forces that have Shaped, and are Likely to Shape, the Accent and Structural Features of Global English Different accents are used in the English language across the world. Consequently, some scholars such as Llurda (2004) argue that global English is the verge of developing other unfathomable languages distinct from English. Thus, to avoid such an outcome Seidlhofer (2013) suggest that there is the need to keep the global English structural features of the different varieties close to each other. There are therefore a number of factors that have shaped and continue to shape the accent and the structural features of the global English. One of the forces refers to the richness and familiarity of the global language vocabulary. English has been in contact with several other languages. Thus it has borrowed widely from these languages (Holliday, 2005). As a consequence, the global language lexicon increases from time to time. The new words borrowed from other languages may not be pronounced in a similar manner by all the English speakers thus resulting in accentual variation. The language' s wide borrowing from other languages is said to give a sense of welcoming and familiarity as compared with other languages such as French and Latin. English has also been perceived to be an easy language when it comes to pronunciation and spelling although this perception remains contentious (Warschauer, 2000). This is mainly because, in spelling, one does not require to memorize the tonal variations or the consonantal clusters. The spelling is rather random. English has between 44 and 52 sounds which comprises of the consonants and the vowels. The English consonants are relatively regular in terms of pronunciation and are free of diacritic marks and accent. There is also an argument that majority or approximately 84 percent of the English spellings conform to the general rules while only a 3 percent does not comply with the rules. Additionally, the global English is considered as a flexible language. For example, the flexibility of the word order and the phrasing of a sentence as either passive of active are considered as easy. Another feature involves the use of a certain lexical word as either a verb or a noun which may not be applicable in other languages. It is also easy to create new words through such methods as compounding and addition of suffixes or suffixes. The global English grammar also does not have system of coding that denoted social differentiation like in other languages. For this reason, English is perceived as a democratic language as it does not exhibit instances of social class (Graddol, 1998). The accent of the global English has been influenced by the use of slang in some English speaking regions. In essence, the languages of the various ethnic communities seem to have a lot of influence in the spoken English. Therefore, the use of slang has increased considerable thus affecting the accent of the global English. It is also assumed that the original overseas influences have played a role in shaping the global English accent (Yano, 2001). It should also be remembered that the English language has also got its roots in the mixture of the Anglo Saxon dialects. Whereas English became dominant first in the Britain and the Ireland in the eighteenth and nineteenth century, it was later spread to all parts of the world. Thus, it means that the very first English is incomparable with the modern global English due to influence by various accents of the speakers. It is also important to consider the American English influence in the development of the global accent. The northern America was the first colony that permanently spoke English. Later on, the Americans developed another form of English different from that spoken in the Britain Isles. The Americans also coined numerous words to describe things such as wildlife, foods and lifestyle, vegetation as well as landscapes. As new settlers arrived from the UK and settled along the east coast, there arose various accents and words' pronunciation. These differences in pronunciation are what transpired into distinction between the British and the American English (Bolton, 2005). The transfer is also another force that results in the formation of the accent in the global English. Usually, the non-native speakers of a language tend to transfer some aspects of their first language into the second or foreign language. This results in negative transfer whereby the sounds of a target language are replaced by sounds of the first language. Other sounds of the target language may not correspond well with either sound in the first language or the target language thus they appear in between the two sounds (Bhatt, 2001). Crystal (1995) also argues that even as the emergence of Englishes that have a lot to do with the emergence of various accents continue to be steady as time goes by the world English is not under any serious threat. As a matter of fact, Bolton (2005) maintains that the ability to use more than one language variety will only help the speakers satisfy the demand of the international situation. For this reason, the possibility is that there is likely to em erge a new form of English. In conclusion, it is indisputable that English as a global language has had a rich and complex background. Its dramatic emergence supersedes other dominant languages such as French and Latin which were once considered as the global languages. Deriving from the various evidences, it is inarguable that in the history there has never been a language as widely spoken and spread as English. Consequently, the argument that the rising demands of identity and intelligibility pose a threat to the status of English as a global language does not hold. This is because the demand for intelligibility and identity are likely to be easily diminished by the emerging social dynamics such as the formation of political alliances, demography as well as the changes pervading the immigration policy. In essence, the English language has grown to an extent that it can no longer be dependent on any form of social control. It is used across the world permeates all the sectors including but not limited to tradi ng, media, education, military, legal system, business and technology. Thus English as a global language has been used and is still used as the first language, a second language and as a foreign language. Its future is still promising. References Bhatia, V. K. (1997). Introduction: Genre analysis and world Englishes. World Englishes, 16(3), 313-319. Bhatt, R. M. (2001). Annual reviews of anthropology. World Englishes, 30(1), 527-550. Bolton, K. (2005). 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