To Kill A Mocking Bird Essays - Films, To Kill A Mockingbird

To Kill A Mocking Bird 1-5-00 Book Report # 2 To Kill a Mockingbird To Kill a Mocking Bird is based in about 1935, right in the middle of the depression. It is set in a small town in Alabama called Maycomb. Maycomb, like most small southern towns, has a problem with widespread racism toward Negroes. The novel focuses on one family, the Finches. In the family there are three people, Scout, Jem and Atticus. Atticus is a lawyer and is defending a Negro man in court (Tom Robinson), something that was not often done in the south due to racism. Many people feel threatened by this and feel very resentful toward Atticus. Throughout the novel all the members of the Finches and many others display courage in their attempts to stand up for what they believe in. In the beginning of the novel we meet Jean Louise Finch, or Scout for short. Scout is an energetic little six year old. She still has her innocence and has not yet been able to understand the concepts of racial discrimination or hate. Scout is confused by what some of her classmates have been saying abou t her father, Atticus Finch. Many of her classmates call Atticus a nigger lover. Being only six Scout does not know how to handle such situations so she solves her problems by fighting. On the day that Tom Robinson was moved to the Maycomb jail to await his trial, Atticus left the house to go and sit outside of the jail to watch over Tom to make sure that nothing happens to him. Scout, Jem and Dill followed him there to make sure that nothing happened to him. Suddenly several cars pulled up at the jail. A mob got out of the vehicles and demanded that Atticus step aside so that they could get at Tom. Frightened the children came running to Atticus' side and asked him if everything was okay. Atticus told them to go home, but they refused. Suddenly, Scout saw a man that she knew, Mr. Cunningham. She said hi to him, twice before he acknowledged her. She began asking him questions about his entailments and talking about Walter, his son. At first he said nothing, Scout was afraid that she had done something wrong. Then finally he said something, he said that he would tell Walter that she said hey. After that, they all left. By singling out Mr. Cunningham she turned to mob into individuals and thus making them more aware as to what they were doing. She made Mr. Cunningham realize that Atticus is a man, not a roadblock. Scout showed that even a small girl was able to stop a mob of grown men from doing something that they might regret. Even though Scout was unaware of what she had done she was still the hero of the day and displayed lots of courage by standing up for her father. Scout's brother Jem also shows courage in the novel. Jem is nine years old and is just beginning to show signs of maturing. Jem shows most of his courage by just believing that what his father was doing was the right thing to do. Jem continues to believe throughout the novel that Atticus will win because there was very little evidence to go against Tom, only the words of Mayella and Bob Ewell. This trust and somewhat naive belief that even a Negro can get released from jail is shattered when Tom is sentenced. Jem does not understand how he could be guilty even when all the evidence was pointing towards Bob Ewell. The courage showed by Jem concerning this matter is very strong, partially due to his slight naivet? towards the racism that is going on around him. This courage is based on what he has been told by Atticus. Atticus displays the most courage by defending Tom Robinson in court. He knew that having a white man defend a black man in court was unacceptable. He knew that people would resent him for it and he also knew that he would most likely lose the case because a black man has never won a court battle against a white. Atticus never lost hope

Try to vs. Try and

Try to vs. Try and Try to vs. Try and Try to vs. Try and By Maeve Maddox A reader asks, Would you consider a post on the difference between try and [do something] and try to [do something]? [] I hear and read more people using try and [do something] but that doesnt seem as logical as try to [do something].   Is there a difference between the two terms?   If not, is one to be preferred?   I’m always amused when objections to idioms are raised on grounds of logic. â€Å"Try and† followed by a coordinate verb is an idiom; idioms don’t have to be logical. Nevertheless, a lot of speakers object to the use of â€Å"try and do† instead of â€Å"try to do.† What do the authorities think? Merriam-Webster is unambiguously supportive: Almost all disparaging criticism of â€Å"try and† comes from American critics; British commentators have generally been tolerant. There appears to be no rational basis for hostility to the expression and no need to avoid it in appropriate surroundings. The OED includes an entry for â€Å"try and,† but still labels it as a colloquialism. OxfordDictionaries observes that â€Å"In practice there is little discernible difference in meaning, although there is a difference in formality, with try to being regarded as more formal than try and.† Even M-W, with the reference to â€Å"appropriate surroundings† implies that â€Å"try to† is preferable for formal use. But is there, as our reader asks, a difference between such wordings as, â€Å"Try and stop complaining† and â€Å"Try to stop complaining†? Fowler discerned a difference: Though â€Å"try to do† can always be substituted for â€Å"try and do,† the latter has a shade of meaning that justifies its existence; in exhortations it implies encouragementthe effort will succeed; in promises it implies assurancethe effort shall succeed. It is an idiom that should be not discountenanced, but used when it comes natural. A Columbo episode has the title â€Å"Try and Catch Me.† A rebellious teenager might respond to a request by saying, â€Å"Try and make me.† In discussing a modern painting, art critic Sister Wendy says, â€Å"I’ll try and make sense of it.† In each of these examples, the and conveys something to would not. Perhaps we can add â€Å"effort† to Fowler’s â€Å"exhortation and promises.† How correct is Fowler’s statement that â€Å"try to do can always be substituted for try and do†? As a rule, it has its pitfalls. For example, consider the following headline and sentence: Two Judges Try and Fail to Shut Down Union Rights It’s better to try and regret, than not to try and regret. In the first example, changing the â€Å"try and† to â€Å"try to† would leave the reader wondering why the judges tried to fail in their purpose: â€Å"Two judges try to fail to shut down union rights.† Changing â€Å"try and† to â€Å"try to† in the second example would result in the sentence, â€Å"It’s better to try to regret, than not to try to regret.† The original sentence, however, means something very different: â€Å"It’s better to try [to do something] and regret [having tried], than not to try [doing something] and [then] regret [not having tried].† The note at OxfordDictionaries includes an explanation as to why â€Å"try and† remains questionable in formal usage despite its ubiquity in conversation: The construction try and is grammatically oddin that it cannot be inflected for tense (e.g. sentences like she tried and fix it or they are trying and renew their visa are not acceptable, while their equivalents she tried to fix it or they are trying to renew their visa undoubtedly are). For this reason try and is best regarded as a fixed idiom used only in its infinitive and imperative form. Careful writers will continue to scrutinize their use of â€Å"try and† in formal contexts, but they can still feel free in conversation and dialogue to follow Fowler’s advice about using it â€Å"when it comes natural.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Avoid Beginning a Sentence with â€Å"With†For Sale vs. On SalePractice or Practise?

Business Economics Essay Example | Topics and Well Written Essays - 1500 words

Business Economics - Essay Example Euro crisis is supposed to result in negative growth for the next upcoming six months. Apart from US, the British are encountering the problem of double dip recession (Winnett, 2011). Currently OECD is giving warning to the US government about an emerging economic slowdown that the country might have to encounter soon. OECD claims to derive such a result from the composite index of the leading indicators. Such alerts have been issued for the seven major economies. It is mostly using CLI instrument to get early signals of downturn from the upswings and downswings within the periodical growth cycle. Such an instrument will surely help OECD to send out early alerts to the economies (Major economies globally heading towards slowdown: OECD, 2008). Symptoms for such a slowdown will be continuous fluctuations in business cycles. Such fluctuations will linger for a long period of time. Slowdown in the euro zone will lose out the confidence of investors especially in the financial markets. Th is could be the main reason behind output contraction in the major economies. United States is already experiencing cyclical slowdowns. Such a trouble had not touched US economy in the last 10 years (Major economies globally heading towards slowdown: OECD, 2008). Preannounced liquidity shocks have been hitting the US economy. Due to such shocks US economy is undergoing unexpectedly large price changes. In recent times jumps in US treasury bonds have been identified (Jiang and George, 2011). Earlier in 1999, OECD had predicted much slower growth in the overall industrialization process for the United States. Accordingly there has a decrease in the short term rate of Federal Reserve Board (Wessel, 98). As per OECD, such a slow and weak growth for the United States is likely to continue till 2013. This will continue along with high unemployment (Winning and Parussini, 2011). The current economic crisis and the Federal government: There are two schools of thought on how the USA governme nt should deal with its current economic problems. One thought deals with the policy of significant deficit reduction that the Greek and Irish governments have implemented. And the other one deals with the substantive Keynesian stimulus package. The later aspect includes a reform of the tax system in order to make taxation more progressive (Kitromilides, n.d.). Policies of deficit reduction: Policies: During the financial crisis and huge debt crisis situation, governments of Greece and Ireland have taken some policies to surmount those crises. In the face of the huge accumulation of budget deficit, debt crisis, in 2010, the both the governments have taken policies to reduce these crises. At first both the governments have taken steps to reduce public expenditures and increase tax rates. This was a policy of fiscal consolidation plan. Along with this both the governments have asked for the financial assistance to IMF and EU. At the same time these governments have taken steps to init iate long-term structural reforms, such as, increasing competitiveness of the economies by improving employment and growth scenarios, enhancing private sector investments, and most importantly boosting the R&D sector of the economies (Kitromilides, n.d.). Explanations on effectiveness: These policies are still under the scrutiny, but they have been successful in the short term. The policy of reducing public expenditure

Gentiva Health Services assignment Essay Example | Topics and Well Written Essays - 750 words

Gentiva Health Services assignment - Essay Example The adoption of differential costing would greatly help the company. Differential costing helps evaluate the difference in total costs and expected revenue. This information is necessary in choosing where to invest or not to invest. In addition, it will help evaluate the incremental benefits resulting from an acquisition or a disposition. In a situation when the company requires closing down a new firm, the company would be able to weigh the detrimental costs likely to occur as a result of the closure. Gentiva is on the verge of making several decisions to remain relevant and stable in the current economic demands. Since differential costs involve the assessment of costs and revenues arising as a result of taking a given alternative, the company needs to employ the method to reach the best decisions. In turn, the company will be able to cope with the proposed law to cut health services and hospice care.The effects of the health care reform on the providers of health services are clea rly evident. The reform requires that costs of health services be reduced by at least 3.5% every year.   This implies reduced returns for services offered by Medicare companies. Due to the health services reform, Gentiva is on the move to diversify its operations. The company aims at capitalizing on the provision of Medicare services to the robust ageing American population. Chances are high that there will be several incidences of disease with the ageing population. Other likely effects include employment lay-offs.

The doctrine of Christ and Holy Spirit Essay Example | Topics and Well Written Essays - 1500 words

The doctrine of Christ and Holy Spirit - Essay Example Throughout his explanation, he desires to reintroduce the ideologies that attempted to rationalize the principles of scripture and depict why they fell off the mark. His writings seeks to instruct the essentials of Christ's time and purpose on earth. He brings forth wisdom as well as understanding by dismantling the dogmas into rudimentary form. Core issues: One of the key fundamental issues that give Christendom its grandiose power and influence is the doctrinal divine mystery of Christ. Grudem illuminated that essential aspect one must know is that he was fully God and man. He addresses the cynics and teaches believers that the being of Christ had to fully manifest in both entities to be our atonement for our sins. "The Holy Spirit will come upon you and the power of the Most High will overshadow you; therefore the child to be born will be called holy, the Son of God." (Luke 1: 35; cf. 3: 23) The Holy Spirit overshadowing Mary, mother of Jesus, is didactic of illustrating that salvation can only come from God without the aid of human effort -other than utilizing Mary as human vessel. Furthermore, Grudem set out to promulgate that Christ is the fusion of God and man without original sin. Christ's holiness seems to bedazzle many sceptics as to Jesus' sinlessness. Many wonder how can Jesus be sinless if his mother was a descendent of the sinful Adam. The dogmas of Catholicism assert that Mary was also without sin and transferred that characteristic via womb to Jesus. Grudem, however, extirpates that assertion and instructs that the union of God and man prevented Jesus from sinning. (Pg. 538) Grudem hypothetically raised the question of the... Purpose of Book: His purpose throughout this book, especially through this section (The Doctrine of Christ and Holy Spirit) is instruct and explain the fundamental dogmas of Christianity. Throughout his explanation, he desires to reintroduce the ideologies that attempted to rationalize the principles of scripture and depict why they fell off the mark. His writings seeks to instruct the essentials of Christ's time and purpose on earth. He brings forth wisdom as well as understanding by dismantling the dogmas into rudimentary form. Grudem also illuminated the relevancy of Jesus ministry on earth through several points. Not only was he the atonement of sin but also a laymen's example of walking in the Christian faith, a mediator between God and men, the fulfilment of God's original purpose on earth, and a sympathetic high priest that can understand the struggles of man. Ultimately, Grudem claims, based on scripture, the Jesus was both fully God and fully man. After making that claim, he attempts to discredit other variations of the duality of Christ. Apollinarianism was a teaching deemed a heresy because it fell short of matching the description of Christ engendered in the bible. Apollinaris, who became bishop in Laodicea, France, taught that the entity of Christ was a mixture of flesh and spirit.

American Sign Language As A Language Education Essay

American Sign Language As A Language Education Essay In this chapter, a review of the literature that serves as a foundation for this study is presented. The literature review addresses the theoretical basis of considering American Sign Language as a language, issues in the administration of modern/foreign language programs that parallel the concerns of sign language program administrators, national language program standards, the history of the teaching and administration of post-secondary sign language programs including information on the academic acceptance of sign language in higher education. Concluding this chapter will be a discussion on the state of the literature. American Sign Language as a Language The discussion of ASL and its membership as a language did not occur before William Stokoe, of Gallaudet University in Washington D.C., breached the topic in 1955. Many educators believed sign language was a system of pantomime or broken English. This belief was also held by the deaf individuals themselves (Miller, 2008). Stokoe believed that ASL was indeed a naturally occurring and distinct language ustilized by deaf people and could be studied as a language (Stokoe, 1960 ). Stokoes research spanned from 1955 to 1965 and covered signing as a linguistic system and signs as a part of the system. The first American Sign Language Dictionary was published in 1965 at the conclusion of the first part of Stokoes research. The focus part of Stokeoes continued research focused on the syntax of the language and its importance to teaching English to deaf children. Dr Stokoe asserts he was in constant contact with the Center for Applied Linguistics, the Georgetown University School of Language a nd Linguistics, and the Washington Linguistics Club, laying the foundation and belief that parts of sign language grammar paralleled parts of the languages they were studying (Stokoe, 1990). Stokoe believed signs could be taken apart and analyzed into parts allowing researchers and linguists to study how the language works, how they evolved, and how they could be taught. The work of William Stokoe was not widely accepted among all professionals. Since the 1970s many have argued against the language classification for ASL and especially that of foreign language (Stokoe, 1960; Wilcox, 1990). ASL was studied and analyzed without further evidence that it was a full blown language. Questions have been raised regarding ASLs legitimacy as a foreign language. The following are a set of questions that are common among critics of ASL. (a) Isnt ASL indigenous to the United States and therefore not foreign? (b) Isnt ASL a derivative of English which would disqualify it as a separate language? (c) Is ASL naturally occurring and evolving? (d) If ASL is not written, how can it have a culture? (e) Is there a body of literature to support ASL and its culture? All of these questions have been asked over the decades and have been the major road blocks to ASL being recognized as a language. William Stokoe effectively answered these questions over several years which have been supported by several other scholars in linguistics and culture. In response to the questions regarding whether or not ASL is a language, Stokoe explains in detail with books and dictionaries the morphology, phonology, syntax, as well as semantics and pragmatics and how it differs from that of English or other spoken languages (Stokoe, 1960). Wilcox Peyton (1999) state, ASL is a fully developed language, one of hundreds of naturally occurring sign languages in the world. Conover (1997) states that one is not likely to find much opposition to ASL as a language form linguists, however the most resistance comes from colleges and universities who do not believe ASL should be taught as a foreign language (Miller, 2008). There is a great deal of research, according to Wilcox Peyton (1999), which demonstrates that ASL grammar is radically different from English grammar; it contains structures and process es which English lacks (Wilcox, 1999; Vigoda, 1993). When comparing American Sign Language to other accepted foreign languages one must take in to account that Navajo and several other Native American languages are widely accepted as foreign languages, being even more indigenous to America than ASL. A language need not be foreign to be considered a foreign language (Wilcox, S. Wilcox, P., 1991). In response to the literature question, researchers have found a vast body of literature among deaf people (Cooper et al, 2008; Armstrong, 1988). The literature is not in a written traditional form but, like Native American languages, through story telling passed from generation to generation. With modern technology these very old stories can now be viewed on the internet and on DVDs. The widespread use of storytelling in deaf culture has become more and more available to the general population. ASL continues to be a topic of research at numerous universities and has evolved to be the lead topic in language acquisition, eurolinguistics, psycholinguistics, sociolinguistics, anthropology, cognitive studies, teaching methods, and assessment of sign language skills (Jacobowitz, 2005; Miller, 2008). Empirical research on language in the human brain has provided support for Stokoes initial findings. Studies focused on neural processing of signed language found the same areas of the brain are used to process spoken language (Hickok et al., 2001). The New York Times in 1992 argues ASL is a language because it uses the same elements of spoken language and is organized like any other spoken language (Hickok et al., 2001; Stokoe, 2005). Two linguists from the Salk Institute, Klima and Bellugi (1979) began studying sign language in the 1960s, they wondered whether ASL was an language as other linguists understand that concept. The findings of Klima and Bellugi (1979) supported the linguistic components of ASL, which they called a complexly structured language with a highly articulated grammar, a language that exhibits many of the fundamental properties linguists have posited for all languages (p. 4). Definitions of ASL continued in 1980 with Baker and Cokely indicating ASL is a visual-gestural language created by deaf people (p. 47). They defined the language as a system of relatively arbitrary symbols and grammatical signals that change across time and that members of a community share and use for several purposes: to interact with each other, to communicate their ideas, emotions, intentions, and to transmit their culture from generation to generation (p. 31). Issues of Administration Administrators of LOTE programs often face issues that are not unique to their program. Instructors of American Sign Language often rely on the philosophies, policies, theories, and strategies used in other programs that teach LOTE. Concerns faced by ASL administrators often face similar concerns of LOTE Administrators. A study conducted by the MLA in 1989 showed that language requirements varied depending on the type of language program, and type of institution. More than half of the institutions surveyed (58.5% public, 41.5% private) viewed language study as essential to a well-rounded education (Cooper, 1997, p.29; Huber, 1989). Additionally the MLA study indicated that 87% of the institutions housed all languages within one divisional unit. Of those institutions the languages were housed with other non-language courses and in departments outside of the language emphasis such as philosophy and Humanities. Essentially, the study finds that administrative decisions regarding language instruction was made by departments and administrators with no experience in LOTE. Huber (1989) suggests foreign language instruction may take a secondary role to English when both are offered in the same department. Over half (56%) that offered a degree in English did not offer a degree in LOTE, and those that offered a MA in English only offered a BA in some of the other languages. Huber (1989) also suggests that language programs may be housed in non-language departments because of resource restraints or low student interest. A study of 1000 foreign language department chairs done by Cardenas (1988) indicated over seventy percent (73.7%) of the respondents found one of the most frustrating pieces of administration of the language departments was the lack of momentum with their own research and teaching. Much of the frustration was motivating unproductive faculty (60.2%), faculty evaluations (54.3%), managing the budget (51.7%), and recruiting part-time faculty (48.3%). National Language Program Standards The American Council on the Teaching of Foreign Languages (ACTFL) states as part of their philosophy that Language and communication are at the heart of the human experience (ACTFL).   The organization goes on to say they envision a future in which ALL students will develop and maintain proficiency in English and at least one other language, modern or classical (ACTFL). In essence these statements open the door for all forms of communication that meet the standards of language learning. The Standards for Foreign Language Learning; Preparing for the 21st Century has been a mainstay for guidance of foreign language instruction. These standards, according to the ACTFL, are called the 5 Cs (Communicate, Culture, Connect, Compare, and Community). According to Lear and Abbott (2008) To comply with these standards, the successful student will use language to communicate for real purposes, understand multicultural and global issues, connect with other disciplines and acquire new knowledge, make comparisons with their own language and culture, and participate in multilingual communities(Lear Abbott, 2008, p. 77) (Table 1). A language program should attempt as much of the 5 Cs as possible, however little discussion is found to what extent each must be accomplished (Lear Abbott, 2008). It is widely accepted that goal 5 is difficult to accomplish in a closed classroom setting. In a position paper by the ACTFL in 2011 ASL was recognized as a LOTE when it stated, Communication for a classical language refers to an emphasis on reading ability and for American Sign Language (ASL) to signed communicative ability (ACTFL Position Statements, 2011). The publication of Standards became known as the à ¢Ã¢â€š ¬Ã¢â‚¬ ¢genericà ¢Ã¢â€š ¬- version of standards in that it addressed issues and delineated standards common to all second-language learning yet contained examples in many languages (Phillips, J. Abbott, M. 2011, p.1). From 2005 to 2010, the American Sign Language Teachers Association (ASLTA) and the National Consortium of Interpreter Education Centers (NCIEC) collaborated on Table 1. A complete listing of ACTFLs Standards for Foreign Language Learning. Communication Communicate in Language Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures Gain Knowledge and Understanding of Other Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Connections Connect with Other Disciplines and Acquire Information Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Comparisons Develop Insight in the Nature of Language and Culture Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communities Participate in Multilingual Communities at Home and Around the World Standard 5.1: Students use the language both within and beyond the school setting. Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. the development of standards for ASL instruction as a guide to teachers and administrators of sign language programs. These standards utilized the ACTFLs Standards for Foreign Language Learning framework. The standards use the same 5 Cs of language instruction and are printed as part of the 2012 ACTFL Standards for Foreign Language Learning (Phillips, J. Abbott, M. 2011). Originally the standards were written with nine languages being considered: Chinese, Classical Languages, French, German, Italian, Japanese, Portuguese, Russian, and Spanish the Standards have expanded to include languages other than the original nine. Standards for learning Arabic are now in the printed version; they have also been developed for Hindi, Swahili, Korean and American Sign Language (Phillips, J. Abbott, M. 2011). History of Academic Acceptance of Sign Language Sign Language appeared as a language for the first time beginning in the mid-1960s when Stoke, Casterline, and Croneberg published the Dictionary of American Sign Language on Linguistic Principles. This event gave linguistic recognition to ASL for the first time in its history, although very few people recognized the event as significant (Wilcox, S. Wilcox, P, 1991). Depaul University has been recognized as the first university in the United States to offer sign language classes in 1965 (Shroyer Holmes, 1980). The National Association of the Deaf (NAD) built a Communication Skills Program in 1967 in an attempt to spur language acquisition in schools, universities and programs who serve deaf people by offering sign language classes (Newel, 1995a). During the same period of time several sign systems were invented to assist in teaching deaf children English. The most popular systems used were Seeing Essential English (SEE I), Linguistics of Visual English (LOVE), and Signing Exact English (SEE II) (Cooper, 1997). The purpose of these sign systems was to simplify the process of teaching English to deaf children; however, over time they became recognized as sign systems and were taught as varying sign language classed in colleges and universities (Cooper 1997). Other events in the 1960s and 1970s contributed to the increased availability of sign language classes in schools and higher education. Research and publications by Stoke (1966 1990), Klimba and Bellugi (1979), Wilbur (1979, 1987), and Cokely and Baker (1980) added support for the general acceptance of ASL as a language (Cooper, 1997). Legislation also played an important role for sign language in the schools as the Rehabilitation Act of 1973 and PL94-142 of 1975 expanded the requirement to provide Sign Language Interpreters in the classroom as a service for deaf students. The caused an increased need for skilled hearing individuals to learn sign language so that interpreters may be available in the schools when required. Interpreter training programs gained federal funding in an effort to relieve the pressure for skilled interpreters (Newell, 1995b). Implications for Future Research Additional and ongoing research regarding individual views regarding sign language is needed including tracking the growth of programs nationally would be beneficial. Future research in development of ASL programs regionally is essential particularly as it partners with LOTE programs. Current data on institutions that recognize ASL as a LOTE and houses it with other languages is important. Particular interest regarding institutions that discontinue their programs and the reasons behind it would be valued. This study did not address certifications of teachers currently working as ASL instructors however data regarding the fact is needed to assess future needs in training instructors in the language. The correlation of signing and non-signing administrators was not examined. Neither was the ethnicity or gender discussed although this would be interesting to research for further influence among minorities and genders. Evaluation of the State of the Literature Regarding current research the surveys administered should be shorter in length to increase the participation rate of responders. Additional information regarding majors, minors, and other university requirements would be helpful including where the sign language program is housed. For example, knowing if the program is a stand-alone program, part of another language department, or listed for credit as an elective would assist institutions in making decisions on language administration. The research to this point in history has focused mainly on which schools accept ASL for credit and the overarching reasons why some may not accept it. Not a lot of research has been done to discuss the programs reasons for acceptance or the process of approval if they were able to secure approval. This research attempts to answer the question many researchers failed to answer, which is a more detailed understanding of personal views of ASL by administrators of languages other than English. Past research has been able to list categories of rejection or acceptance and attempted to list which institutions have been able to recognize sign language for credit on par with other languages at the institutions. The question left unanswered are at what level does ASL receive the most support or resistance in the process of gaining recognition as a language at the institutions. This is important for future organizations who seek approval at various colleges and universities. Additionally, the overall acceptance of sign language in various countries would also be valued to find the international point of view of sign language as it is compared to the United States.

Computer Viruses and their Effects on the Computer :: Computers Software Technology Essays

Computer Viruses and their Effects on the Computer In our health-conscious society, viruses of any type are an enemy. Computer viruses are especially pernicious. They can and do strike any unprotected computer system, with results that range from merely annoying to the disastrous, time-consuming and expensive loss of software and data. And with corporations increasingly using computers for enterprise-wide, business-critical computing, the costs of virus-induced down-time are growing along with the threat from viruses themselves. Concern is justified - but unbridled paranoia is not. Just as proper diet, exercise and preventative health care can add years to your life, prudent and cost-effective anti-virus strategies can minimize your exposure to computer viruses. Because Symantec is the world's largest supplier of anti-virus technology, we are uniquely able to offer comprehensive virus protection options and service plans. As an introduction, we offer this white paper series. In concise text, graphs and illustrations, we will give you a overview of: A history of computer viruses Who writes viruses - and how they can reach you The early warning symptoms of virus infection The real numbers behind the growth of viruses and their costs How viruses work - and how virus protection can stop them Anti-virus tools from Symantec for enterprise-wide, multi-platform, state-of-the-art protection What, Exactly, Is A Computer Virus? A computer virus is a program designed to replicate and spread, generally with the victim being oblivious to its existence. Computer viruses spread by attaching themselves to other programs (e.g., word processors or spreadsheets application files) or to the boot sector of a disk. When an infected file is activated - or executed - or when the computer is started from an infected disk, the virus itself is also executed. Often, it lurks in computer memory, waiting to infect the next program that is activated, or the next disk that is accessed. What makes viruses dangerous is their ability to perform an event. While some events are benign (e.g. displaying a message on a certain date) and others annoying (e.g., slowing performance or altering the screen display), some viruses can be catastrophic by damaging files, destroying data and crashing systems. How Do Infections Spread? Viruses come from a variety of sources. Because a virus is software code, it can be transmitted along with any legitimate software that enters your environment: In a 1991 study of major U.S. and Canadian computer users by the market research firm Dataquest for the National Computer Security Association, most users blamed an infected diskette (87 percent).