Jason Caminitis Its Like 1984 All Over Again :: Its Like 1984 All Over Again Essays

Jason Caminiti's It's Like 1984 All Over Again "Most people have written this book off as a good science fiction work." Says Jason Caminiti, writer of the 1984 critical essay, "It's Like 1984 All Over Again." What he refers to is the public's reaction to 1984, a novel discussing the government's involvement in personal affairs. Caminiti believes that the book holds truer to modern times than people believe. Although there may be no Ingsoc, telescreens, Newspeak, or even helicopters darting in and out of windows, the government still has their own wicked methods of controlling and monitoring American society. Modern technology has just helped accomplish this feat. Caminiti explains how everything acts as a monitoring tool, from the Internet to the Social Security System, and even ID cards for schools and college campuses. "Our government is taking steps towards this type of Orwellian society all the time." He realizes. Jason Caminiti is right. 1984 is not just some nondescript science fiction novel, but a reflect ion on life today. Before the criticism on Jason Caminiti's critical essay, "It's Like 1984 All Over Again" can be distributed, a few unclear terms must be defined. A telescreen is a technological advancement, allowing "Big Brother" to peer into the homes of those who have them (And in 1984, they are mandatory.) The telescreen watches, day and night, and can never be shut off, and can also communicate back. Big Brother is the elusive government in 1984, never seen, only heard of. The Ministry of Truth is the office where Winston, an Outer-Party member works. Ministry of Truth is an ironic title, for all that the Ministry of Truth does is lie to people, changing facts and hiding facts. That's not truth at all, but deceit instead. A prole is another term from 1984, and is short for "prolitariat" or "prolitarian". Proles are pleasure-seeking human beings, representing the lower class of society. The government rarely concerns themselves with prolish matters. Lastly, the V-Chip is not a term from 1984, but a modern day invention. Advocated by former United States president, Bill Clinton, the v-chip is supposed to be used by parents to help block out any questionable material on television.

The Effects of Anxiety on Language Learning of Esl and Efl University Students

The Effects of Anxiety On Language Learning of ESL and EFL University Students Review of Literature Introduction: There has always been the existence of the feeling of anxiety-anticipation of danger and the fear of some untoward occurrence in the back f our minds. However, in the modern age of stress, cutthroat competition and uncertainty, the problem of anxiety has become chronic and has developed into a menace. This, as every one knows, has posed a strong challenge towards the maintenance of our good health and well-being and onto learning process of learners and even stronger, in ESL and EFL university students for being taught a foreign/second language besides their own ones. For defining anxiety, it can be said that anxiety is an uncomfortable emotional state which has some characteristics like: feeling of apprehension, worry, nervousness, dread, and feeling of stress that may stem from the anticipation of some non-specific source of danger. Rapid heartbeat,dizziness,fainting tendency,trembling,irregularbreathing,sweating,palpitations,hypertension,chest pain and shortness of breath, are common symptoms, all/some of which are observed in persons suffering from anxiety. It may be noted that anxiety may actually prove beneficial in some respects, too. The feeling of anxiety helps cope with the intense situations arising in life. In a way, it helps motivate persons to prepare in the best manner and perform to the utmost in public speaking, at an exam, in working towards meeting some deadline,etc. However,it turns into a malady if it goes beyond a certain limit and even may threaten health. In today’s world, there is a large amount of reported cases who are suffering from anxiety and it may even reach such enormous proportions in some people, as to interfere with their ability to function normally. Researchers have studied the effects of anxiety on foreign language learning since the 1970’s; and on second language learning, there are many researches as well. London, R says that: The monumental need of the ESL student is to interact normally both socially and academically in the mainstream classroom . Social and academic anxieties, are the core impediments to adoption and learning. Thus,the teachers need to understand the specific nature of these anxieties by using an affective measurement scale to identify the specific anxiety –provoking scenarios the ESL student experiences. Further more, teachers need to work collaboratively with the student, parents, and each other to set clear performance and behavioral expectations. ESL students need to learn the practical functional nature and practice the functional language needed to participate fully. Finally, structuring self- assessment, as well as classroom activities aimed to maximize an interactive academic experience is essential. Daniels and Hewitt attempted to investigate the effects of different levels of test anxiety on actual rather than simulated classroom test performance. The intent was to learn whether the effect of anxiety would be dependent upon or independent of several variables, such as test scores, sex differences, intelligence, and type of test items. In response to the last, Boor claims that: the Sara son Test Anxiety Scale was administered to students immediately after a course examination and to other students after a regular class period. A significant relationship between test anxiety and examination scores was obtained for the former group and no significant relationship was found when intelligence was partialed out. As Horwitz, Horwitz, and Cope (1991) note, educators should help anxious students cope with existing anxiety-provoking situations and endeavor to make the learning context less stressful. When learners view the classroom as anxiety inducing, they often feel as if they are swimming among sharks and become less socially oriented, less assertive, and more withdrawn or self-conscious than in other situations. Anxiety is often a manifestation of feelings of incompetence. And he says that: where the trigger is concern over being scrutinized, judged and compared to others, the teacher can alleviate anxiety and foster a less confrontational atmosphere by encouraging pair work, group activities and scaffolding for mutual support and reassurance. Young (1991) identifies the following as the main categories and sources of language learning anxiety for general learners. A. anxiety stemming from personal and interpersonal anxieties 1. Low self-esteem 2. Competitiveness 3. Self-perceived low ability levels 4. Communication apprehension 5. Social anxiety 6. Existential anxiety 7. Lack of SL group membership 8. Learner beliefs about language learning B. anxiety stemming from role-related beliefs about language teaching 1. That some intimidation of students is necessary 2. That the instructor’s role is to correct students constantly 3. That the instructor cannot have students working in pairs because the class may get out of control 4. That the instructor should be doing most of the talking and teaching 5. That the instructor is like a drill sergeant C. anxiety stemming from instructor-learner interactions 1. from the instructor’s harsh manner of correcting student errors 2. from students’ fear of being incorrect in front of their peers 3. from students’ concerns over how mistakes are perceived in the language class D. anxiety stemming from classroom procedures 1. Having student speak in the target language in front of the class 2. Giving frequent oral quizzes, listening comprehension in particular 3. Calling on student to respond orally and exclusively in the SL E. anxiety stemming from aspects of language testing 1. Test formats that evoke more anxiety than others, e. g. , listening comprehension, translation from SL to English 2. Over-studying for hours only to find that the tests assess different material 3. Unfamiliar test tasks Conclusion: Some aspects mentioned in above researches which are proved to be correlated with the level of anxiety are, for example, belief in giftedness and self-efficacy and so on . It is discussed in almost all researches that anxiety may have both facilitative and debilitative effects on language learning of SL/FL learners . However, anxiety seems to be facilitative in some situations of learning especially in second/foreign language learning in a way that it reduces the feeling of being watched or/and being appeared unnatural in reacting inFL/SL learning classes and further in lesson replying in real situations. Because anxiety may have a debilitating effect on the acquisition of the second language, it is important to help learners to cope with and reduce second language anxiety. And for recognition of these effects and cope with them, it seems to be needed a new conclusive study for some forgotten aspects or in other way: for recognizing higher and lower important ones first. After that, researchers should identify the specific items that make the students anxious. The researcher needs to discuss the results with the students and come to conclusions by asking the ESL/EFL student some questions to find the sources of anxiety in the ESL/EFL students. References: Barney, G (2006). Anxiety-Unnatural or Natural, anxiety, 2, Article0611from http://www. articlecube. com Boor, M (1978). Test Anxiety and Classroom Examination Performance: A Reply to Daniels and Hewitt . Clinical Psychology Journal, 36 (1) Jan 1980, 177-179. Burden, P (2004). The Teacher as

Occluded Fronts in Weather Definition

An occluded front is a composite of two frontal systems that merge as a result of occlusion. Cold fronts generally move faster than warm fronts. In fact, the speed of a cold front is about double that of a typical warm front. As a result, a cold front will sometimes overtake an existing warm front. Essentially, an occluded front forms as three air masses meet. There are two types of occluded fronts: Warm occlusionsCold occlusions Cold air occluded fronts are more common than warm occluded fronts. A front takes its name from two places: it is the literal front, or leading edge, of air thats moving into a region; it is also analogous to a war battlefront, where the two air masses represent the two clashing sides. Because fronts are zones where temperature opposites meet, weather changes are usually found along their edge. Fronts are classified depending on what kind of air (warm, cold, neither) is advancing onto the air in its path. The main types of fronts include: Warm Fronts If warm air moves in such a way that it advances onto and replaces the cooler air in its path, the leading edge of the warm air mass found at the earths surface (the ground) is known as a warm front. When a warm front passes through, the weather becomes noticeably warmer and more humid than it was before. Cold Fronts If a cold air mass spills onto and overtakes a neighboring warm air mass, the leading edge of this cold air will be a cold front. When a cold front passes through, the weather becomes significantly colder and drier. (It isnt uncommon for air temperatures to drop 10 degrees Fahrenheit or more within an hour of a cold frontal passage.) Occluded Fronts Sometimes a cold front will catch up to a warm front and overtake both it and the cooler air out ahead of it. If this happens, an occluded front is born. Occluded fronts get their name from the fact that when the cold air pushes underneath the warm air, it lifts the warm air up from the ground, which makes it hidden, or occluded.   Occluded fronts usually form with mature  low pressure areas. They act like both warm and cold fronts. The symbol for an occluded front is  a purple line with alternating triangles and semi-circles (also purple)  pointing in the direction the front is moving. Sometimes a cold front will catch up to a warm front and overtake both it and the cooler air out ahead of it. If this happens, an occluded front is born. Occluded fronts get their name from the fact that when the cold air pushes underneath the warm air, it lifts the warm air up from the ground, which makes it hidden, or occluded.   Updated by Tiffany Means.

The Dust Bowl Of The Great West - 1172 Words

Lucia Martinez Professor Kim Wombles English 1302 September 21, 2015 The Dust Bowl Imagine a great wall closing in on you with nowhere to run. Imagine sweeping a floor of sand that will never go away. Imagine having a terrible cough that leaves your throat irritated and raw to the point where you are coughing up blood. Imagine the disappointment of realizing a possible rain cloud is really a wall of dust rushing your way. For people living in the Midwest during the 1930s this was not the conjuring of imagination but a reality. â€Å"Decade long natural catastrophe of biblical proportions†¦ when plagues of grasshoppers and swarms of rabbits descended on parched fields,† (Burns, â€Å"The Dust Bowl†). What seemed like the extinction†¦show more content†¦However the stock market crash in 1929 brought the entire nation to a downward spiral of depression. While the 1920s were uplifting what followed was not. The Dust Bowl was a tragedy in America in which millions of acres of semi-arid plains were reduced to nothing but a cloud of dust. Due largely to massive amounts of dry farming and overgrazing of cattle the grasslands slowly withered away. With the drought of 1930 the grasslands blew in the wind, covering houses and forced almost four hundred thousand people out of their homes.(â€Å":The Dust Bowl†LOC). Nineteen states at the heart of the United States were part of the massive dust bowl. â€Å"The Dust Bowl was both a manmade and natural disaster† (Klein, 2012). â€Å"[The catastrophe] revealed the darker side of entrepreneurialism, its tendency to risk long-term social and ecological damage in the pursuit of short-term, private gain, (Worster, â€Å"Dust Bowl†). Like stated previously in the Library of Congress article the Dust Bowl was caused primarily by the overgrazing of cattle as well as dry farming by farmers. During the first world war wheat farmers need to fill in the demand of crops for the allied forces in Europe. While this worked for the period of time after the war ended the fields were plowed down to the bare minimum. With no wheat or grass to hold the soil together and nothing to protect the water and

The Bombing Of Hiroshima And Nagasaki - 1559 Words

On August 6, 1945, the war in Europe was over and both the U.S. and Russia were concentrating on defeating Japan. When the U.S. decided to use the atomic bomb, 68 major cities in Japan had already been devastated by airstrikes. It was hoped that the bombing of Hiroshima with an atomic weapon would cause Japan to finally surrender unconditionally. That did not happen. Three days later on Aug 9, 1945 Nagasaki was bombed with the second atomic bomb. Japan surrendered unconditionally Aug 14, 1945. The United States had already been bombing Japan for years with a net effect worse than the outcome of Hiroshima and Nagasaki, but Japan did not show any signs of surrendering. Why did the United States believe that it was justified to drop an atomic bomb that would kill tens of thousands of Japanese civilians? There are a few well documented reasons why the U.S. felt they had to drop the atomic bombs on Japan. The leading thoughts were that the U.S. wanted to end the war as quickly as poss ible with the added benefit of preventing Russia from gaining territory in Japan. It would also prevent the need for an all out assault on Japan, thereby preventing American casualties while demonstrating to Russia that the U.S.’s nuclear capabilities were in fact real. Part II The U.S. had spent significant time and money on this war with Japan. â€Å"The approximate cost of research and development of the atomic bomb by the United States was $2 billion†(CNN). Using the Atomic bombs to shorten theShow MoreRelatedThe Bombing Of Hiroshima And Nagasaki1720 Words   |  7 PagesPart A: Plan of Investigation To what extent did the bomb that was dropped on Hiroshima and Nagasaki, Japan justified? The Manhattan project was the reason the bomb, ‘Little Boy’ and ‘Fat Man’ were dropped in Japan. The Manhattan project was created because America was frightened, that Germany was already creating nuclear bombs. (http://www.history.com/topics/world-war-ii/bombing-of-hiroshima-and-nagasaki) So, America started the project in 1949. The reason Japan became the target was because, JapanRead MoreHiroshima And Nagasaki Bombing Of Hiroshima1206 Words   |  5 PagesWar Two Hiroshima and Nagasaki Bombing The Bombing In 1945, the US dropped 2 atomic bombs on the cities Hiroshima and Nagasaki in Japan, causing hundreds of thousands civilian deaths. Some people say that this act helped to end the world war and save more lives, but others think that it was not needed and wasn t the cause of the Japanese surrender. Sequence of Events 5th August 1945 President gives approval to use bombs 6th August 1945 Bombing of Hiroshima 9th August 1945 Bombing of Nagasaki 15th AugustRead MoreThe Bombing of Hiroshima and Nagasaki700 Words   |  3 PagesThe Bombing of Hiroshima and Nagasaki The United States was completely unjustified in dropping the atomic bomb because it was used so we could have a sense of â€Å"power† over the rest of the world. President Harry Truman had paid no heed to his prior statements as to the intended use of the bomb; and not only had it violated the Hague Convention, but it also caused lifelong repercussions for Japan’s land and people. The United States, nearly 70 years later, has yet to apologize to the victims orRead MoreThe Bombing Of Hiroshima And Nagasaki1902 Words   |  8 Pages Hiroshima and Nagasaki altered the course of world events by starting the Cold War, ushering advancements in technology, and by influencing cultures worldwide. Occurring on August 6 and August 9 in 1945, the bombing of the cities set of a series of events that would forever change history. The United States and the Soviet Union emerged from the war as superpowers with seemingly limitless power. Their ideologies, however, contrasted greatly, and the once allied nations would turn against each otherRead MoreThe Bombing Of Hiroshima And Nagasaki1474 Words   |  6 PagesNuclear Paper: The Bombing of Hiroshima and Nagasaki World War Two is arguably the most famous war in world history. It is remembered as a very tragic and influential historical event across the globe. Many countries joined the war at different times, but the general start date has been narrowed to the period of time between 1931 and 1939. The war was primarily between two main powers; the Axis nations, consisting of Nazi Germany, Italy, and Japan, and the Allied nations, led by Britain and CommonwealthRead MoreThe Bombing Of Hiroshima And Nagasaki1593 Words   |  7 Pages Bombing of Hiroshima On August 8th 1945 the first atomic weapon, a fission bomb, was dropped on the city of Hiroshima in an attempt to force the Japanese to surrender in World War II (Bombing of Hiroshima and Nagasaki, 2009). This event exposed the danger of nuclear energy. This massive explosion demolished 90 percent of the city and immediately killed 80,000 people. This was only the beginning though, tens of thousands of innocent people died due to the aftermath of radiation exposure for anotherRead MoreThe Bombing Of Hiroshima And Nagasaki1165 Words   |  5 Pagesnot entered the war at the time. It wasn’t until after the bombing of Pearl Harbor on December 7, 1941 that the U.S. had officially declared war on Germany and Japan. After Germany had agreed to an unconditional surrender, therefore ending the war in Europe, the U.S. was still at war with Japan and the U.S, hesitant to risk more American lives, made the difficult decision to drop the atomic bomb over Hiroshima and Nagasaki. Both bom bings resulted in the instant deaths of about 135,000 people andRead MoreThe Bombing of Hiroshima and Nagasaki888 Words   |  4 PagesThe Bombing of Hiroshima Nagasaki Would you kill a thousand to save millions? Well the drastic actions taken by the United States did save millions. There were two actions that had to occur to save the millions and end the war, the dropping of the two atomic bombs being the first of their kind were to be the most powerful bomb ever invented using atomic and nuclear forces so create it and packed over 20,000 tons of TNT and was about ten feet long. The bomber that transported and dropped themRead MoreThe Bombing Of Hiroshima And Nagasaki1051 Words   |  5 PagesThe bombing of Hiroshima and Nagasaki is one of the most talked about events in human history. It was the first and last time an atomic bomb was used in the history of the world. The bombing did not only mark the end of a battle with the Japanese but provided humanity a first-hand preview into the effects of the man-made device. Since the bombing there have been many discussions such as: who should possess such power, will mankind be the reason for its own d emise, and why did America decide to useRead MoreThe Bombing Of Hiroshima And Nagasaki1174 Words   |  5 PagesMorality of The Bombings in Hiroshima and Nagasaki There have been various arguments regarding the bombing of Hiroshima and Nagasaki that continually surface as to whether it was necessary or morally right to drop the atomic bomb on Japan. Depending upon whose side of the argument you have heard causes one to question whether this was a morally right or wrong decision that was made. Serious reconciliation is needed due to this event, and both sides of the argument need to be strongly considered

Kraft Food Company Free Essays

Kraft Food Company was founded by James Kraft in 1903. Kraft started off by selling wholesale cheese in Chicago, they later expanded, distributing to over 30 specialty cheeses under the name Kraft and Elkhorn. By 1920 Kraft began to mass produce specialty cheeses which were then exported to Canada and Europe. We will write a custom essay sample on Kraft Food Company or any similar topic only for you Order Now They later established plants in England and Germany. James Kraft’s development to new products and the use of innovative advertising methods led Kraft to be an early user of all communications media and as early as 1911 they were advertising on Chicago elevated trains, using outdoor billboards and mailing circulars to retail grocers. Kraft was also the first to use colored advertisement in national magazines. By 1933 Kraft began using radio for advertising as well. Kraft’s innovation is also witnessed by the introduction of products such as; Velveeta in 1928, Miracle Whip salad dressing in 1933, Kraft macaroni and cheese dinner in 1936, Parkay margarine in 1940, sliced processed cheese in 1951, and Cheez Whiz in 1952. Kraft is primarily operated as a subsidiary to other larger corporations, the first being National Dairy Company in 1930. Kraft was later purchased by Philip Morris in 1988 for twelve million, nine hundred thousand dollars. Morris then merged Kraft with General Foods unit in 1989, creating one entity known as Kraft General Foods Inc. , making it the largest food company in the United States and the second largest in the world. Philip Morris then acquired Nabisco in December 2000 and immediately began to integrate it into the operations of Kraft Foods and Kraft Foods International. In 2001 Philip Morris created a new holding company for the combined operations know as Kraft Food Inc.. Kraft Food then had two main units, Kraft Food North America and Kraft Foods International with 2 chief executive officers (CEOs) Betsy D. Holden and Roger K. Deromedi respectively were name co-CEOs of Kraft Foods Inc.. In June of 2001 Philip Morris sold 16. 1 percent stake to the public, making it the second largest initial public offering in United States history. How to cite Kraft Food Company, Essay examples

Othello Essay Research Paper For many centuries free essay sample

Othello Essay, Research Paper For many centuries people have found theatre to be an first-class signifier of amusement. The public # 8217 ; s grasp for such amusement is based upon different theatrical subjects. Whether it is a blithe comedy, that is most certain to raise anyone # 8217 ; s liquors, a passionate love affair, that stirs our inmost romantic emotions, or a desperate calamity, that finds no rime or ground in our alleged # 8220 ; just # 8221 ; construct of life. These types of dramas appeal to the different facets of humanity, and that is why the populace has and will go on to see theatre as quality amusement. One of the most celebrated composers of such play was the late William Shakespeare ( 1564-1616 ) . In the book Literature An Introduction to Fiction, Poetry, and Drama Editor X. J. Kennedy refers to Shakespeare as # 8220 ; the supreme author of English # 8221 ; ( 1009 ) . Shakespeare possessed the rare ability to compose comedies, love narratives, every bit good as calamities, all of which are equal in polish. We will write a custom essay sample on Othello Essay Research Paper For many centuries or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page British novelists J.I.M. Stewart stated that, # 8220 ; Shakespeare # 8217 ; s inherent aptitudes was to do of his dramas the mirror of life, and loosely speech production, he sets about this by the methods of the realistic author # 8221 ; ( 502 ) . His work has withstood the trial of clip and lingual barriers. For centuries audiences have enjoyed his work and have been able to deduce from its readings in which they can tie in. His acute ability to touch all facets of humanity is that he has kept his plants alive throughout the centuries. It is said that when Shakespeare wrote Othello, about 1604, he was at the tallness of his power. Othello was written in the authoritative tragic signifier: A calamity, is as imitation of an action that is serious, complete in itself, And of a certain magnitude ; in a linguistic communication embellished with each sort of Artistry # 8230 ; cast in the signifier of play, non narrative, carry throughing through Incidents that arouse commiseration and fear catharsis of these emotions ( Aristotle quoted, in Kennedy ) A sum-up of Aristotle # 8217 ; s position found in Perrine # 8217 ; s Literature continues with, # 8220 ; The secret plan involves a alteration in the supporter # 8217 ; s fo rtune, in which he normally, but non ever, falls from felicity to misery† ( Aristotle qtd. In Arp. ) . THE TRAGEDY OF OTHELLO, THE MOOR OF VENICE. The tragic hero in this calamity is the character Othello, Othello is the baronial stature ; â€Å"All work forces humor his unity, his accomplishment in war, his ability in regulating work forces, his self-governance, his temperate nature, a swayer of work forces who regulations himself† ( Brooke ) . Othello’s aristocracy combined with his fatal defect of green-eyed monster is what makes him a true Shakespearean tragic hero. A authoritative Shakespearian calamity contains baronial characters ; the chief character is held in high regard by all others, and is frequently viewed as being godlike. The gap scenes are designed to present the audience to what has been traveling on in the lives of the characters. Their intent is to supply background information that the audience needs in order to understand the events that follow. The secret plan continues to inspissate throughout the drama, as one event dramatically offsets the following. A authoritative calamity besides contains a subplot that is normally carried out by a minor character. The subplot occurs at the same time within the chief secret plan, and frequently plays a function in the concluding result of the chief secret plan. Next a calamity must hold an exciting force, which is the footing of all the action that will take topographic point. In many calamities a scoundrel who seeks retaliation for, what he believes to be, and unfair act done unto him n ormally causes the exciting force. The exciting force stirs the emotions of a cardinal character ; his ideas have been negatively influenced by the exciting force, and he begins the succumb to his failings. The narrative so begins to taper off, the falling action, into the declaration. Near the terminal of the narrative the audience experiences a minute of concluding suspense, and so eventually a calamity. Every narrative has a hero of some kind. In Shakespeare # 8217 ; s THE TRAGEDY OF OTHELLO, THE MOOR OF VENICE the audience looks to character Othello as the tragic hero. One may inquire why Othello is considered to be a tragic hero. To reply that, one must foremost hold an apprehension of what features must be present in order for a character to be deemed a tragic hero.