, Allusion, And Symbolism In The Tyger By William Blake

In the poem â€Å"The Tyger† by William Blake, the use of rhyme, repetition, allusion, and symbolism all help the reader understand the theme and what was going through the authors thoughts while writing. William Blake was a mystic poet who channeled his thoughts and questions to write poems. He questioned the creator of both the Tyger and lamb, how could the same God create a destructive creature like the Tyger and on the other hand create a gentle animal, the lamb. This ties into the theme of the poem of how a God could and would create a monster like the Tyger. The first line in the poem says, â€Å"Tyger Tyger, burning bright.† By Blake repeating the word Tyger twice, it feels to the reader as if we are speaking directly to the tiger. The†¦show more content†¦In this poem, each stanza is made up of two couplets. These couplets because of their steady going rhyme, reminds the reader of the Tyger’s heartbeat, beating as we say the words as Blake intended them to be read. Blake states what words he thinks are the most important to the poem by using repetition. Repetition plays a key role, for example the word â€Å"dread† is repeated many times throughout the poem, particularly in lines 12 and 15. Every time Blake repeats this word it adds emphasis to the word or phrase its used in, contributing to the image of the Tyger in each readers mind. Allusion is also an important part of this poem because of the way the author uses it to connect to the outside works that may also encourage the reader to think in a certain way that goes along with the themes of the poem. The first allusion, found in lines 7 and 8, are to the Greek gods Icarus and Prometheus. This allusion requires the readers to think about gods and religion, which is a major part of the theme of this poem. Another allusion I see is in line 20, which refers to another one of Blake’s poems, â€Å"The Lamb.† This allusion is significant because the speaker asks, â€Å"Did he who made the Lamb make thee?† (20) And he wonders whether or not the same creator who made something so gentle and pure could also make such an evil animal. The allusion itself brings the reader to think about the other poems and to contrast the two completelyShow MoreRelatedWilliam Blake s The Lamb And The Tyger873 Words   |  4 Pagesduring biblical times. William Blake describes the young sheep in similar characteristics in the poem â€Å"The Lamb† and â€Å"The Tyger†. A tiger as we know its characteristics to be is fierce and mysterious. Always lurking around, waiting for the perfect opportunity to strike. In William Blake’s two separate poems he ties each of the poems together with in-depth understanding and symbolism. Both animals play an important part in both of Blake’s poems. The use of the lamb in William Blake’s poem is significantRead MoreThe Tyger By William Blake Essay969 Words   |  4 PagesThe Tyger is a six-stanza poem written by an American poet, William Blake. This poem has many interpretation, in a way you could say it is a biblical as well as a symbolic poem, as ‘The Tyger’ is actually the contrast to one of Blake s other poem, The Lamb, both poems are from the book of â€Å"Songs of Innocence and Experience†. If you are familiar with the Christian Bible, it states â€Å"Jesus is the Lamb of God.† The Tyger is comprised of unanswered questions as to who could have created a terrifyingRead MoreThe Lamb and the Tyger Essay1437 Words   |  6 PagesThe Tyger and The Lamb by William Blake, written in 1794 included both of these poems in his collection Songs of Innocence and Song of Experience, takes readers on a journey of faith. Through a cycle of unanswered questions, William Blake motivates the readers to qu estion God. These two poems are meant to be interpreted in a comparison and contrast. They share two different perspectives, those being innocence and experience. To Blake, innocence is not better than experience. Both states haveRead MoreEssay on The Symmetry: A World with Both Lamb and Tiger1063 Words   |  5 Pages Why did God create both gentle and fearful creatures? Why did God create a world with bloodshed, pain and terror? The Tyger by William Blake, written in 1794 and included in his collection Songs of Innocence and Experience, takes readers on a journey of faith. Through a cycle of unanswered questions, William Blake motivates the readers to question God. Blake sees a necessity for balance in the world, and suggests to the readers that God created a world with a balance of good and evil soRead MoreWilliam Blake s The Tyger And The Lamb 940 Words   |  4 PagesThough the ages many writers have come and gone, and with them brought many ideas or viewpoints on life and the human soul. Undoubtedly, William Blake was indeed one of those monumental writers who paved the way for new thinking. A thinking of the human soul and two intricate parts that join to fulfill a soul. Both pairs of the soul are illustrated in both The Tyger and The Lamb. Both poems being commonly referred to as staples of poetry, can allude to different ideas. Man believe they deal with theRead MoreThe Innocence of Lamb in Songs of Innocence by William Blake615 Words   |  3 PagesSongs of Innocence by William Blake collocates the naà ¯ve lives of children and loss of innocence of adults, with moral Christian values and how religion has the capacity to promote cruelty and prejudice. Blake was born in 1757, up to and after the French Revolution he wrote many works criticizing enlightened rationalism and instead focused on intellectual ideas that avoided institutionalization and propelled ethical and moral order. Blake’s collection of poem exposes and explores the val ues and limitationsRead More Coexistence of Contrary States in Blake’s The Tyger Essay1883 Words   |  8 PagesCoexistence of Contrary States in Blake’s The Tyger Since the two hundred years that William Blake has composed his seminal poem The Tyger, critics and readers alike have attempted to interpret its burning question - Did he who made the Lamb make thee? Perhaps best embodying the spirit of Blake’s Songs of Experience, the tiger is the poetic counterpart to the Lamb of Innocence from Blake’s previous work, Songs of Innocence. Manifest in The Tyger is the key to understanding its identity andRead MoreEssay on The Message Behind A Poison Tree1077 Words   |  5 PagesWilliam Blake was a first generation Romantic poet. He lived a long life in which he wrote a copious amount of poetry (Eaves). Blake was also a painter. This aided Blake’s advancing symbolism; he could paint a lovely picture with his words (Eaves). The poem that I have analyzed is A Poison Tree. Blake strategically placed imagery and personification to hide his underlying truth; do not store up anger because horrible situations will arise. At first glanc e the poem seems hate filled and that he justRead MoreSongs of Good and Evil1545 Words   |  7 Pagesall describe William Blake’s life (Greenblatt, Abrams, Lynch, Stillinger). Blake was born November 28, 1757 in London, England and his artistic ability became evident in his early years. Blake had a very simple upbringing and had little education. His formal education was in art and at the age of fourteen he entered an apprenticeship with a well-known engraver who taught Blake his skills in engraving. In Blake’s free time, he began reading writing poetry. At the age of twenty-one, Blake completed hisRead MoreReading Between the Lines Essays914 Words   |  4 PagesWilliam Blake’s poem â€Å"The Lamb† is a simplistic poem until you read deeper into it and find a powerful and uplifting religious message about creation. Blake is able to draw people into his poem by having a young innocent child as the speaker, asking rhetorical questions to a lamb. Although he also throws irony into the second stanza by having the young child answer his own questions, asked in the first stanza. The poem has a tone so sweet and soft that it is not offensive in any means and is not

The newly theory of educationalists Free Essays

string(179) " much of the research is frequently focused on certain facets and much of it is used for college pupils, high school pupils or secondary school pupils and seldom used for simple\." Harmonizing the freshly theory of educationists at place and aboard said that the best age to larn L2 is from 4 to 12 year-old. During these times, most kids have entered simple school. Therefore, it is an indispensable for simple school pupils to put up English lesson, which has become a tendency in most metropoliss in China including their rural topographic points. We will write a custom essay sample on The newly theory of educationalists or any similar topic only for you Order Now And the National Ministry of Education issued a papers, which said that bit by bit offer English class in simple school from Grade Three, in 2001. In this new course of study criterion, emotional factors in instruction and acquisition are listed in the top topographic point for the ground that linguistic communication acquisition can non go from the emotion. 1.1 The importance of survey students ‘ anxiousness There are legion grounds for believing that the influence of anxiousness is really of import in 2nd linguistic communication ( L2 ) acquisition. First, anxiousness is by and large seen as a psychological construct and has been explored by research workers. Spielberg ( 1966 ) defines anxiousness as subjective, consciously sensed feelings of apprehensiveness and tenseness, accompanied by or associated with activation or rousing of the autonomic nervous system. Gardner and MacIntyre ( 1993 ) think, linguistic communication larning anxiousness is the tense and awe emotion in L2 context ( including speech production, listening, reading and composing ) . This anxiousness is connected straight with public presentation in the mark linguistic communication, so non simply a general public presentation anxiousness. Second, students ‘ character has specialness in L2 for they are at advantage in L2 larning. They are characterized by good stimulation, memory and version. Those who begin to larn L2 at an early age are able to do greater accomplishment than those who begin to larn when they are grownups. However, students may hold some disadvantages in L2: undeveloped intelligence, deficiency of self-denial and could non know apart mistakes from their equals and even their instructors with low learning quality and narrow cognition. Besides, different emotion has different impact on L2 acquisition. Harmonizing the research of Eills ( 2000 ) students who are motivated by promotive anxiousness could dispute the new undertaking, arouse their possible and overcome troubles, therefore they get L2 larning success. In contrast, negative emotions and attitudes, such as the psychological science of inordinate pendency, timidness and introvertive personality, particularly anxiousness, will act upon L2 ac quisition and merely receive litter input. â€Å" Anxiety tends to non successful L2 acquisition † ( Arnoldi2000, p.292 ) . Third, students ‘ emotion, American psychological linguists Krashen ‘s 5th premise, is involved the procedure of linguistic communication acquisition and filters linguistic communication input merely like a protection screen commanding the input variables and inhaled measure that they could touch. Therefore, anxiousness, as a negative emotion factor, badly affects simple pupils ‘ motive in English acquisition. Krashen ( 1982 ) besides clearly indicates that students ‘ emotional filtering device through impacting its input variables. Thus the higher acquisition anxiousness, the more the input prevented by the affectional filter device which leads to linguistic communication learning failure ( Krashen, 1985 ) . Spielberg ( 1996 ) surveies show that 20 % pupils give up because of anxiousness and although 6 % of them is merely mild anxiousness. By understanding the correlativity between the linguistic communication anxiousness ( LA ) and English speech production proficiency of students, instructors can assist cut down the pupils ‘ degree of LA and bring forth better acquisition effects in the low-anxiety 1eaming environment. It is hoped that the findings will pull instructors ‘ attending to pupils ‘ tilting demands and acknowledge what and why students like to make in classroomi?Z The concluding and necessary significance is to acquire the pedagogical solutions based on writer ‘s research and cognize how to supply a low dying environment for the pupils and do them larn English more expeditiously and happy. 1.2 The background of researching students ‘ anxiousness Anxiety plays a nucleus in linguistic communication acquisition. Decreasing the negative consequence of anxiousness and sensible use of anxiousness have become indispensable parts of L2 larning. Therefore, students ‘ anxiousness has now drawn much attending from both linguists and linguistic communication instructors. In other words the importance of students ‘ anxiousness has received more and more attending in the past 20 old ages or so. From late 1970s to 1980s, some bookmans showed their concerns about affectional spheres. Many theories such as Krashen ‘s proctor theoretical account discuss the important function of affectional variables. In Krashen ‘s theoriesithe good known affectional filter hypothesis describes the relationship between affectional factors and L2 acquisition. The natural attack by Krashen and Terrell ( 1983 ) is an case, which is designed to assist novices go intermediates. It provides comprehendible input to scholars by following different sorts of techniques and activities. Bailey ( 1983 ) analyzed that the LA is caused by competition, scrutiny and interpersonal relationship between instructors and students. Horwitz, Horwitz and Cope ( 1986 ) were the first to handle foreign LA separate and distinguishable phenomenon peculiar to linguistic communication acquisition. Since 1990s, researches into anxiousness survey began bit by bit have become a focal point of present survey. MacIntyre wrote, in 1999, that â€Å" the term foreign LA, or more merely LA, was merely get downing to be used in the literature † . Trait anxiousness has been improved to impact cognitive functioningidisrupt memory, lead to avoidance behaviour and some other effects ( MacIntyre A ; Gardner 1991 a ) . Gardner and MacIntyre stated that the strongest ( negative ) correlative of linguistic communication accomplishment is anxiousness ( 1993 ) . Studies show the negative correlativity of anxiousness with the undermentioned: self-esteem, i.e. , the judgement of one ‘s ain worth ( Horwitz, Horwitz and Cope 1 986 ; Price 1991 ; Scarcella and Oxford 1 992 ) Since now, Chinese bookmans besides begin to concentrate on anxiousness in acquisition and instruction. Liu Meihua and Shen Mingbo ( 2004 ) pointed out that there were two sorts of anxiousness in English schoolroom: trait anxiousness and environment anxiousness. Both of them influenced the pupils ‘ unwritten English public presentation negatively. Zhang Baoyan ( 1996 ) made a research on the correlativity between LA and listening proficiency among 40 Chinese college pupils. However, much of the research is frequently focused on certain facets and much of it is used for college pupils, high school pupils or secondary school pupils and seldom used for simple. You read "The newly theory of educationalists" in category "Essay examples" Over the past old ages, there were legion surveies on students ‘ anxiousness of L2, but most of them focused on either college degree ( Aida, 1994 ; Ganschow et a1. , 1994 ) or high school degree ( Chang, 1999 ; Ganschow A ; Sparks 1996 ; Liao 1999 ) . Few of them paid attending to primary school degree except the survey of Chan and Wu ( 2000 ) . The anxiousness is closely related with students ‘ motive in English acquisition. The proper anxiousness could imitate students to get the better of troubles and to prosecute deeper cognition, while inordinate anxiousness work stoppages pupils simulations of English acquisition. In the facet of encouragement, the congratulations is able to imitate immature scholars ‘ larning involvement and positive emotion, give rise to and so beef up larning motive and eventually do them take enterprises and to develop their accomplishments and abilities. In a word, encouragement could decrease students ‘ anxiousness in L2. And this English acquisition tide is farther encouraged by an of import II Problems of Teaching and Learning English Existing in simple Schools The fact that English has become one of the focal points of kids instruction in China is undeniable. However there are several jobs still at that place. 2.1 Problems from facets of English instruction From the â€Å" instruction † facet: 1 ) LA in learning is non adequate solid. The New Curriculum Criteria enhances learning ends, taking at spoken linguistic communication, unit of ammunition grammar applying, vocabulary memorizing and all the ends which can better the simple school pupils ‘ public presentation in larning English. Hence some of the instructors neglect the importance of students ‘ LA. 2 ) The positive influence of anxiousness has been looked down. Most instructors think any anxiousness is negative in learning. However, the proper anxiousness helps to hike students ‘ motive on English acquisition, which is good for instructor to take advantage of this positive influence to imitate students ‘ involvement. 2.2 Problems from facets of English acquisition From the â€Å" acquisition † facet, 1 ) Elementary school ‘s English has no scrutiny force per unit area of come ining a higher school. The individual rating instrument leads to the deficiency of pupils ‘ motive to larn. Many pupils merely interested in larning for a piece, and with the addition of analyzing trouble, the more learning, the more hard. Gradually they lose their acquisition involvements and make a sense of failure, therefore lose the assurance in larning English. 2 ) As instructors neglect to pay their attending to students ‘ anxiousness, consequence in instructors ‘ taking vocabulary, grammar for their chief instruction undertakings. It does non suit the psychological features and larning features of students. 3 ) Class limited. Since merely three hours of a hebdomad, students ‘ anxiousness aroused from the category could non be fleet lessened in category, therefore they begin to mistrust their capableness for L2, which draw them experience a weary of L2. III Language anxiousness 3.1 Definition of linguistic communication anxiousness Language anxiousness ( LA ) can be defined as the fright or apprehensiveness happening when a scholar is expected to execute in the 2nd or foreign linguistic communication ( Gardner A ; MacIntyre 1993 ) or the concern and negative emotional reaction when acquisition or utilizing a 2nd linguistic communication ( L2 ) ( MacIntyre 1999 ) . The literature on affectional variables in L2 acquisition shows that anxiousness is one of the cardinal factors in L2 acquisition. Although anxiousness plays an of import function in L2 acquisition, research has non produced a consensus refering that function. The inconsistent findings suggest that anxiousness is a complex concept, as is its map in L2 acquisition. Horwitz, Horwitz, and Cope ( 1986 ) were the first to handle foreign linguistic communication anxiousness as a separate and distinguishable phenomenon peculiar to linguistic communication acquisition ( Young, 1991 ) . At the clip, the term foreign linguistic communication anxiousness, or more merely linguistic communication LA, was merely get downing to be used in the literature ( MacIntyre, 1999 ) . LA is merely one of several types of anxiousness that have been identified by psychologists. In general, there are two attacks to description of LA: ( 1 ) LA may be viewed as a manifestation of other more general types of anxiousness. For illustration, test-anxious people may experience dying when larning a linguistic communication because they feel invariably tested or diffident people may experience uncomfortable of the demands of pass oning publically. ( 2 ) LA may be seen as a typical signifier of anxiousness expressed in response to linguistic communication acquisition. That is, something alone to the language-learning experience makes some persons nervous. 3.2 Types of linguistic communication anxiousness Scovel ( 1978 ) , establishing on the features of individuals with LA, divided LA into trait anxiousness ( that is the inclination of persons in footings of anxiousness and psychological features of personality ) , province anxiousness ( that is the pupils produced a minute of anxiousness ) and state of affairs specific anxiousness ( that refers to specific state of affairss, such as a peculiar minute in public statements, scrutinies, category engagement and other persons to see anxiousness ) , in which state-type anxiousness is the merchandise uniting trait anxiousness with state of affairs specific anxiousness. In L2 acquisition, the factor of trait anxiousness is less of import, while sometimes the function of province anxiousness is easing, and sometimes the function is enfeebling. Harmonizing the impact of LA on pupils, LA is divided into easing anxiousness and enfeebling anxiousness sing by Alpert and Harber. Generally speech production, easing anxiousness is associated with high acquisition and public presentation which can promote students to dispute themselves and new undertakings, self-regulating the force per unit area from LA, through imitating students to get the better of acquisition troubles, while enfeebling anxiousness is a sort of anxiousness that harms larning and public presentation, that is to state, enfeebling anxiousness leads a great trade of the negative consequence to students and forms a hinder of soaking up from L2 larning. Students who have enfeebling anxiousness may experience concern and self-double, they will cut down their engagement and create turning away of linguistic communication. Gardner and Maclntyre stated that the strongest ( negative ) correlative of linguistic communication accomplishment is anxiousness ( 1993 ) . Studies show the negative correlativity of anxiousness with the undermentioned: self-esteem, i.e. , the judgement of one ‘s ain worth ( Horwitz, Horwitz and Cope 1986 ; Price 1991 ; Scarcella and Oxford 1992 ) ; public presentation in speech production and composing undertakings ( Trylong 1987 ; Young 1986 ) ; assurance in linguistic communication acquisition ( Maclntyre and Gardner 1991 ; Gardner and Maclntyre 1993 ) ; classs in linguistic communication class ( Aida 1994 ; Horwitz 1986 ; Trylong 1987 ) ; proficiency trial public presentation ( Ganshow, Sparks, Anderson, Javorsky, Skinner and Patton 1994 ; Gardner, Ladonde, Moorcroft and Evers 1987 ) . The relationship between linguistic communication and linguistic communication public presentation is complex. Young ( 1991 ) explained that sometimes linguistic communication anxiousness is negatively related to one accomplishment and non another. Ganschow, Sparks, Anderson, Javorsky, Skiller and Patton ( 1994 ) suggested that high anxiousness might be a consequence of linguistic communication larning jobs instead than the cause. Some research workers suggested that linguistic communication anxiousness was really â€Å" easing † or â€Å" helpful † in some ways, such as maintaining pupils alert ( Scovel 1978 ) . Facilitating anxiousness has been shown in a few surveies related to: high linguistic communication proficiency and assurance among a hand-picked group of first-class linguistic communication scholars ( Ehrman and Oxford 1995 ) ; unwritten production of hard English constructions among native Arabic-speakers and Spanish-speakers ( Kleinmann 1977 ) ; good classs in linguistic communication categories for pupils in regular Gallic, German, and Spanish categories but non for pupils in audio linguistic categories ( Chastain 1975 ) . On the being of anxiousness ‘s helpfulness, linguistic communication research workers hold different positions. Horwitz ( 1990 ) suggested that anxiousness is merely helpful for really simple acquisition undertakings, but non with more complicated acquisition such as linguistic communication acquisition. Young Terrell ( 1992 ) interviewed Rardin, Omaggio Hadley and Krashen the experts of linguistic communication larning about the helpfulness of linguistic communication anxiousness. Rardin said that a positive facet of anxiousness operates all the clip, but we merely notice when a negative instability occurs. Omaggio Hadley responded that a certain sum of tenseness might be utile for linguistic communication acquisition, but she refused to name the tenseness â€Å" anxiousness † . Similarly, Terrell preferred to name such tenseness â€Å" attending † instead than â€Å" anxiousness † . Krashen contended that anxiousness is incapacitated to linguistic communi cation acquisition, but it might be helpful for the scholars in formal linguistic communication larning state of affairss. 3.3 Components of linguistic communication anxiousness Bailey ( 1983 ) considered the ground that gives rise to LA including competition, scrutiny, the relationship between instructor and scholars. Horwitz and her co-workers ( 1986 ) conceptualized the constituents of LA particularly L2 larning into three parts: communicating apprehensiveness, trial anxiousness, and fright of negative rating 3.3.1 Communication apprehensiveness Communication apprehensiveness is â€Å" an person ‘s degree of fright or anxiousness associated with either existent or awaited communicating with another individual or individuals † ( McCroskey, 1982, p.27 ) . Harmonizing to this definition, the contents of LA are logically related to these of communicating apprehensiveness, because one of the most outstanding maps of linguistic communication is to pass on interpersonally. It is assumed that people who are communicatively discerning in their native linguistic communication will see even Beater anxiousness in talking L2. However, some people who are communicatively discerning in a L2 are non needfully apprehensive in their native linguistic communication. In fact, L2 communicating apprehensiveness is best predicted by native linguistic communication apprehensiveness. The Personal Report of Communication Apprehension ( PRCA ) , foremost developed by McCroskey in 1970, was revised in 1982 to a 24-item from which is used to measure grownups ‘ communicating apprehensiveness in four state of affairss, viz. , in dyad interpersonal conversation, group treatment, meetings and public speech production. In one article, McCroskey proposed that the cogency of a step was best predicted by the consistence between empirical consequences and hypotheses of experiments based upon theories associating to the concept of the step. He summarized surveies which employed the PRCA as a step of communicating apprehensiveness harmonizing to the five proposition of communicating apprehensiveness theory. These five propositions were: 1. Peoples vary in the grade to which they are discerning about unwritten communicating with other people. 2. Peoples with high unwritten communicating apprehensiveness seek to avoid unwritten communicating. 3. Peoples with high unwritten communicating apprehensiveness engage in less unwritten communicating than make less orally discerning people. 4. When people with high unwritten communicating apprehensiveness do pass on, their unwritten communicating behaviour differs from that of people who are less discerning. 5. As a consequence of their unwritten communicating behaviour, extremely communicatively discerning people are perceived less positively by others than are less discerning people ( McCroskey 1978 ) . The PRCA conducted harmonizing to four types of communicating apprehensiveness which were the most obvious types an person encountered in the communicating contexts ( McCroskey, 1982 ) . Trait-Like Communication Apprehension is the first type which experienced by many individuals in a instead general province across all communicating contexts. Generalized-Situation Communication Apprehension which represents communicating apprehensiveness in a individual generalised context is the 2nd type. For case, one individual may be extremely discerning in one state of affairs, for illustration public speech production, but may see less anxiousness in other state of affairss as little group treatment. The 3rd type is Person-Group Communication Apprehension which involves an orientation of the single toward communicating with a specific individual or group of individuals under whatever fortunes the communicating took topographic point. Situation Communication Apprehension is the 4th type, it com bines those apprehension orientations above which happened to the person while pass oning with given single or groups, in a given clip and context. 3.3.2 Test anxiousness Test anxiousness is, â€Å" the inclination to go alarmed about the effects of unequal public presentation on a trial or other rating † ( Sarason 1984 ) i investigated in L2 larning procedure, and the consequences of these surveies are really confusing and non easy to construe. In Young ‘s survey ( 1986 ) , an outstanding negative correlativity between anxiousness and the Oral Proficiency Interview is found. In another survey, Chastain ( 1975 ) correlated the trial tonss of French, German, and Spanish scholars with two anxiousness graduated tables. And Chastain besides found that the tonss of Gallic audio-lingual method pupils were negatively correlated with the trial anxiousness, while the tonss of traditional German and Spanish pupils were positively correlated with trial anxiousness. A figure of factors can take to the trial anxiousness, such as the negative experience that pupils one time have experienced before, less assurance to execute in the testing state of affa irss or being afraid of holding bad tonss on trials. All of these can develop prevenient anxiousness. Another factor which contributes to the trial anxiousness is deficiency of readying. Students will experience overwhelmed when their clip direction and survey wonts are really hapless, and deficiency of organisation. The scholars who follow a clear perusal program will experience more confident than those who are loath but forced to jam in L2 larning procedure. Suitable force per unit area for pupils who want to execute better in the trials is a good motive, but if it is excessively serious, the consequences are opposite. Thought in this facet, pupils should pay much attending on the negative effects of failure, instead than fix to be successful in the trials. 3.3.3 Fear of negative evaluated Watson A ; Friend defined it as â€Å" apprehensiveness about others ‘ ratings, turning away of appraising state of affairss, and the outlook that others would measure one negatively † ( Watson A ; Friend 1969 ) . The fright of negative rating is similar to prove anxiousness. The former is broader in range for trial anxiousness which is merely limited to the trial pickings state of affairss, but fright of negative rating may happen in any societal state of affairs. The fright of hapless public presentation and ridicule by equals is mistaking to one ‘s â€Å" linguistic communication self-importance † . The self-image of L2 scholars, particularly of students, is challenged because they have less control over the linguistic communication and do non experience like themselves when talking a L2. Horwitz and her associates concluded that LA is non merely the combination of communicating apprehensiveness, trial anxiousness and fright of negative rating, although they form the foundation of linguistic communication anxiousness surveies. LA should be regard as â€Å" a distinguishable composite of self-perceptions, beliefs, feelings, and behaviours related to classroom linguistic communication larning originating from the singularity of the linguistic communication larning procedure † ( Horwitz et al. , 1986, p.128 ) IV Methods and Measure of lessen students ‘ anxiousness This chapter will present the methods of the survey and discourse the steps of lessen students ‘ anxiousness in 2nd linguistic communication acquisition. 4.1 Methods This probes aim at larning the degree of students ‘ anxiousness so far, seeking and the doing factors of students ‘ anxiousness 1 ) Questionnaires The participants of the questionnaires are 21students from Kehuan English preparation school, whose ages are from 8 to 13. Two questionnaires were applied in this survey. Questionnaire 1 of Foreign Language Classroom Anxiety Scale of Primary School was designed by the writer to observe pupils ‘ linguistic communication anxiousness. Questionnaire 2 was used to calculate out that which schoolroom activities were popular among pupils, whereas, which activities made pupils nervous, and beginnings and factors arousing pupils ‘ anxiousness were to be found out every bit good. 2 ) Interviews The present survey uses pupil interviews to calculate out pupils ‘ English acquisition experiences and other beginnings arousing their dying reactions in and outside the schoolroom. The interviews start with the undermentioned inquiries: What hold your parents done about your English propensity? How do you experience in English category? Do you believe you have English larning anxiousness? Do you believe what grounds straight lead to your anxiousness? 4.2 Analysis the factors taking students ‘ anxiousness Harmonizing analysis the studies, it is easy to cognize that students ‘ LA is caused by the undermentioned four grounds: 1 the scholar ‘s ain failings such as deficiency of assurance ; 2 inordinate demands from parents on their kids, deficiency of communicating ; 3 instructors improperly steering. Failings from students ‘ characters Pupils deficiency of self- assurance easiness to be anxiousness in larning L2. Some students may of course timid that they do n’t cognize what to make or bury the most familiar cognition due to tenseness, even if they carefully fix in category to speech. Some conservative students who lack of adventuresome spirit fright of doing errors for being joked after category. In add-on, writer besides found that the students from hapless household or countryside have higher anxiousness. 4.2.2 Excessive demands from parents on their kids Parental unrealistic demands or missing communicating frequently affects students ‘ larning emotion which causes LA. Through single interviews, writer analysis the consequence of relationship between parents and students, and found that the parents with high instruction background wage attending to pass on with their kids, while the low instruction background 1s non merely have non adequate communicating, but evaluate their kid in a really signal certify: tonss foremost. They think that the pupils with first-class academic perforates are good kids ; the pupils with worse academic perforates are bad 1s. These wrong judgements overburden students L2 acquisition, which result in students have to hard work to derive a high mark. But the effect is non every bit good as parents ‘ outlook for the factors of intelligent, survey schemes, and larning capacity. Most of hapless household parents fiting with non high educational background make money by high- tenseness manual work. The disproportionate payment force they desperately desire their kids altering destiny through first-class larning mark in school. Although there are many outstanding pupils among them, the general students are common pupils who are sing LA, such as embarrassment, cryings, self-blame and even give up, in forepart of larning reverses. 4.2.3 Teachers improperly steering Teachers are one of chief indispensable educational scenes. In the procedure of L2 acquisition, the instructor is the most of import factor. Pupils ‘ LA is non merely about their ain psychological qualities, but besides about the direct or indirect relationship with their instructors. In learning procedure, instructors due to their quality or improperly utilizing educational methods or means impact on students ‘ larning psychological science which easy causes LA. Besides, some instructors with bad piques are frequently austere, who could make n’t digest any mistake of students, so that they prefer to penalize or utilize bodily penalty, which add students ‘ psychological load, advancing larning hostility, and hinder students ‘ roundly grow and school ‘ normal instruction. 4.3 Measures of lessen linguistic communication anxiousness 4.3.1 Measures to get the better of failings of students ‘ characters Get the better ofing students ‘ failings of characters chiefly focus on hiking their assurance of English and imitating their acquisition motive through promoting them that they can get the better of any trouble when they learning English. The instructors can utilize the undermentioned steps to advance students ‘ assurance: First, making a comfy, non-threatening environment to promote moderate risk-taking without aching pupils ‘ self-pride ; Second, to avoid rectifying errors made by pupils purely in the schoolroom ; Third, to utilize proper competition in the schoolroom ; Fourthly, to set frontward proper schoolroom ends and demands harmonizing to the different degrees of the pupils ; Fifthly, to give wagess in clip to pupils to cultivate self-esteem and cut down the anxiousness ensuing from fearing of negative rating ; Sixthly, to avoid inquiring the pupils for perfect public presentation in English schoolroom ; Seventhly, to assist pupils utilize active pedagogical deductions, for illustration, self-encouragement ; Eighthly, to avoid the activities that pupils think unhappy ; Ninthly, to avoid the activities which are in hit with larning purposes ; Tenthly, to avoid the activities which are above or beyo nd the pupils ‘ abilities ; Eleventh, to avoid the activities which are harmful to self-image and social-image ; Twelfth, to utilize acquisition in 2nd schoolroom to assurance and concerted self-pride ; Thirteenth, to promote the pupils to larn to esteem, understand and do friends with others While using the above suggestions, the pupils can cover with linguistic communication of self-esteem and negative rating efficaciously every bit possible as they can. Merely in this manner can the pupils enjoy larning English and accomplish success in English acquisition. 4.3.2 Measures to parents ‘ influence Parents should convey good influence on their kid, because they are students ‘ key grownups whose attitudes straight relate to students ‘ motive to L2 acquisition. 1 ) Puting up good parent- instructor partnerships Schools as the specific educational establishment have abundant educational cognition, while parents are non provided with these. Therefore, schools should heighten partnership with parents and promote rational theory: 1. Schools can present circular educational theory by school-newspapers. The school-newspaper edits instructors learning contemplation and jobs they one time meted and solved and students ‘ heartfelt want about larning. All of these are helpful to beef up the communicating between schools and parents. 2. Parents meeting should be convoked on a regular basis. In the meeting, parents should be allowed together with pedagogues to place concerns, analyze state of affairss, develop and implement programs, and measure end attainment. Problem work outing, information assemblage, and resource sharing are all heightened. The attitudes parents and pedagogues hold about each other set the phase for an atmosphere conducive for the formation of effectual relationships. School forces that attempt to set plans into topographic point in the absence of constructive attitudes and a healthy ambiance will probably see limited success 2 ) Establish positive household larning environment Family is the 2nd of import acquisition topographic point for students, in which parents ‘ words and actions and other environment factors affect students ‘ L2 acquisition, therefore set uping a positive household environment is indispensable: 1. Parents should promote their kids to demo what they have learnt in school and praise their first-class public presentation, which aims at heightening students ‘ L2 larning assurance and hiking their acquisition motive. 2. Parents should collaborate with instructors to supervise consequence of L2 larning in school and pressing students to complete prep and practising unwritten English. 4.3.3 Measures to instructors ‘ improper guiding The instructor should excite the pupils ‘ motive and involvement of English acquisition. Harmonizing to the pupils ‘ degree, instructors arrange different undertakings and set frontward different demands so that pupils are able to complete them to avoid increasing larning anxiousness, which can set up the pupils ‘ assurance in English acquisition. Teachers should hold rich cognition to do English category gratifying. Teachers should be patient to assist pupils get the better of anxiousness as a effect of failure experience. Teachers should hold higher professional quality aimed at offering comprehendible input in English category, doing it easy for the pupils to analyze English. Teachers should make a relaxing, active and stress-free acquisition ambiance in which pupils do n’t waver to talk English and dare return hazard in take parting in assorted learning activities. It is of import for pupils to acknowledge linguistic communication larning anxiousness. So it is instructors ‘ duties to do the pupils cognizant of larning anxiousness and take effectual steps to decrease larning anxiousness. Teachers should promote the pupils to take an active portion in linguistic communication pattern. The more pupils pattern English, the more assurance they have. Proper rating is an of import method for cut downing English acquisition anxiousness. Teachers should be wise in happening out the pupils ‘ good qualities so as to advance them to confront troubles. The instructors ‘ response to pupils ‘ public presentation should be neither a simple â€Å" right † or â€Å" incorrect † , nor a simple â€Å" Yes † or â€Å" No † . At the same clip, instructors must carefully make up one’s mind when, how frequently, and most significantly, how mistakes are corrected. Teachers should make a non-threatening acquisition environment for the pupils because it is critical for pupils to larn English. Merely w hen the pupils feel stress-free can they decrease larning anxiousness every bit possible as they can. Teachers should learn the pupils in conformity of their aptitude and esteem their single differences in the procedure of set uping learning undertakings. Teacher should be cognizant of their influence on pupils and do everything they can to cut down English larning anxiousness. Depending on the pupils ‘ demands and cultural background, the instructors can utilize any or all of the undermentioned suggestions for decreasing linguistic communication anxiousness by Rebecca L. Oxford ( 1999 ) . a‘ Help pupils understand that linguistic communication anxiousness episodes can be transeunt and do non necessarily develop into a permanent job ; a‘?Boost the self-esteem and assurance of pupils for whom linguistic communication anxiousness has already become a long-run trait by supplying multiple chances for schoolroom success in the linguistic communication ; a‘?Encoura ge moderate risk-taking and tolerance of ambiguity in a comfy, non-threatening environment ; a‘?Reduce the competition nowadays in the schoolroom ; a‘ ¤ Be really clear about schoolroom ends and aid pupils develop schemes to run into those V Conclusion This survey has investigated the difference of L2 larning anxiousness of primary school pupils from 2 Grade to 6 Grade, examined the relationship between LA and students ‘ L2 accomplishments and probed into the factors that could elicit students ‘ LA. The consequence of this research can be summarized as follows: In the first topographic point, this research shows that students ‘ LA is obvious, and the higher degrees of LA students have, the lower accomplishment they get. Second, the grounds that arouse students ‘ LA are assorted, hence lessen students ‘ 2nd linguistic communication larning anxiousness should be actualized from the facets of pupils, instructors and parents. Students should positively take portion into L2 category and courageously demo their accomplishments and inquire inquiries about L2 acquisition. Teachers should pay attending to pupils ‘ L2 larning psychological science, set up easy and happy instruction environment, and beef up the relationship with parents. As for parents, they should supply a good L2 acquisition environment, promote their kids to pattern L2 and give them great psychological comfortable and emotional support. Third, communicating apprehensiveness, English trials and fright of negative rating are some causes that provoke students ‘ linguistic communication acquisition anxiousness. As simple English instructors, we should maintain these differences between second-grade pupils and six-grade pupils in head, which would assist us to take preferred learning methods might student systems and closely supervise the schoolroom clime to place specific beginnings of pupil anxiousness for different class pupils. In order to cut down the anxiousness degree in the linguistic communication category, we suggest instructors speak more easy and reenforce the stuff to help comprehension and keeping, provide instructional stuff more relevant to pupils ‘ life or ends, and be cognizant of single acquisition manners. In add-on, instructors can utilize more whole-class activities, because probe consequences of this research indicate that non merely third-grade pupils but besides sixth-grade pupils like the whole-class activity. Furthermore, instructors do non overtly or harshly correct the mistake, but merely repeats the phrase in the proper grammatical or phonic signifier. Correct feedback is given, but errors are non emphasized in forepart of the others. It might besides be helpful if the instructor points out that errors are an built-in portion of the acquisition procedure and are non to be feared. How to cite The newly theory of educationalists, Essay examples

Solution Basic Probability

Question 1. Clearly distinguish in your own words among the features of the three approaches to probability. Under what circumstances would each type be more appropriate than the others? Answer 1. There are three approaches of probability which are given below: 1. Classical probability: In this probability, all elements are equally likely. We use this probability when all elements have equal chance of selection and there is no any weightage given to a particular element. This probability is defined as the number of elements in favour divided by total number of elements in the sample space.2. Relative frequency probability: In this probability, each element or class have a particular frequency or weightage, so probability for this element or class is taken as the frequency for this particular class or element divided by the total frequency. This probability used where the elements or classes have different frequencies.3. Subjective Probability: In this probability, the condition is that the sum of all probabilities for all events in the sample space should be one and probability should lies between 0 and 1 for each event. Question 2. A recent road safety study found that in 77% of all accidents the driver was wearing a seatbelt. Accident reports indicated that 92% of those drivers escaped serious injury (defined as hospitalisation or death), but only 63% of the non-belted drivers were so fortunate. What is the probability that a driver who was seriously injured was not wearing seatbelt? (Use the decision tree method to obtain your answer.) Answer 2. The decision tree with relative probabilities is given below: Probability tree diagram Driver with seatbelt (77%) Serious injury (8%) 0.77*0.08 = 0.0616 No serious injury (92%) 0.77*0.92 = 0.7084 Driver without seatbelt (23%) Serious injury (37%) 0.23*0.37 = 0.0851 No serious injury (63%) 0.23*0.63 = 0.1449 Total 1 Probability that a driver who was seriously injured was not wearing seatbelt = 0.0851 Question 3. The aptitude test scores of applicants to a university graduate program are normally distributed with mean 500 and standard deviation 60. If the university wishes to set the cut-off score for graduate admission so that only the top 10 percent of applicants qualify for admission, what is the required cut-off score? What percentage of applicants has test scores within two standard deviations of the mean? Answer 3. We are given mean = 500 and standard deviation = 60 We have to use the formula for cut-off score as given below: X = mean + z*standard deviation Now, we have to find the z value for top 10% applicants by using the normal table. That is, we have to find the z-critical value for lower 90% or probability 0.9 By using z-table or normal table, we have z = 1.28 Now, plug all values in the above formula and calculate the cut-off point X for top 10% applicants given as below: X = 500 + 1.28*60 = 576.8931 (approximately 577 ) Now, we have to find the percentage of applicants who has test scores within two standard deviations of the mean. First, we have to find the two standard deviation limits as below: Lower limit = 500 2*60 = 500 120 = 380 Upper limit = 500 + 2*60 = 500 + 120 = 620 Now, we have to find the area between the test scores 380 and 620. For finding this area, we have to use the z-score formula which is given as below: Z = ( X mean ) / standard deviation First we have to find the z score for x = 380 Z = ( 380 500) / 60 = -2 Now we have to find the z-score for x = 620 Z = ( 620 500) / 60 = 2 Now, we have to find P(-2Z2) = P(Z2) P(Z-2) We have to use z-table or normal table for finding the above probability. We have, P(Z2) = 0.97725 And P(Z-2) = 0.02275 P(-2Z2) = 0.97725 0.02275 = 0.9545 Required answer = 95.45% Question 4. For the following discuss whether a sample or a census would be preferable. Indicate any assumptions you make: An examination of dwellings in a large city to obtain information about the extent of present home insulation and the costs to bring substandard dwellings up to minimum insulation standards. Answer 4. In this case, sample or sampling method would be preferable over a census because in the large city, taking the data for all dwellings is very time consuming and it is also costly. So, by selecting some areas randomly and again selecting some dwellings randomly from selected areas will give us approximate estimate for this study. Question 5. Comment on the veracity of the following statements: a) The Central Limit Theorem is the cornerstone of statistical estimation. b) The overriding factor in determining sample size is the requirement for precision in estimates of population parameters. Answer 5 a) This statement is true because in statistical estimation, there are so many large size data sets for the purpose of estimation and central limit theorem helps us for providing approximate estimates. b) This statement is true, because approximation or margin of accuracy in determining the sample size is based on the precision. Question 6. Explain the difference between sampling error and non-sampling error. Briefly describe three types of non-sampling error. Answer 6. Sampling error is nothing but the error which arises during the data collection process during taking a sample from the given population. The non-sampling error is the error which is not occurred during the time of data collection process during the taking of sample from population. This error may be some bias observation or any other mistakes. Three types of non sampling error are given as below: Processing error: These types of error occurred during the preparation of final data processing. Estimation error: These types of error occurred during the estimation of parameters during the analysis. Respondent error: These type of error occurred if the respondent gives the incorrect information. Question 7. How large a sample is needed so that a 95% confidence interval for the mean number of years of attained education has a margin of error equal to one year? Answer 7. Here we have to use the formula for sample size which is given as below: n = (Z*SD/E)2 We are given, E = 1 And z for 95% confidence interval is given as 1.96 Required sample size = n = (1.96*SD/1)2 = 3.8416*SD2 Question 8. Excessive TV watching has been named as one factor, other than diet, for the increasing proportion of obese Australians. A recent survey asked respondents, On the average day, about how many hours do you personally watch television? The results of the survey are summarised below:a) What do the sample mean and standard deviation suggest about the likely shape of the population distribution? b) How was the standard error obtained? What does it mean? c) Interpret the 95% confidence interval? Answer 8. a) Here we are given a sample mean is 2.98 and sample standard deviation is 2.66, this means, according to the sample mean standard deviation is high. This indicates that the statistical data set values are farther away from the mean. This distribution indicates that the data values have wider curve shape. b) Standard error is obtained by using the following formula: Standard error = sample standard deviation / sqrt(n)Where n is the sample size. Standard error = 2.66 / sqrt(1324) = 0.0731 Standard error indicates that the how precise is the estimate for population parameter. c) We are given a 95% confidence interval as (2.8366, 3.1234), we can interpret this confidence interval as below: We are 95% confident that the population mean is lies between the two values 2.8366 and 3.1234 or we can also say that about there is 95% probability of finding the population mean within the two values 2.8366 and 3.1234.

The Relationship Between Spanish Flu and the Experience of the First World War Essay Example

The Relationship Between Spanish Flu and the Experience of the First World War Essay The First World War raged on for four savage and bloody years, claiming lives and destroying the futures of those left behind as survivors.   As the war entered what would be seen in retrospect as its final official year, 1918, another enemy far more elusive and harder to defeat than even the most organized army would emerge on the scene in the guise of the so-called ‘Spanish Flu’.   When this pandemic is examined and discussed in comparison and contrast to the experiences of WWI, a greater understanding of human, international and military history during this pivotal time emerges.   Therefore, in this paper, these topics will be presented and interwoven with the intention, upon completion of the research, of presenting not only a story of history, but also one of humanity. An Examination of ‘Spanish Flu’ When conducting research into the ‘Spanish Flu’ pandemic of 1918-1919, one literally finds thousands of sources of information about the clinical aspects of the illness, death tolls, and the like, but information regarding the true origin of this spreading of the influenza virus is typically a bit harder to find, but worth the search, for when the facts are presented, the reality of what has been falsely attributed to a Spanish origin can be seen to actually be anything but Spanish in retrospect. We will write a custom essay sample on The Relationship Between Spanish Flu and the Experience of the First World War specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Relationship Between Spanish Flu and the Experience of the First World War specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Relationship Between Spanish Flu and the Experience of the First World War specifically for you FOR ONLY $16.38 $13.9/page Hire Writer ‘Spanish Flu’, as was suggested earlier, does not exist; as a matter of fact, the strain of influenza that was given this name actually can be traced back to an American army camp in the spring of 1918; from that camp, the sickness was carried to France by Expeditionary Forces that were allied with the French in the fighting of the war (Phillips, et al).   If this information is in fact accurate, the question arises as to how/why the name ‘Spanish’ was attached to this flu at all.   The truth of the matter is in fact multi-faceted. Generally, the world attitude toward Spain in regard to WWI was not favorable, due to the fact that the nation chose not to take a side in the war, and perhaps even more importantly, did not offer any troops, financial support, or equipment to anyone involved in the war effort itself (Larson); therefore, the stage was set for a great deal of resentment toward Spain for what was perceived as a lack of involvement in the war effort.   Moreover, during the time of WWI, when so many other nations were on the brink of destruction and bankruptcy, Spain was in fact enjoying a fair level of financial prosperity.   Whether this was due to a lack of involvement in the war is still a point of debate, but a logical conclusion can be drawn that the economy and populous of Spain would have been worse off had the nation been engaged in WWI. As news of the safety and prosperity of the Spanish nation began to spread throughout the war-stricken parts of Europe, a great deal of people, seeking to escape the ravages of war and take advantage of economic opportunity, immigrated to Spain (Page).   Because of this massive influx of people, the cities of Spain soon became less than desirable in terms of crowded living conditions, sanitation, and the like- a breeding ground for disease.   Upon this stage, sources indicate that many French refugees came to Spain, and many of these individuals were carriers of the influenza that has been traced back to American soldiers; therefore, the flu ravaged Spain and was exported when people, who did not have familial or economic ties to Spain, came and went with regularity.   In this sense, the biggest export from Spain at the time was in fact the flu, but it was not due to any action or inaction on the part of the Spanish people, government, or medical system.   The reality is that this flu could actually be more accurately called the ‘American Flu† if the criterion for naming it is the nation/nationality that originated the sickness in the first place. The Spanish press of the day can also be seen to have played a role in the creation of the term ‘Spanish Flu’.   Once the illness had begun to heavily affect those living in Spain, whether they were citizens, of Spanish descent or not, the national newspapers carried extensive accounts of the experiences of those afflicted, death tolls, and other associated news items (Phillips, et al).   The reality is that whatever the intention of Spanish reporters sensationalistic or not, the net effect was to give Spain an unfair burden of guilt as the â€Å"creators† of the influenza epidemic which began in 1918. The Experience of the First World War The experience of   WWI was more complex than one may imagine, even from its beginning, and once again, research reveals that much lurks beneath the surface of the traditional version of how the war started and progressed.   There was more to the onset of the war then the event of an Austrian prince being   murdered in Serbia, as is what most people consider to be the cause of World War I.   Ã‚  Furthermore, the effects of the war were not just concentrated to a post-war era lasting for a generation of Westerners.   Rather, it was the breaking point for Austria in its dealings with Serbia. The truth of the matter is that several factors played a role in the outbreak of the war.   WWI truly was the result of building aggressions among the countries of Europe which was backed by the rise of nationalism. To add to the disastrous pot, there was also imperial competition along with the fear of war prompting military alliances and arms  Ã‚  race.   All of these increased the escalating tensions that lead to the outbreak of WWI (Higham, et al). Another experience to come out of WWI was the first of what would become many â€Å"arms races†. With the hostile divisions of the nations of Europe   there came the expansion of armies and navies. Furthermore, the great powers came to copy Germany’s military   organization and efficiency, which called for universal registration for military duty, large reserves and detailed planning (Coetzee, et al). Efforts were made for universal disarmament, but the escalation of weapons continued unrestricted, much like a case of history repeating itself, when looked upon from the perspective of the arms races of today. The extreme popularity of the development of more and more weapons during the WWI era also served as a catalyst for another occurrence which even today is viewed as barbaric and unacceptable in virtually all war situations- chemical weapons and warfare.   Much like the more aptly named ‘American Flu’ used a naturally occurring situation to claim millions of lives, the scientists of the WWI era began to harness the power of chemical reactions to create weapons such as Mustard Gas, which would, without distinction between soldiers and civilians, literally poison men, women, and children en masse.   In fact, there is also evidence to suggest that these chemical weapons were not originated by crazed military geniuses, but rather were based upon the discoveries and studies conducted by some of the most brilliant minds of chemistry, found in the universities of the world (Russell).   In an ironic twist, chemicals originally formulated as pesticides, ostensibly to improve the lives of individuals, were adapted for the purposes of war and killing people by the thousands, indiscriminately (Russell). The experience of WWI also set the stage for some of the worst events that would befall human history in the decades to come.   In 1929 the American stock market came to a   crashing halt.   With the financial crisis also came a decrease of production, and naturally this lead to widespread unemployment. The era of the Great Depression was also the era of the rise of political dictatorship throughout Europe. These dictatorships involved a new form of tyranny and were most evident in the rise of Nazi Germany and particularly, Adolf Hitler. It is believed by many that Hitler would never have came to power if it had not been for the sounding defeat and humiliation of Germany as the result of WWI and its immediate aftermath (Luckhurst). Interrelationship Between The Elements Looking at the relationship between the experiences of what is commonly called ‘Spanish Flu’ and World War I, there are both concrete and abstract relationships between the two that emerge, and can be identified and discussed. First, the concrete associations between these elements virtually jump out at even the most casual researcher, and the parallels manifest themselves: both elements grew with tremendous ferocity to claim millions of lives, and leave behind nothing but misery and sadness for the survivors, most of whom spent the rest of their lives trying to understand exactly what happened, why it happened, and what can be done to prevent such a horrible tragedy from ever showing itself again.   Both elements, once they reached full speed so to speak, were unstoppable, and had to quite literally â€Å"run their course† before they subsided (Coetzee).   Moreover, both of these provided hollow victories, for both war and disease would emerge time and time again, and do so even in the 21st century.   Likewise, war and disease evolved for the worse during the time of WWI, and no one was able to find a way to complete erase either from the face of the earth. More abstract relationships between the two can also be seen; perhaps one of the most interesting common threads can be seen in the role of the media in both events.   In the case of the influenza outbreak, evidence presented earlier in this paper showed that the frenzy that was generated by the media led to the misnaming of the so-called ‘Spanish Flu’, and no amount of attempts to correct the error, after being placed in the minds of the people by the media of the day, could reach any level of effectiveness.   Also, those who carried the flu, as was also discussed earlier, were likely attracted to Spain in the first place by the media accounts of safety, freedom and economic prosperity in Spain, while the majority of the rest of the world was in the grips of a war that had the potential to destroy everyone and everything.   Therefore, it would not be too much of a leap to say that the media carried the influenza epidemic as much as the human body did. From an abstract viewpoint, the overall idea of frailty of human life is also critically important.   In an old adage, whose originator is lost to obscurity, it was once said that â€Å"man plans- God laughs†, meaning that for all that we think we control in the human condition, essentially, we in reality control very little.   Keeping this in mind, whether one is talking about a chemical weapon, human illness, or the natural tendency of man to conflict with other men in a pursuit of power and control of the physical world, there are some elements which are uncontrollable, no matter what one may attempt to manipulate.  Ã‚   As much as the human race may kid itself, and lull into a false sense of security by thinking that everything is in control and that the future can be at its brightest, the reality is that nothing is for certain.   Disease and war, as presented in this paper, are prime examples of this. Conclusion This paper has shown the concrete and abstract associations between war and disease, as well as the complexities of the human condition.   In closing, perhaps the best information that can be drawn from the research is that the human race, as has been said time and time again, must either learn from history or be condemned to repeat it.   Perhaps, finally, no wiser words have ever been said. The Relationship Between Spanish Flu and the Experience of the First World War Essay Example The Relationship Between Spanish Flu and the Experience of the First World War Essay The First World War raged on for four savage and bloody years, claiming lives and destroying the futures of those left behind as survivors.   As the war entered what would be seen in retrospect as its final official year, 1918, another enemy far more elusive and harder to defeat than even the most organized army would emerge on the scene in the guise of the so-called ‘Spanish Flu’.   When this pandemic is examined and discussed in comparison and contrast to the experiences of WWI, a greater understanding of human, international and military history during this pivotal time emerges.   Therefore, in this paper, these topics will be presented and interwoven with the intention, upon completion of the research, of presenting not only a story of history, but also one of humanity. An Examination of ‘Spanish Flu’ When conducting research into the ‘Spanish Flu’ pandemic of 1918-1919, one literally finds thousands of sources of information about the clinical aspects of the illness, death tolls, and the like, but information regarding the true origin of this spreading of the influenza virus is typically a bit harder to find, but worth the search, for when the facts are presented, the reality of what has been falsely attributed to a Spanish origin can be seen to actually be anything but Spanish in retrospect. We will write a custom essay sample on The Relationship Between Spanish Flu and the Experience of the First World War specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Relationship Between Spanish Flu and the Experience of the First World War specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Relationship Between Spanish Flu and the Experience of the First World War specifically for you FOR ONLY $16.38 $13.9/page Hire Writer ‘Spanish Flu’, as was suggested earlier, does not exist; as a matter of fact, the strain of influenza that was given this name actually can be traced back to an American army camp in the spring of 1918; from that camp, the sickness was carried to France by Expeditionary Forces that were allied with the French in the fighting of the war (Phillips, et al).   If this information is in fact accurate, the question arises as to how/why the name ‘Spanish’ was attached to this flu at all.   The truth of the matter is in fact multi-faceted. Generally, the world attitude toward Spain in regard to WWI was not favorable, due to the fact that the nation chose not to take a side in the war, and perhaps even more importantly, did not offer any troops, financial support, or equipment to anyone involved in the war effort itself (Larson); therefore, the stage was set for a great deal of resentment toward Spain for what was perceived as a lack of involvement in the war effort.   Moreover, during the time of WWI, when so many other nations were on the brink of destruction and bankruptcy, Spain was in fact enjoying a fair level of financial prosperity.   Whether this was due to a lack of involvement in the war is still a point of debate, but a logical conclusion can be drawn that the economy and populous of Spain would have been worse off had the nation been engaged in WWI. As news of the safety and prosperity of the Spanish nation began to spread throughout the war-stricken parts of Europe, a great deal of people, seeking to escape the ravages of war and take advantage of economic opportunity, immigrated to Spain (Page).   Because of this massive influx of people, the cities of Spain soon became less than desirable in terms of crowded living conditions, sanitation, and the like- a breeding ground for disease.   Upon this stage, sources indicate that many French refugees came to Spain, and many of these individuals were carriers of the influenza that has been traced back to American soldiers; therefore, the flu ravaged Spain and was exported when people, who did not have familial or economic ties to Spain, came and went with regularity.   In this sense, the biggest export from Spain at the time was in fact the flu, but it was not due to any action or inaction on the part of the Spanish people, government, or medical system.   The reality is that this flu could actually be more accurately called the ‘American Flu† if the criterion for naming it is the nation/nationality that originated the sickness in the first place. The Spanish press of the day can also be seen to have played a role in the creation of the term ‘Spanish Flu’.   Once the illness had begun to heavily affect those living in Spain, whether they were citizens, of Spanish descent or not, the national newspapers carried extensive accounts of the experiences of those afflicted, death tolls, and other associated news items (Phillips, et al).   The reality is that whatever the intention of Spanish reporters sensationalistic or not, the net effect was to give Spain an unfair burden of guilt as the â€Å"creators† of the influenza epidemic which began in 1918. The Experience of the First World War The experience of   WWI was more complex than one may imagine, even from its beginning, and once again, research reveals that much lurks beneath the surface of the traditional version of how the war started and progressed.   There was more to the onset of the war then the event of an Austrian prince being   murdered in Serbia, as is what most people consider to be the cause of World War I.   Ã‚  Furthermore, the effects of the war were not just concentrated to a post-war era lasting for a generation of Westerners.   Rather, it was the breaking point for Austria in its dealings with Serbia. The truth of the matter is that several factors played a role in the outbreak of the war.   WWI truly was the result of building aggressions among the countries of Europe which was backed by the rise of nationalism. To add to the disastrous pot, there was also imperial competition along with the fear of war prompting military alliances and arms  Ã‚  race.   All of these increased the escalating tensions that lead to the outbreak of WWI (Higham, et al). Another experience to come out of WWI was the first of what would become many â€Å"arms races†. With the hostile divisions of the nations of Europe   there came the expansion of armies and navies. Furthermore, the great powers came to copy Germany’s military   organization and efficiency, which called for universal registration for military duty, large reserves and detailed planning (Coetzee, et al). Efforts were made for universal disarmament, but the escalation of weapons continued unrestricted, much like a case of history repeating itself, when looked upon from the perspective of the arms races of today. The extreme popularity of the development of more and more weapons during the WWI era also served as a catalyst for another occurrence which even today is viewed as barbaric and unacceptable in virtually all war situations- chemical weapons and warfare.   Much like the more aptly named ‘American Flu’ used a naturally occurring situation to claim millions of lives, the scientists of the WWI era began to harness the power of chemical reactions to create weapons such as Mustard Gas, which would, without distinction between soldiers and civilians, literally poison men, women, and children en masse.   In fact, there is also evidence to suggest that these chemical weapons were not originated by crazed military geniuses, but rather were based upon the discoveries and studies conducted by some of the most brilliant minds of chemistry, found in the universities of the world (Russell).   In an ironic twist, chemicals originally formulated as pesticides, ostensibly to improve the lives of individuals, were adapted for the purposes of war and killing people by the thousands, indiscriminately (Russell). The experience of WWI also set the stage for some of the worst events that would befall human history in the decades to come.   In 1929 the American stock market came to a   crashing halt.   With the financial crisis also came a decrease of production, and naturally this lead to widespread unemployment. The era of the Great Depression was also the era of the rise of political dictatorship throughout Europe. These dictatorships involved a new form of tyranny and were most evident in the rise of Nazi Germany and particularly, Adolf Hitler. It is believed by many that Hitler would never have came to power if it had not been for the sounding defeat and humiliation of Germany as the result of WWI and its immediate aftermath (Luckhurst). Interrelationship Between The Elements Looking at the relationship between the experiences of what is commonly called ‘Spanish Flu’ and World War I, there are both concrete and abstract relationships between the two that emerge, and can be identified and discussed. First, the concrete associations between these elements virtually jump out at even the most casual researcher, and the parallels manifest themselves: both elements grew with tremendous ferocity to claim millions of lives, and leave behind nothing but misery and sadness for the survivors, most of whom spent the rest of their lives trying to understand exactly what happened, why it happened, and what can be done to prevent such a horrible tragedy from ever showing itself again.   Both elements, once they reached full speed so to speak, were unstoppable, and had to quite literally â€Å"run their course† before they subsided (Coetzee).   Moreover, both of these provided hollow victories, for both war and disease would emerge time and time again, and do so even in the 21st century.   Likewise, war and disease evolved for the worse during the time of WWI, and no one was able to find a way to complete erase either from the face of the earth. More abstract relationships between the two can also be seen; perhaps one of the most interesting common threads can be seen in the role of the media in both events.   In the case of the influenza outbreak, evidence presented earlier in this paper showed that the frenzy that was generated by the media led to the misnaming of the so-called ‘Spanish Flu’, and no amount of attempts to correct the error, after being placed in the minds of the people by the media of the day, could reach any level of effectiveness.   Also, those who carried the flu, as was also discussed earlier, were likely attracted to Spain in the first place by the media accounts of safety, freedom and economic prosperity in Spain, while the majority of the rest of the world was in the grips of a war that had the potential to destroy everyone and everything.   Therefore, it would not be too much of a leap to say that the media carried the influenza epidemic as much as the human body did. From an abstract viewpoint, the overall idea of frailty of human life is also critically important.   In an old adage, whose originator is lost to obscurity, it was once said that â€Å"man plans- God laughs†, meaning that for all that we think we control in the human condition, essentially, we in reality control very little.   Keeping this in mind, whether one is talking about a chemical weapon, human illness, or the natural tendency of man to conflict with other men in a pursuit of power and control of the physical world, there are some elements which are uncontrollable, no matter what one may attempt to manipulate.  Ã‚   As much as the human race may kid itself, and lull into a false sense of security by thinking that everything is in control and that the future can be at its brightest, the reality is that nothing is for certain.   Disease and war, as presented in this paper, are prime examples of this. Conclusion This paper has shown the concrete and abstract associations between war and disease, as well as the complexities of the human condition.   In closing, perhaps the best information that can be drawn from the research is that the human race, as has been said time and time again, must either learn from history or be condemned to repeat it.   Perhaps, finally, no wiser words have ever been said.

Robinson Crusoe essays

Robinson Crusoe essays Books about voyages and new discoveries were exceedingly popular in the first quarter of the 18-th century and many stories of this kind had been written but while Defoe was busy with politics he did not think of also trying his hand at it. However a story that appeared in one of the Steeles magazines, The Englishmen, attracted his attention. It was about Alexander Selkirk, a Scotch sailor. He had left England for a voyage to the Southern Seas in 1704. The ship was not seaworthy, and Selkirk who had quarreled with his captain insisted on going ashore. He was put ashore on a desert island where he lived quite alone for 4 years and 4 months. In 1709 he was picked up by a passing vessel. Steel had heard the story from the captain of the ship that had brought Selkirk home. Selkirks story of the island of Juan Ferdinance interested Defoe so much that he decided to use the story for a book. His hero, Robinson Crusoe, however, spent 26 years on a desert island. The novel is a praise to human labour and the triumph of man over nature. Labour and fortitude help Robinson to endure hardships. They save him from despair. The very process of hard work gives him satisfaction. Defoe was a great master of realistic detail. When reading his minute description of Crusoes life and work, one fells that the person who wrote it must have lived through all the adventures himself, because they are so well described, even though most of them are rather improbable. Defoes sense of contact with the reader is felt in the clarity of his style. The charm of the novel lies in Robinson as a person. Defoe shows the development of his hero. T the beginning of the story we see an unexperienced youth, a rather frivolous boy, who then becomes a strong willed man, able to withstand all the calamities of his unusual destiny. Alone and defenseless Crusoe tried to be reasonable in order to master his despondency (loss of hope and...

Overview of Cnidarians

Overview of Cnidarians A cnidarian is an  invertebrate  in the Phylum Cnidaria. This phylum includes  corals, sea anemones, sea jellies (jellyfish), sea pens, and hydras. Pronunciation: Nid-air-ee-an Also Known As: Coelenterate, Coelenterata Characteristics of Cnidarians Cnidarians  exhibit radial symmetry, which means their body parts are arranged symmetrically around a central axis. So, if you drew a line from any point at the edge of a cnidarian through the center and to the other side, youd have two roughly equal halves. Cnidarians also have tentacles. These tentacles have  stinging structures called cnidocytes, which bear  nematocysts.  Cnidarians got their name from these stinging structures.  The word cnidarian comes from the Greek word  knide  (nettle).   The presence of nematocysts is a key feature of cnidarians. Cnidarians can use their tentacles for defense or for capturing prey.   Although they can sting, not all cnidarians pose a threat to humans. Some, like the box jellyfish, have very potent toxins in their tentacles, but others, like moon jellies, have toxins that dont have enough power to sting us. Cnidarians have two body layers called the epidermis and gastrodermis. Sandwiched in between is a jelly-like substance called  mesoglea. Examples of Cnidarians   As a large group comprised of thousands of species, cnidarians can be pretty diverse in their form. Overall, though, they have two main body plans: polypoid, in which the mouth faces up (e.g., anemones) and medusoid, in which the mouth faces down (e.g., jellyfish). Cnidarians may go through stages in their life cycle in which they experience each of these body plans. There are several major groups of cnidarians: Anthozoa:  sea anemones, sea pens, and corals. These animals have a  polypoid body plan and attach to a substrate, such as other animals, rocks or algae.Hydrozoa:  hydrozoans, also known as hydromedusae or hydroids. These organisms alternate between polyp and medusa stages and are usually colonial organisms. Siphonophores, which include Portuguese man-of-war and by-the-wind sailors, are examples of animals in the Class Hydrozoa. Most cnidarians are marine organisms, but there are some hydrozoan species that live in fresh water.Scyphozoa or Scyphomedusae:  true jellyfish  are in the Class Scyphozoa. These animals are known for their bell shape with dangling oral arms. Some jellyfish have tentacles also. The lions mane jellyfish is the largest species, with tentacles that may stretch more than 100 feet.Cubozoa:  box jellyfish. These animals have a cube-shaped bell, with tentacles dangling from each corner. The sea wasp, a type of box jellyfish, is said to be the most venomo us marine animal.Staurozoa: stalked jellyfish or Stauromedusae.  These strange-looking, trumpet-shaped animals arent free-swimming like regular jellyfish.  Instead, they attach to rocks or seaweed and are typically found in cold water. Myxozoa:  Ã‚  parasitic microorganisms that evolved from jellyfish  There has been debate over the years over where these animals should be classified - the latest research places them in the Cnidaria phylum, and an important piece of evidence is that these creatures have nematocysts.  Myxozoa species can affect fish, worms, amphibians, reptiles, and even mammals. One economic impact is that they can affect farmed fish such as salmon. Smallest and Largest Cnidarians The smallest cnidarian is a hydra with the scientific name  Psammohydra nanna. This animal is less than half a millimeter in size.   The largest non-colonial cnidarian is the lions mane jellyfish. As mentioned above, the tentacles are thought to stretch more than 100 feet. The bell of this jellyfish can be over 8 feet across. Of colonial cnidarians, the longest is the giant siphonophore, which can grow to over 130 feet. Sources de Lazaro, E. 2015. Myxozoans: Widespread Parasites Are Actually Micro Jellyfish. Sci-News.com. Accessed February 27, 2016.Ocean Portal. Jellyfish and Comb Jellies. Accessed February 27, 2016.  Sadava, D.E., Hillis, D.M., Heller, H.C. and M. Berenbaum. 2009. Life: The Science of Biology, Volume 2. Macmillan.University of California Museum of Paleontology. Introduction to the Hydrozoa. Accessed February 27, 2016.WoRMS. 2015. Myxozoa. Accessed through: World Register of Marine Species. February 27, 2016.

Equalization in Canada verses Equalization in Australia Essay

Equalization in Canada verses Equalization in Australia - Essay Example Equalization is one of four major federal transfer programs. The others are the Canada Health Transfer, the Canada Social Transfer, and the Territorial Formula Financing (the main source of revenue for territorial governments). Equalization is the federal government's main device for reducing fiscal inequalities between the 'have and have-not' provinces (Mapleleafweb). The grant to receive equalization funding is calculated by a formula assessing each province's revenue raising ability against a five-province standard. Presently eight Canadian provinces receive equalization: Quebec, Nova Scotia, Newfoundland, British Columbia, Prince Edward Island, Manitoba, New Brunswick, and Saskatchewan. This program is the Canadian government's most important initiative for reducing fiscal discrepancies between provinces (Equalization Program). Equalization payments allow less prosperous provincial governments to offer their residents public services such as hospital fees, electricity, water and other basics that are comparable to those in other provinces and at similar taxation levels. Each province receives unconditional equalization payments. ... For 2005-06 eight provinces are expected to qualify for $10.9 billion in equalization entitlements. The provincial governments may spend the equalization money they receive in any way they desire, unlike conditional transfer payments such as the Canada Health and Social Transfer. The equalization payments guarantee equal levels of health care, education, and welfare in all the provinces. Equalization payments do not involve payment transfers from wealthy provinces to poorer provinces. Instead the federal treasury provides the funds for these payments. In other words, for example, a wealthy citizen from a poorer province like New Brunswick, pays more into equalization than a poorer citizen in wealthy province like Ontario. Since Ontario has a bigger population and wealth, the citizens of Ontario as a whole pay more federal taxes and therefore their total contribution in equalization payments is greater than that of New Brunswick. Equalization payments also aid by encouraging national unity. Quebec, the most populous of the poorer provinces, is the largest single beneficiary of the payments. 70% of the 10 million Canadians of the poorer provinces reside in Quebec when British Columbia and Saskatchewan are removed. The history of Equalization dates back to Confederation and the Constitution Act of 1867. Two basic principles that Canada's founding fathers based the separation of legislative powers: 1) The central government must retain much of its revenue generating power for the purpose of building railroads 2) 'Coordinate federalism' in which provincial governments act independently and autonomously within predefined powers and must be the basis for the division of powers between provinces and the central government. The great

Ethics in Strategic Management Essay Example | Topics and Well Written Essays - 1500 words

Ethics in Strategic Management - Essay Example Contemporary development in services dealing with finance has prompted stakeholders to question corporations’ moral obligation. These obligations together with business ethics provide important and integral part in the process of strategic management. Early management proponents showed the needs of CEOs to be morally responsible (Barnand, 1938). Executives should be ethical to their customers. Organizations endure the ethical breadth via which their governing is based. Moral responsibility is attached to executives to the people they serve. Likewise, they are responsible for the inspiration via leadership and creation of trust through understanding and common purpose. Those who pioneered strategic thinking advocated for ethics in decision making. Corporate strategy is defined as an organizational process that cannot be separated from behavior, culture and structure of a firm. This provides enterprise strategy basis by definition of context in which those firms operate in both economic and human terms. In the last ten years, there has been the development of ethics and strategic management. Strategic management originated recently and has been accepted in planning and business policy fields. Nevertheless, ethics is a different field that is still evolving, and up to date it has not troubled strategic management academics. Stakeholder's interests have internal worth despite it advancing shareholders interest. From this point of view, an organization’s success should not be viewed as an end but also as a means for advancing stakeholders interest. Ethical analysis is the only way for resolving conflicts in goals and values; it is important in strategic management.... In the 1970s, the technique of strategizing thrived in business schools. Corporate strategy if defined as decisions pattern of a company that reveals and determine its goals, objective or purposes, produces policies and make plans on achievement of the objectives, and defines type of business a company is likely to pursue. While there are similarities between ethics and strategy, there are misunderstandings between the two. Recent thinking in management developments have converged the two. The notion on ethics and strategy are distinct, and separate fields do not hold of recent. Unless it acknowledged that the two should be closely integrated, more problems might be experienced and failures in business. Ethical issues Moral and Morality Problems Morality deals with beliefs, values and norms embedded in a process which define wrong and right for a particular society. The manager is characterized as a moral individual in accordance to the traits. With the moral values, a manager should convey ethical messages, which others can notice. Problems related to morality are associated to harm caused by others. Harming others do not bring any good but prevention of it promotes good. It can be debated that moral issues related to strategic management are complicated because harms caused to other individuals are predictably related to benefits of others. For instance, transformation of an economy to an economy of low wage harms workers who have been displaced but benefits the newly recruited employees and existing stakeholders. Ethical Analysis The policy behind the analysis of ethics can be linked to point of view which claims that principles of ethics are not measures of subjection which vary with economic and cultural conditions. In the real sense, they are first

Attachment Theory Essay Example for Free

Attachment Theory Essay Hunting and Fishing has been a part of the past and present of America. It plays a vital role in the history. Even in the society today, hunting and fishing contributes a lot in the society. Centuries ago, hunting and fishing are means of survival for the ancient people. But as years pass development began, and the traditional ways of surviving has also developed. The number of hunting and fishing had also decreased. People using hunting and fishing for survival become lesser because of agricultural and industrial development. The purpose of hunting and fishing was also changed, as a survival means to sports. Hunting and fishing was said to be a significant activity in the history and to the society of today. But how does hunting and fishing began? And how it evolved from survival means to a popular sport? Hunting was a way of killing wild animals to obtain something, during the ancient times a person hunts to obtain food, clothing and shelter. It was a necessity during those times; hunting was the primary source of the basic needs of the people. A person hunts to be able to provide the family food, fur and leather for clothing, and hide for shelter. Those times having a good source of the group’s needs makes a strong foundation, it helps a tribe or a group survive. Through the centuries development had occurred and also changed the ways of people, one of these ways is hunting. Hunting gradually lost its purpose as the primary source of food due to agricultural development and manufacturing. But because of the challenge and excitement it offers, people enjoyed hunting and considered it as a past time which later become a sport. Egyptians, Greeks and Romans considered hunting as a sport. For the Greeks, hunting develops a healthy body and well-being. It is not only now that hunting has regulating law, during the 13th century Kublai Khan, a Mongol emperor restrained his subjects from hunting. As well as the Feudal Lords during the 5th-15th century, they restricted the noble people from hunting (it was a popular past time for the nobles). But during the 14th century, the traditional method of hunting was changed when the gunpowder was invented. Instead of using trap, snare, bow and arrow, hunters began to use rifles and shotguns. Rifles and shotguns was easier to use, and has longer range. Though modern methods of hunting was introduced, some hunters still prefer the original weapons used in hunting for the reason that it was more challenging than the modern method. Hunting then became a very popular sport, too popular that it became widely known. But as its popularity arises, the hunted animals became fewer. In 19th century, some of the hunted animals became endangered species. The government to cope with the decreasing number of wildlife regulated the game of hunting. In some state hunting was not allowed anymore, but in some state limitations are set. People are allowed to hunt but during the hunting season only, and there is only a limited amount of animal that can be killed per hunter. Due to the restrictions imposed the number of â€Å"game animals† and endangered species were increased. But this also became a problem; the wild animals became over populated and have to allow hunting again to regulate the amount of the animals. Since then hunting became legal and became a very popular sport. Hunting was considered a recreational activity and increased the tourism of the country. Fishing on the other is the same as hunting; it was known as a source of food. Ancient people use pieces of bones as hooks and the vines as line. The Egyptians, Greeks and Romans are the civilization that already uses fishing during those times. An Egyptian writer even wrote some tips on how to fish. In the 2nd and 3rd century a Macedonian wrote about the use of artificial flies to lure fish. In the 15th century â€Å"sport fishing† was introduced. It was not only become popular in America but also in Europe. When it was introduced as a â€Å"sport fishing†, there was already a written book about how to use a fishing rod, how to tie knots in fishing lines and using artificial lures and flies. Many people become very interested in fishing, and these written books made fishing more popular. The â€Å"sport fishing† was not a popular sport only for men but also for women. The participation of women in the â€Å"sport fishing† increased the people’s interest in it. Some organizations are even built to protect the fish habitats. Just like hunting, fishing also undergone the same evolution the hunting had gone to. Through Fishing the tourism and business of the country was increased. Both hunting and fishing was already a necessity in ancient times, people gained many benefits through these methods. It even becomes a tool for survival. Until now, even though hunting and fishing were already considered as a sport or recreational activity the society still gains many benefits from it. Hunting and fishing helps the government in protecting and conserving the wildlife habitat of the country. Because of the popularity of these two sports, the government managed to gain funds to maintain the wildlife reserve. Through the system imposed, taxes are imposed on the manufacturer of weapons used on these methods and on the fuels. There also hunting and fishing fees, these system helps in regulating the wildlife habitat of the country. It even attracted hunters and fishers to create a private group to protect the fishing and wildlife habitat. Because of the protection and conservation, the country managed to maintain an abundant wildlife habitat and increased the tourism of the country. Whether in past or present, hunting and fishing had really played a vital role in the society. In continues to help the country, first for survival and then became for tourism. Hunting and fishing became a part of the culture of the America. These two sports not only provide pleasure and enjoyment, but also protection to the wildlife habitat. Maintaining these two sports was really a great help, not only for the sake of an individual but for the whole society. Sources: The Legally Structured Role of Hunting and Fishing in the US and Abroad. Available at: www. huntingreport. com. Hunting. Available at: www. encarta. msn. com. â€Å"History of Fishing†. Available at: www. activeangler. com.