A new media and its impact Essay

The more time you spend in India, the more you realize that this country is one of the world’s greatest wonders a miracle with a message. And the message is that democracy matters†. India is one of such paradises on earth where you can speak your heart out without the fear of  someone gunning you down for that, or, it has been until  now. Article 19 of the Indian Constitution provides freedom of speech as the fundamental right embodied in part III. This Art. give fundamental right to every citizen to enjoy freedom of speech without hurting the other. Even if the situation of Indians is a lot better than that of their fellow citizens of other nations, the picture is not really soothing or mesmerizing for Indians any more. This observation is being made with regard to the exercise of the right of freedom of speech and expression in the context of social media. Social media in present world have become an important part of individual’s life. Almost all the people in the world are becoming part of social media even judges have also been influenced by this social media. This Social media sometime affect the judgement of court. Judge as a human being also use social media i.e. Facebook, Tweeter blog etc. Fundamental right to speech and expression has been hampered by the arbitrary use of the so called cyber laws of the nation,  particularly Section 66A of the Information Technology Act, 2000. This section gives arbitrary power to police to arrest person by interpreting this section for their use. Because of this arbitrariness the section 66A of IT act is unconstitutional and should be stuck down by the court of law. Before delving into the issue in details, it is but desirable to first understand the concepts of social media and freedom of speech and expression. SOCIAL MEDIA Social media comprises primarily internet and mobile phone based tools for sharing and discussing information. It blends technology, telecommunications, and social interaction and  provides a platform to communicate  through words, pictures, films, and  music. Social media includes web- based and mobile technologies used to turn communication into interactive dialogue. Andreas Kaplan and Michael Haenlein define social media as â€Å"A group of internet -Based application that build on the ideological and technological foundation of Web 2.0, and allow the creation and exchange of user- Generated context. † â€Å"Web 2. 0† refers to Internet platforms that allow for interactive participation by users. â€Å"User generated content† is the name for all of the ways in which people may use social media. FREEDOM OF SPEECH AND EXPRESSION Freedom of speech and expression is broadly understood as the notion that every person has the natural right to free ly express themselves through any media and frontier without outside interference, such as censorship, and without fear of reprisal, such as threats and  persecutions. This  is  because  freedom  of  expression is not absolute and carries with it special duties and responsibilities therefore it may be subject to certain restrictions provided by law. The following are some of the most commonly agreed upon definitions of freedom of expression that are  considered as valid international standards: â€Å"Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers. †1   â€Å"Everyone shall have the right to hold opinions without interference. Everyone shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either  orally, in writing or in print, in the form of art, or through any other media of his choice. †2 Similarly, Article 19 (1) (a) of the Constitution of India also confers on the citizens of India the right â€Å"to freedom of speech and expression†. The freedom of speech and expression means the right to express one’s convictions and opinions freely by word of mouth, writing, printing,  pictures  or  any  other  mode. In the light of Moon’s argument, the importance of freedom of speech and expression while using social media can be better understood. FREEDOM OF SPEECH AND EXPRESSION AND SOCIAL MEDIA/INTERNET The Internet and Social Media has become a vital communications tool through which individuals can exercise their right of freedom of expression and exchange information and ideas. In the past year or so, a growing movement of people around the world has been witnessed who are advocating for change, justice, equality, accountability of the powerful and respect for human rights. In such movement, the internet and social media has often played a key role by enabling people to connect and exchange  information  instantly  and  by creating a sense of solidarity. Emphasising the importance of internet, the UN Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression in his Report, which was submitted to the Human Rights Council, stated that the internet has become a key means by which individuals can exercise their right to freedom and expression and hence, internet access is a human right. Report further stressed that States should ensure that internet access is maintained at all times, even during times of political unrest. Describing new media as a global network to exchange ideas and opinions that does not necessarily rely on the traditional mass media, the Committee stated that the States should take all necessary steps to foster the independence of these new media and also ensure access to them. Moreover, Article 19 of the Universal Declaration of Human Right and Article 19(2) of the International Covenant on Civil and Political Right also provides for freedom of speech and expression even in case of internet and social  media. Thus, it is seen that freedom of speech and expression is recognized as a fundamental right in whatever medium it is exercised under the Constitution of India and other  international documents. RESTRICTIONS ON FREEDOM OF SPEECH AND EXPRESSION The freedom of speech and expression does not confer on the citizens the right to speak or  publish  without  responsibility. It  is  not  an  upbraided  license  giving  immu nity  for  every possible use  of language and  prevents punishment  for those  who abuse  this freedom. Article19 (3) of the International Covenant on Civil and Political Right imposes restrictions on the following grounds: (a)For respect of the rights of reputations of others (b) For protection of national security, or public order, or public health or morals. As per Article 19(2) of the Constitution of India, the legislature may enact laws to impose restrictions on the right to speech and expression on the following grounds: (a) Sovereignty and integrity of India Security of the State (c) Friendly relations with foreign States (d) Public order (e) Decency or morality (f) Contempt of court (g) Defamation (h)   Incitement to an offence CYBER LAWS OF INDIA AND SOCIAL MEDIA Although there is no specific legislation in India which deals with social media, there are several provisions in the existing so-called cyber laws which can be used to seek redress in case of violation of any rights in the cyber space, internet and social media. The legislations and the relevant provisions are specifically enumerated as under: The Information Technology Act, 2000 (a) Under Chapter XI of the Act, Sections 65, 66, 66A, 6C, 66D, 66E, 66F, 67, 67A and67B contain punishments for computer related offences which can also be committed through social media viz. tampering with computer source code, committing computer  related offences given under Section 43, sending offensive messages through communication services, identity theft, cheating by personation using computer  resource, violation of privacy, cyber terrorism, publishing or transmitting obscene material in electronic form,material containing sexually explicit act in electronic form, material depicting children in sexually explicit act in electronic form, respectively. Section 66A of the Information Technology Act, 2000 Of all these provisions, Section 66A has been in news in recent times, albeit for all the wrong reasons. Section 66 A of Information Technology Act 2000 which provide for the punishment for sending offensive messages through communicatio n service provide three years punishment and fine or both for sending message of grossly offensive or menacing character. For example: Fake profile of president by imposter, fake profile had been made by imposter in the name of formal President Hon’ble Pratibha Devi Patil, on social networking website, Facebook . In another case of Bomb Hoax mail case, A 15 year-old teenage of Bangalore in 2009 was arrested by the cyber-crime investigation cell (CCIC) for allegedly sending a hoax e-mail to a private news channel. 66A. Punishment for sending offensive messages through communication service, etc. Any person who sends, by means of a computer resource or a communication device,— (a) any information that is grossly offensive or has menacing character; or (b) any information which he knows to be false, but for the purpose of causing annoyance, inconvenience, danger, obstruction, insult, injury, criminal intimidation, enmity, hatred, or ill will, persistently by making use of such computer resource or a communication device, shall be punishable with imprisonment for a term which may extend to three years and with fine  shall be punishable with imprisonment for a term which may extend to three years and with fine. Section 66A which punishes persons for sending offensive messages is overly broad, and curbs freedom of speech and expression and violates Articles 14, 19 and 21 of the Constitution. Justice Bhagwati in Maneka Gandhi case3 said that a law should be just, fair and reasonable. Formal Chief Justice Altamas Kabir and Justice J. Chelameswar, noted that the wording of Section66A is not satisfactory. It is made very wide and can apply to all kinds of comments. The fact that some information is â€Å"grossly offensive† (s. 66A(a)) or that it causes â€Å"annoyance† or â€Å"inconvenience† while being known to be false (s. 66A(c)) cannot be a reason for curbing the freedom of speech unless it is directly related to decency or morality, public order, or defamation (or any of the four other grounds listed in Art. 19(2)). There is no clear explanation of those words in this section. The expressions used in the Section are â€Å"vague† and â€Å"ambiguous† and that 66A is subject to â€Å"wanton abuse† in view of the subjective powers conferred on the police to interpret the law. It give excess power to administration for example: On February 6, 2013, Sanjay Chaudhary was arrested under section 66A of the Information Technology (IT) Act for posting ‘objectionable comments and caricatures’ of Prime Minister Manmohan Singh, Union Minister Kapil Sibal and Samajwadi Party president Mulayam Singh Yadav on his Facebook wall. However, the incident that rocked the nation was the arrest last November of two young women, Shaheen Dadha and her friend Renu Srinivasan, for a comment posted on Facebook that questioned the shutdown of Mumbai following the demise of Shiv Sena Supremo Bal Thackeray. Looking at the construction of that word of Sec 66(A), it unintentionally prevent organisations from using proxy servers. Furthermore, it may also prevent remailers, tunneling, and other forms of ensuring anonymity online. This doesn’t seem to be what is intended by the legislature. According to Government of India, section 66A, introduced in the 2009 amendments to the IT Act, has been taken from Section 127 of the U. K. Communications Act, 2003 it has already read down by HOUSE OF LORDS on the grounds that Parliament of U. K. could not have intended to criminalise statements that one person may reasonably find to be polite and acceptable and another may decide to be ‘grossly offensive and regard that section as U. K. ’s worst provisions MEANING OF TERM â€Å"GROSSLY OFFENSIVE† In Director of Public Prosecutions v. Collins4 case before House Of Lords, arising out of racist references in messages left by a constituent on the answering machine of a British MP, the House of Lords laid down a seminal test for determining whether a message is ‘grossly offensive. ’ Justices must apply the standards of an open and just multi-racial society, and that the words must be judged taking account of their context and all relevant circumstances. † The House of Lords added that â€Å"there can be no yardstick of gross offensiveness otherwise than by the application of reasonably enlightened, but not perfectionist, contemporary standards to the particular  message sent in its particular context. † Most importantly, the House of Lords held that whether a message was grossly offensive did not depend merely on the degree of offence taken by the complainant but on whether it violates the basic standards of an open and just multi-racial society. DIFFERENCE BETWEEN SEC. 127 OF U. K. COMMUNICATION ACT, 2003 AND SEC. 66A OF I T ACT Section 66A (a) refers to the sending of any information through a communication service that is ‘grossly offensive’ or has ‘menacing character’. In the U. K., Section 127(1)(a) makes the sending of ‘matter that is grossly offensive or of an indecent, obscene or menacing character’ an offence. The punishment for the offence in Section 127(1) is a maximum of six months’ imprisonment or a fine of ? 5,000 while Section 66A imposes a much more serious punishment of imprisonment up to three years and a fine without limit. Therefore, Section 66A(b) of the IT Act is not the same as Section 127(1)(b) of the U. K . Communications Act, 2003 in terms of scope of the offence or the punishment. PUNISHMENT – ARTICLE 14 ; 21 OF INDIAN CONSTITUTION Punishment under this act appeared to be violative of Article 21 (right to life) and Article 14 (non-discrimination/equality). This law is not consistent with the notions of fairness while it imposes an equal punishment for different intensive offence. Section is unreasonable and arbitrary in nature. Punishment for this purposes disparate belonged together in a single clause is quite astounding and without parallel (except in the rest of the IT Act). That’s akin to having a single provision providing equal punishment for calling someone a moron (â€Å"insult†) and threatening to kill someone (â€Å"criminal intimidation†). There is no countervailing interest in criminalizing false and persistent â€Å"insults†, etc. , that will allow those parts of this provision to survive the test of ‘reasonableness’ under Art. 19(2). Constitution of India is much stronger than that of the unwritten constitution of United Kingdom. In India, Judiciary has the power of judicial review, whereas in United Kingdom parliament is consider supreme. Putting those two aspects together, a law that is valid in the United Kingdom might well be unconstitutional in India for failing to fall within the eight octagonal walls of the reasonable restrictions allowed under Art. 19(2). That raises the question of how they deal with such broad wording in the UK. SECTION 66A – ARTICLE 19 OF INDIAN CONSTITUTION Section 66A of IT act violates Art. 19 of Indian constitution. This section is against the fundamental right to speech and expression. Right under Art. 19 is not absolute right. Art. According to the government, section 66A is the reasonable restriction that is imposed on freedom of speech and expression but Under Article 19(2), restrictions on freedom of speech and expression are reasonable if they pertain to any of the listed grounds, such as sovereignty and integrity of India, etc. But under Section 66A, restrictions have been placed on freedom of speech and expression on several other grounds, apart from those mentioned in the Constitution. Therefore it is violates Art. The current equivalent laws in USA is US Federal Anti-Cyber-Stalking law, this law prohibit harassment or stalking legislation. This act awards punishment up to one year or fine of up to $ 1000. In Australia, the Stalking Amendment Act (1999) was introduce to include the use of any form of technology to harass a target as forms of â€Å"criminal stalking. † In Poland Stalking, there is Polish Criminal Code 2011 which including cyber stalking as a criminal offence, this act awards six month punishment SOCIAL MEDIA – JUDICIARY Improved communications technology and social media, such as Twitter, Google + and Facebook, are changing the face of journalism. Media like affecting all the institutions of the Government also affect the Judiciary. It completely overlooks the vital gap between an accused and a convict keeping at stake the golden principles of ‘presumption of innocence until proven guilty’ and ‘guilt beyond reasonable doubt’. Media itself does a separate investigation, builds a public opinion against the accused even before the court takes cognizance of the case. By this way, it prejudices the public and sometimes even judges and as a result the accused, that should be assumed innocent, is presumed as a criminal leaving all his rights and liberty unredressed. Results in characterizing him as a person who had indeed committed the crime, it amounts to undue interference with the â€Å"administration of justice†, calling for proceedings for contempt of court against the media. Other than this, Twitter, Facebook, and other forms of social media are causing difficulties for judges who are trying to administer fair trials. For example, what rules should there be, if any, on whether judges tweet during a case? Should courts be able to monitor the social-networking contacts of attorneys during a trial, and what about witnesses or even parties? Should there be limits on all use or just limits on what is said? The questions seem endless, and the answers certainly are not easy. Should judges or their campaigns be able to use Facebook and have â€Å"friends† that may be potential parties before the court or attorneys appearing in court? Is it appropriate for judges to have a personal Facebook page separate from a professional one, or is that activity unbecoming the judiciary?. Right now there is a patchwork of rulings on these issues but, for the most part, no definitive rules exist. If there are no rules, it can become a treacherous terrain for media-savvy judges to navigate. Some of the people are totally against the blog of judges but some other advocate that and see it as a way to educate the public about the court function. CONCLUSION It is clearly evident that social media is a very powerful means of exercising one’s freedom of speech and expression. However, it is also been increasingly used for illegal acts which has given force to the Government’s attempts at censoring social media. Where on the one hand, the misuse of social media entails the need for legal censorship, on the other hand, there are legitimate fears of violation of civil rights of people as an inevitable consequence of censorship. What is therefore desirable is regulation of social media, not its censorship. However, the present cyber laws of India are neither appropriate nor adequate in this respect. An analysis of the existing IT laws shows that there is unaccountable and immense power in the hands of the Government while dealing with security in the cyber space. Even then, it is not sufficient to check the misuse of social media. Section 66A certainly does not engage in the delicate balancing required to pursue the legitimate objective of preventing criminal intimidation and danger through social media without going no further than required in a democratic society to achieve that end. The drafters of Section 66A(b) have equated known criminal offences in the real world with acts such as causing annoyance and inconvenience that can never constitute an offence in the real world and should not be offences in the virtual world. Therefore, the legislative restrictions on freedom of speech in Section 66A (b) cannot be considered as being necessary to achieve a legitimate objective. Section 66A should not be considered a ‘reasonable restriction’ within the meaning of Article 19 of the Constitution and must be struck down as an unconstitutional restriction on freedom of speech. If political speech, that is, criticism of politicians and exposure of corruption continues to be punished by arrest instead of being protected, India’s precious democracy and free society will be no more. Hence, a specific legislation is desirable to regulate social media. However, there are many practical difficulties which may arise while doing so. There is a very thin line which demarcates the enjoyment of one’s right and the violation of the enjoyment of else’s right in the process. In social media, the exercise of freedom of speech and expression by one may result in the invasion of privacy and defamation. The provision should be made in accordance with the reasonable restriction provided under article 19(2) of Indian Constitution. While persistent false communications for the purpose of annoying, insulting, inconveniencing, or causing ill will should not be criminalized (if need be, having it as a civil offence would more than suffice), doing so for the purpose of causing danger or criminal intimidation should. A provision is needed to penalise hoax bomb threats, then the provision clearly should not be mentioning words like â€Å"annoyance†, and should not be made â€Å"persistent†. The act should define the punishment according to the malic intension of the offender, less punishment should be awarded for less intensity of offence. Media should not be allowed to call a person as an accused before a court of law held that person as an accused. A blog or a Facebook account should be made in the name of Courts, to provide information on legal issue.

Hum/114 Wk 1 Individual – Drill or Not to Drill

To Drill or Not to Drill HUM/114 October 25, 2010 To drill or not to drill is large debate that many Americans are not sure how to answer. Many people are upset about the recent oil spill in the Gulf of Mexico and have been discussing that we could invest in alternative sources of energy more, but without knowing the facts. Unfortunately, misfortunes like this happen all of the time, it is a part of life and all we can do is discover from our mistakes and move forward. One of the main complaints is that â€Å"Offshore drilling poses environmental risks. Yes the environmental danger of off shore drilling gradually has affected our wild lives and fish stocks. Researchers argue that this is not just a short-term effect because the remaining species can obtain new diseases and not be able to fight them because of lower heterozygosity index. In addition they are afraid that it will lead to the extinction of a variety of species. Due to today’s new technology that is continuously u pdated the new drilling rigs have considerably reduced the risk of potential accidents.In the most recent situations that have occurred due to oil rigs BP being one and the Exxon Valdez accident in 1989 off the coast of Alaska being another. Researchers were able to discover that there were several factors that stacked up in order for these accidents to occur. Once of the main causes involved highly negligent practices such as strained workers, unfulfilled promises of advanced technology equipment and several safety regulation violations.BP has been known to have an appalling track record concerning safety and has been fined 760 times in comparison to one of our leading oil drilling companies ExxonMobil, who has been only fined once and has had no incidents. Another argument is how long can we honestly rely on oil? In the long run researchers are saying that our dependence on oil must end entirely. This is most likely a true statement; however, it is reality that even with scrupulou s development of these energy resources they are far from eing able to produce the energy needed in today’s world. I strongly support renewable energy, but researchers are a long way away from being able to convince us that it is possible much less feasible. As we stand the reality of the matter is that we do need additional energy and while scientist are in the process of getting all of the resources together, offshore drilling is a very sensible and practical way of obtaining energy.I do realize that oil is not sustainable but believe until it is diminished we should continue using it in the most efficient way possible. References By: Stone, Brad; Williams, Elisa. Newsweek, 11/17/2003, Vol. 142 Issue 20, pE22-E25, 3p, 2 Color Photographs, 2 Diagrams; Reading Level (Lexile) By: Kintisch, Eli. Discover, Jan2007, Vol. 28 Issue 1, p20-23, 4p; Reading Level (Lexile) Congressional Digest, Sep2008, Vol. 87 Issue 7, p196-224, 4p By: Khermouch, Gerry.Architectural Record, May2004, V ol. 192 Issue 5, p169-176, 6p, 4 Color Photographs, 1 Diagram; Reading Level (Lexile By: Dresselhaus, M. S. ; Thomas, I. L.. Nature, 11/15/2001, Vol. 414 Issue 6861, p332, 6p, 4 Color Photographs, 1 Diagram By: Hartley, Frank. Offshore, Feb2006, Vol. 66 Issue 2, p32-32, 1p, 1 Chart By: TARA MAC LEAN SWEENEY; SPECIAL STAFF ASSISTANT OFFICE OF THE GOVERNOR; STATE OF ALASKA. FDCH Congressional Testimony, 03/12/2003

Emotional Physical and Mental Benefit of Horseback Riding

†¢ Overall sense of wellbeing: Horseback riding is a great combination of cardiovascular and muscle-strengthening exercise. As we have discussed in previous articles, regular exercise imparts various psychological benefits. †¢ Increased self-confidence: The idea of being able to control an animal much larger than ourselves improves our self-confidence. Adding a new skill to our repertoire also increases our sense of self worth. †¢ Decreased stress: When you engage in horseback riding, you need to focus on the nuances of the entire ritual and process.This helps take your mind off mundane worries, which in turn relieves stress. †¢ Improved focus: For me, the most eye-opening aspects of horseback riding are the subtle details that are involved in every step of the process, from preparing the horse for the ride all the way to dismounting the horse. All of this not only requires significant focus but also helps cultivate better focus. †¢ Improved self-discipline: The art of horse care and horseback riding is a great example of inter-species communication. Every nuance of our behavior affects the horse’s behavior.Therefore, in order to be a good rider, you must cultivate the self-discipline to modulate your own behavior e. g. : smooth breathing, overall calmness, etc. †¢ Improved patience: Horseback riding requires learning a whole new set of skills which takes time. And getting to understand the psychology of horses is a process too. So, by riding horses regularly, we can learn to be more patient which is a desirable quality. †¢ A sense of freedom and elation: I can tell you from my own experience that being able to ride a horse, a much bigger and powerful creature, gives me a sense of elation and freedom.I know of many people who have had the same experience. †¢ A sense of teamwork, responsibility and social networking: Working with a group of people (e. g. : trainers, fellow riders, etc. ) towards the same goal teache s us the value of teamwork and responsibility. This is especially important for children. Additionally, children enjoy the opportunity to develop a healthier social network which is less likely to lead them to troubles. †¢ Development of respect for animals: I believe every human should show respect for our fellow animals.Horseback riding definitely makes us aware of the amazing abilities and sensibilities of horses thus creating a renewed respect for animals. †¢ Improved risk-taking abilities: Since riding is clearly a risk sport, the process of becoming an accomplished rider teaches us how to manage potential risks judiciously. †¢ Therapeutic riding: Horseback riding has been used since the 50? s, with much success, in helping physically disabled people to improve their physical and emotional health. This is described as therapeutic riding. Emotionally disabled people are also known to benefit from therapeutic riding.For example, autistic children are known to focus better and even utter their first spoken words while on the back of a horse. †¢ Safety comes first: Please be careful in choosing a training farm and/or a trainer. Attention to the safety of people and animals is paramount; and wearing a helmet is a must. (http://medinagazette. northcoastnow. com/2010/07/21/the-psychology-of-horseback-riding/) Psychological Benefits * General sense of well-being. Exercise in the fresh air of a ranch, away from hospitals, doctors office, therapy rooms, or home help to promote a sense of well-being. Improved self-confidence Confidence is gained by mastering a skill normally performed by able-bodied people. The ability to control an animal much larger and stronger than oneself is a great confidence builder. Participating in events such as shows and play days add to the sense of achievement. * Increased interest in the outside world. For those confined by a disability, the world tends to shrink in size. Riding increases interest in what is happeni ng around the rider, as the rider explores the world from the back of a horse. Even exercising becomes interesting when done on horseback. Increased interest in one's own life. The excitement of riding and the experiences involved stimulate the rider, encouraging the rider to speak and communicate about it. * Improved risk-taking abilities. Riding is a risk sport. The rider learns to master fears though the act of staying on the horse, as well as attempting new skills and positions on the horse. * Development of patience. Since the horse has a mind of it's own, the rider learns patience as he or she attempts to perform skills on the horse when the horse is not cooperating.Repetition of basic riding principles also helps to develop patience. * Emotional control and self-discipline. The rider quickly learns that an out-of-control rider means an out-of-control horse. Shouting, crying, and emotional outbursts upset the horse, which in turn frightens the rider. Riders learn to control th ese emotions and appropriately express them. * Sense of normality. By being able to master a skill considered difficult by the able population, the rider experiences him/herself as being normal. * Expansion of the locus of control.The rider begins to view him/herself as having control over his/her world as control over a powerful animal increases. (http://www. strides. org/psycho. html) * Friendship. Although riding can be a solitary activity, it is normally performed in groups. Riders share a common love of horses and a common experience of riding — a good foundation on which to build a friendship. * Development of respect and love for animals. Horses require a great deal of care and attention. Riders find themselves bonding with the animals. They develop an interest in them and learn to care for them.They learn to put the needs of the horse first. * Increased experiences. The variety of experiences involved in riding are endless. From tacking and grooming to trail riding, f rom going to horse shows to learning the parts of a horse, the rider is constantly experiencing and growing. The horse also provides the rider with the ability to go places otherwise inaccessible due to the disability. * Enjoyment. There is no doubt about it, riding a horse is fun. Riders experience excitement and pleasure every time they come for a lesson. (http://www. strides. org/social. html) Physical Benefits * Improved balance.As the horse moves, the rider is constantly thrown off-balance, requiring that the rider's muscles contract and relax in an attempt to rebalance. This exercise reaches deep muscles not accessible in conventional physical therapy. The three-dimensional rhythmical movement of the horse is similar to the motion of walking, teaching rhythmical patterns to the muscles of the legs and trunk. By placing the rider in different positions on the horse (therapeutic vaulting), we can work different sets of muscles. Stopping and starting the horse, changing speed and changing direction increase the benefits. Strengthened muscles. Muscles are strengthened by the increased use involved in riding. Even though riding is exercise, it is perceived as enjoyment, and therefore the rider has increased tolerance and motivation to lengthen the period of exercise. * Improved coordination, faster reflexes, and better motor planning. Riding a horse requires a great deal of coordination in order to get the desired response from the horse. Since the horse provides instant feedback to every action by the rider, it is easy to know when you have given the correct cue.Repetition of patterned movements required in controlling a horse quickens the reflexes and aids in motor planning. * Stretching of tight or spastic muscles. Sitting on a horse requires stretching of the adductor muscles of the thighs. This is accomplished by pre-stretching prior to mounting the horse, and starting the rider off on a narrow horse, gradually working to wider and wider horses. Gravity helps to stretch the muscles in front of the leg as the rider sits on the horse without stirrups. Riding with stirrups with heels level or down helps to stretch the heel cords and calf muscles.Stomach and back muscles are stretched as the rider is encouraged to maintain an upright posture against the movement of the horse. Arm and hand muscles are stretched as part of routine exercises on the horse and by the act of holding and using the reins. * Decreased spasticity. Spasticity is reduced by the rhythmic motion of the horse. The warmth of the horse may aid in relaxation, especially of the legs. Sitting astride a horse helps to break up extensor spasms of the lower limbs. Holding the reins helps to break flexor spasm patterns of the upper limbs.Many of the developmental vaulting positions are also designed to break up or reduce spasticity. Fatigue also helps to decrease spasticity by producing relaxation. * Increased range of motion of the joints. As spasticity is reduced, range of motion increases. Range of motion is also improved by the act of mounting and dismounting, tacking up, grooming, and exercises during lessons. * Reduction of abnormal movement patterns. If spasticity is reduced and range of motion increased, it follows that abnormal movements will be inhibited.Relaxation techniques while riding also help to inhibit abnormal movement. * Improved respiration and circulation. Although riding is not normally considered a cardiovascular exercise, trotting and cantering do increase both respiration and circulation. * Improved appetite and digestion. Like all forms of exercise, riding stimulates the appetite. The digestive tract is also stimulated, increasing the efficiency of digestion. * Sensory integration. Riding stimulates the tactile senses both through touch and environmental stimuli.The vestibular system is also stimulated by the movement of the horse, changes in direction and speed. The olfactory system responds to the many smells involved in a st able and ranch environment. Vision is used in control of the horse. The many sounds of a ranch help to involve the auditory system. All of these senses work together and are integrated in the act of riding. In addition, proprioceptors ( receptors that give information from our muscles, tendons, ligaments and joints) are activated, resulting in improved proprioception. (http://www. strides. org/physical. html)

THEORETCIAL FRAMEWORK Essay Example | Topics and Well Written Essays - 500 words

THEORETCIAL FRAMEWORK - Essay Example lso be done using Marty Neumeier’s five phases of brand building which include the following aspects: differentiation, collaboration, innovation, validation and cultivation. Whilst each process was carefully considered, the first four phases of Alina Wheeler’s and Marty Neumeier’s second discipline, collaboration, were vital components that I considered to be essential in constructing the CTL branding tree. The CTL branding tree serves as a tool that is flexible in terms of its usability, easy to interpret which, when carefully executed, makes consistency possible throughout the branding process. This easy to follow step-by-step process is a fundamental tool for getting to the bottom of the matter of the brand and to illustrate the importance of features in creating extraordinary characters. In other words, the use of a mnemonic tool such as the â€Å"seed to tree† growth process could be targeted by today’s designers, marketers, researchers, and brand supervisors for planning, strategizing and aligning new or existing organizational goals without all the complex approaches to brand planning from the conceptual framework to launching stage. The five major components that constitute the CTL branding tree include the following: concept or â€Å"big idea†, brand strategy attributes, brand identity elements, target audience and brand applications are divided into meticulous sections that formulate the brand. Firstly, the concept or big idea or â€Å"seed† is the thought process or general idea of the brand. This is the initial starting point of the brand and it is characterized by brainstorming ideas among the branding team, stockholders or even middle management. All ideas are carefully considered for the brand but the best ones are selected for the branding purpose. Secondly, the decision about the brand strategy attributes or the â€Å"root" is done through extensive use of qualitative and quantitative research techniques to investigate the behaviour of the

Management science Coursework Example | Topics and Well Written Essays - 500 words

Management science - Coursework Example It only picks one value from the highest state of nature. b. Using the minmax regret, we use the regret table whereby the highest values of the loss for the pounds supplied is taken. In this case, we have $120 for 20 pounds, $105 for 25 pounds, $60 for 40 pounds and $80 for 60 pounds. So picking the lowest value from the obtained maximum losses, we get $60 for 40 pounds. So by supplying 40 pounds Geoffrey will make minimum losses. When there is a single doctor working in the emergency room, and he takes 5minutes to attend to one patient, therefore it means that the doctor will serve 12 patients in an hour. Since the arrival rate of the patients is 14/hour, then a queue is expected. When another doctor is introduced and are working together, that means it is a single model. The appropriate operating characteristic for this single queue model is the average number of patients waiting to see a doctor and in this case it should not be more than 6 patients. The model has an arrival rate which is exponentially distributed and the patients follow the first come first served. The formula above is used to show the expected number of patients in the queue. The administrator wants at most six patients in the queue and the least number of doctors required to meet the requirement will be given by substituting Lq with 6 (Lq

A fine line between sanctity and sinfulness Essay

A fine line between sanctity and sinfulness - Essay Example Christ himself is the difference between sanctity and sinfulness. St. John, when addressing the masses, said that one should not sin, however, if a man sins he has an advocate with the Father, Jesus Christ (Taylor, 1849, p. 418). Christ not only preached sanctity, he lived the life on his own principles. At the same time, he showed the world how to stay away from the sins. The Bible says â€Å"put to death what is earthly in you† (Colossians 3:5). It does not mean to rid the humanness. Earthly here refers to the sins and embracing the opposite, the sanctity. Earthly can be considered evil desires. These evil desires draw the line between good and evil. Say the desire to avoid people or to hurt them based on their ethnicity or the color of their skin, is an evil or earthly desire. Christ preached and embraced all of humanity. Just like the sun does not shine on a single neighborhood, Jesus was not the prophet for a certain race or nation. He did not sin by staying away from the people who were considered of low caste. He embraced sanctity and preached to all equally. It was this act that made him the favorite of the masses. They saw him as their leader, someone with mythical powers that healed their sick. A rebel who was fighting for the rights of poor. Pharisees considered Jesus’s actions as sinful because he condemned Pharisees and the teachers of Moses’s Law (â€Å"Bible Gateway†, n.d.). Jesus never criticized the Law of Moses but he showed his concerns about the character of its preachers. He said to the mass that they should listen to the Law of Moses but there is no need to take action upon it as its preachers are hypocrites. They keep piling restrictions and laws on people but they never abide by them. Their good deeds are just an act to impress people and not the God. Pharisees thrive on appearances and showing off their piousness. For instance, swearing by the altar did not hold any importance to the

Theater Article Example | Topics and Well Written Essays - 750 words

Theater - Article Example However, acting has numerous similarities with performances, which often take place in a single stage in front of a live audience. Both require professional actors with designed costumes in order to represent the script. Audience refers to the consumers of the works of art. This refers to the people who sit in theaters to watch live performances and refers to the people who either visit cinemas or purchase films to watch at home. The audience is a significant party in the development of films and acting since they constitute the market targeted by developers of such products. The audience often criticize a play or a film thereby challenging he developers to create better works with every of their productions. What is Performance? Performance refers to the art of playing specific scene as developed by a director. Performance requires an adequate number of characters and an effectively developed play. As such, each character therefore plays a significant role as stipulated by the script. Performances vary depending on the nature of the script. Each character plays independently but in tandem with the roles played by other character. Just as is the case with any other form of literatures, effective performances rely on the ability of the developers to create 3effective conflicts among the characters. The characters must relate appropriately and act naturally in order to develop a strategic conflict that sustains the plot of the performance. Most performances take place before an audience or during a shooting thus creating film. Theater refers to the stage where performances occur. The theater therefore forms the scene and setting for the action in a performance. Theaters are strategically constructed and designed in order to enhance the plot of the performances. The theater provides a stage for acting. This implies that a theater has all the

Knowledge of American Historysocialcultural, economic, literary, Essay

Knowledge of American Historysocialcultural, economic, literary, political, and religious changes that have occurred in American History over the time periods 18651992 - Essay Example These well-intentioned ideals would evolve into hate groups, whose mission was to control elected offices through the intimidation of voters and election fraud.built on violence. Taking the law into their own hands, they pledged to protect their property, life, and well-being in the face of inadequate government institutions and a legal system that they viewed as hostile. Groups, such as the KKK, would soon succumb to a power hungry leadership that was driven by ethnic fanaticism and racial hatred. Their priority would soon shift from regulating the social order to white supremacy. Since the Civil War, white supremacists and their organizations have openly denied constitutional rights to minority citizens, instilled fear, and advocated extreme violence, and now occupy legitimate positions within the highest ranks of the American political and social system. The KKK emerged after the Civil War as the most powerful, and well organized, white supremacist group of that era. Confederate soldiers, returning home from the war, were driven into a prolonged period of forced inactivity. Lacking capital for agriculture, and denied participation in business or the professions, a group of young men formed the KKK in Pulaski Tennessee in June 1866 as a social group to share ideas and promote their local economy (Wilson & Lester, 1884, p399). The KKK spread quickly throughout the South with an escalating membership that was propelled by bitter feelings of swelling resentment towards the freed slaves that lingered after the war's end. Using intimidation and violence, the KKK's primary goal was to control political offices in the South by preventing African-Americans and their sympathizers from expressing their recently acquired constitutional right to vote. The KKK was infamous for its 'Midnight Rides', in which they would ride through the countryside , masked, and violently attack their opposition with beatings, arson, and lynchings. Their membership and ritual were highly secretive, which not only added to their mystique and fear, but also gave them an additional layer of protection from public scrutiny (Wilson & Lester, 1884, p.400). Though membership lists were not kept, and few official records were maintained, it is estimated that by the 1920s Klansmen and their sympathizers numbered in the millions (McClymer, 2001). The power of the KKK's membership fueled the racial discord of the 1920s and made it possible to elect KKK candidates to some of the highest political offices in the country. The peak membership of the 1920s would dissipate as the KKK, and other white power groups, experienced a steady decline in membership due to social pressures and public perceptions. The KKK suffered a series of financial setbacks, such as a federal tax judgement that prohibited them from forming a national chapter, and lawsuits that deprived the national KKK from the right to own property. Over time, the members migrated to approximately 300 different organizations, which have 25,000 hard-core ideological activists that support the white supremacist movement (Carlie, 2002).1 These organizations have tended to act less violently, though they have continued to preach an agenda that includes violent revolution. This accompanies a conflicting philosophy that includes biblical scripture and Christian

What is Happiness Essay Example | Topics and Well Written Essays - 1000 words

What is Happiness - Essay Example These were declared to be unrelated to true happiness (Schervish and Whitaker 16). In his monumental Nicomachean Ethics, he pointed out that the majority of the people believed true happiness to be derived from material things. Nevertheless, people express dissatisfaction with fleeting pleasure and Aristotle rightly points out the futility of expecting honor, possessions, and pleasures to provide true happiness. The latter is based on a principle that these cannot create. (Schervish and Whitaker 16). There is some ambiguity associated with the term happiness, which has come to denote an emotion that is the opposite of sadness. Happiness, per se, lacks permanency and determining whether a person is happy is the province of the person experiencing that emotion. Moreover, the attitude of a person towards this emotion determines whether that person is happy or not. Furthermore, the same stimulus or events may fail to produce happiness in an individual, on each and every occasion. Such is the subjective nature of this emotion (Miller). Thus, happiness is chiefly psychological. On the other hand, there are some scholars, who believe that happiness is not merely a subjective phenomenon. It is their contention that happiness is the outcome of enjoying a trouble-free life. This state of being has been held to be continuous by these scholars. As the underlying elements of such happiness are general in nature, there is no subjectivity involved(Miller). Consequently, any individual under the same circumstances as a happy person should also be happy. Aristotle was of the firm conviction that happiness was understood differently by the elite of society and the common man. Nevertheless, within a specific class of society, there was the consensus regarding what constituted happiness. Thus, it was presumed that the proletariat would equate happiness with some obvious condition like pleasure, wealth or honor. On the other hand, the elite could be expected to relate happiness to critical reflection and excellence (Miller). With regard to happiness being the result of the possession of money and health, the elite would attach minimal importance. Ancient ethics promoted the idea that the manner in which people derived satisfaction in their life was the subject matter of ethics. Thus, the good life had to perforce dwell upon issues, such as the manner of life that a person wanted to lead, performing acts that would promote the good of others, and actions that would benefit the individual (White 3). Aristotle had been seized with engendering an environment, wherein good human functioning and prosperity could develop apace. He was of the opinion that the utmost happiness was to be aimed for, both at the individual as well as the societal level. Physical existence and moral and intellectual qualities were the distinguishing features of a life that was prosperous and good(Ormeci). The human soul, according to Aristotle, is very precious. As a result, it is of far greater importance to fulfill moral qualities, in comparison to other elements. He firmly believed that the best possible life that a man could lead was one whose virtue was adequately supported by material resources (Ormeci).  

Self-reflective report Assignment Example | Topics and Well Written Essays - 1500 words

Self-reflective report - Assignment Example The abundance of advice on management techniques, approaches to business and organizational leadership, and even instruction manuals for achieving personal and business success implies that there are no immediate, quick-fix solutions to ensure that the individual becomes a successful, effective manager. New, radical, exciting approaches are published on a regular basis, and it is difficult for the individual not to accept the latest theory as the ultimate answer. Some of these approaches are more appealing – the Japanese Management Philosophy is a personal favorite. The appeal of taking on a tried and tested approach, and subjecting oneself and an organization to the parameters of that theory is clear. There are, however, limitations to an approach which relies heavily on the suggestions of others in the field. The danger is that while the theory may seem appealing, the practical impossibility of transferring all the conditions under which the theory was developed to an organi zation remains. Each business will have its own unique set of challenges, its individual requirements for change, and its own human component. A personal management philosophy should be developed by each manager, dependent on the contexts he/she is in and the experience and knowledge he/she has built up. This approach will prevent the uncritical adoption of a particular philosophy as the basis from which to work within an organization. This essay will propose that the three most important aspects of effective management, and by implication, the three most important characteristics of a good manager are, firstly, high emotional intelligence – an awareness of the importance of people in organizations, a perceptive recognition of people’s strengths and weaknesses, and an ability to motivate and communicate effectively with people, as well as an honest and realistic level of self-knowledge; secondly, an openness to change, and a flexible, adaptable approach to business, an d the organization, so as to meet the challenges of an ever-changing global business and economic environment; and thirdly an ability to think and act rationally, based not only on emotional responses, but on the needs of people in an organization, and the organization itself. The additional characteristics of a good manager mentioned in this essay are all related to these three essential facets, and serve further to explore the proposal that a personal management style, evolving from a joining of management theory and philosophy, personal experience and capabilities, and the immediate context of the manager’s environment is essential for good management. In all organizations, the influence of humans is paramount. It is people who are able to drive any organization toward becoming effective, profitable or successful, and adaptable. It is thus essential that knowledge regarding the human interaction within an organization be part of the manager’s approach. The more trad itional aspects of the business – productivity, efficiency, marketability, and so on – are not to be neglected, but the structuring and management of interpersonal relationships, teamwork management, and personal management must be considered. A manager can only provide leadership when his/her own self-awareness is ongoing and

Justice John Paul Stevens Case Study Example | Topics and Well Written Essays - 500 words

Justice John Paul Stevens - Case Study Example One of the most important factors of this case is the dissenting opinion of Justice John Paul Stevens. Justice Stevens stated that the judgment reached by the court was a strained decision which was also supported by a reading which was unpersuasive. He continued to say that the decision had overturned a precedent which had stood for a long time and also that the court had bestowed the law in a dramatic upheaval. Stevens states that it was notable of the amendment because it had omitted any of the statement of the needs that were associated with the individual's rights to utilize firearms when hunting or also in self defense and that this rights were present in the Declarations of Rights of Pennsylvania and Vermont (Gary, 2008). The dissent of Justice Stevens can be seen to be focused on four points of disagreement. One of the point of disagreement is that the Founders did not intend to make the individuals rights in possession of guns an aspect of the Second Amendment and if they intended it they would have made that clause expressly in the Second Amendment. The other point of disagreement is that the preamble concerning the militia and that the exact phrase which mentions to keep and bear arms is only applicable to the state militias only and not all individuals according to the Second Amendment.

A Streetcar Named Desire Essay Example for Free

A Streetcar Named Desire Essay In this play there are three main characters Blanche, Stanley and Stella. The play is set in New Orleans in a place named Elysian Fields which runs between L N tracks and the river. Stella and Stanley are married and living together as man and wife in their little apartment. Blanche is Stellas sister. Blanche and Stella both used to live in Belle Reve. Blanche turns up on Stellas door step having lost Belle Reve and her job as a teacher. She has no money and no place to go. She is relying on her sister and her husband to support her. On her arrival she insulted Stellas husband and Stella herself but still expects them to look after her as if it were their duty. Blanche takes them both for granted and in scene one says Im not going to be put up at a hotel. I want to be near you. As soon as Blanche sees Stanley she finds something strangely attractive, she doesnt know why or what it is, he is distant towards her, does not pay her compliments like she is used to and she finds this attractive, he is quite a challenge to her even if he is her brother in law but there is something there that she finds irresistible, the first time they meet he is very blunt in the way he talks and brash, he has no respect for women of any kind, he does what he wants, when he wants and how he wants to do it, the first time they meet he walks in asks if she minds if he takes his top off after a long day at work but before she replies he has already removed it, he wasnt really interested in her answer it was just like a formality a moment of politeness. This is when she notices him and sees something she likes. This makes us think that Blanche may be jealous of the relationship between her sister and Stanley. Perhaps she likes the idea of this man treating her differently to the way she has been treated before, she likes him having power over her, being manly In scene two Stanley questions Blanche on the loss of Belle Reve. Blanche is secretive and tries to avoid the subject, she does not want to argue over such trivial matters and should not want to upset her sister who is listening to their discussion but Stanley can see straight through her pretty, womanly ways, he wants the truth and he knows that she is hiding something, she tries to act dumb papers, what papers she asks when Stanley asks to see the legal documents on Belle Reve. When Stanley does find papers Blanche says they are love letters and he must not touch them (changing the subject to try and distract Stanley from what he wanted to see or might find) Sister in law or not he knows something has happened that will affect Stellas inheritance and through the Napoleonic Code will effect him. Blanches flirtatious ways will not win Stanley over where this is concerned. Stanley can see straight through her womanly ways and will not be distracted.

Minimizing Verb Tense Errors

Minimizing Verb Tense Errors In 21st century, globalization, development of information technology and increase of population in English learners expand interests and demands on English writing skills (Warschauer, 2000). This gets connected to interests on effective composition strategies and it leads to promote development of effective English composition approach. While facilitating at a school of secondary level as student-teachers the researchers were able to notice that most students have a lot of difficulties when it comes to writing activities during English classes. It was also observable when one of the researchers was checking second year students formal theme writing. They are regularly required to write formal theme writing, and it was found out that most of them still commit grammatical errors. Although, they are monthly given time to write journal entries as writing activities, researchers could not observe clear improvements on their written outputs. English teachers at Paco Catholic School (PCS) usually check students thoughts within essays but not for grammatical errors in depth. When checking formal theme writing, the content is usually prioritized rather than grammar. As mentioned above, since writing is one of the significant factors in learning and teaching ESL and due to the existence of many problematic areas in writing, this study aims to build awareness about some L2 writing difficulties among learners and teachers with possible solutions to it. Problem Description and Documentation The present study is an attempt to observe and analyze the needs about specific difficulties among high school second year students in writing class. The data for this study are based on the analysis of formal theme writing, survey questionnaires given to the students, and interview of teacher. Analysis of Grammatical Errors in Formal Theme Writing The researchers collected and analyzed the formal theme of students from one section (II-13) in order to obtain some information about common grammatical areas that students commit errors. The purpose of this document analysis is to establish that the second year, section thirteen students have problems with their grammar problems in writing skills. First, formal theme of 40 students was checked by focusing on grammar. Overall, ten grammatical areas were classified, including verb form, tenses, verbs, preposition, pronoun, connectives, infinitives, article, degree of adjectives, and fragmentary. With all those areas, 324 grammatical errors were committed by the participants. Also, among those grammatical errors, verb tenses was identified as the highest rate by getting more than half percent. Taking the mean values of the overall errors, the results indicate four most common errors that the students made, which are verb tenses (5.25), verb forms (1.1), followed by pronouns (0.65), and preposition (0.55). The next visible error was verbs and infinitives (0.2) while article is reported 0.075 respectively. Next are connectives, degree of adjectives and fragmentary (0.025). This implies that the students have difficulty in the use of verb tenses when writing their formal theme. Through the results, researchers could figure out that most students failed to be consistent in using verb tenses. Even though they were discussing about the past events, past and present tenses were used alternatively. According to Darus and Subramaniam (2009), mistaken application of verb tense can be seen when the students did not apply the proper tense to the verb in the sentences. Meaning to say, it can be assumed that most of the students are not conscious of the different rules about tenses application. As an example, one student wrote: One day I have my family problem and I tell her (my friend) about this she listen and I cant expect that she tell my family problem to other people à ¢Ã¢â€š ¬Ã‚ ¦ From the result of the formal theme writing, it was found out that there are grammatical areas for students to improve in their writing activities, especially correct use of verb tenses. Thus, it will be a big help for them if they receive error correction feedback from the teacher, either the feedback is implicit or explicit. It would be much better if the students check the feedback over and over, so that they will learn from the experiences and be aware of their mistakes or errors. Survey Questionnaire Results On October 18, 2012, the survey was conducted with one section (II-13) at Paco Catholic School. One of the researchers facilitated thirty-five students to respond on survey questionnaire. Among forty students (whose formal theme writings were analyzed), only thirty-five students were involved in this Survey due to out of school activity. About thirty minutes were taken to conduct this survey. The questionnaire is managed with the aim of collecting data on the personal information of the respondents ideas of writing feedback. Most of the survey questionnaires items (from 2 to 5) are based on Ishiis (2011) study (Refer APPENDIX B). This question adopts 5-Likert scale item (1=poor; 2=fair; 3=good; 4=excellent; and 5=perfect). First of all, researchers would like to show the results of the subjective interpretation of the participants writing skill stands in class. The results showed that more than half of the respondents feel that their writing skill stands at fair. Followed by 28.57% answered their writing skill stands at good, 17.14% of students stated their writing skill stands at poor and lastly only 2.86% of students answered their writing skill stands at excellent. Next finding is on how often they read over their composition again when teacher returns their formal theme writing with score. Figure 2 indicates percentages of the responses given to this question. Most of the students stated that they seldom read over their composition when teacher returns formal theme writing. The other result is pointing out whether they check written comments or correction of teacher carefully or not. Figure 3 showed that 60% of respondents rarely check teachers comments and correction carefully. While only one student stated that she always checks teachers comments and correction carefully. Next survey question revealed the result of how they treat importance of having few errors in English as possible in their written work. Figure 4indicates the percentages of the responses given to the questions on how they treat importance of having few errors in their written activities. The results showed that 42.86 % of the students think it is somewhat important having few errors in written activities while only 17% of respondents think it is very important having few errors in written activities. As similar with previous question, following question is reported how respondents treat importance of teacher points out grammatical errors in their written output. The results indicated 26 students, that constitute 74% of the whole population, consider a teacher point out grammatical errors on their written output in class is important. While none of the respondents think there is no importance on pointing grammatical errors in their written work. The respondents were also asked about whether they are conscious about grammatical errors when doing written works in class or not. Figure 6 shows that 19 respondents are sometimes conscious about grammatical errors while only one respondent said that she is always conscious about grammatical errors when doing written works in class. Interview of the Teacher Ms. Azuilo is an English teacher of second year high school students at Paco Catholic School (PCS). She has been teaching for four years. This year, Ms. Azuilo is handling three boys classes (sections 10, 12 14) and two girls classes (sections 11 13). Researchers observed and taught on all five of Ms. Azuilos classes during practicum at PCS. Since Ms. Azuilo was the one, who suggested to the researchers to write about participants problematic area in writing, researchers decided to have an oral interview with her for a better understanding of this problem. The interview was conducted last October 18, 2012 inside the High School English faculty room and the interview took about twenty minutes. The first question was about particular difficulties her students seem to encounter when they deal with writing activities. Her response was that: It would be the grammar usage. When it comes to content, their thoughts are good but the grammar is not. In relation to first question, Ms. Azuilo was asked that if they commit any grammatical errors in their writing activities. She mentioned that: They do, specifically the verb tenses, as well as subject-verb agreement and some with the pronoun antecedent agreements. The students were able to use the grammar properly during the lessons, but since they can use English only during the lesson and not at home, they tend to easily forget the correct grammar usage. Lastly, researchers asked how the students deal with those difficulties and what teachers usually do to deal with their difficulties. Her response was that: Some of the students would have interventions, remedial or even ask questions to the teachers for clarifications. Therefore, I would usually have remediation classes or simply talk to the students personally. I also edit their papers and puts in the right grammar usage on it. Description of Work Setting This study will be conducted in Paco Catholic School (PCS), an educational institution known as the largest Catholic school in South East Asia that first opened its doors in 1912 by the Franciscan missionaries. PCS is currently celebrating its 100th Foundation Anniversary or its Centennial Year this 2012. Co-institutional system is implemented in PCS where the girls and the boys are separated into different sections (i.e. odd numbers for girls and even numbers for boys sections) PCS is divided into three departments: Early Childhood Education, Grade School, and High School Department. There is an average of 45 students in each class. There are bulletin board, teachers desk, air-conditioner (only for the boys sections), mini-library, plasma television, and blackboard in each classroom. The seating arrangement is traditional in most classrooms in a way that all the students are facing in front. Writers Role The writers are currently having their Practice Teaching or Practicum as student teachers in Paco Catholic School (PCS). The Practicum will last for three months, starting from September 2012 to December of the same year. It is required for them to accomplish 170 hours of direct teaching, 10 hours of classroom observation, and 120 hours of indirect activities. From Mondays to Thursdays, the writers have Practicum from 7 a.m. to 11:30 a.m. On Fridays, they stay in PCS for whole day, from 7 a.m. to 3:30 p.m. One was assigned to handle second year and the other to handle third year English classes. Generally, English subject for secondary level consists of literature and grammar. So far, the writers were assigned to facilitate the classes about the students reporting and assigned to facilitate the lessons more on grammar in English. Before conducting the lessons, the cooperating teachers require to make lesson plans according to the format of PCS (i.e. Understanding by Design Lesson Plan). Review of Related Literature According to British Columbia Ministry of Education (1999), English as a Second Language (ESL) is defined as what refers students, those whose mother tongue language(s) or language(s) of the home, is other than English and who may therefore necessitate supplementary learning in order to build up proficiency in English or it simply refers students who speak disparities of English that differ significantly from the standard English. Writing with using different language is proved to be very difficult than writing with ones native language. Thus, ESL educators are often finding that there are some common mistakes among L2 writers make. Generally, these mistakes appeal when the writers apply the rule of their native languages rather than their new languages rules (British Columbia Ministry of Education, 1999). According to Supaproofread (n.d.), unfortunately, little errors among L2 writers paper can distract reader from what they actually try to deliver from written output. Proper usage to write numbers, capitalization, when to utilize the article a or an, appropriate usage of verb tenses and having the subject and verb agreement in numbers are a main mistakes as an ESL writer might make. Meaning to say, committing grammatical error in writing is very common for L2 learners. For those students who do not have enough language background, to articulate what they try to deliver in intelligible way is difficult in writing (Supaproofread, n.d.). Growing significance of English in L2 writing is becoming gradually more dominant in both instructive programs and in proficient writing in non-English dominant countries (Leki, 2001, cited in Giridharan Robson, 2012). Although, academic writing is an aspiration skill in secondary students, academic writing is frequently recognized as irresistible among L2 learners due to lack of grammatical and vocabulary competent (Giridharan Robson, 2012). In the context of this paper, the participants are all learners of English as Second Language (ESL). In this respect, ESL learning, specifically second language writing, becomes an important aspect of this study. Accuracy in Second Language Writing Writing is normally viewed as a complex skill and a difficult task (Graham, Harris Mason, 2005, cited in Jahin Idrees, 2012). This is frequently pointed to its intrinsically multifaceted features which mentioned by Wall (1981) as a range from mechanical control to creativity, with good grammar, knowledge of subject matter, awareness of stylistic conventions and various mysterious factors in between. According to Abu-Rass (2001), writing is a procedure for the writers throughout the investigation of thoughts and ideas, and the writers build them to be concise and concrete. It is a quite complicated skill for both native and nonnative speakers identical. In writing, learners should have sense of balance in various issues such as content, organization, purpose, audience, vocabulary, punctuation, spelling, and grammar structure. Thus, writing is particularly intricate for nonnative speakers because they are expected to produce written outputs that show mastery of all the aforesaid matters in a new language (Abu-Rass, 2001). Verb Tenses as a dominant problem in Second Language Writing The Writing Center (2009) reported that the top rated common grammatical error in writing is an incoherent usage of verb tenses. Moreover, it is proven that the participants of this study were found to be committing verb tense mistakes very commonly in their formal theme writing composition. Verb tense errors are not only committed by non-native English writers, but also native English writers. According to Lane and Lange (2011), verb-tense errors are worldwide (more serious) errors which builds a piece of writing to be complicated for the reader to comprehend content. Verb tenses express the time in sentence. Since the time controls a significant factor to deliver a message, a writer must be able to manage verb tenses in order for the reader to comprehend when actions and events go on (Lane Lange, 2011). In addition, writers necessitate controlling verb tenses in order to converse other information such as duration (as combat to the completion of an event in the past). To summarize , proper usage of verb tense is a significant factor in writing because if writers did not (or are not able to) manage verb tenses, readers will have a big difficulty following the progression of events in writing (The Writing Center, 2009). In another article, titled Inconsistent Tenses by Beckham (n.d.), the dominant problem encountered by ESL students is the verb tenses of their writing and more specifically, the consistency of usages in verb tenses. According to Beckham (n.d.), all the way through an ESL writing composition, it is not unusual to see tenses are messed up within incorrect form. As mentioned above, committing an error of verb tenses in writing composition is not only a concern for second language writers but also for native English writing students. Beckham (n.d.) specified with ESL students that they utilize verb tense errors very commonly in their written outputs. He further reported that there are several reasons for it. Second language writers may be confused about how to form the verb tense properly since selecting a proper verb tense is a complicated task for ESL students. In other words, they may choose the verb tense mistakenly due to lack of knowledge about proper usages of verb tense (e.g. irregular verb, present and past forms of verb, etc.). Another reason is that there may be different rules about using verb tenses in their mother tongue language hence, ESL students tend to apply their mother-tongue languages grammar rules in English grammar alike British Columbia Ministry of Educations (1999) study as mentioned above (Beckham, n.d.). Also, it is related with the study of Escamilla and Hopewell (2007). They further discussed about it through code-switching  [1]  theory. They asserted that ESL students do not eas ily convert skills, strategies and languages transversely; students may relocate themselves and their understandings living and growing up in concurrent worlds. This kind of code-switching is obvious in the theoretical code-switches. Particularly where learners appropriately displayed that when they lived experiences in one language and were inquired to notify about them in a second language, they necessitated utilizing code-switching to precisely explain the event (Escamilla Hopewell, 2007). Form-Focused Instruction In order for Second Language learners to have better application about forms of verb-tenses in writing composition, researchers decided to integrate Form-focused Instruction (FFI) in present study. The Form-focused Instruction refers to any planned or incidental instructional activity that is intended to induce language learners to pay attention to linguistic form (Ellis, 2001: 1-2). In Spada and Lightbrowns (2008) study, they use the terms isolated and integrated form-focused instruction. Isolated FFI in language activities is separated from communicative language use in teaching language forms, while in integrated FFI, the language learners are taught the language forms with combination of communicative or content-based activities. The limitation of isolated grammar lessons is that it may be hard for learners to retrieve learned language features through isolation when applying in the context of communicative interaction. In this reason, this paper will highlight more on integrated FFI where the students will be taught the selected language form by being exposed to communicative activities, in order for students to be able to retrieve and apply forms (i.e. verb tense). In the study of Han (2002) titled A Study of the Impact of Recasts on Tense Consistency in L2 Output, Han tried to investigate on whether recasts would help L2 learners maintain tense consistency in their written output. With the participants, who are divided into groups of recast and non-recast groups, written and oral tasks were administered. In giving treatment, the participants were given form-focused exercises in relation to the past and present tenses. Han used cartoon strips with consideration of the participants interest and familiarity as well as primarily because its stories can be described with the mention of a past or present time when narrating. The participants were first to see the cartoon strip for a few minutes and then write the story based on it. It was revealed that recasts helped students in maintaining tense consistency in written outputs. Error Feedback on Student Writing To integrate Form-focused Instruction (FFI) in intervention of this study, researchers will utilize Error Feedback as a method. However, giving an error feedback in writing has been a controversial topic as many related studies argued the efficacy in helping develop students linguistic accuracy in students writing. This controversial issue is the momentum for additional studies that attempts to take in hand whether written error feedback smooths the progress in second language acquisition. In relation to the error feedback on student writing, there are two fundamental issues, which are adequacy of teacher feedback and student uptake of error feedback. The teachers role is crucial in many ways in order to provide accurate and adequate corrective feedback. Through the investigation of student or learner uptake, it is a good way to see how students cognitively perceive teachers corrective feedback. In study of Ellis (2009, cited in Vyatkina, 2011), the effectiveness of Error Feedback is written as context-dependent. She discussed about several specific types of error feedback and said those specific feedbacks may be advantageous for the improvement of particular second language learner writing abilities in specific instructive contexts. Feedback can be offered as a direction for ultimate writing development (as far as learners are with apprehension) (Hyland, 2003). In the study of Chandler (2003), he experimented about whether teacher feedback in several types of errors could help East Asian college learners get better their writing accuracy and whether the effects would remain the rest of one semester. The results indicated that formal accuracy of student writing developed significantly. As there are varying options accessible to teachers to offer Writing Corrective Feedback (WCF), teachers need to take into account the appropriateness of each depending on learners language level (Herrera, 2011). Language teachers have a duty to help learners to revise errors, in particular, regarding the fact that the learners worth and expect teachers feedback on their written outputs (Jimena, Tedjaatmadja Tian, 2005). Meaning to say, language instructors play several significant roles as follows: Once language teachers have an authoritative in classroom, they should have the right to settle down objectives of what the students have to attain in the writing class (Crà ¨me Lea, 1997; Scott, 1996). However, level of students should be taken into consideration in this part, so that students will be able to achieve the expectations of teachers (Ferris, 2003). Therefore, language instructors need to amend anticipation of students achievements and teaching strategies to fit the students level. In this part, the teacher also should classify common errors what learners might make so that they will gain some ideas of what to do next with teachers teaching methodology (Leech, 1994). According to Jimena et al. (2005), language instructor also has a role as a designer; teachers should, for all time, concern about what is best fittingly for students. Teachers should modernize themselves with what is currently going on inside the classroom. It is to be able to make accurate educational conclusion and also to apply exacting error correction schemes to language classroom instruction. If possible, teachers have to be advocated to interchange information, experience and knowledge with other colleagues to enlarge their insights, and to obtain new ideas on error correction schemes (Jimena et al., 2005). In order to make available correction to students, teachers must take an action as scholars, who are fully attained with knowledge of the target language, such as grammar, vocabulary to facilitate them with supplying correction to students writing (Leech, 1994). Another role as a language instructor is that they need to enhance learners self-confidence and coach them to be more independent in their learning (Ferris, 2002). At this moment, teachers will help learners to identify their individual errors; then learners will have more time to pay attention to those errors (Ferris, 2002; Xiang, 2004). In the study of Wright (1987), learners affective surface also acts as a significant factor in improving their language growth. However, giving error feedback is unlikable practice for learners since some of them feel frustrated to be corrected their error. This is the reason why teachers have to encourage and persuade students to welcome their questions and worries. Encouraging comments, compliments about good points on their written outputs are also cooperative to motivate students to follow more (Wright, 1987). When it comes to learners uptake of corrective feedback on writing, it is more on learners cognitive processes. Due of the difficulty in data collection, few studies have been investigated this area. Those studies have collected cognitive feedback processing data through think-aloud protocols, retrospective interviews, or pair discussions, including the observations about depth of processing and learners attitudes toward the feedback provided (Storch Wigglesworth, 2010). In the study of Storch and Wigglesworth (2010), titled Learners Processing, Uptake, and Retention of Corrective Feedback on Writing, they implemented a case study composed of three sessions. The authors utilized pair discussions in order to collect data about the participants cognitive processing when given different types of corrective feedback. The discussions between all the pairs were audio-recorded. Through this study, it was found out that extensive engagement with the feedback on errors of certain grammatical areas led to high levels of uptake. In the case of this study, it could be better if extensive engagement with feedback on verb tenses might lead to uptake and correct use of these verb tenses (Storch Wigglesworth, 2010). Counter-Argument on Effects of Error Feedback on Student Writing Regardless of the arguments, as mentioned above, the effects of error feedback has been controversy on whether error feedback helps L2 students improve the accuracy and the quality of their writing. Truscott (2007) showed a strong view against error feedback through his several studies. He argued that all forms of error feedback of ESL learners in writing are not only unsuccessful but also damaging and should be abandoned. Moreover, he gave attention to that although most ESL learners evidently need grammatical error feedback, teachers should not give it to them (Truscott, 2007). Truscotts (2007) review of studies written within several studies (Kepner, 1991; Semke, 1984; Sheppard, 1992, cited in Bitchener et al., 2005), it is claimed that error correction does not have a significant effect on improving L2 student writing. Given this issue, Truscott (2007) sought to investigate the effect of three different types of feedback on the accuracy performance of three targeted linguistic error categories in new pieces of writing (Bitchener et al., 2005). The study found that the type of feedback provided did not have a significant effect on accuracy when the three targeted error categories were considered as a single group (Bitchener et al., 2005). From this finding, one could easily jump to the conclusion that Truscott (1996) was right when he claimed that the provision of corrective feedback on L2 writing is ineffective. Ferris (1999; 2002; 2004) on the other hand, makes a stand for the use of error correction in writing instruction. In her opinion Truscotts (1996) conclusions are premature. She reasons that results from prior research have shown to be inconclusive because of its inadequate methodology, with the main problem that most studies did not include a proper control group. Hence, she argues that well organized or constructed study must be arising with unless any conclusions can be drawn about the incompetence of error feedback to develop learners upcoming writing (Ferris, 2002). Direct and Indirect Feedback It may be helpful to define some of the terms associated with corrective feedback in the literature. Two important terms are direct and indirect feedback (Ferris Hedgcock, 1998; Ferris Roberts, 2001; Lalande, 1982; Robb, Ross Shortreed, 1986; Terry, 1989; Zamel, 1985, cited in Jafarpour Sharifi, 2012). Several studies have been compared between the effect of direct and indirect Written Corrective Feedback (WCF). These studies are controversially indicating ambiguous results. For example, Ferris (2003, cited in Vyatkina, 2011) figured out that indirect WCF strategies are more beneficial than direct WCF, while Chandler (2003) asserted that a better accuracy upgrading results are within direct WCF strategy, and Robb et al. (1986, cited in Vyatkina, 2011) mentioned no distinction between the two WCF strategies. According to Lee (2003), direct feedback refers to overt correction of student errors, that is, teachers locating and correcting errors for students, while indirect feedback refers to teachers indicating errors without correcting them for students. For direct location of errors, teachers put the symbols, codes or comments right above or next to the errors by indicating underlines or circles on the errors. For indirect location of errors, teachers simply put a code or symbol in the margin on a certain line where the error is indicated to identify the error type (Lee, 2003). Though Ferris (2006) points out that those codes have not always been used consistently among researchers, she also distinguished direct feedback from indirect feedback. She said that direct feedback is provided when a teacher gives the student a particular correction, Ferris calls it as coded, and indirect feedback is provided when the teacher simply marks the error but does not correct it, termed as un-coded. Acc ording to Ferris (2006), in providing indirect feedback, some teachers tend to put marks on the mistakes to indicate the exact location and type of error, while others provide un-coded feedback that simply locates the error without directly revealing the error type. It then becomes the students task to check over and over again and correct the mistakes by seeing un-coded feedback (Ferris, 2006). Acting upon this call, this study will report on investigation on the effect of error feedback on students accuracy of new pieces of writing. The researchers will compare the effectiveness of direct error feedback and indirect error feedback with two different experimental treatments. Purpose The purpose of this action research is to investigate an intervention that would help reducing grammatical errors in ESL learners written outputs regarding the provision of error feedback. Through researchers observation on survey questionnaire and analysis of formal theme writing, researchers were able to notice that only a few learners have no problems to write with clear grammar usages (e.g. verb tense). Moreover, during interview of teacher, researchers were able to confirm that participants of this study lack proficiency in writing with English language due to the only uses of English during English class but not at home. Therefore, they tend to easily forget the correct grammar usage. In this part, researchers felt a need for teachers to provide an error feedback on their written output in order for learners to be aware of their weaknesses in writing proficiency and to be conscious about grammatical knowledge even they are in where mother tongue language is primarily used. Ther efore, this study is purposed to conduct PCS secondary schools that adopted a language sensitive appr

The Next Generation Of Recycling Bins English Language Essay

The Next Generation Of Recycling Bins English Language Essay For many years people have practiced recycling. In old times, where resources were less abundant than today, people would be more conscious about reducing, reusing and recycling. On the other hand, people nowadays dont even bother to stop and think about what is going to happen once all raw materials on Earth are gone. They dont realize that once it is all used up, there will be no way to get some more anywhere else. What happens when people dont recycle is that all the recyclable products that are thrown away go straight into landfills altogether with other waste, and then it is all eventually lost. There is, however, a small part of the population who does contribute to the recycling process, but it is just a minority, the other part of the population either doesnt realize the significance of recycling or they just dont care. This small minority that helps recycling things includes some companies and important people. They have been trying to get more and more people involved in the recycling process. Even channels for children have created projects to motivate kids and teach them about the significance of recycling. For example, Disney Channel has its own project called Friends For Change, where they have the main goal of teaching kids how to help and care about the planet. That is very important because kids will grow up to be more conscious about the environment. On the other hand, older people are more complicated to convince or persuade that recycling is very important. Simple things have been created in order to help people recycle and motivate them to do it in their own houses, so they dont even have to go anywhere else to recycle because these recycling containers can be place in their kitchen or anywhere they want. There are many different designs with lots of different features. These bins have diverse purposes depending on what people are looking for. There are certain containers that include two compartments, one for recyclable products and the other one for other wastes. Other bins contain different compartments labeled so that each recyclable material can be placed on separate places. Some have pedals, so people dont have to use their hands to open up the trashcan; others have sensors so that the lid opens up automatically. Even though the containers sound like a great deal, it might not be that good of a deal because people have been complaining about the containers being too small, or too expensive, or too fragile and easily broken. A solution to this problem is to design and create a new improved container that will be made of stainless steel to make it more resistant and durable, that will contain larger compartments to place the trash or recyclable items, that will include an infrared sensor lid opener, and that will have a longer warranty period. Today in the United States, Americans use over 80,000,000,000 aluminum soda cans every year. At one time, aluminum was more expensive than gold. Thats not even including the 50 billion disposable plastic water bottles Americans use a year. That makes up almost 20% of the composition in an average dump. Bottles and cans are some of the easiest items to recycle but yet Americans still have trouble recycling them. Call it laziness or ignorance about the subject, but there should be more efficient advances to allow recycling bottles and cans easier for Americans. Most raw materials are resources that cannot be created or formed by human beings. That means the amount of these raw materials that exist in the planet are limited, and once they are used up completely by people, there is no way to produce more. This is why it is so important to think wisely when it comes to recycling or just throwing away valuable materials into the trash. For many years, it has been difficult to educate peopl e the significance of recycling, and these attempts have been unsuccessful because only a minority of the population has been contributing to the recycling process. The lack of care for the environment is just going to turn the world into a huge landfill. America has always been the place where everyone wants to come and live, but with statistics such as these soon there wont be anything but landfills. With that said, saving the environment should be a very important objective for Americans. Technology today is extremely advanced, yet there isnt any technological advance to sort out bottles and cans more efficiently. The recycling process in America today offers each household a pair of recycling bins to recycle plastics/glass bottles, empty soda cans, and other containers that are later recycled after a long process of separating wastes according to their composition. Every week, workers pick up these bins and take them back to the facility to sort the items in the bins, but the bottles and cans that are thrown in the trash by people, do not get recycled. These recyclable items make it to the landfills and take up valuable space that could be used for other waste. Most public places such as schools and shopping malls today have designated trash bins for glass/plastic bottles and aluminum cans, which really help the process of recycling. Yet people still dont always place those recyclable bottles and cans into those bins and they dont get recycled. In order to help the consumers recycle more efficiently, different types of containers for recyclable items have been developed. These developments make recycling much more convenient and assessable for the consumer. The consumers dont even have to leave their homes in order to recycle; it is just a matter of buying one of those containers. The problem is that some are expensive, some are very fragile and therefore easily broken, and some are just too small. More people in the world would recycle if only these recycling containers were built more for the consumers everyday use. Recycling is already a difficult task for many, so when a company produces a recycling device, it absolutely has to be exceptional. If not it would definitely discourage people from recycling. A simple example is the Neu Home 16-Gallon 2-Section Recycle Bin, which is a two-compartment recycle bin that holds 16 gallons/60 liters (8 gallons per compartment). It is made of stainless steel with plastic pullout buckets. It has a 30-day warranty and it is sold for $96.54. According to customer reviews, it is too expensive and not resistant at all, it is easily dented, and it is too small. The Plastic/Aluminum Recycling Center is another example. This container has superior quality, it is durable and it has unique disposal openings with recycle symbols and product labeling for clearly identification. It separates and stores recycling/trash material for easy removal and lower maintenance. It has a 55-gallon capacity (each compartment has a 27.5-gallon liner). It is sold for $240 plus $95 for shipping. Even though it is a good container and it seems resistant, the price is too high; therefore, people wont buy something that expensive. There are no reviews available for that contain er. Another example and one of the more advanced bins that there is for sale is the iTouchless 16 Gallon Recycling Containers with Infrared-Sensor Lid Openers, which holds 16 gallons/60 liters total and comes with two 8-gallon inner plastic buckets, one for trash and the other one for recycle. It works using the latest sensor technology, lid opens automatically and it remains open when your hands are 6 from the sensor. It brings open/close buttons for manual operation. It runs on 4 D-size batteries or optional AC-power adaptor. It has a 1-year manufacturers warranty and it is sold for $89.98. According to customer reviews, it is too fragile and easily broken because the lid is made of plastic, and the containers are small. In order to solve the problem of recycling and the containers, all of those models mentioned above should be improved by developing a new container that contains some of the pros of those already existing containers, and of course getting rid of the cons. First of all, the container cannot be made of plastic because it will be too fragile and it would probably break. It will have to be made of stainless steel bolts and hinges to make sure it is more resistant. The design can still have two buckets to store recyclable items, but instead of being capable of holding only 8 gallons per compartment, it will be made bigger so that it can hold at least 12 gallons per bucket (it cannot be made too big either because then it wont be feasible). The pedal mechanism can be removed because it can be easily damage or broken, so instead, the infrared-sensor will be kept so that it can open automatically. Each compartment will be properly labeled in order to identify where the trash and where the re cyclable items have to be placed. The device will work using the 4 D-size batteries or the optional AC-power adaptor. The container will have to include at least a 1-year warranty and an optional extended warranty. Ultimately our goal is to encourage recycling by developing this new and improved recycling container. By improving these recycling containers and developing one that is more efficient, people will be more motivated to purchase this type of recycling bins to recycle in their own homes. When people read bad reviews about products, they are less likely to buy it than when they read good comments about the product. Its just natural to not want to purchase a product that other consumers have negative encounters with. If the product is developed well, consumers get motivated in purchasing the improved container and in turn will start recycling more and fewer materials would be wasted. This would also reduced the size of the landfills and ultimately keep America a cleaner place. As a result, the benefits would not be only for people, but also for our environment because it would make the recycling process more effective. Feasibility Our idea to make a more productive and efficient recycling bin will be a feasible idea once we explain our reasoning in the following paragraph. For the already existing products we have described earlier in this essay, we will take the pros from those and what consumers have reviewed as best qualities about those recycling bins, and we will make something that is efficient in many areas that existing products lack. One of the problems with already existing models is the size and weight of the recycling bin. Our newly designed model will be made with high quality stainless steel, in a 12-gallon container, which will hold two compartments. The dimensions of this product will be approximately 36x 34.5 x 21.75 and it will weigh around 24 lbs; which will make it easier to handle. As for materials, most of the bin will be made from stainless steel as mentioned before and other features will include infrared-sensor. No plastic will be used because it has already been known to be too fragile and consumers were not happy with it. The cost of our product will be competitive with existing models. The cost of manufacturing the bin will be $92.50 and it will be sold on the market for $100.90. As for the installation of the product, the recycling bin will come already built in the box and all that will be needed to do is unwrap the packaging, install batteries or connect to AC power, and place in desired location for best accessibility. For best customer satisfaction, we have also decided to include one-year product warranty, therefore if there are any malfunctions the product will be fixed at no charge or replaced fully if needed. In addition, we will require consumers to take necessary measures to keep the recycle bin clean, especially around the infrared sensor area so it continues to work properly for years to come. It will also guarantee that if product is bought with battery power that it does not waste battery energy and will continue to work with one set of battery for at least one year, this in the long run will save the consumer expenses. This modern and advanced recycle bin will be best suited for an everyday household, where parents can also encourage and teach kids the importance of recycling. Given that the bin is sensory powered it will be easier for younger kids and for the elderly to operate the product since no foot-pedal mechanism is required, and will have a tightly shut lid that releases no odor and will work very silently to not be distracting. Conclusion Recycling saves the planet in many ways, for example, it reduces the amount of waste that is placed in the landfills, and therefore it lowers the pollution that those landfills create. Also, it reduces the amount of energy that it is used because it takes more energy to process new materials than already used materials. This is why recycling is so important and it is necessary that people start being conscious about our environment. They have to get used to the fact that everybody must start recycling if they want to conserve the planet. Thats why devices such as recycle/trash containers have been created, so that people can have the commodity of recycling in their own houses. As it was already mentioned, this containers need to be improved in order to satisfy peoples needs and that way more people will be motivated to buy this type of product for their homes. They need to be made resistant, durable, bigger, and they need to keep the advanced features as the infrared sensors so that it will automatically open. Future improvements with more technological advances could also be made to improve the recycling container. Even new types of containers can be developed. For example, in the future, it might be possible to develop a container that is able to automatically separate plastics from metals. It could have a metal detector so when it detects metal it places cans to one side and then when it doesnt detect metals, it can place plastics to the other side. Of course, it would only work by placing one item at a time. Another future improvement would be a container that is able to recognize recyclable from non-recyclable items, so that it would place regular trash in one side and recyclable products in another side. That would be even more complicated and it might not be feasible, but it would definitely help the recycling process because people wouldnt even have to place stuff in different compartments, just one compartment and the container would do the job of sorting the items out. People have already being working on designing new prototypes that are much more advanced and that have been made using the latest technology. Obviously, these devices are not for sale because they would be extremely expensive, so they are just prototypes for now. An example of one of these sophisticated devices is the Barcode Recycle Station, in which there are four bins, one for each type of recyclable material. When you scan an unknown item, the appropriate container will open up automatically. This prototype is an illustration that clearly shows that it is possible to make big improvements using the more advanced technology in order to develop better containers to help and motivate people to recycle. With new technological advances every day, it is likely that someday more efficient and affordable recyclable containers will be developed, allowing the standard recycling bins of today to be revolutionized to be capable of separating bottles from cans and recyclable products from tr ash that are being thrown into a bin. The use of stainless steel bolts and hinges instead of plastic, a larger compartment to store items, and a longer warranty for the recycling container would improve Americans mentality on recycling. These simple improvements to the trash bin would make America a much more efficient and environmentally friendly place to live.