The Rodeo Song Essays - Bullfighting, Rodeo,

The Rodeo Song THE RODEO SONG Well it's 40 below and I don't give a *censored*, got a heater in my truck and I'm off to the Rodeo, Well it's an alaman right and an alaman left, come on ya *censored*in' dummy get your right step right, get off the stage ya God damn goof ya know, you piss me off, you *censored*in' jerk, ya get on my nerves. Here comes Johnny with his pecker in his hand, he's a one ball man and he's off to the Rodeo, Well it's an alaman right and an alaman left, come on ya *censored*in' dummy get your right step right, get off the stage ya God damn goof ya know, you piss me off, you *censored*in' jerk, ya get on my nerves Well it's 40 below and I don't have a truck and I don't give a *censored* 'cause I'm off to the Rodeo, Well it's an alaman right and an alaman left, come on ya *censored*in' dummy get your right step right, get off the stage ya God damn goof ya know, you piss me off, you *censored*in' jerk, ya get on my nerves. Here comes Johnny with his pecker in his hand, he's a one ball man and he's off to the Rodeo, Well it's an alaman right and an alaman left, come on ya *censored*in' dummy get your right step right, get off the stage ya God damn goof ya know, you piss me off, you *censored*in' jerk, ya get on my nerves Music Essays

Demonstrative Communication Essay Example

Demonstrative Communication Essay Example Demonstrative Communication Paper Demonstrative Communication Paper Demonstrative Communication Lauretta Smith BCOM/275 August 22, 2011 David Walker Most of us have heard sayings like â€Å"Say what you mean and mean what you say† or â€Å"Actions speak louder than words†. Adhering to these statements is more difficult than one may imagine. Communication is the exchange of ideas, messages, information, writing, spoken words, and behaviors. Communication can be exchanged in a number of ways. It can be verbal, nonverbal, written, and unwritten. In this essay, I am going to discuss demonstrative communication and its impact on the message intended by the sender and receiver. Demonstrative communication can be described as a process of delivering and receiving verbal and nonverbal as well as written and unwritten messages. Verbal and written messages are reinforced with demonstrative communication. The expression of â€Å"Dress for Success† can be interpreted many different ways depending on the sender and receiver. For example, a young man arrives to an interview dressed in a suit and tie. He has a tattoos slightly peeking out of the collar of his shirt and a small nose ring. The receiver who is part of the Baby Boomers Generation immediately assumes that this young man is defiant and lazy. Therefore, the young man does not get the job. The facts are this young man is an entrepreneur. He owns a lucrative computer software company, however wanted to venture out to do something different. In communication what a person does not verbalize is just as important as what is verbalized. Demonstrative communication is an integral part of communication. Nonverbal communication is an imperative form of communication. According to Cheesebro, O’Connor, and Rios (2010), current estimates put the nonverbal messages at about 2/3 of all the messages that are delivered. Facial expressions, gestures, body language, eye contact, and tone of voice are all examples of the unspoken conversation. For example, my son comes to tell me the exciting news that his team just won the championship and he scored the winning basket. As he is speaking, I am reading a text message from my other son and providing very little eye contact. My son decodes this nonverbal message as â€Å"She really does not care. † Therefore although I say to him â€Å"Congratulations, I am so happy for you†, my message is not believable. Working at Verizon Communications, it was crucial that our nonverbal communication was aligned with our verbal communication. Dealing with customers over the telephone was challenging because although we were not visible to the customers our facial expressions, body language, background noises, and tone of voice could be incorrectly decoded. For example, the office is recognizing its top performers so there is music and cheering in the background. A customer calls to set up new phone service in his new home. The consultant is listening and responding to the customer. She states â€Å"That’s exciting†. The customer decodes the message as the consultant is being attentive and empathetic to his needs because he detects a smile in her voice. The customer does not know about the activities going on in the office. Although this type of communication can be positive, it can also have negative implications as well. The way we look, listen, and interact tell the sender of the message whether or not the receiver is truly listening and engaged. These nonverbal behaviors can either enhance or diminish relationships. The sender and the receiver can effectively utilized unspoken gestures to impact their messages. Unwritten communication is yet another dimension of demonstrative communication. The context, grammar, placement of words, and symbols used can all impact the written message. For example, Kim sends an email to Katherine relaying a message that Mr. Smith left to place an order to change his long distance package. The email is in caps. The email states â€Å"YOU NEED TO CALL THIS CUSTOMER AT 715-555-3444 REGARDING HIS LONG DISTANCE PACKAGE†. Katherine immediately assumes that she made a mistake and that the customer will be irate. Katherine also thinks that Kim is upset with her about this issue. Although this is not the message intended, the encoding of this message by sender was ineffective. All caps used in an email represent shouting. Kim simply did not realize the caps lock was on and did not review the message before sending because she was interrupted by another employee. Listening and responding is vital to ensure that the messages intended are the messages sent (Akerman, 2010) Communication is a two-way conversation. We must enable a channel for feedback whether that is by questioning, paraphrasing, or probing. Misunderstandings occur when effective listening and responding are not utilized. In conclusion, demonstrative communication can have a positive or negative impact on messages for the sender and receiver. Understanding this concept will equip the speaker and listener with the tools necessary to influence the message intended. The outcome of the conversations at home and work can be improved with implementation of this knowledge. The verbal and nonverbal as well as the written and unwritten communication must align in order to send a clear message. All types of communication include a sender, a receiver, a message, and a delivery channel. The communication process is effective when all the elements work well together (Sommers, 2000). References Akerman, J. (2010). Communication and indexical reference. Philosophical Studies, 149(3), 355-366, doi:101007/s11098-099-9347-0. Cheesebro, T. , O’Connor, L. , Rios, F. (2010). Communication in the Workplace. Upper Saddle River, New Jersey: Pearson Education, Inc. Sommers, A. L. (2000). Everything You Need to Know About Effective Communication at School and at Work. New York, New York: The Rosen Publishing Group, Inc.

Police kill dog Essay Example | Topics and Well Written Essays - 2000 words

Police kill dog - Essay Example In addition, there are also various consequences as well issues that accompany the killings. Finally, there are various steps that may be taken to remedy the situation which may be at times encumbered by various complications. Police presence is inevitable in our lives because of increased crimes and thus lack of training on how they should handle pets is quite a concern. It is vital to acknowledge that the police are at the epitome of peace keeping hence we cannot survive without their presence. As Aveni articulates, â€Å"the wars on drugs, war on terrorism have stepped up their presence in our lives as well†¦ and then the police officers end up encountering family pets (Webner & Sostek).† However, as regards to exercise of their duty, the killing of dogs has made them very unpopular with the citizens. This raises the query of just how trained are these officers with regards to what they should do as well as what they should not in the exercise of their duty. Most police officers do not have sufficient training on how to handle pets. This is the major reason granted as to why there has been recurrent pet killings emanating from the police. As Thomas Aveni puts it â€Å"Most police departmen ts dont train officers to deal with pet dogs† it is clear that this really counts with relation to the killings (Webner & Sostek). In fact, it is quite clear that in most police departments, the issue of training the police so as to be able to handle dogs is rarely talked about (Webner & Sostek). Moreover, most of the police departments always offer training on ways one may apply force when dealing with people but majorly fail to offer any training when it comes to handling pets. It is for this reason that most of these officers do not know how to handle aggressive dogs that try distracting them when in duty and thus end up killing them (Somin). On the contrary, officers who have

Irish revolution Essay Example | Topics and Well Written Essays - 1000 words

Irish revolution - Essay Example Among other revolutionaries, this essay bases its discussion on the Irish Revolutionary, looking at its outcomes, the great revolutions of the French and Dutch and on the other extreme side of the failed revolutions of the Dutch patriot crisis and the Irish rebellion. Eventually, this varied revolutionary gives a clear difference (Fitzpatrick 38). The French and the Dutch revolution took five main phases and each phase brought with it changes. The French revolution, known as the great revolutionary, because of its success, started in 1789 and ended in 1815. The French revolution brought about changes such as the creation of a new political order. The French government abolished any special power and treatment offered to the nobles and the clergy, feudal dues, game laws, jurisdiction of the noblemen, and the privileges given to the provinces and towns. Therefore, this new political order led to equal powers among all citizens. This first French revolution brought about a new positive change, which resulted in the replacement of the rebellion leaders with the leaders who accepted the new revolution and change. The French revolution caused several impacts on the western countries. ... The men acquired more property despite their social rank and political rank (Fitzpatrick 110). The revolution left a major legacy in the political field. Citizens had the authority to participate highly in the political affairs since they became the highest source of political authority in the state. In addition, the revolution brought created an expansion of the government powers, which was able to cater for the everyday life activities for each citizen. Finally, the revolution also contributed to the giving rise of the two opposing powers of the government, which included the liberal government and the nationalist government. Therefore, the French and the Dutch revolution have influenced the governments and the societies of Europe. Many changes have followed this revolution. Such changes include, change in boundaries, change of the traditional rule. Constitutional reforms also took place and new laws created (Fitzpatrick 371). The French revolution has continued to have force even in the new 19th century. On the other hand, the Irish rebellion and the Dutch patriots set up a revolution, which failed. The Irish uprising broke out in 1798 and it resulted from the resentment from the oppression of the catholic leaders from Irish by the government of the British. The catholic dominated population of Ireland became subject to the ant-catholic laws, rule of the British government and it led to the division of the Irish into several groups, and thus Ireland became divided by the England rule. The emergence of the French revolution had caused unity among the Irish people. After the declaration of war between the British and France, the Irish and the British governments decided to do away with the organization because they became afraid of

Freshwater fishing is more difficult than saltwater fishing Essay

Freshwater fishing is more difficult than saltwater fishing - Essay Example This body constitutes just three percent of the earth's water while the rest ninety seven percent constitutes saltwater and includes water in the oceans. Only about one-fifth of the world's total fish catch comes from fresh-water fisheries, while the rest comes from saltwater. Going by simple arithmetic, freshwater fishing has a lower input to the fishing industry than saltwater fishing. Commercial freshwater fisheries have never been as economically important as commercial saltwater fisheries, with exception in certain local areas like the Mekong River Basin. Furthermore, the economic importance of fresh-water fisheries worldwide is diminishing because depleted fish populations and various other threats continue to make the harvesting of wild stocks uneconomical. In view of the above, along side other information, one would be able to make a line of argument on which kind of fishing is more difficult than the other. The line of argument taken for this paper is based on the assumptio n that both kind of fishing are being carried out for commercial purposes, and as such the degree of difficulty/ease would depend on the following: avenues for expansion and growth, availability of fish, regulations governing the practice of each method, as well as other. My interview and information search revealed that freshwater sources have limited species diversity compared to saltwater sources. With this limitation in species, it becomes difficult for business engaging in freshwater fishing to provide the market with a wide range of fish choices. This means that a rival company engaging in saltwater fishing would be able to thrive in the business with its diverse fish species availability, hence making business difficult for the freshwater fishing company. Secondly, over-fishing has always been seen to hamper continuous freshwater fishing compared to saltwater fishing. Overfishing rapidly depletes the resources in freshwaters than in saltwater. In this regard, expansion of freshwater fishing is limited by the availability of, and access to, wild resources. But this is not the case in saltwater fishing where the vast nature of the ocean waters means over-fishing appears to be a less worrying problem. Added to this dilemma is the reality that rudimentary netting techniques in freshwaters leads to by-catch of non-target species, including other native fish and mammals, some of which may be vulnerable to local extinction. Accurate recording of catch and equipment is not always undertaken by commercial fishers in freshwaters. This, combined with changes to data-recording systems and turnover of staff of the regulator, reduces the accuracy and value of the industry monitoring. One of the most obvious consequences of the above for freshwater fishers would be the implementation of control procedures for temporary fishing bans, catch limits, size limits. Such would be the case too when authorities want to stem over-fishing. This therefore partly explains why freshwater fishing is difficult than saltwater fishing. Apart from the above, most freshwater fishing activities use net and line methods rather than trawls and are therefore lighter in construction than their seagoing counterparts. The smaller nature of these freshwaters dictate that the nets and lines used would be generally small such

The importance of vocabulary knowledge

The importance of vocabulary knowledge Introduction CHAPTER 1 INTRODUCTION 1.1 Background and motivation The aim of the present thesis is to investigate the relationship between EFL learners depth and breadth of vocabulary knowledge[1] and the extent to which vocabulary knowledge contributes to listening comprehension in English as a foreign language[2]. Over the last 20 years vocabulary has assumed a more prominent role within the field of second language acquisition research, and vocabulary is no longer a neglected aspect of language learning as it was designated by Paul Meara in 1980. While researchers in applied linguistics were previously concerned mainly with the development of learners grammatical, and to some extent phonological, competence, more attention is now being paid to their lexical competence. This has happened as a consequence of the growing realisation that lexical competence forms an important part of learners communicative competence in a foreign language. As observed by McCarthy (1990: viii) in the introduction to his book Vocabulary: No matter how well the student learns grammar, no matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way. The importance of vocabulary knowledge in communicative competence has similarly been stressed by Meara who has argued that lexical competence is at the heart of communicative competence (1996a: 35) and that vocabulary knowledge is heavily implicated in all practical language skills (Meara and Jones, 1988: 80). In order to fully uncover the role of vocabulary knowledge in second language use, we therefore need to explore the extent to which it contributes to different language skills. The above claims by Meara have been solidly supported by findings from a considerable number of empirical studies investigating the relationship between learners vocabulary knowledge and their reading comprehension. Such studies have found that vocabulary knowledge is a significant determinant of reading success in L1 as well as L2. However, as will be come evident in the present thesis, very little research has addressed the relationship between vocabulary knowledge and the skill of listening in L2 and, at present, we can only tentatively assume that vocabulary knowledge will also play some kind of role in learners listening comprehension in English as a foreign language. Research of the relationship between vocabulary knowledge and listening is important as findings from studies of reading cannot automatical ly be applied to listening despite the fact that reading and listening are both receptive skills. The present study is thus motivated by a critical lack of empirical research on the relationship between vocabulary knowledge and listening comprehension and by the resultant need to explore the extent to which learners vocabulary knowledge will contribute to their listening success in L2. A prerequisite for exploring the relationship between vocabulary knowledge and listening, or any other language skill, is a clear notion of what is involved in being lexically competent in a foreign language. A further motivation behind the study therefore springs from the need to gain more insight into the nature of learners vocabulary knowledge. As evidenced in the research literature, the field suffers from a lack of consensus as to ways of defining learners vocabulary knowledge, partly due to the complexity and multi-dimensionality of the construct. Very often the relationship between vocabulary knowledge and L2 performance has been addressed simply from the perspective of vocabulary size. However, as other dimensions of learners vocabulary knowledge have been recognised, notably the dimension of depth, we need to empirically investigate how such dimensions interact and how they can make individual contributions to learners language use. 1.2 Aims and research questions The overriding aim of the thesis is to empirically investigate the relationships between depth and breadth of vocabulary knowledge, and vocabulary knowledge and listening comprehension in English as a foreign language. The point of departure for this investigation is the construct of vocabulary knowledge, specifically depth of vocabulary knowledge. Although the notion of depth in L2 learners vocabulary has received an increasing degree of attention in recent vocabulary research, the construct severely lacks conceptual clarity. For this reason an analytic aim of the thesis is to provide a clear and consistent theoretical framework for describing and operationalising the construct of depth of vocabulary knowledge. This is done by drawing on research within the field of L2 vocabulary acquisition and testing. The analytic aim then serves as a prerequisite for empirically investigating the following two main research questions: To what extent are EFL learners depth and breadth of vocabulary knowledge interrelated? To what extent is vocabulary knowledge associated with successful listening comprehension in English as a foreign language? While the first research question addresses the interrelationship between two dimensions of learners vocabulary knowledge, namely a qualitative and quantitative dimension, the second research question is concerned with the extent to which these two dimensions will contribute to successful listening comprehension in English as a foreign language. The above research questions will be addressed through an empirical study comprising 100 Danish advanced learners of English. The theoretical basis and the methodology of this study will be introduced below. 1.3 Theoretical basis Although the present study draws on research in different fields, it is first and foremost a study rooted within the field of second language vocabulary knowledge and acquisition. The widely recognised theoretical distinction between depth and breadth of vocabulary knowledge will serve as a theoretical basis for reviewing different ways of defining and operationalising L2 learners vocabulary knowledge and for empirically investigating the relationship between quantitative and qualitative aspects of learners vocabulary knowledge and their listening comprehension. In exploring whether vocabulary knowledge is associated with successful listening comprehension in L2, the study also draws on theory and research from the field of L1 and L2 listening. Prevalent theoretical models of listening and listening comprehension will be outlined, and factors assumed to influence successful listening will be described, but this account is far from exhaustive and will only serve as a backdrop for examining the role of vocabulary in listening comprehension. This will furthermore be evident from the theoretical framework developed to describe and explore the relationship between vocabulary knowledge and listening comprehension in the study. This framework draws on concepts from vocabulary as well as listening research, but the pivotal factor of the framework is vocabulary knowledge, emphasising that this is the main area of research in the study. In attempting to operationalise vocabulary knowledge and develop instruments that can tap learners depth of vocabulary knowledge within the context of the present research design, the study furthermore draws on concepts from testing theory and language testing research. However, the study will limit itself to primarily draw on research within the field of vocabulary testing and in particular focus on the assessment of depth of vocabulary knowledge. As will become evident, depth of vocabulary knowledge is frequently conceptualised in relation to what is made possible by assessment instruments, and the construct often becomes an artefact of the instruments used to assess it. This means that an important aspect of reviewing how this construct has been defined in various research contexts is to examine the way in which it has been operationalised. In view of this, concepts mainly related to vocabulary testing will be drawn upon in the present study. In addition to this, it is important to note that the vocabulary tests developed in the study are intended entirely as research tools that can be used for the investigation of learners vocabulary knowledge within the context of the present research design. No attempts have been made to develop generic and practical vocabulary tests that might be used for other kinds of research or pedagogical purposes. 1.4 Data and methodology The empirical study comprises 100 Danish EFL learners who are all first-year students of English at the Copenhagen Business School. These participants are given a range of tests intended to tap the depth and breadth of their vocabulary knowledge as well as their listening comprehension in English. While some of the tests are standardised measures of vocabulary size and listening comprehension, others have been designed specifically for the present study to assess the participants depth of vocabulary knowledge. Hence, a central aspect of the methodology is the operationalisation of depth of vocabulary knowledge. Different theoretical approaches to the construct will be discussed and these will serve as a basis for operationalising the construct from two distinctly different perspectives. The quantitative data collected through these tests will be subjected to different kinds of statistical analyses to explore relationships between the different variables of the study. SPSS[3] is chosen as the statistical program used for the analysis of the data and the principal statistical methods will be correlational and multiple regression analyses. As noted above, very little research has been done on the relationship between vocabulary knowledge and listening comprehension in L2 and none of this research has addressed the role of depth of vocabulary knowledge in listening. This means that there is little solid ground for the present study to build on and it must therefore be characterised as an exploratory study. 1.5 Structure of the thesis The thesis falls in two main parts. The first part, comprising Chapters 2 and 3, provides the theoretical background for the thesis, while the second part, comprising Chapters 4 to 7, describes the theoretical framework of the empirical study as well as the research design, and presents and discusses the results of the study. Although Chapter 4 is included in the empirical part, it can be viewed as a bridge between the two parts of the thesis. This will become evident from the description of the chapters below. Chapter 2 constitutes the main theoretical chapter of the thesis. This chapter provides an account of different ways in which the constructs of depth and breadth of vocabulary knowledge have been defined and operationalised in the research literature. Furthermore, the chapter presents two comprehensive conceptualisations of lexical competence and ability that attempt to integrate different dimensions of vocabulary of knowledge and explain their interrelationships. Chapter 3 examines the role of vocabulary knowledge in listening comprehension. While the first part of the chapter presents key concepts related to listening, the second part focuses explicitly on the role of lexis in listening comprehension. This includes a brief description of word recognition models, followed by a more elaborate review of findings from empirical studies investigating the relationship between vocabulary knowledge and listening comprehension in L2. Chapter 4 outlines the theoretical framework underpinning the empirical study. Drawing on theoretical approaches and empirical findings dealt with in Chapters 2 and 3, the key constructs of the study will be defined and the rationale for including them will be provided. Moreover, the chapter proposes a framework for describing the relationship between vocabulary knowledge and listening comprehension and presents a number of more specific research questions that will be addressed in the study. Chapter 5 presents the research design of the study, describing how the theoretical framework is operationalised. This includes information about participants, research instruments, the data collection and the data analyses. Furthermore, a pre-testing phase involving native speakers of English will be described and the results of a pilot study will be reported.   Chapter 6 describes the statistical analyses conducted and presents the results of the study in six phases. These phases address the various, specific research questions of the study. Chapter 7 interprets the findings of the study, discusses implications for theory and assessment and suggests directions for future research. Furthermore, the chapter addresses a number of limitations of the study and includes suggestions for further analyses of the data collected. Chapter 8 sums up the main findings and contributions of the thesis. [1] The concepts of depth and breadth of vocabulary knowledge will be defined in the chapters to come. However, at this point, it should be noted that the terms breadth of vocabulary knowledge and vocabulary size will be used interchangeably in the thesis. [2] No distinction will be made between English as second language and English as foreign language (EFL). The terms second language and foreign language will be used interchangeably. [3] Statistical Package for the Social Sciences

Green permits :: essays research papers

Green Permits Transferable discharge permits create an economic incentive to reduce pollution and exhibit many other advantages over the current command and control pollution regulation system. However, ‘green permits’ on a large scale would be difficult to allocate fairly, and the efficient economic outcome may not be the socially desirable outcome. Introduction to Green Permits 1. Green Permits as an incentive to reduce pollution: cost to pollute- tie up money induces costs/benefits of pollution to owner of permits a. polluter pays incentives for research and development 2. Green Permit benefits over Command and Control under CAC delay is profitable new technology must develop to ever-changing EPA standards fixed cost of pollution -free if under guidelines no incentive to reduce each pollution written into law b. who determines value of each pollutant c. special interest groups ruling majority 1. Problems with Green Permits initial allocation c. auction off - generate revenue but create barriers d. give away - harm firms already environmentally friendly trading rules leading to socially undesirable outcome a. anybody trade - geographic concentration problem b. mixing problem - receptor sites and ambient standards 4. Green Permits as a market failure can’t have failed without trying on large scale example - rapid phaseout of lead gasoline References: Develin, Rose, Grafton, Quentin. Marketable emission permits:efficiency, profitability and substitutability. Canadian Journal of Economics, Ap(96). Vol.29,260-264 Rothschild, Micheal. (1992) Green Markets. Upside. Bionomics Institute Field, Barry, Olewiler, Nancy. Environmental Economics (First Canadian Edition). Toronto: McGraw Hill. 1994 Cost-effectiveness has emerged as a major consideration in the design of environmental policies. Cost-effectiveness means that with prudent policy design, the same level of environmental improvement can be achieved at a lower cost, which implies real cost savings for the affected polluters. Alternatively, a higher level of environmental quality can be achieved at the same cost, which implies a real gain for the population affected by pollution. Cost-effectiveness thus generates win-win opportunities between polluters and the community at large and has emerged as a concept that can bring the battling parties in the political controversy about pollution control policies together to one table. While charges fix the cost of pollution control but leave the total level of emissions to be determined by the market, a system of tradable permits fixes the total amount of emissions from all sources but leaves the price of pollution and the allocation of the total emissions to individual sources to the market.