A Literary Review on Molieres The Imaginary Invalid Essay Example

A Literary Review on Molieres The Imaginary Invalid Paper Moliere’s â€Å"The Imaginary Invalid† is a play about a hypochondriac who is so obsessed with his health and money that he ends up neglecting his family’s needs to better his own. Moliere sets up the exposition of the play in Act I by the apothecary bills Argon is reading aloud. After Toinette, the maid, then enters the scene she sarcastically makes a comment about all of the bills lying on the table. Toinette lets the audience know that Argon is a hypochondriac by rebutting everything he says about his doctors and illnesses with sarcastic comments. For instance, when Argon says, â€Å"You leave my insides alone.† She comes back with, â€Å"I wish you would. You’d be a different man.† We will write a custom essay sample on A Literary Review on Molieres The Imaginary Invalid specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on A Literary Review on Molieres The Imaginary Invalid specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on A Literary Review on Molieres The Imaginary Invalid specifically for you FOR ONLY $16.38 $13.9/page Hire Writer She also lets the audience know by saying, â€Å"Why, if it wasn’t for him you wouldn’t even know you were ill,† speaking of the apothecary. The main conflict of the play is Argon’s unwillingness to accept that he is not ill and he is, in fact, a very healthy man. This â€Å"illness† leads to the selfishness that he shows his family, especially his daughter Angelica. Later in Act I his â€Å"illnesses† prove to have relevance to the conflict when she speaks of Cleante, the man she loves. Cleante is not a doctor; therefore, Argon will not give his blessings for Angelica to marry him. The conflict of the play was that Argon would not give his blessings for the marriage of his daughter, Angelica, and the man she loves, Cleante. The main characters involved in the conflict besides Angelica and Cleante is Argon, the problem, Toinette and Argon’s brother, Beralde, which resolve the conflict in the end. Argon is involved, as stated earlier, because he will not give his blessings on the marriage. Toinette and Beralde were involved in the resolution to the conflict because they cared about Angelica and her happiness. I believe that Beralde was more involved in the resolution because he felt that his brother was going far with his hypochondria, but still cared for Angelica’s happiness. Argon seemed to over-step the line when he tried to ruin the lives of his daughter just for his mental well being. The steps taken to see that Angelica does not have to marry a man that she simply does not want to marry lead up to the climax of the play. Argon finally realizes who cares about him and who doesn’t when he overhears his wife, Beline, speaking of his death and then Angelica. The climax was in Act III when The denoument of the play was uncertain. The dominant theme of this play is mind versus body. The play is about a wealthy, but self-centered, man who believes that he is constantly ill. However, there is obvious doubt to whether he is really ill or is he is simply imagining his illnesses. Therefore, the primary theme is Argon’s internal struggle of the body versus mind. This theme is developed throughout the play into smaller themes such as greed versus love and death versus life. It was obvious to me that in the play, Argon was only imagining his illnesses and that he was in dire need of attention. Argon had two groups of people giving him this attention, though both very different. One group (the doctors, Beline, and Bonnefoy, the lawyer) wanted his money. The other group (Angelica, Toinette, Beralde, and Clente) only wanted his love. Together these two groups compete for the wealth and love that they need from Argon.

Analyzing the rational actor model of decision essays

Analyzing the rational actor model of decision essays The initial chapter of this book deals with how analysts use models to predict behavior within government. Using model 1, or the rational actor model, analysts can predict the future actions an agent will take based on the assumption that the agent will choose alternatives that have the greatest utility. The agents goals or objectives, alternatives, consequences, and choice, are the four concepts analysts use in determining actions agents will take. There are four states of being in which analysts place agents and two types of rationality the agent may use within these states to make decisions. During the first state the agent is armed with the least amount of information and thinks in a notional (limited context) state. As the agent receives more information their state of being thickens and the agent moves from the notional into the generic, then identified, and finally the personified state of being. As the agent moves through these states, their rationality also changes. During the initial states the agent can act in a bounded rationale where he has limited resources or information on hand. As the agent again ascends it begin to use a more comprehensive rationale where all alternatives are ranked and the agent chooses the action with the greatest utility regardless of consequence. The RAM is a great tool for analysts to use in helping predict possible outcomes. However, as more complex concepts such as institutionalism and strategy come into play and decision makers must look for alternatives that not only maximize utility, but also not seem threatening. ...

Managerial Economics Coursework Example | Topics and Well Written Essays - 500 words

Managerial Economics - Coursework Example This will put off the company that is to enter the market as the profit margin will seem to be very low and might even constitute to losses. This leaves the first company to enjoy monopolistic markets. The manager of this company will reduce the products’ prices to monopolistic market prices there by enjoying the monopolistic profits. By decreasing the prices of the products the company that is to enter into the market will be discouraged as the profit margin will be very low and may also leading to losses. The profitability of the firm with the marketing power will decrease with increase in capital interest as the borrowing costs increases there will be a decrease in supply there by attracting another company to satisfy the demand. This forces the companies to sell at a lower price than the monopolistic market price. If this continues, the company is bound to go into losses in the long run. 2. IHC hospitals are thinking of using a smart phone system to send health record data, laboratory test results data, and charge/payment data to the Mountain Star hospitals system when patients use any combination of medical services between the two hospital organizations. Mountain Star has been thinking of a similar idea of exchange. Going forward with such inter-hospital data communication means that a given data sharing network has to be developed. The cost savings involved in initiating such a system are the driving force of the decision but there are questions about these savings and the standard upon which the intercommunication is to be operated. The projected cost savings (in $millions) for each standard (Apple relative to Android) are given in the normal form payoff table below for each hospital conglomerate, with IHC cost savings given first in going from left to right. It reflects a good technology. This is because independent of the smart phone mountain star opts for IHC will go for apple phone as it yields the best pay off. The

Public Law - Ministerial Responsibilty and Coalition Governments Essay

Public Law - Ministerial Responsibilty and Coalition Governments - Essay Example ? Sociologists believe that this political phenomenon in most states in Britain could also happen in Westminster as officials have introduced â€Å"a semi-proportional electoral system which, it argued, would entail frequent, if not permanent, coalition† although electoral reform seems near to nil. 2 Anent to this phenomena is the recent move of the British parliament to publish a Cabinet Manual that will contain a collection of statutes, court judgments and treaties which they considered as â€Å"first ever written legal convention and precedent on how UK is run†Ã¢â‚¬â€an attempt toward codification. These developments in the political arena must be scrutinized by electorates to be abreast with government official’s plans. It is also in this context that we will explore issues relating to workability of coalition of government viz-a-viz its ministerial duties as well as the proposed codification of conventions, which is largely perceived as unnecessary. 1. Coal ition Government: Workable? That question has been raised by a British columnist at the height of electoral controversies in 2010. It seems that the question remained unsettled since hodge-podge of discourse revived the theme as election nears again. But what is a coalition government? Why does it attempt to question the competence and capacity of the single party’s governance especially in matters that relate to fairness and representation? 3 Coalition government is a composition of several political parties cooperating to â€Å"govern a country or a region.† 4 It removes an elite unitary system of political decision-makings and allowed democratization of political discourse by tolerating convergence and intra-party agreements. It is often a structural consequence whenever there are economic problems, unpeace, and political events such as merging of political parties during election. Practically, coalition government permeates sharing of executive powers and therefore changes the paradigms; broadens political party behaviors; widen operational methods in governance including internal rules of political engagements within the administration. 5 But these changes are neither worrisome nor irrelevant because all countries worldwide evolved from monarchical or unitary toward two or multi-party coalitions to democratize governance. 6 Nousiainen and Blondel (1993) have once asserted that â€Å"coalitions can be more or less extreme, more or less ideologically diverse, and composed of partners who are more or less equal.† The system espoused collective cabinet responsibility and legislated policies are credited to the government. 7 Policies will therefore be attributed to the government collectively and they expect stringent legislative discipline, unless they’d agree to exercise freely their respective votes during decision-making. Last year, UK officials formed a coalition  government after serious discussions between the Conservative Party  and the  Liberal Democrats. 8 Observers however thought that this coalition politics have â€Å"focused so much on selection instead of accountability† perceiving that its political survival is considerably dependent from electoral process. 9 Political critics argued that government coalition, for it to be workable, should be built on trust. Some political shenanigans however bared experiences of alleged serial infidelity of Liberal Democrats, hence it is likely that government will be riddled with mutual

Review of one article Essay Example | Topics and Well Written Essays - 250 words

Review of one article - Essay Example onal field by offering people a chance at an affordable education regardless of age, but have also raised the bar of academic performance simply by allowing the students to make their own mistakes and learn on their own with mere â€Å"guidance† from their online educators. Indeed, education has reached a focal point where traditional educations might see the emerging educational platforms as a form of â€Å"creative Destruction† while the forward thinkers and future innovators see an avenue of education that will allow for much more development and freedom of learning for the students, at a far lower cost that normally expected. Therefore, it is not right to tag the term â€Å"Creative Destruction† on online education and its supporters. For as long as people the world over have a chance to access higher education at a cost affordable to them, which also allows them the personal growth and learning space needed to become a success in the 21st century, then the objectives of higher education are met. True there is a need for a governing body in order to standardize the online educational process,but that will not erase the fact future business leaders and innovators are fast coming from online rather than traditional educational

The Status Of The Arabic Language

The Status Of The Arabic Language Arabic is one of the widespread spoken languages among Arab speakers, especially in the Middle East and North Africa and its considered the central language of Semitic languages such as Hebrew and Aramaic languages (Zeina, 2008). Arabic is spoken by more than 280 million people as a first language and by 250 million as a second language. Regardless of the different varieties, there are three basic Arabics. To put it clearly, there are three types of Arabic: the classical language, the modern standard language and colloquial language (Zeina, 2008, Gonzalo, 2005). The first one is the language of the Holy Quran which is used by all Muslim people who perform their prayers or read the Holy Quran whether they understand what they read or not (Zeina, 2008). As for the Modern Standard Arabic, it was derived from the Classical Arabic and it is widely used in formal situations such as schools, universities, courts, government and the media. Regarding the last one, it is substantially used in daily life situations and activities among people. Arabic language is different from other languages; it has a system of its own (Back Walter Tim, 2004). It consists of 28 letters, 25 of them are consonant letters and the other three are vowels (Hattami, 2010). There is not capital letters and small letters. Moreover, it has a unique and different style because it starts from right to left in both reading and writing. (Zeina, 2008). The relationship between Arabic and other languages such as Hebrew, English, Spanish, Sicilian, and other European languages is a strong related one. It is common that languages borrow some lexical items from one another. Arabic has borrowed many words from English and other languages and other languages have done the same thing as well (wajih, 1991). In other words, Arabic has borrowed words from many languages, including Hebrew, Persian and Syriac in early centuries, Turkish in medieval times and contemporary European languages in modern times. In short, the Arabic language is a common language among Arab speakers and its roots have been taken from the Holy Quran which is considered the source of all literary works and poetry in the Arab world and all linguists refer to it when they search for some explanations of some words and meanings. Moreover, Arabic with its different writing system and varieties, it has a real and close contact to other languages, especially English. In this written assignment, I will be briefly touching on certain points. Firstly, the description of vowels and consonants found in the Arabic and English languages, and the comparison between them. Secondly, some problems that learners of the Arabic language might have in learning English. In spite of the similarities between the consonantal systems of English and Arabic, there are some differences in some aspects. For example, the Arabic language has uvular sounds Ghain / /, Qaaf, //, and Khaa //, the pharyngeal sounds Ain // and Haa // (Harakat, 1998), and emphatic sounds two plosives, / / and / /, and two fricatives, / / and / (Al-Muhtaseb et al., 2000; Ouni et al., 2005; Selouania and Caelen, 1998). These sounds actually give the Arabic language its own distinctive property. Since each language has its own system, as mentioned above, Arabic and English share common consonant sounds and some restricted-language sounds.(Eid, 2006). 1-Arabic consonant sounds The Arabic language has some consonant sounds that are not existed in the English language. In fact, there are 28 consonants in Arabic, eight stops, thirteen fricatives, one affricate, two nasals, two liquids and two glides (Mousa M. Amayreh, 2003). The following table illustrates the place, manner, and voicing of Arabic consonants. Consonant Chart for Arabic 2-English consonant sounds In English phonetics we describe consonants according to three criteria: place of articulation, manner of articulation and voicing. There are 25 consonants in English, six stops, nine fricatives, two affricates, three nasals, two glides, and two liquids. (Eid, 2006). The following table illustrates the place, manner, and voicing of English consonants. Consonant Chart for English 3- Comparison of English and Arabic consonants This part is a comparison between English and Arabic consonants. Some tables and other illustrations are provided below: 3.1 Stops Based on the tables above, one can clearly say that there are eight plosives in Arabic [ b,d,t,k,d,t,q,?] while there are six plosives in English [ ph,b,t,k,d,g]. The English language lacks the equivalents of the Arabic emphatics [dØ ¸, tØ · ], the uvular [qÙ‚] and the glottal stop [?Ù†¡]. On the other hand, the Arabic language also lacks some equivalents of the English plosives [ph, g]. The result of such difference results in some difficulties for students and speakers. As we will see later on, the difficulties that face Arab learners towards pronouncing vowels and consonants. The following table summarizes the difference between Arabic and English plosives with IPA symbols. 3.2 Fricatives The English language has nine fricatives in the labio-denteal interdental, dento-alveolar and glottal areas i.e. most of its fricatives are in the front half of the vocal tract, while the Arabic language has thirteen ranging from the labiodental to the glottal areas. In addition to that, it also has parts of uvular [ xØ ®, Ø ¹] and pharyngeal fricatives [hØ ­, Ø ¹] as well as two emphatic ones (Eid, 2006). The following table summarizes the difference between Arabic and English fricatives with IPA symbols. 3.3 Affricates There are two basic affricates in English a voiceless post-alveolar affricate [th] and a voiced post-alveolar affricate [d3] while Arabic has only one affricate, a voiced post-alveolar one [d3] (Hattami, 2010). However, some Arabic dialects, such as the Iraqi one, have [th] sound and this helps Iraqi learners speak words containing such sound properly. (Andrzej Rouag, 1993, Hattami, 2010). 3.4 Nasals The English language has three nasal sounds [m,n,g] while Arabic has only two [m,n ] (Hattami, 2010). That is, the Arabic language lacks the [g] sound which is considered an allophone of [n] before velar and uvular stops, as in: English and Arabic have the same [m] and this doesnt cause problems. On the other hand, [n] is alveolar in English while it is dental in Arabic. English and Arabic nasal sounds 3.5 Approximants There are three differences between the approximants of Arabic and English. First, English has the nasal sound [g] while it is not found in the Arabic language. Second, [r] in Arabic does not follow the approximants but the un-sustained or R-sound (Odisho, 2003b). Third, the English approximant [r] causes problems for Arab learners. 3.6 Laterals There is only one lateral sound in English [l] while the Arabic language has two: non-emphatic one [l] and emphatic one [L] (Andrzej Rouag, 1993, Hattami, 2010), as in: 3.7 Flab The phonemic system of English language does not have the so-called flap sound. However, the system of the Arabic language may be a source of substitutions for the English / r/s. (Andrzej Rouag, 1993, Hattami, 2010) 4. Consonantal problems Arab learners face in learning English Since each language has a sound system and regardless of the similarities between these languages, there, indeed, must be some differences which cause problems for learners of languages. Thus, once the Arab learners are willing to learn the English language, they may make unconscious mistakes resulting from either the interference of the two languages or unawareness of the sound systems of each language or the inexistence of certain sounds. (Hattami, 2010) A list of such problems is outlined below: /p/ as stated earlier, English has the consonant aspirated sound /p/, and /b/, whereas there is only /b/ /Ø ¨/ in Arabic. In the result, Arab learners may not be able to differentiate between these two sounds and make mistakes when pronouncing them and replace /b/ in replace of /p/. For instance, / picture/ / bicture/. /g/ the standard Arabic does not consider /g/ as a fixed sound in its sound system, but in some Arabic dialects, this sound is considered such as the Egyptian dialect. Mostly, all Arab learners of English face difficulty in differentiating between them, and they substitute the Arabic /k/ for the English /g/. For example, /game/ / kame/. / tà ¢Ã‹â€ Ã‚ «/ this sound is not also existed in the sound system of standard Arabic. However, it can be found in some Arabic dialects such as the Iraqi dialect. The counter-consonant in standard Arabic is /k/. Arab learners of English may have problems in the sound / tà ¢Ã‹â€ Ã‚ «/ and they may tend to simplify this sound to / à ¢Ã‹â€ Ã‚ «/ .Consequently, this results in wrong pronunciation of / tà ¢Ã‹â€ Ã‚ «/. For example, chair- shair. / Æ ·/ In some cases, the simplification of / dÊ’/ to / Æ ·/ is also found. Some Arabic dialects accept this sound such as Syrian and Lebanese ones. Speakers may simplify / / to / / such as / / / / . / Ã…Å  / doesnt exist in Arabic at all, in English, it has a restriction on occurrence: it doesnt occur initially. It only occurs medially and finally. For example, finger and sing. Consequently, an Arab student who learns English is strongly conditioned by the context in which allophone /Ã…Å  / occurs and will tend to insert the conditioning /k g / such as: Singing -Think . Conclusion I have presented a brief comparison between the consonant systems of English and Arabic. I have also listed some problems in pronouncing individual consonants faced by Arabic speakers and learners of English. According to (Hattami, 2010), the remedial solution can be placed on teachers. Teachers have to be fully aware of the two sound systems and then prepare remedial drills and train students to avoid such problems in learning and speaking. Arabic consonants. Adopted from (Hattami, 2010) English consonants. Adopted from (Hattami, 2010) 2- Arabic and English Vowels Like consonants, English and Arabic have different systems of vowels. They share three common vowels / / while English is characterized by four own vowels / / and only one vowel is restricted to Arabic/ /. Moreover, a laconic overview of the vowel systems of each language will be outlined below and then a comparison will also be provided. 2.1 Arabic vowels The Arabic vowel system has six vowel sounds, three short vowels and three long ones. (Eid, 2006). These are outlined below: 2.1.1 Short vowels: Fatha: the first short vowel in Arabic. Fatha is a diagonal stroke written above the consonant which precedes it in pronunciation. Its pronounced like A in English. For example, the Arabic consonant  ºÃ‚ = b in English, if we put the Fatha ÙÅ ½ above the consonant  ºÃ‚ , it will produce the sound  ºÃ‚  = ba in English. Another example is /Bat/. Damma: the second short vowel in Arabic. Damma is an apostrophe-like shape written above the consonant which precedes it in pronunciation its pronounced like o or u in English. For example, if you put Damma Ù  above the consonant  ºÃ‚ , it will produce the sound  ºÃ‚  and pronounce like /bo/ in the word / but /. Kasra: The third short vowel in Arabic is Kasra. Kasra is a diagonal stroke written below the consonant which precedes it in pronunciation, its the only short vowel that comes under the consonants, if we put Ù  under the sound  ºÃ‚  it will be pronounced like /be/ in English. Another example is / bit /. 2.1.2 Long vowels: Long vowels in Arabic are Alif /  ºÃ‚  / which is pronounced like /aa/ in English , Waw /  »Ã‚ ® / which is pronounced like /uu/ in English , and /  »Ã‚ ±/ which is pronounced like /ii/ in English. Alif / Ø / comes in three various situations front, central, and back. For example, in the word Ø ¨ÃƒËœÃƒËœÃ‚ ¨ which means door in English, the /aa/ is front vowel. A central vowel like bar, and back vowel like low. Another example is the English word / father / and / bat /. -Waw: / Ùˆ / the second long vowel in Arabic, its pronounced like /uu/ in English. For example Ø ªÃƒâ„¢Ã‹â€ ÃƒËœÃ‚ ª which means blueberry and is pronounced as /toot/ in English. Another example is the word / moon/. -Ya: / ii / the third long vowel in Arabic, we can pronounce it like /ii/ in English. For example Ø ¹ÃƒËœÃ‚ ±ÃƒËœÃ‚ ¨Ãƒâ„¢Ã…   which relates to s/body Arabic, and pronounce /arabii/ in English. Another example is the word / sheep/. As for diphthongs and tripthongs, linguists are reluctant to accept the existence of these sounds in Arabic. (Odisho, p, 49). Arabic Name Arabic Romanization Vowel fatha(t) opening (of lips) Ù Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ªÃƒâ„¢Ã¢â‚¬â„¢ÃƒËœÃ‚ ­Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ a Short A a As in accept, ascend alif mamdooda(t) extended alif Ø £Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã‚ Ãƒâ„¢Ã‚ Ãƒâ„¢Ã…’ Ù†¦Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã¢â‚¬â„¢ÃƒËœÃ‚ ¯Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ¯Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ aa Long A Ä  As in man, can kasra(t) breaking (of sound) ÙƒÙÅ ½ÃƒËœÃ‚ ³Ãƒâ„¢Ã¢â‚¬â„¢ÃƒËœÃ‚ ±Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ i Short I i As in sit, hit yaa extended yaa ÙÅ  ÃƒËœÃƒËœÃ‚ ¡Ãƒâ„¢Ã…’ Ù†¦Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã¢â‚¬â„¢ÃƒËœÃ‚ ¯Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ¯Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ ee Long I Ä « As in feel, deal damma(t) joining (of lips) Ø ¶Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã¢â‚¬ËœÃƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ u Short U u As in put, foot waaw mamdooda(t) extended waaw ÙˆØÙˆÙŒ Ù†¦Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã¢â‚¬â„¢ÃƒËœÃ‚ ¯Ãƒâ„¢Ã‹â€ ÃƒËœÃ‚ ¯Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã…’ oo Long U Ã…Â « As in sure, roof sukoon stillness Ø ³Ãƒâ„¢Ã‚ Ãƒâ„¢Ã†â€™Ãƒâ„¢Ã‹â€ Ãƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã…’ No following vowel As in stay, drag Short and long Arabic vowels in Arabic: 2.2 English vowels The English language is rich in vowels, both simple and diphthongs. Simple vowels are divided into short and long. As it is shown in tables below, we have six short vowels and five long vowels while there are eight diphthongs.(Eid, 2006). They are produced when airstream is voiced through the vibration of the vocal cords. Vowel consonants can be classified as: vowel tongue height (close, mid, open) by raising or lowering the tongue; vowel tongue position(front, center, back) by advancing the body of the tongue; and lip rounding(spread, natural, and rounded). Monophthongs Short Long Front Back Front Central Close http://www.englishlanguageguide.com/english/images/ipa/ipa_i.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_u.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_ii.jpg Mid http://www.englishlanguageguide.com/english/images/ipa/ipa_e.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_ee.jpg Open http://www.englishlanguageguide.com/english/images/ipa/ipa_ae.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_o.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_aa.jpg Lips loosely spread. Tongue lax with less tension than / i: / Bid)) http://www.englishlanguageguide.com/english/images/ipa/ipa_i.jpg Lips loosely spread and slightly wider apart than / É ª / (bed) http://www.englishlanguageguide.com/english/images/ipa/ipa_e.jpg Lips neutrally open and slightly wider apart than / e / Bat)) http://www.englishlanguageguide.com/english/images/ipa/ipa_ae.jpg Lips loose, but closely rounded. Tongue not as tense as in / u: / (good) http://www.englishlanguageguide.com/english/images/ipa/ipa_u.jpg Lips neutrally open. Open jaws. Centralized quality.(cut) http://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpg Open lip-rounding, wide open jaws, back of tongue low.(pot) http://www.englishlanguageguide.com/english/images/ipa/ipa_o.jpg Lips spread. Tongue tense (front raised) with sides touching upper molars. (bead) http://www.englishlanguageguide.com/english/images/ipa/ipa_ii.jpg Lips neutrally spread. Tongue slightly higher than /Éâ„ ¢/ (no firm contact with upper molars). (girl) http://www.englishlanguageguide.com/english/images/ipa/ipa_ee.jpg Lips neutrally open and jaws far apart. Centre to back of tongue fully open. (car) http://www.englishlanguageguide.com/english/images/ipa/ipa_aa.jpg Lips closely rounded. Back of tongue high. Tense compared with /ÊÅ  /. (booed) http://www.englishlanguageguide.com/english/images/ipa/ipa_uu.jpg Medium lip rounding. Tongue drawn back making no contact with upper molars.(bought) http://www.englishlanguageguide.com/english/images/ipa/ipa_oo.jpg Lips in neutral position. Centralized. Tongue slightly higher than in /ÊŒ/. (teacher) http://www.btinternet.com/~ted.power/ph07.gif Diphthongs Closing Centering to /http://www.englishlanguageguide.com/english/images/ipa/ipa_i_bg.jpg/ to /http://www.englishlanguageguide.com/english/images/ipa/ipa_u_bg.jpg/ Starting close http://www.englishlanguageguide.com/english/images/ipa/ipa_ie.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_ue.jpg Starting mid http://www.englishlanguageguide.com/english/images/ipa/ipa_ei.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_oi.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_eu.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_ee3.jpg Starting open http://www.englishlanguageguide.com/english/images/ipa/ipa_ai.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_au.jpg http://www.englishlanguageguide.com/english/images/ipa/ipa_ei.jpg Bay, say http://www.englishlanguageguide.com/english/images/ipa/ipa_oi.jpg Boy, foil http://www.englishlanguageguide.com/english/images/ipa/ipa_ai.jpg Reply, high http://www.englishlanguageguide.com/english/images/ipa/ipa_eu.jpg Toe, show http://www.englishlanguageguide.com/english/images/ipa/ipa_au.jpg Cow, how http://www.englishlanguageguide.com/english/images/ipa/ipa_ie.jpg Beer, http://www.englishlanguageguide.com/english/images/ipa/ipa_ue.jpg boor http://www.englishlanguageguide.com/english/images/ipa/ipa_ee3.jpg Bear, 3- Comparison of English and Arabic vowels 3.1- Front vowels In the English sound system there are five phonemes. On the other hand, Arabic has four phonemes. English Arabic two in the high area / I / higher high and /i/. lower high two in the high area one in the mid area /e/. two in the low area / / high long, / /. High short two in the low area 3.2- Back vowels English has five phonemes while Arabic has only two. English Arabic two in the low area / / low, low, back / / higher low back Two back phonemes One in the mid area / / mid back Two in the high area / / lower high back / /higher high back. 3.3- Central vowels English has two central vowels while Arabic has no central vowels. English One mid-central / / Non-mid central / / 4- Problems Arab learners encounter in vowels: /http://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpg/, most Arab learners pronounce the /http://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpg/ sound, which produces when the tongue is more central and the lips are relaxed, as /http://www.englishlanguageguide.com/english/images/ipa/ipa_ae.jpg/ instead of /http://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpg/. For example, the word cup as /khttp://www.englishlanguageguide.com/english/images/ipa/ipa_ae.jpgp/ instead of /khttp://www.englishlanguageguide.com/english/images/ipa/ipa_a.jpgp/. /http://www.englishlanguageguide.com/english/images/ipa/ipa_e.jpg/, Arab speakers tend to lengthen the short vowel /http://www.englishlanguageguide.com/english/images/ipa/ipa_e.jpg/, as in the words pet and men. /http://www.englishlanguageguide.com/english/images/ipa/ipa_i.jpg/, which is produced when the tongue is more front and little high. For example, the word sit which pronounce as /set/ instead of /shttp://www.englishlanguageguide.com/english/images/ipa/ipa_i.jpgt/. /http://www.englishlanguageguide.com/english/images/ipa/ipa_au.jpg/ which supposed to pronounce by using the tongue central, then tightly round the lips. For example, the word note /nhttp://www.englishlanguageguide.com/english/images/ipa/ipa_o.jpgt/ instead of the correct pronounce /nhttp://www.englishlanguageguide.com/english/images/ipa/ipa_au.jpgt/. /http://www.englishlanguageguide.com/english/images/ipa/ipa_ei.jpg/, which produces when the tongue moves from front center to front high. For example, the word late, Arabic speakers pronounce it like /let/ instead of /lhttp://www.englishlanguageguide.com/english/images/ipa/ipa_ei.jpgt/. /http://www.englishlanguageguide.com/english/images/ipa/ipa_ie.jpg/, tongue high and front then move to center. For example, the word beer as /beÉâ„ ¢(r)/ instead of /bhttp://www.englishlanguageguide.com/english/images/ipa/ipa_ie.jpg(r)/. /http://www.englishlanguageguide.com/english/images/ipa/ipa_oo.jpg/, which produced by moving the tongue low, back and fixed. Jaws together. For example, the word bought /bhttp://www.englishlanguageguide.com/english/images/ipa/ipa_eu.jpgt/ instead of the correct pronounce /bhttp://www.englishlanguageguide.com/english/images/ipa/ipa_oo.jpgt/. Conclusion In this short part, a distinction between English and Arabic vowels sounds is given. The distinction showed some similarities and differences between the two systems. Some tables and figures have been given to illustrate the difference vividly.

The Electric Bass Essay -- Music

The creation of the electric bass, or an electric guitar envisioned double bass, has revolutionized the way music is both written and performed and will continue to be a driving force behind virtually every genre of music. Even though the electric bass* can be seen as a necessary creation in order to match the ever-increasing volume of live music, especially rock, it can also be viewed as a breath of fresh air and new outlook on acoustic instruments. The electric bass has both physically and functionally had an interesting development since its birth, but one thing for certain is that even trailing behind the electric guitar at first, this instrument has stepped away and cemented its place into music. Electric basses share some of the basic physical aspects of their acoustic brethren, the upright double bass, but also have their own defining characteristics that make the electric bass what it is. Generally speaking, an electric bass is composed of three major parts on which it is further subdivided: â€Å"You can divide the bass into three sections: The neck, the body, and the innards. The different parts of the neck and the body are easy to see, while the innards aren’t so obvious† (Pfeiffer, Patrick). Looking to the neck, one can see that there is actually at least four other important parts, those being: the headstock, tuning machines, nut, and fretboard. Their functions, respectively, are: to provide a spot to which the tuning machines can reside; tunes the strings up or down to achieve a particular pitch; keeps the strings held off of the fretboard and spaced evenly; the place in which you fret notes to be played. The body of the bass is where most of the reso nation will come from and the tonewood will dictate the overall char... ...layer and teacher based in Seattle, Washington† who set up the company Audiovox and produced the Model 736 Bass Fiddle around 1936. Its design consisted of â€Å"†¦a roughly guitar-shape walnut body, a single pickup and control knob on a pearloid pickguard, a neck with 16 frets, and a cord emerging from a jack on the upper side of the body† (Bacon 8-9). Tutmarc was the first to get almost everything right in designing an electric bass, but did not meet with good commercial sales. Then, in 1951 Leo Fender would set the standard for electric basses by introducing his Precision Bass to the world. Works Cited Bacon, Tony, and Barry Moorhouse. The Bass Book. New York: Backbeat, 1995. Print. Jeans, Sir James. Science & Music. Cambridge: University Press, 1953. Print. Pfeiffer, Patrick. Bass Guitar for Dummies. Indianapolis, Indiana: Wiley Publishing Inc, 2003. Print.

Pizza Store Layout Simulation: Apply the Learning Curve Theory

A learning curve, in common terms, â€Å"is used to describe the effort required to acquire a new skill (e. g. , expertise with a new tool) over a specific period of time† Wikipedia. org. In scholarly terms, â€Å"Learning curves are also an integral part in planning corporate strategy, such as decisions concerning pricing, capital investment, and operating costs based on experience curves† Chase-Jacobs-Aquilano. In the pizzeria scenario presented requires a full understanding of the cause and effect of decisions made and making adjustments to minimize the amount of time to complete the entire process and also minimizing the amount of potential customers from leaving. To streamline the process, it is important to recognize the transformations of the business as it moves along the entire learning curve when each scenario is considered and acted upon. Measuring the process of serving pizza The pizzeria has been in business since 1950 and has become a recognizable mainstay in Palm Springs, CA for its quality and uniqueness. As the business is being passed down, it is important for the successor to recognize the learning curve and understand the restaurant as it functions today. During peak times, the pizzeria staffs four wait staff and two kitchen workers. With customers arriving in groups of two to four every three to five minutes there are only 14 4-top tables, but no 2-top tables to seat each party. The entire process from when a customer walks into the pizzeria to the time they leave takes 53 minutes. Eleven of the minutes are consumed just waiting to be seated at an open table and another 13 minutes are consumed back in the kitchen processing the order – room for improvement. Applying the learning curve theorem By turning four of the 4-tops into eight 2-tops, it increases the total tables available at the pizzeria from 14 to 18 and effectively reduces the average wait time to 5. 27 minutes. The additional tables also allow the utilization of the wait staff to a manageable and profitable 87%. The observations and learning’s of the first two weeks have allowed the pizzeria to become more efficient, reduce the amount of time customers have to wait, reduced the amount of customers who have â€Å"balked† and left before they could be served and has increased the profit from $1065 to $1653. Identifying process weaknesses The Pizzeria has incorporated key improvements from observations of the process. Unfortunately, it is necessary to invest in capital with newer more advanced systems in order to sustain the growth. In this case, the four manual ovens are beginning to hinder the current process and the wait staff has become less effective. So by replacing the four manual ovens with two automated conveyor ovens from Plax reduced the mean processing time to four minutes and by installing the MenuPoint system has reduced the mean processing time for the wait staff to eight minutes. The average wait time now in the pizzeria is only 4. 4 minutes with an average queue time of only 2. 63 minutes. Expanding on what’s been learned The Pizzeria is experiencing, as I have heard it called, â€Å"A champagne problem† increased potential business – which, is good, but how to handle it? In this case, the location next to the Pizzeria, Cream Puffs, is closing and offers a perfect opportunity to expand the Pizzeria by seven more 4-tops and four more 2-tops. This reduces the wa iting time even further to an average of 3. 47 minutes with an average queue of 2. 7 minutes. Conclusion Mario and his wife Sofia have done an outstanding job building the business since 1950, however; there was much more opportunity available for the Pizzeria to run more efficient and generate a greater profit. Mario’s successor became more familiar with maintaining a balance between the customer demand for the service and the capacity of the system to provide the service. His management of the Pizzeria became more effective and processes became more efficient as he moved along the learning curve.

Meat Tenderness essays

Meat Tenderness essays Numerous consumer surveys done in recent years indicate that meat tenderness is the most important consideration made by shoppers and consumers when mealtime decisions are made. Tenderness, juiciness, and flavor are the three main factors contributing to palatability, however, much more variation from cut to cut can be found in the tenderness category than in the other two. Causes for variation can range from age of carcass, genetics, muscle stress, and handling after kill to suspension of the carcass, rigor mortis, and enzyme soaking and radiation treatments. This paper will focus primarily on the tenderness factor in beef; however, pork will be addressed when applicable. Beef is essentially a muscle food. In order to fully understand the tenderness factor of beef, one must have working knowledge of the properties of muscle structure. One of the primary factors in tenderness levels is the amount of connective tissue in the cut of beef. Connective tissue surrounds the myofibrils, and another layer of connective tissue covers the muscle fiber. Still more layers cover the muscle bundles, and the entire muscle itself. Different parts of the beef animal have different amounts of connective tissue. Generally speaking, the more connective tissue present, the less tender beef is when cooked (Beef production/management d.). For example, the psoas major, the multifidis dorsi, and the gluteus medius are some muscles that contain the least amount of connective tissue, and are therefore some of the most tender. The cutaneous, the trapezius, and the super pectoral have large amounts of connective tissue, and therefore are some of the toughest cuts of bee f. These variations in toughness between and even within muscles place a higher importance on cutting practices. Meat should be cut to ensure uniform tenderness throughout the cut, so that proper cooking practices to increase tenderness can reap their maximum benefit (s...

Economics Leading to the Revolutionary War essays

Economics Leading to the Revolutionary War essays After the end of the French and Indian War in 1763 the American people had taxes placed on them by the British. The British Parliament claimed that by placing the taxes they were defending the colonies for the Americans. During the twelve years following the war, the British enacted a numerous amount of taxes that allowed them to raise revenue from the American economy. This taxing of the American people hurt the American economy and started to push the American colonists toward an independence movement so they could have a free economy. Over the course of the twelve-year period there were six acts enacted to take money from the American economy. The Sugar Act of 1764 was the first act used by the British to channel revenue into Britain. The British specifically stated in the Sugar Act, ...a revenue be raised in your Majestys said dominions in America, for defraying the expenses of defending, protecting, and securing the same (The Sugar Act). This proves that the British were using this act just to raise revenue because they needed it to defray the cost of fighting against the French. The act forced tariffs on goods being imported into the colonies. Examples of these goods were sugar, molasses, foreign indigo, and coffee. This angered the colonists because they were depending heavily on trade with other colonies and countries outside of the North American continent. The colonists specifically stated in a petition from the Massachusetts House of Representatives to the House of Commons on November 3, 1764 that a prohibition will be prejudicial to many branches of its trade and will lessen the consumption of the manufac tures of Britain (King, Peter. Petition from the Massachusetts). The American colonists saw the impacts this act would have on the economy of Massachusetts because it was causing economic problems. The trade of one item of commerce being stopped caused problems. A person who d...

Case Brief Essay Example | Topics and Well Written Essays - 250 words

Case Brief - Essay Example The franchise agreement consisted of a printed form prepared by respondent, and, with a specific exception for income from property management services, provided in pertinent part as follows: â€Å"Franchise {appellant} agrees to pay†¦ a ‘service fee’ equal to 6 percent of Franchisee’s gross income derived from all transactions for which a real estate license or securities license is required. At the franchise location covered by the agreement, in addition to negotiating real estate sales and purchases for clients, appellant also maintained an escrow department which represented to the public at large that it was operating under a Century 22 franchise. Appellant charged its sellers and buyer separate and distinct fees for escrow services from fees collected on sales commissions. Appellant was not licensed to act as an escrow agent under the general provisions of financial Code section 17000 et seq. (the Escrow Law). However, appellant did act as an escrow agent under an exception to the Escrow Law-- Financial Code section 17006, subdivision (d). The terms of the franchise agreement provided that appellant corporation was to maintain certain prescribed records and reports to respondent those transactions for which a service fee was payable. During the time of the agreement, appellant failed to report any transactions or income received from the operation of its ‘escrow† business. Upon the termination of the franchise agreement, respondent conducted an audit of the books and records of appellant’s franchise. The audit was authorized by the franchise agreement. During the audit, respondent discovered that appellant had not paid a service fee for the income derived from escrow services. Respondent demanded payment from appellant, and from defendant, Nick Rockton. Appellant and defendant Nick Rockton refused to pay since they did not think that the agreement covered income derived from escrow services. This

Effective communications with people from diverse backgrounds .Discuss Term Paper

Effective communications with people from diverse backgrounds .Discuss - Term Paper Example In this paper, I will be sharing my personal clinical experience that involved initiating assertive and therapeutic communication to a 35-year-old female patient with Down syndrome. To start with, it shall be emphasized that diversity does not just focuses on the racial or cultural background of individuals. Diversity is â€Å"a condition of having or being composed of differing elements (variety); especially the inclusion of different types of people in a group or organization† (Merriam-Webster 2011). Hence, patient diversity is the full range of human similarities and differences in group affiliation including gender, race/ethnicity, social class, role within an organization, age, religion, sexual orientation, physical ability, and other group identities (Borkowski 2011, p. 15). Good communication skills among nurses in dealing with diversity is a big factor for effective management. In the cycle of effective management that includes planning and preparing, listening and obs erving, assessment and decision making, questioning and probing, giving feedback, and reflection and evaluation, the nurse, oftentimes, experiences vulnerability, criticism, hostility and success which calls for assertive sense to meet all these challenges (Darley 2002, p. 4). Assertiveness comprises respect for other people, self-respect or self-esteem, self-awareness, and effective, clear and consistent communication. Assertive communication is the key to communicating important messages to others that helps individuals to stand up for their rights, and when appropriate, the rights of others (the patient’s rights with the nurse acting as the patient advocate) (Sully & Dallas 2005, p. 94). Being assertive helps a person to avoid the feeling of guilt, anger, resentment, confusion, and loneliness, which leads to a more satisfying life (Zerwekh & Claborn 2006, p. 264). It is also important to note that assertiveness can also be projected through nonverbal communication. Accordi ng to Videbeck (2010, p. 107) nonverbal communication is the behavior a person exhibits while delivering verbal content which includes facial expression, eye contact, space, time, boundaries, and body movements. It conveys truthfulness because it involves the unconscious mind acting out emotions related to the verbal content, the situation, the environment, and the relationship between the speaker and the listener (Videbeck 2010, p. 108). In addition to effective communication, the nurse-patient relationship in health care setting is often at the interpersonal level, between two people only, in order to establish a therapeutic relationship that will benefit the client, even when the contact is brief. A communication can be therapeutic if it is client-focused, purposeful, and time limited, where the nurse comes to know and respond to the client as a unique person and the client comes to trust the nurse. In this therapeutic relationship, the nurse is sensitive to the client’s f eelings and needs, where both of them communicate comfortably with each other in times of intimate/sensitive nursing care or emotional significance (Funnell, Koutoukidis, & Lawrence 2009, p. 446). The nurse utilizes the â€Å"use of self† where he or she consciously and in full awareness uses his or her own self to establish relatedness and to structure nursing interventions. Because of the nature of nurse-patient interaction in the course of nursing care