How to Petition the Government Online

How to Petition the Government Online Got a gripe with the government? Exercise your rights. Congress is prohibited from restricting the right of American citizens to petition the government under the First Amendment of the U.S. Constitution, adopted in 1791. â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.† - The First Amendment, United States Constitution. The authors of the amendment surely had no idea just how easy it would become to petition the government in the age of the Internet more than 200 years later. President Barack Obama, whose White House was the first to use social media such as Twitter and Facebook, launched the first online tool allowing citizens to petition the government through the White House website in 2011. The program, called We the People, allows users to create and sign petitions on any topic. When he announced the program in September 2011, President Obama said, â€Å"When I ran for this office, I pledged to make government more open and accountable to its citizens. Thats what the new We the People feature on WhiteHouse.gov is all about - giving Americans a direct line to the White House on the issues and concerns that matter most to them.† The Obama White House often portrayed itself as one of the most transparent to the public in modern history. Obamas first executive order, for example, directed the Obama White House to shed more light on presidential records. Obama, however, eventually came under fire for operating behind closed doors. We the People Petitions Under President Trump When Republican President Donald Trump took over the White House in 2017, the future of the We the People online petition system looked doubtful. On January 20, 2017 - Inauguration Day - the Trump administration deactivated all existing petitions on the We the People website. While new petitions could be created, signatures to them were not being counted. While the website was later fixed and is currently fully functional, the Trump administration has not responded to any of the petitions. Under the Obama administration’s control, any petition that collected 100,000 signatures within 30 days was to receive an official response. Petitions that gathered 5,000 signatures would be sent to the â€Å"appropriate policymakers.†Ã‚   The Obama White House said any official response would be not only by emailed to all petition-signers but posted on its website as well.   While the 100,000 signature requirement and White House response promises remain the same under the Trump administration, as of November 7, 2017, the administration had not officially responded to any of the 13 petitions that had reached the 100,000 signature goal, nor has it stated that it  intends to respond in the future. How to Petition the Government Online No matter the White House’s response to them, if any, the We the People tool allows Americans over the age of 13 to create and sign petitions on www.whitehouse.gov asking the Trump administration to take action on a range of important issues facing our country. All that is required is a valid email address. People who wish to create a petition are required to create a free Whitehouse.gov account. To sign an existing petition, users need only enter their name and their email address. For identity verification, they will receive an email with a web link that they must click to confirm their signature. A Whitehouse.gov account is not needed to sign petitions. The We the People website calls creating or signing a petition as â€Å"just the first step,† suggesting that concerned citizens build support for a petition and gather even more signatures. â€Å"Use email, Facebook, Twitter and word of mouth to tell your friends, family and coworkers about the petitions you care about, the White House states. As was the case under the Obama administration, petitions involving ongoing criminal investigations or criminal justice court proceedings in the United States and certain other internal processes of the federal government are not subject to petitions created on the We the People website. What It Means to Petition the Government The right of Americans to petition the government is guaranteed under the Constitutions First Amendment. The Obama administration, acknowledging the importance of the right, said: Throughout our nations history, petitions have served as a way for Americans to organize around issues that matter to them, and tell their representatives in government where they stand. Petitions played important roles, for example, in ending slavery and guaranteeing women the right to vote. Other Ways to Petition the Government Though the Obama administration was the first to allow Americans to petition the government through an official U.S. government website, other countries had already allowed such activities online. The United Kingdom, for example, operates a similar system called e-petitions. That countrys system requires citizens to collect at least 100,000 signatures on their petition on their online petitions before they can be debated in the House of Commons. The major political parties in the United States also allow Internet users to submit suggestions that are directed to members of Congress. There are also many privately run website that allow Americans to sign petitions that are then forwarded to members of the House of Representatives and Senate. Of course, Americans can still write letters to their representatives in Congress, send them email or meet with them face-to-face. Updated by Robert Longley

Reading and Writing about Research Essay Example | Topics and Well Written Essays - 250 words

Reading and Writing about Research - Essay Example Writing about what you read in a peer-review article is challenging because copying author`s thoughts is a simple plagiarism while paraphrasing ideas without losing general sense is quite complicated. Making text coherent and readable is another barrier in writing. It is important to remember that the essay must include smooth transitions, linking words to be comprehensive. Moreover, it is necessary to not only paraphrase the material but also analyze it which requires critical thinking. Gaining more experience is probably the only effective method in working with peer-reviewed articles. The more you read, analyze, and see how the text is structured, the easier it is to get used to original articles and their peculiar manner of information presentation. The more you write reviews on such articles the more coherent and precise your language becomes. However, it is also important to develop attention to details and check up all the references to understand the article

The Importance Of Financing Smes In Oman - Government Intervention Dissertation

The Importance Of Financing Smes In Oman - Government Intervention - Dissertation Example It is so because the business environment in Oman is different from that of the western countries. Hence, to examine this argument, this research study focuses on the internationalisation approaches followed by the Small and Medium-sized Enterprises (SMEs) in Oman. The decision makers of four SMEs in Oman have been interviewed in this research study. The collected data from the interviews and other secondary researches have been analysed using two approaches namely, within case analysis and cross case analysis. The findings obtained from this research study has been compared with the relevant literature on internationalisation process that exists like the theoretical framework of international new ventures (INVs) and the Uppsala School's internationalisation process model (U-model). The findings of this research study suggest that the internationalisation behaviours of SMEs in Oman are not completely different from that of the firms in the western countries. The INVs framework and th e U-model cannot explain the internationalisation process of SMEs in Oman on its own. However both these models have explained the internationalisation patterns in different ways. ... 2.3.2Factors Responsible for Internationalisation by SMEs 22 2.4Internationalisation Procedures by SMEs 26 2.4.1The U-model 26 2.4.2INVs Framework 27 2.5Conclusion 28 CHAPTER 3: Research Methodology 28 2.6Introduction 28 2.7Types of Research 29 2.7.1Qualitative Methodology 29 2.7.2Case Study Research 30 2.7.3Semi-structured Interviews 30 2.8Sources of Data 31 2.9Research Design and Tools 33 2.9.1Construct Validity 33 2.9.2Internal Validity 34 2.9.3External Validity 34 2.9.4Reliability 36 2.10Conclusion 39 3.CHAPTER 4: Findings and Results 39 3.1Introduction 39 3.2Summary of Data 40 3.3Company Backgrounds 40 3.3.1Company A 40 3.3.2Company B 41 3.3.3Company C 42 3.3.4Company D 43 3.4Within Case Analysis 44 3.4.1Company A 45 3.4.2Company B 47 3.4.3Company C 48 3.4.4Company D 49 3.5Cross Case Analysis 50 3.5.1Motives for Internationalisation 50 3.5.2Factors Leading to Internationalisation 51 3.5.3Intensity of Internationalisation 52 3.5.4Resource Base Orientation 52 3.5.5Mechanism of Red ucing Uncertainty 53 3.6Propositions 53 3.7Conclusion 55 4.CHAPTER 5: Conclusion 55 4.1Introduction 55 4.2Conclusions 56 5.CHAPTER 6: Recommendations, Limitations and Scope for Future Study 58 5.1Introduction 58 5.2Limitations and Recommendations 58 5.3Future Scope of the Study 59 References 61 Bibliography 67 Appendices 68 Appendix – 1 (Interview Schedule) 68 1. CHAPTER 1: Introduction There has been an extensive study on the internationalisation process followed by different organisations worldwide. However, the internationalisation process followed by small and medium sized enterprises (SMEs) has not received such extensive attention in the 21st century (Forsman, Hinttu, & Kock, n.d.). Market globalization also has a significant impact on these SMEs (Asiedu, & Freeman, 2006, p.2). With

Semantic Derogation of Woman

Semantic Derogation of Woman The Semantic Derogation of Woman In the reading of Muriel Schulz The Semantic Derogation of Woman, the author talks about words in which describe woman in a slang or profound way. The author says this is because men fear womans attitudes and this is the only way they can let it out. Schulzs talks about how words over time which were nice and gentlemanly like or had a good meaning have become rude and slanderous towards woman. I hope by the end of this paper you will better understand what Schulzs point of view was trying to make clear. The main issue the author points out is how the language we use today will carry through to new generations. She says it throughout the paper that men of degenerated all of these words in some way or form to insult woman. For example she says Shakespeare degenerated the word lewd to mean prostitute(Schulz, 45). No matter how small or discrete we are about using slang words sooner or later a new generation will start to use it and unless a generation decides to stop using a part of language it will continue to pass on. Men throughout history have designed the language throughout the generations and have always made unequals. For example, â€Å"all men are created equal† this statement coming from our founding fathers. Two things are wrong with that sentence: founding fathers, not founding mothers, and all men are created equal not all humans are created equal. Though it is true men have wrote the language and laws we currently and had previously used, the future looks brighter and brighter for woman as they infiltrate the government. Not only this, but woman are a huge part of how we are raised. They are not only teaching us in the classroom, but at home too. This I believe disproves the author who states men help women stay out of the office. There is no way woman would be in office if it wasnt for men standing up for woman and voting for them too. This is where I believe Schulz lacks evidence for her case. The next part of the article Schulz talks about is the slander used to describe old or overweight woman. She talks about how men have made words like â€Å"cow† and â€Å"warhorse† to describe these women(Schulz, 43). I believe half of this is true. Ive never heard an old or overweight woman called a warhorse(Schulz, 44). A warhorse or steed usually refers to a young, fast, athletic person. However, she does list other terms that I would have fully agreed upon like â€Å"hag†. Older ladies still today are called old hags and still today its an insult(Schulz, 43). People who are overweight these days are stilled called cows, and old people are called old hags, these are both insults. Once again she lacks evidence and makes a mistake saying that if you called a man a granny he would take it as an insult. If I were called a granny I would just look at the person funny and say do I look like a girl to you. The next issue Schulz talks about is how words like â€Å"tramp† and â€Å"mistress† have degenerated over time to become words that describe woman if they have sex too much or cheat on their man(Schulz, 46). She makes a good point in that things woman do which help pleasure men are made to look degrading, and are looked down upon. Such acts for example are stripping and prostitution. I would have to agree with the author full heartily on this issue. Even though men love skimpy little outfits on girls, I cant help and look back on how hypocritical we are on those girls. Some of these girls are well sophisticated young ladies just trying to make a buck, so they can get through college and become a helpful person to society. A good example would be Lady Gaga who is now a well known pop singer in the country. Even though her parents were well off and could pay for her college, she decided to strip to pay for her college and make herself an independent woman. The final thing the author brings up is why men fear to be inferior with women. She says men just cant stand it that girls are biologically stronger than men during the early stages of life because girls hit puberty faster. Girls also have a longer lifespan and are less likely to get diseases. For this men must say hostile things to woman to make themselves feel superior and make woman feel worthless. The author here is trying to finish off the reader here with a last onslaught against men, but she makes some mistakes. Yes, boys do feel a little weaker when girls start to grow taller than the, so they do say mean things to make themselves feel superior. However, when men in their early twenties are taller than these girls a why do they insult these girls now. Its certainly not because their worried these girls are going to outlast them in life, its because guys think its cool to show off in front of their friends, and see how bad they can insult a girl. I just feel the author really never covers this age group throughout the article. To conclude I think this paper was very well written overall. This feminist really has a passion for what shes talking about and really shows it throughout the paper. However, I do feel that she did lack evidence sometimes during the paper, and this can leave holes in her story. I hope I have helped you understand what Schulzs feminist point of view was trying to make clear. Works Cited King, James. http://thejamkingshow.wordpress.com/2009/04/07/snap-lady-gaga-use-to-be-a-striper/. 7 April 2009. warhorse. Dictionary.com Unabridged. Random House, Inc. 15 Dec. 2009. .

Military Psychology

Military Psychology Military psychology is a broad market of psychology in which virtually any and all subfields of psychology where the lessons of personality, organizational and abnormal psychology among others are applied to the needs or desires of military planners and strategists. Reasons for their application may be immediate or sustained. The application of psychological research or theory to the military can be used to analyze either enemy or friendly forces, exemplified by perfecting an attack on an enemy or strengthening the weakness of an ally.By extension, military psychology could be used to examine the differences in attitude to the battlefield in terms of philosophy and execution of operations. The field has developed its greatest recognition through the variably sustained or ineffective post-combat programs for troubled veterans. Conditions like â€Å"shell shock† and â€Å"post-traumatic stress disorder† (PTSD) have figured prominently in the developmen t of military therapy programs.Strategically, intelligence and personality testing have been applied to placement exams for prospective military recruits. The events of World War I had a formative effect on the application of psychology to the realities of the battlefield, giving the nascent field crucial legitimacy. Co-founder of the British Psychological Society and the National Institute of Industrial Psychology, Dr. Charles Myers, was selected as the primary advisor on psychological matters to the British armies in France during the war.His work is considered foundational and he himself describes in statements that it was a frustrating endeavor to have British military elite recognize the legitimacy of his claims that soldiers deserved psychological consideration for their inability and perceived unwillingness to perform in battle. Coining the term â€Å"shell shock,† he engraved an enduring term into historical consciousness that defines the apparent psychological damage inflicted by war. The term today is the most recognizable in defining so-called â€Å"combat stress reactions† (CSRs) which entail extreme battle fatigue and subsequent poor performance in war.Simultaneously, American psychologist Robert Yerkes initiated widespread intelligence and aptitude testing in the American military by devising standard intelligence tests for literate and illiterate recruits, given the names Army Alpha and Army Beta tests respectively. The tests analyzed recruits' ability to draw analogies, recognize patterns and perform arithmetic, among other tests, in order to judge their intelligence regardless of their formal educational backgrounds. The dramatic rise in recruits with World War II provoked a massive effort to streamline draftees.Based on the experiences beginning with World War I testing, several committees and divisions were created devoted to evaluation and placement on a psychological basis. The massive effort analyzed roughly 800,000 new sold iers every year during World War II, having a tremendous influence on the development of organizational and industrial psychology. The systemic methodology played well into the 1950s as veterans returned to the workforce or advanced their own businesses on a similarly organized recruitment and placement model.The tests, developed in conjunction with the Committee on Classification of Military Personnel, constituted the next stage in the evolution of American military aptitude tests. They replaced the earlier Alpha and Beta tests, and laid the foundations for the standard ASVAB test used by the American armed forces as of 2011. The uncertainty and anxiety of the Vietnamese theater gave rise to new levels of battle-induced psychological problems, most prominently in post-traumatic stress disorder.The support system for American veterans, particularly sufferers of this condition, is notorious in American culture and often criticized. Many argue the American military has demonstrated it has learned the appropriate lessons from the mismanagement of the PTSD outbreak after the Vietnam War. A stronger cultural support structure for returning American veterans from Iraq and Afghanistan is thought to have displaced cultural hostility, and advances in clinical psychology have been referenced. The use of psychology to intimidate or analyze the weaknesses of an enemy has been called â€Å"psychological warfare. Additionally, practical applications like individual profiling and organizational psychology techniques have devised studies on enemy commanders, even their methodology, and guided philosophy in making decisions about war. This application has been applied with equal vigor to perceived allies, such as comparative analyses between American and NATO military commands. Hesitation and ambiguity have been pointed to as crucial weaknesses in European military culture, whereas American commanders have been cited as quicker and less reluctant to use force to accomplish a mission.Simultaneously, American commanders have been criticized for institutionalizing a tendency to diminish the importance of the aftermath of military operations and the threat the resulting social conditions may constitute against consolidating military gains. Military psychology is a broad area of psychology where the lessons of personality, organizational and abnormal psychology among others are applied to the needs or desires of military planners and strategists. Reasons for their application may be immediate or sustained.The application of psychological research or theory to the military can be used to analyze either enemy or friendly forces, exemplified by perfecting an attack on an enemy or strengthening the weakness of an ally. By extension, military psychology could be used to examine the differences in attitudes to the battlefield in terms of philosophy and execution of operations. The field has developed its greatest recognition through the variably sustained or ineff ective post-combat programs for troubled veterans.Conditions like â€Å"shell shock† and â€Å"post-traumatic stress disorder† (PTSD) have figured prominently in the development of military therapy programs. Strategically, intelligence and personality testing have been applied to placement exams for perspective military recruits. The events of World War I had a formative effect on the application of psychology to the realities of the battlefield, giving the nascent field crucial legitimacy. Cofounder of the British Psychological Society and the National Institute of Industrial Psychology, Dr.Charles Myers, was selected as the primary advisor on psychological matters to the British armies in France during the war. His work is considered foundational and he himself describes in statements that it was a frustrating endeavor to have British military elite recognize the legitimacy of his claims that soldiers deserved psychological consideration for their inability and perce ived unwillingness to perform in battle. Coining the term â€Å"shell shock,† he engraved an enduring term into historical consciousness that defines the apparent psychological damage inflicted by war.The term today is the most recognizable in defining so-called â€Å"combat stress reactions† (CSRs) which entail extreme battle fatigue and subsequent poor performance in war. Simultaneously, American psychologist Robert Yerkes initiated widespread intelligence and aptitude testing in the American military by devising standard intelligence tests for literate and illiterate recruits, given the renown Army Alpha and Army Beta tests respectively. The tests analyzed recruits' ability to draw nalogies, recognize patterns and perform arithmetic among other tests in a way to judge one's intelligence regardless of their formal educational backgrounds. The dramatic rise in recruits with World War II provoked a massive effort to streamline draftees. Based on the experiences beginni ng with World War I testing, several committees and divisions were created devoted to evaluation and placement on a psychological basis. The massive effort analyzed roughly 800,000 new soldiers every year during World War II, having a tremendous influence on the development of organizational and industrial psychology.The systemic methodology played well into the 1950s as veterans returned to the workforce or advanced their own businesses on a similarly organized recruitment and placement model. The tests, developed in conjunction with the Committee on Classification of Military Personnel, constituted the next stage in the evolution of American military aptitude tests. They replaced the earlier Alpha and Beta tests, plus laid the foundations for the standard ASVAB test used by the American armed forces as of 2011.The uncertainty and anxiety of the Vietnamese theater gave rise to new levels of battle-induced psychological problems, most prominently in post-traumatic stress disorder. T he support system for American veterans, particularly sufferers of this condition, is notorious in American culture and often criticized. Many argue the American military has demonstrated it has learned the appropriate lessons from the mismanagement of the PTSD outbreak after the Vietnam War.A stronger cultural support structure for returning American veterans from Iraq and Afghanistan is thought to have displaced cultural hostility, plus advances in clinical psychology have been referenced. The use of psychology to intimidate or analyze the weaknesses of an enemy has been called â€Å"psychological warfare. † Additionally, practical applications like individual profiling and organizational psychology techniques have devised studies on enemy commanders, even their methodology and guiding philosophy in making decisions about war.This application has been applied with equal vigor to perceived allies, such as comparative analyses between American and NATO military commands. Hesi tation and ambiguity have been pointed to as crucial weaknesses in European military culture, whereas American commanders have been cited as quicker and less reluctant to use force to accomplish a mission. Simultaneously, American commanders have been criticized for institutionalizing a tendency to diminish the importance of the aftermath of military operations and the threat the resulting social conditions may constitute against consolidating military gains.

Cultural Effects on English Language Collocation as Foreign Language

In English language, there are many fixed, identifiable, non-idiomatic phrases and construction. Such groups of words are called recurrent combinations, fixed combination or collocation. Collocation fall into two major groups: grammatical collocation and lexical collocation. For people who regard the English language as a foreign language or second language, it’s so difficult to express it as perfect. This â€Å"mini research paper† talks about â€Å"Cultural Effect on English Language Collocation as Foreign Language† to help them more understanding in how to mastering English.Keywords: Collocation, English as a second language, Cultural effects Introduction Learners of English as a foreign or second language, like learners of any language, have traditionally devoted themselves to mastering words – their pronunciations, forms, and meanings. However, if they wish to acquire active mastery of English. That is, if they wish to be able to express themselves fl uently and accurately in speech and writing, they must learn to cope with the combination of words into phrases, sentences and texts. Students must learn how words combine or ‘collocate’ with each other.In any language, certain words regularly combine with certain other words or grammatical constructions. Collocations are important to language learners. When learners use collocations, they will be better understood. Native speakers unconsciously predict what is going to be said based on the use of phrases. If a non-native speaker uses frequently-used patterns (collocations), it will be easier for native speakers to guess what the non-native speaker is saying and may help compensate for other language issues, such as pronunciation.When learners write and speak, if they use collocations central to their topic, their readers are more likely to understand their message. The importance of vocabulary acquisition has always been recognized, although, at times, vocabulary was t reated as separate from grammar and skills. However, the communicative and natural approach emphasized the importance of vocabulary development. Vocabulary knowledge involves considerably more than just knowing the meanings of given words in isolation; it involves knowing the words that tend to co-occur with it.Hoey (2005) in Shokouhi (2010), for example, argues that non-native speakers behave differently with collocations than native speakers, in that the former group learns them in very restricted contexts. Compounding this problem is the fact that the frequency of particular combinations depends upon the genre in which each occurs. Grammatical and lexical collocations, like the accompaniments of nouns with other nouns, adjectives with nouns, verbs with other parts of speech, or many other such combinations, may all show different behaviour. Literature ReviewCollocation Collocation is a tendency of words in a language to occur in close proximity to each other (based on logical and meaningful relationships between then, patterns of association and usage, etc). Collocation can be ascertained by experience, reading, and study of dictionaries that give multiple examples in the form of quotations, such as the Oxford English Dictionary) Chandler (1998). Students must learn how words combine or ‘collocate’ with each other. In any language, certain words regularly combine with certain other words or grammatical constructions.These recurrent, semi-fixed combinations or collocations can be divided into group (BBI dictionary): 1. Grammatical collocation Grammatical collocation is a phrase consisting of a dominant word (noun, adjective, verb) and preposition or grammatical structure such as an infinitive or clause. Example : account for, advantage over, adjacent to, by accident, to be afraid that. 2. Lexical collocation Lexical collocations consist of various combinations of nouns, adjectives, verbs and adverbs. Lexical collocations, in contrast to grammati cal collocations, do not contain prepositions, infinitives or clauses.Example: a crushing defeat, storms rage, a world capital. Lewis (1998) proposes the following categories for collocations: 1. Strong: A large number of collocations are strong or very strong. For example, we most commonly talk of rancid butter, but that does not mean that other things cannot be rancid. 2. Weak: These are words which co-occur with a greater than random frequency. Many things can be long or short, cheap or expensive, good or bad. However, some things are more predictable, which could be alled collocation; for example, white wine or red wine. 3. Medium strength: These are words that go together with a greater frequency than weak collocations. Some examples are: hold a meeting; carry out a study. The context in which a collocation is used is important. Certain collocations or expressions are appropriate for certain contexts. Factors such as a difference in status or a social distance between the speak er and the hearer can affect the choice of collocational phrases. For example, we would not greet our boss by saying â€Å"How’s it going? ; however, it is all right to greet a friend that way. This example suggests that knowledge of connotation and formality is important in deciding which collocation to use. (Deveci, 2003). Language and culture There are many ways in which the phenomena of language and culture are intimately related. Both phenomena are unique to humans and have therefore been the subject of a great deal of anthropological and sociological study. Language, of course, is determined by culture, though the extent to which this is true is now under debate.The converse is also true to some degree: culture is determined by language – or rather, by the replicators that created both. 1)Language as Determined by Culture Early anthropologists, following the theory that words determine thought, believed that language and its structure were entirely dependent on the cultural context in which they existed. This was a logical extension of what is termed the Standard Social Science Model, which views the human mind as an indefinitely malleable structure capable of absorbing any sort of culture without constraints from genetic or neurological factors.In this vein, anthropologist Verne Ray conducted a study in the 1950's, giving color samples to different American Indian tribes and asking them to give the names of the colors. He concluded that the spectrum we see as â€Å"green†, â€Å"yellow†, etc. was an entirely arbitrary division, and each culture divided the spectrum separately. According to this hypothesis, the divisions seen between colors are a consequence of the language we learn, and do not correspond to divisions in the natural world. A similar hypothesis is upheld in the extremely popular meme of Eskimo words for snow – common stories vary from fifty to upwards of two hundred. )Language as Part of Culture For man y people, language is not just the medium of culture but also is a part of culture. It is quite common for immigrants to a new country to retain their old customs and to speak their first language amid fellow immigrants, even if all present are comfortable in their new language. This occurs because the immigrants are eager to preserve their own heritage, which includes not only customs and traditions but also language. A good example of this is in Canada, where French-speaking natives of Quebec clash with the English-speaking majority.This sort of conflict is also common in areas with a great deal of tribal warfare. It is even becoming an issue in America as speakers of standard American English – mainly whites and educated minorities – observe the growing number of speakers of black English vernacular. Debates are common over whether it is proper to use â€Å"Ebonics† in schools, while its speakers continue to assert that the dialect is a fundamental part of th e â€Å"black culture†. Hossein Shokouhi (2010) found in his research that vocabulary in general and collocation in particular are important to language learning.If collocational associations are not properly taught and learned, the resulting irregularities will immediately mark the learners’ speech or writing as problematic and non-native. Tanju Deveci (2003) said that many cultures, including the Turkish culture, encourage rote learning, where students memorise lists of words in isolation and when they saw the words in phrases, they could not understand them. Such surface level knowledge inhibits meaningful learning and creates collocation-related problems such as the following: 1.Learners may have intra-lingual problems. For example, instead of many thanks, they might incorrectly use several thanks. 2. Learners may make negative transfer from their mother tongue. For example, some Turkish learners tend to say become lovers instead of fall in love. 3. Learners may lo ok for general rules for collocations that do not work for all collocations. For example, they might over-generalize rules of collocation, for example, the use of prepositions in phrasal verbs. They could think that put off your coat is the opposite of put on your coat. 4.When students learn words through definitions or in isolation, their chances of using appropriate collocations or remembering the words decrease. 5. Students may fail to make sense of an idiom. To illustrate, the English idiom It is raining cats and dogs does not make sense to Turkish learners of English because this idiom does not exist in their culture. To communicate the same idea, Turkish learners would say It is raining out of the glass, which does not make sense in English. 6. When students read texts, they may not recognize collocations as meaningful phrases, which would inhibit their understanding of the text. Findings of researchIn this study, the authors take 30 students of Unnes form several majors wheth er they’re English students or not English students as a sample. The participants were given some questions about collocation. This is representing how the Indonesian students make a word combination From 30 respondents. Only 13 students or 44% of students who make a correct answer and it’s not only students from Language and Art Faculty but also from the others. It means that the origin culture has influenced the Indonesian students in expressing English. On the other hand, Based on the tests, respondents have failed to place the right words.That is the fact that a culture has an influence to students in making a word combination well. When the Indonesian wants to say â€Å" Seseorang harus percaya diri dengan kemampuannya† or One should have confidence with his own ability, whereas in English the truth is â€Å"One should have confidence in his own ability†. Conclusion Collocation is very important in English language because with collocation language w ill be more natural and more easily understood, learners will have alternative and richer ways of expressing themselves and it is easier to remember and use language in chunks or blocks rather than as single words.This mini research found that the Indonesian students are still influenced by the Indonesian language in expressing English especially in choosing the words to make a word combination well or good-collocation. To make a good word combination or right-collocation, the Author advises to readers especially to Indonesian students to use a BBI dictionary written by Benson, M. , E. Benson and R. F. Ilson.References Daniel Chandler, 1998 Semiotics for Beginners: a more complex semiotic explanation of denotation/connotation and paradigmatic/syntagmatic analysis. Deveci, Tanju, 2003 teaches English for Academic Purposes at Sabanci University in Istanbul. Hossein Shokouhi, 2010 Collocational Knowledge versus General Linguistic Knowledge among Iranian EFL Learners. , Shahid Chamran U niversity, Iran Lewis, M. 1998. Implementing the lexical approach. London: Language Teaching Publications. Benson, M. , E. Benson and R. F. Ilson. 1997. The BBI dictionary of English word combinations. Amsterdam; Philadelphia: John Benjamins Publishing Co. Appendix Collocation Test i. Fill in the blank the questions below . What is the usual way of describing someone who eats a lot? a)a big eater b)a strong eater c)a hard eater d)a heavy eater e)a furious eater 2. Which is the truth the following phrases? a)a solid tea b)a powerful tea c)a strong tea d)an iron tea e) a stiff tea 3. The high walls give the garden protection †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. the wind. a)From b)To c)Against d)Of e)At 4. Nobody refused for fear †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. losing their job. a)From b)Of c)Over d)On e)to 5. One should have confidence †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. his own ability. a)On b)At c)Over d)In e)With

journeyhod Journey into Hell in Joseph Conrads Heart...

The Journey into Hell in Heart of Darkness In Joseph Conrads novel, Heart of Darkness the environment is often symbolic as well as literal. The novel contains both the frame narrator, an anonymous member of the Nellie, representing the dominant society, and more importantly the primary narrator, Marlow, who too, is a product of the dominant society. For the novels narrator, Marlow, the journey up the Congo River to the heart of darkness is reminiscent of Guidos journey into hell in Dantes Inferno, with these literary allusion always present, through forms of intense imagery. The landscape takes on a hellish nature and the wilderness is personified. Death is omnipresent and this is reflected in the death imagery used†¦show more content†¦Darkness is used throughout the novel to symbolize savagery, death and the unknown. Marlows observation is reinforced when London is described as a brooding gloom. In thisinstance the physical description of the city serves to reinforce Marlows theory, and refute the earlier judgments of the frame narrator. Marlow tells of his quest for employment, that is, an unnamed city in Brussels, the sepulchral city that he visits to sign his contract. Conrad uses much death imagery to describe the physical appearance of the city. He describes it: as having the appearance of a well kept alley in a cemetery. Marlow travels to the dead centre of the city. He observes grass sprouting between the stones just as grass sprouts between tombstones. This environmental imagery is symbolic of the hypocrisy that Marlow Witnesses, the exploitation that forms the basis of the company and the universality of death. All three interpretations of the applicability of the imagery are reasonable however, the death imagery also links to Marlows apprehension. Marlow says that he felt as if he had been let into some conspiracy. The death imagery associated with this, the first leg of Marlows journey on his way to his farthest point of navigation and culminating point of (his) experience is appropriate as it relates stro ngly to