ACT vs. TOEFL What to Know About Each Test

ACT vs. TOEFL What to Know About Each Test SAT / ACT Prep Online Guides and Tips If you’re an international student or non-native English speaker applying to college in the United States, then this guide is for you! To get into college, you’ll likely have to take two admissions tests: the TOEFL and the ACT. This guide is specifically geared toward students interested in taking the TOEFL and ACT (if you’re taking the SAT, then check out this guide instead!). Read on to learn what colleges require, how the TOEFL and ACT compare, and what you can do to prepare for both. What Tests Do Colleges Require? U.S. colleges require two tests for admission from non-native English speakers. One is the TOEFL, which demonstrates your English language skills. The other is the ACT, which demonstrates your reasoning and problem-solving skills. It’s important to note that you always have options. Instead of the TOEFL, you could take the IELTS, and instead of the ACT, you could take the SAT. This guide, as mentioned above, is focused on the TOEFL and ACT. Colleges vary in their policies, and some will waive the TOEFL if you’ve taken English classes throughout high school or achieved a certain score on the English and Reading sections of the ACT. Before you take any unnecessary tests, make sure you understand college requirements. Read on for advice on where to find admission test requirements. How to Find Colleges’ Testing Requirements If you’re a non-native English speaker applying to college, chances are that you’ll take both the TOEFL and the ACT. Colleges vary in their policies, though, so you should do your research before registering for any tests. Typically, you’ll find the information you need on the admissions section of a college’s official website. More specifically, you should go to the section for international applicants. Even if you’re a U.S. citizen, this international applicant section is usually where colleges publicize their TOEFL policies. To give you one example, let’s say you go to Boston University’s page for â€Å"Freshman Applicants - International.† There you’ll find this message: â€Å"BU requires the SAT or ACT with writing. The TOEFL or IELTS is also required if your first language or the primary language spoken in your home is not English.† On BU’s website, you see that you’ll need to take both the ACT and the TOEFL. If you go to a college’s website and can’t find these details, you should definitely contact the admissions office via phone or email. Whether you’re researching a college’s website or talking to its admissions office directly, you should askthree main questions. 1. Which Tests Are Required? First, you need to research the admissions testing requirements of your school. What tests do they want to see from non-native English speakers? Do they require the ACT, or are they a test-optional or test-flexible school that will let you send AP scores instead? Don’t assume that all colleges are the same. They might all have different policies! Check the requirements of each college that you’re interested in individually. 2. DoYouRequire a Minimum TOEFL Score? Many schools require a minimum TOEFL score from applicants. ATOEFL cutoff is an essential piece of information. Even if the rest of your application’s great, it won’t matter if you don’t have the requisite TOEFL score. To give a few examples, Northeastern and UMass Boston want to see at least a 79 to 80 on the TOEFL iBT. More selective schools, like NYU, American University, and Harvard, want to see at least 100. As you research colleges of interest, find out if they post a TOEFL cutoff, again by visiting the website or calling up the admissions office. Then set your target TOEFL score at least ten points higher than the minimum to present yourself as a competitive candidate. 3. Will You Waive the TOEFL If I Get High VerbalScores on the ACT? Finally, the last piece of information you should seek is whether there are any circumstances when a college waives its TOEFL requirement. There are some schools that will consider a high score on the ACT English and Reading sections sufficient evidence of your English language skills. Since these sections test your reading comprehension and grammar skills, they can sometimes act as a stand-in for TOEFL scores. Columbia, for example, will waive the TOEFL requirement if you score a 29 on the verbal sections of the ACT. Johns Hopkins eliminates its TOEFL requirement if you score a 30 on ACT English and Reading. You might notice that some schools publicize an SAT minimum, but not an ACT minimum in relation to the TOEFL. This doesn’t necessarily mean that they won’t waive the TOEFL with a certain ACT score; it just reflects the fact that the SAT was a more popular test with international applicants in past years (and that colleges don’t update their websites often enough!). If you see that a college of interest posted an SAT cutoff but not an ACT one, definitely give the admissions office a call to ask about this. Since colleges accept the SAT and ACT equally, they should have a similar policy for both tests. Once you’ve figured out all the answers to all of these questions (whether or not a school requires the TOEFL, if it calls for a minimum score, and if it waives the TOEFL in the case of high ACT verbal scores), then you can go on to plan your test dates and prep schedule. Read on to learn more about both admissions tests, starting with the TOEFL. Throw on your thinkingcap. It's time to learn about both tests. TOEFL and ACT: Learn About Both Tests If you’re taking the TOEFL and ACT to apply to college, then your first step in preparing should be learning about both tests. Below you’ll find an overview of each in terms of its structure and skills tested. While the two tests have some overlap, they’re largely unique exams that require their own individual approach. Let’s start with the TOEFL and go over its structure and content, along with tips onhow to prepare. TOEFL: Structure, Content, and Prep The TOEFL is a test of your English language skills. Most students will take the TOEFL iBT, or internet-based test, on the computer. The score range for the TOEFL iBT is from 0 to 120. A few countries offer it on paper. The TOEFL PBT, or paper-based test, has a score range from 310 to 677. Regardless of the test type, it will contain four main sections: Reading, Listening, Speaking, and Writing. Below is the full structure of the test. TOEFL Structure The TOEFL tests the four main skill areas of English language: Reading, Listening, Speaking, and Writing, in that order. The length of the first two sections, Reading and Listening, actually varies depending on whether or not you get extra experimental questions. These extra questions won’t be scored, but you won’t know which ones they are, so you’ll have to treat every question equally. This chart shows the length of the TOEFL sections, along with a brief description of the tasks in each. Order Section Time Limit Questions Tasks 1 Reading 60–80 minutes 36–56 questions Read 3 or 4 passages from academic texts and answer questions. 2 Listening 60–90 minutes 34–51 questions Listen to lectures, classroom discussions and conversations, then answer questions. Break 10 minutes - - 3 Speaking 20 minutes 6 tasks Express an opinion on a familiar topic; speak based on reading and listening tasks. 4 Writing 50 minutes 2 tasks Write essay responses based on reading and listening tasks; support an opinion in writing. Total: 3 hours, 20 min - 4 hours, 10 min (break included) Each section is scored between 0 and 30 points. Your total score is the sum of your section scores, so the maximum possible score is 120. While the chart has a brief description of tasks in each section, let’s take a closer look at the content in each, along with a few official sample questions! TOEFL Content As you read above, the TOEFL tests your English language across four main skill areas. You’ll find that some sections integrate more than one skill. For instance, the Speaking section features a reading and a listening task. Let’s delve into each section in the same order that they appear on the test, starting with Reading. TOEFL Reading The Reading section of the TOEFL features three to four short passages, most of which are taken from college-level textbooks. The passages may be expository, argument-based, or historical; you won’t find any fictional prose. Each passage is followed by questions about elements like the main point, key details, relationships between ideas, and vocabulary. The questions fall into three types: multiple choice, sentence insertions, and Reading to Learn questions. The multiple choice tend to be straightforward reading comprehension questions, about you about the meaning of a passage or details or vocabulary words within it. Here are two examples that refer to a preceding passage (not pictured here). The first example question asks about a vocabulary word, while the second asks you to make an inference. The word â€Å"perspective† on line 46 is closest in meaning to sense of values point of view calculation complication Which of the following can be inferred from paragraph 3 about the location of the meteorite impact in Mexico? The location of the impact site in Mexico was kept secret by geologists from 1980 to 1990. It was a well-known fact that the impact had occurred in the Yucatn region. Geologists knew that there had been an impact before they knew where it had occurred. The Yucatn region was chosen by geologists as the most probable impact site because of its climate. The second question type, sentence insertions, ask you to add a sentence to a paragraph and indicate where it would fit best. Your goal is to clarify the meaning or organization of the selected passage. Reading to Learn questions are the most involved of the three types. They ask you to sort given information into a chart. You might place it into certain categories or put it in chronological order. Since these questions are multi-part, they may grant partial credit. Once you learn about the ACT, you’ll notice some similarities between the TOEFL Reading and ACT Reading and English. Reading comprehension questions are similar, and the sentence insertions resemble similar questions on the ACT English section. The next section on the TOEFL, though, is completely unique, as you’ll see below. Listening's next, you say? I'm all ears. TOEFL Listening As its name indicates, this section is meant to measure your listening comprehension of the English language. You’ll listen to selections from academic lectures or conversations. The conversations usually take place between students or between a professor or coach and a student. You can take notes throughout listening to the recordings. Then you’ll answer questions about what you heard. Multiple choice questions, like those in the Reading section, ask about main points, key details, vocabulary words, and cause and effect. You’ll also get a few questions that ask you to list events in order. Here are a couple examples of Listening section questions that are based on a conversation between a player and a coach. Who is buying new jackets for the team? The coach The captain of the team A former player A group of basketball fans There are two answers for the next question. Mark two answers. Why is the woman surprised to learn that she has been chosen as the new team captain? She is not the best player on the team. Her teammates did not tell her about the decision. She does not have many friends on the team. She has missed a lot of practices. Note that the second example asks you to mark two answers, meaning you need to pay attention to directions when answering each question type. After the Reading and Listening sections, you’ll get a ten-minute break to stretch and reenergize. Then it’s on to the Speaking section. TOEFL Speaking This section will get you talking. While the other sections are focused on your receptive skills, this one’s aimed at your productive skills. You’ll record your oral responses onthe computer. This section contains two independent speaking tasks and four integrated speaking tasks. Independent speaking tasks ask you to speak for 45 seconds on a familiar topic. Here, you can talk about your own ideas, opinions, observations, or experiences. You’ll have 15 seconds to prepare your answer. The following is an example of an independent speaking task: Independent speaking task: Some people think it is more fun to spend time with friends in restaurants or cafà ©s. Others think it is more fun to spend time with friends at home. Which do you think is better? Explain why. Integrated speaking tasks are based on a passage and/or a recording. You’ll read and/or listen and then answer a question. The question might ask you to summarize the selection or suggest solutions to a featured problem. For your first two integrated speaking tasks, you’ll have 45 seconds to speak and 30 seconds to prepare. For your next two integrated speaking tasks, you’ll get 60 seconds to speak and just 20 seconds to prepare. The following example is based on both a short passage and a listening task about a student association and its purchase of a new sound system. Integrated speaking task: The man expresses his opinion of the Student Association’s recent purchase. State his opinion and explain the reasons he gives for holding that opinion. Your responses should be structured and thoughtful, almost like giving an oral essay. As for written essays, they’ll be your task in the next and final section of the TOEFL, the Writing section. The TOEFL Writing section ties several skills together, including writing, reading, and listening. TOEFL Writing This last section on the TOEFL shares some similarities with the Speaking section, in that it presents you with an integrated writing task and an independent writing task. The integrated task asks you to read a passage and listen to a lecture or conversation. Then you’ll get 20 minutes to summarize the two selections and perhaps compare and contrast them. Here’s an example of an integrated task that refers to a lecture and a reading passage. Integrated writing task: Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage. The independent task asks you to present your opinion and support it with examples. You’ll get 30 minutes to write your response. Here’s a typical example of an independent task in the Writing section. Independent writing task: Do you agree or disagree with the following statement? A teacher’s ability to relate well with students is more important than excellent knowledge of the subject being taught. Use specific reasons and examples to support your answer. You’ll seea word counter beneath each text box that tells you how many words you’ve written. Your responses will be graded on organization, grammar, usage, and accuracy. This section, along with the others, is challenging, even for students with an advanced grasp of or even fluency in English. Like the ACT and any other college admissions test, the TOEFL calls for a lot of preparation to do well. To help you start planning your approach, let’s go over some strategies for prepping for the TOEFL. Prepping for the TOEFL First and foremost, the TOEFL requires a certain level of English. Testmakers suggest that you’ve studied English for at least two years before taking the test. Even if you’re fluent, you should still take time to prep for this unusual test. You can use TOEFL books, as well as online sample questions from the test-makers. To improve your reading comprehension skills, try reading passages from college-level textbooks. A lot of students particularly have a tough time with the Speaking section, which asks you to give structured responses in 45 to 60 seconds. As you practice for this section, check out the rubric and evaluate your efforts. You should give yourself plenty of time to prepare, starting perhaps at least three months before your test date. You might start even earlier to give yourself additional test dates in case you want to retake the TOEFL to improve your scores. As you prep, take timed practice tests under simulated testing conditions to measure your progress. Analyze your results to figure out your strong points and weak areas and learn how to improve. At the same time as you prep for the TOEFL, you may also be studying for the ACT. While there’s some overlap between the TOEFL and the verbal sections of the ACT, the two tests still require their own approach, as you’ll see below. Before discussing some ACT study strategies, let’s go over the structure and content of the test. While the TOEFL tests your English language skills, the ACT brings other subjects into play, like math and science. ACT: Structure, Content, and Prep While the TOEFL is a test of your English language skills, the ACT is more geared toward academic skills and college readiness. It has two verbal sections, the Reading and English, but it additionally has a math and a science section. The ACT has had increasing popularity with international students in recent years largely because of its Science section. The SAT tends to be more verbal, so many non-native English speakers appreciate the ACT’s emphasis on math and science. Below you’ll find the full structure of the ACT. ACT Structure The ACT has four main sections, English, Math, Reading, and Science, in that order. It also features an optional fifth section, Writing, that asks students to write an essay. Each section is scored between 1 and 36, and your total score that takes into account all the sections will also range between 1 and 36. The chart below shows the structure of the entire test and number of questions in each section: Order Section Time in Minutes # of Questions 1 Reading 65 52 2 Writing and Language 35 44 3 Math No Calculator 25 20 4 Math Calculator 55 38 5 Essay (optional) 50 1 Total: 3 hours, 50 minutes (3 hours without essay) 154 (+ 1 essay prompt) Now that you know the overall format of the ACT, let’s take a closer look at each section of the test. ACT Content The test has four or five main sections, depending on whether or not you take the ACT with Writing. Your decision about whether to include the Writing section should mainly be based on colleges’ requirements. If you’re not sure what colleges you’re applying to, you might as well include the Writing section so you don’t prematurely limit your options. Unlike the TOEFL, the ACT is a paper-based test. There aren’t any options to take it on the computer. Your first section will be English, so let’s take a closer look at the skills it tests and question types. ACT English The ACT English section will give you five passages alongside multiple choice questions. These questions test your understanding of English grammar and usage. They might test grammar rules like parallel structure or verb tense, along with your understanding of punctuation, word choice, paragraph structure, or rearranging sentences and paragraphs for the best organization. All of the questions are passage-based and in context. You won’t be asked explicitly about a grammar rule, but rather asked to demonstrate your understanding by fixing an error in the passage. Here’s an example taken from an official ACT practice test. The questions above ask about word choice, usage, commas, and verb tense. Note that questions give you the option of No Change, as not all of the selections will actually contain an error. After showing your grammar skills, you’ll move onto math. Hopefully, you've been paying attention in math class! The ACT tests geometry, algebra, and trigonometry. ACT Math ACT Math is a time-intensive section, asking you 60 questions in 60 minutes. Math questions ask about pre-algebra, algebra, geometry, trigonometry, complex numbers, and data analysis. You won’t get any formulas, so you’ll have to show up with a working knowledge of any formulas you might need. Here are a few examples of ACT math problems: As you can see, some of these questions are word problems, meaning that your English reading comprehension skills will need to come into play. It’s a good warm-up for the next section, which is all about your reading comprehension. ACT Reading The ACT Reading section will give you four passages, one of which may involve a set of paired passages, followed by ten questions each. The passages will be taken from prose fiction, social science, humanities, and natural science. The prose fiction passage, by the way, is unique to the ACT; you won’t get any prose on the TOEFL. The multiple choice questions might ask about main idea, details, vocabulary, function, development, or inferences. Here are a few example questions that are based on a preceding passage. This section requires you to comprehend the passage in a detailed way while also reading quickly under time constraints. After Reading, you’ll move onto ACT Science. The Science section is actually more similar to the Reading section than you might think. Read on to learn about their similarities. ACT Science You don’t have to show up to the ACT with a lot of scientific knowledge. This section is more about testing your scientific skills. Rather than demonstrating preexisting knowledge, you’ll have to show that you can read scientific passages, interpret data from graphics, and evaluate experimental designs. So how is this Science section similar to Reading? It will give you seven passages, and you’ll be asked to interpret them and make predictions. Three of the passages involve data representation, three are research summaries, and one presents conflicting viewpoints. You’ll interpret graphs and data trends, compare scientific opinions, and evaluate the design of experiments. In the example below, the questions ask you to read selections, interpret hypotheses, and represent information in a graph. The various excerpts and graphs in the ACT Science section may be related to biology, earth science, chemistry, physics, or basic math. After the Science section, you might be all done with the ACT. If you registered for the ACT with Writing, though, then you have one last section to complete. The optional ACT Writing section asks you to write an essay in 40 minutes. ACT Writing (Optional) As you read above, the TOEFL Writing section asks you to complete two writing tasks. In ACT Writing, you’ll just write one essay, and you’ll have 40 minutes to do so. Your writing prompt will ask you to evaluate multiple perspectives on an issue and present your own stance. You’ll support your opinion with examples. Here’s an example of an ACT Writing prompt that’s based on a short passage and three different perspectives about public health. Essay task:Write a unified, coherent essay in which you evaluate multiple perspectives on the conflict between public health and individual freedom. In your essay, be sure to Analyze and evaluate the perspectives given State and develop your own perspective on the issue Explain the relationship between your perspective and those given Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, support your ideas with logical reasoning and detailed, persuasive examples. As with your TOEFL Speaking and Writing tasks, you can study the rubric that graders use to score your ACT essay. Read on for a few other strategies for preparing for the ACT. Prepping for the ACT As with the TOEFL, you should start prepping at least threemonths before the ACT. If you take it early, then you’ll have extra test dates in case you want to improve your scores. Your first step in preparing for the ACT should be learning all about the structure and content of the test in detail.Then you might takea diagnostic practice test to measure your starting level. Analyze your results and figure out which sections, question types, and concepts you should study most to improve. Like the TOEFL, the ACT requires a strong working knowledge of English. It also tests your math and science skills. Make sure that you use high-quality, ACT-specific materials that break down each and every concept you need to know. In addition to setting your own personal goals, you should also research colleges to figure out what scores they expect from applicants. While colleges don’t usually have a cutoff ACT score, the way they do with the TOEFL, they do publicize the average ACT scores of accepted students. In closing, let’s review the main similarities and differences of these two admission tests, the TOEFL and the ACT. TOEFL and ACT: Similarities and Differences The TOEFL and ACT are largely different tests, with the TOEFL meant to test your English language level and the ACT focused on reasoning and problem-solving skills. One especially big difference is that the ACT has a math and science section, while the TOEFL is completely focused on English language. The tests do have some overlap, especially between the TOEFL Reading section and ACT Reading and English section. Because the ACT verbal sections require a strong level of English, some colleges will waive the TOEFL requirement with high ACT verbal scores. Unlike the TOEFL, the ACT has a math and science section that requires you to manipulate numbers and interpret data. Both tests require you to have a strong grasp of the English language, whether you’re recording an oral essay during the TOEFL Speaking section or interpreting a scientific passage on the ACT Science. As timed tests, both also require you to practice time management strategies and your ability to work efficiently under pressure. Before you start exploring prep materials to learn more about both tests, let’s review the main points you should remember about the ACT and the TOEFL. If your sights are set on a U.S. college, then you'll need to take the TOEFL and ACT to get there. ACT and TOEFL: Key Points Most U.S. colleges require the ACT (or SAT) from all applicants. Non-native English speakers must additionally take the TOEFL (or IELTS) to demonstrate their English language skills. These tests are meant to show that the applicant has the language and academic skills to succeed in college-level classes. Before you start signing up for any tests, make sure to research college requirements. Every college sets its own policy, and there are some that will waive the TOEFL with a high ACT verbal score. At the same time, your college planning might not line up exactly with your test prep. You should start prepping early, like in 10th grade, to leave yourself plenty of time to improve and take the test again if necessary. At this point, you might not know exactly what colleges you want to apply to. If you’re set on studying in the US, then it’s a good idea to take these admissions tests so you don’t limit your options. For the most part, it’s safe to assume that colleges want you to send TOEFL and ACT scores with your application. Start early, study smart, and work toward achieving your target TOEFL and ACT scores. Then you’ll be able to apply to any college you want! What’s Next? Are you an international student preparing for the ACT or SAT? Check out our guide for international students taking either of these admissions tests. You can also find the full list of international test dates here! Is the ACT your admissions test of choice? To help you prepare, we’ve put together comprehensive study guides for each section of the ACT. Check out our study guides for ACT English, ACT Math, ACT Reading, ACT Science, and ACT Writing! Are you figuring out where to apply? This in-depth guide will help you choose colleges for your college list. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Rebecca Safier About the Author Rebecca graduated with her Master's in Adolescent Counseling from the Harvard Graduate School of Education. She has years of teaching and college counseling experience and is passionate about helping students achieve their goals and improve their well-being. She graduated magna cum laude from Tufts University and scored in the 99th percentile on the SAT. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Learning About German Dialects

Learning About German Dialects Youre not always going to hear  Hochdeutsch German-learners who step off the plane in Austria, Germany, or Switzerland for the first time are in for a shock if they know nothing about  German dialects. Although standard German (Hochdeutsch) is widespread and commonly used in typical business or tourist situations, there always comes a time when you suddenly cant understand a word, even if your German is pretty good. When that happens, it usually means you have encountered one of the many dialects of German. (Estimates on the number of German dialects vary, but range from about 50 to 250. The large discrepancy has to do with the difficulty in defining the term dialect.) This is a perfectly understandable phenomenon if you realize that in the early middle ages in what is now the German-speaking part of Europe there existed ONLY the many different dialects of the various Germanic tribes. There was no common German language until much later. In fact, the first common language, Latin, was introduced by the Roman incursions into the Germanic region, and one can see the result in German words like  Kaiser  (emperor, from Caesar) and  Student. This linguistic patchwork also has a political parallel: there was no country known as Germany until 1871, much later than most of the other European nation-states. However, the German-speaking part of Europe does not always coincide with current political borders. In parts of eastern France in the region known as Elsace-Lorraine (Elsaß) a German dialect known as Alsatian (Elsssisch) is still spoken today. Linguists divide the variations of German and other languages into three main categories:Dialekt/Mundart  (dialect),  Umgangssprache  (idiomatic language, local usage), and Hochsprache/Hochdeutsch  (standard German). But even linguists disagree about the precise borderlines between each category. Dialects exist almost exclusively in spoken form (despite transliteration for research and cultural reasons), making it difficult to pin down where one dialect ends and another begins. The Germanic word for dialect,  Mundart,  emphasizes the word of mouth quality of a dialect (Mund   mouth). Linguists may disagree on a precise definition of just what a dialect is, but anyone who has heard the  Plattdeutsch  spoken in the north or the  Bairisch  spoken in the south knows what a dialect is. Anyone who has spent more than a day in German Switzerland knows that the spoken language,Schwyzerdytsch,  is quite different from the  Hochdeutsch  seen in Swiss newspapers such as the  Neue Zà ¼rcher Zeitung  . All educated speakers of German learn  Hochdeutsch  or standard German. That standard German may come in various flavors or accents (which is not the same thing as a dialect).  Austrian German, Swiss (standard) German, or the  Hochdeutsch  heard in Hamburg versus that heard in Munich may have a slightly different sound, but everyone can understand each other. Newspapers, books, and other publications from Hamburg to Vienna all display the same language, despite minor regional variations. (There are fewer differences than those between British and American English.) One way to define dialects is to compare which words are used for the same thing. For example, the common word for mosquito in German may take any of the following forms in various German dialects/regions:  Gelse, Moskito, Mugge, Mà ¼cke, Schnake, Staunze.  Not only that, but the same word may take on a different meaning, depending on where you are.  Eine (Stech-) Mà ¼cke  in northern Germany is a mosquito. In parts of Austria the same word refers to a gnat or house fly, while  Gelsen  are mosquitos. In fact, there is no one universal term for some German words. A jelly-filled doughnut is called by three different German names, not counting other dialectical variations.Berliner, Krapfen  and  Pfannkuchen  all mean doughnut. But a  Pfannkuchen  in southern Germany is a pancake or crepe. In Berlin the same word refers to a doughnut, while in Hamburg a doughnut is a  Berliner. In the next part of this feature, well look more closely at the six major German dialect branches that extend from the German-Danish border south to Switzerland and  Austria, including a German dialect map. Youll also find some interesting related links for German dialects. German Dialects If you spend any time in almost any part of the German  Sprachraum  (language area) you will come into contact with a local dialect or idiom. In some cases, knowing the local form of German can be a matter of survival, while in others its more a matter of colorful fun. Below we briefly outline the six major German dialect branches-running generally from north to south. All are subdivided into more variations within each branch. Friesisch (Frisian) Frisian is spoken in the north of Germany along the North Sea coast. North Frisian is located just south of the border with Denmark. West Frisian extends into modern Holland, while East Frisian is spoken north of Bremen along the coast and, logically enough in the North and East Frisian islands just off the coast. Niederdeutsch (Low German/Plattdeutsch) Low German (also called Netherlandic or Plattdeutsch) gets its name from the geographic fact that the land is low (nether,  nieder; flat,  platt). It extends from the Dutch border eastward to the former German territories of Eastern Pommerania and East Prussia. It is divided into many variations including: Northern Lower Saxon, Westphalian, Eastphalian, Brandenburgian, East Pommeranian, Mecklenburgian, etc. This dialect often more closely resembles English (to which it is related) than standard German. Mitteldeutsch (Middle German) The Middle German region stretches across Germanys middle from Luxembourg (where the Letztebuergisch sub-dialect of  Mitteldeutsch  is spoken) eastward into present-day Poland and the region of Silesia (Schlesien). There are too many sub-dialects to list here, but the main division is between West Middle German and East Middle German. Frnkisch (Frankish) The East Frankish dialect is spoken along Germanys Main river pretty much in Germanys very center. Forms such as South Frankish and Rhine Frankish extend northwesterly towards the Moselle river. Alemannisch (Alemannic) Spoken in Switzerland north along the Rhine, extending farther north from Basel to Freiburg and almost to the city of Karlsruhe in Germany, this dialect is divided into Alsatian (west along the Rhine in todays France), Swabian, Low and High Alemannic. The Swiss form of Alemannic has become an important standard spoken language in that country, in addition to  Hochdeutsch, but it is also divided into two main forms (Bern and Zurich). Bairisch-Ãâ€"sterreichisch (Bavarian-Austrian) Because the Bavarian-Austrian region was more unified politically-for over a thousand years-it is also more linguistically uniform than the German north. There are some subdivisions (South, Middle, and North Bavarian, Tyrolian, Salzburgian), but the differences are not very significant.   Note: The word  Bairisch  refers to the language, while the adjective  bayrisch  or  bayerisch  refers to  Bayern  (Bavaria) the place, as in  der Bayerische Wald, the Bavarian Forest.

Management of Risk and Protection of Vulnerable Individuals in Health Essay

Management of Risk and Protection of Vulnerable Individuals in Health and Social Care - Essay Example The goal has shifted to creating frameworks for action upon which the responsible agencies are called to work in consultations to assure coherent policies in protecting vulnerable persons from risks of abuse as well as effective and consistent responses from circumstances ascertained from concerns of formal complaints and anxiety expressions (Heaslip and Ryden 65). The primary aim of agencies includes preventing abuse in areas possible and establishing preventive strategy progression. Agencies require an assurance that there are robust procedures in place to deal with any incident of abuse. Circumstances for which exploitation and harm occurs is popular for the extreme diversity and membership of at-risk groups. The problematic issue is the identification of subsequent steps in making responses to such diversity (Young 121). The healthcare policies ascertain that service availability and existence of illness symptoms is substantiated in explaining the application of services. Service s can be availed even without the use and may be utilized in a manner that is not established in the performance (Larkin 87). People can seek the help of various problems above others without seeking help from the reflection of intended services provision. Scoping reports identify mismatches between patients’ needs and professional expectations to the service uptake patterns. The description of problems for the delay, as well as non-uptake for health services, appears to have a link to the underlying social deprivation structures and specific membership for cultural groups (Leathard, Goodinson-McLaren and McLaren 87).

The Toxicity of Nanomaterials Dissertation Example | Topics and Well Written Essays - 1000 words

The Toxicity of Nanomaterials - Dissertation Example In this regard I would indicate that nanotechnology is an activity that involves manipulation measurement, modeling or manufacture of a sub-100 nanometer while nanomaterials are nanomaterials are materials identified to be of one dimension (Powell & Kanarek 2006, 16). Effects and Toxicity of Nanomaterials Nanotoxicology is an analysis of toxicity of nanomaterials. As a result of the many uses acquired from nanomaterials it has been argued that since nanomaterials are beneficial, the properties can be toxic and dangerous to the cell environment of an organism. This therefore proves that such behavior of properties can easily react with the body tissues which may cause harm and damage of body organs, such as the brain. When such substances are inhaled and enter the internal human organs such as the heart and the lungs, they are likely to cause breathing difficulties in an individual. This shows that nanomaterials have toxins that may be harmful to the life of an organism. The high leve l of surface to volume ratio of atoms to react with other available orgasms suggests that these nanomaterials can react ferociously with the body tissues which would lead to a wear and tear of the body. This would lead to several effects in the body that can make the body to stop functioning as a result of this technology. For example, apart from the damage identified in the brain, the fish had a change in their livers which signified a physiological difference as an influence of fullerenes. A similar study was conducted by the National Institute for Environmental Studies in Japan by a researcher Shosaku Kashiwada. The main objective of this study was to investigate the risks of nanomaterials on organisms. Fish was used as a specimen in this study which showed results that the fish had accumulated nanomaterials in their gills intestine and the bloodstream. This has raised worries with the increase of nanomaterials around the globe indicating the need of safety for workers and users. In addition, researchers in Swedish Karolinka institute conducted a study that gave an indication that iron oxide showed DNA damage on the human body. It has been identified that industries have taken much interest in this technology where they have used the nanomaterials in cosmetics. These cosmetics have been used by humans who apply them on their skins, but are thereafter is able to penetrate to the inner tissues of the body (Powell & Kanarek 2006, 17). Nano sized titanium dioxide is a good example because it has properties that enable it to sunscreen when exposed to sunbeams that lead to the activation of oxidation which causes much harm to the DNA in human beings. The above information indicates that nanomaterials have toxic properties that are dangerous to the health and surrounding of an organism. The paper indicates that titanium dioxide has been applied in several fields of human life such as the making of tooth paste, plastics and pharmaceutical products. This has been as a result of its property of being transparent which has contributed in making the factory and consumer items attractive and beautiful. This indicates that the nanoscale objects have posed much danger to

The Quest for Becoming a Star Essay Example | Topics and Well Written Essays - 750 words

The Quest for Becoming a Star - Essay Example We go out and it is a rat race, people briskly walking without saying hi to those they meet and they are not even looking at each other’s faces, somehow, we all have set our eyes on that bright star that we seem to see nothing else. We consider Mark Zuckerberg (Rusli) exceedingly brilliant and we want to be like him. We adore Steve Jobs and so we give our children all the latest gadgets we can afford hoping they will someday find out what made Gates extremely wealthy. We look with enthusiasm to Oprah Winfrey (Colander) like she is our very selves, knowing her well from head to toe and fighting with her critiques like they have hit us on the head. Who would not want to be like them? All that is said about them are complements and if there would be derogatory comments that slip one’s mouth or be published on print or the internet, they do not have the need to talk for themselves because they have unsolicited help that will surely be available for their rescue. That must b e a wonderful life. And so we go on with gusto, working hard for every penny we could save, putting ourselves in the best school hoping that is where we will find our gold. Whatever, it takes, we have to find our fuels that would propel us to the top, that which would bring us to our brightest star where along with it we could shine and gain the praises of men. But was it not one of them who said, â€Å"When you get to the top, there is nothing there†? Boris Becker, was at the very top of his tennis career when he considered all his achievements and fame are worth nothing because somehow he found out that his life as a star is not all exciting when you are living it (bible.org). Similar stories abound, yet we have the hope that we would be different. We argue that we know better, that we would know how to manage a star-like life therefore we still continue our journey and find out for ourselves what could be found there. In the end we will find out we are all the same. Rich o r poor, male or female, educated or uneducated, intelligent or dumb, we all are on a level that make us notice our neighbors again, smile and say hi to those we meet and perhaps try to walk against the mob and wake them in their dreamy quest. Should we get an ugly dog, bathe it, apply perfume on it and dress it up, would it become a better dog? We buy one that is worth much more expensive than the latest ipad and treat it more than we treat people. We consider it our best friend for we argue that they can save our lives, look after our security needs but we know that that is sad because humans need humans for their best friends and dogs need dogs for their company. What if Zuckerberg lived centuries ago, would he still been known as Mark Zuckerberg? What if we stripped off Steve Jobs of his wit and education, would he still be human? What if Oprah Winfrey was not famous and rich? Surely, she would still be Oprah Winfrey, a human being, capable of and in need of love, care, friendshi p, company and all that make us human. Oh sure, I am sounding so idealistic and so this is what is proposed. In a world where you use the computer to get in touch with other people through the internet or simply to search for information and, through the process you find a statement blinking at you that you have to prove you are human and not a computer by following some steps it requires, things are just absurd. But absurdity

Intracellular Bacteria Survival Strategies

Intracellular Bacteria Survival Strategies Survival strategies of intracellular bacteria to amoeba grazing Free living amoebae are unicellular protozoan that are ubiquitous in various environments. They mainly feed on bacteria through phagocytosis, and kill them in phagosome, which is a harsh acidic environment that contains different antimicrobial weapons. Amoebae grazing has been suggested to be one of the major forces that shaping bacterial abundance and diversity. However, some bacteria have developed strategies to survive phagocytosis by free-living amoebae and are able to exploit host cell resources. Below we try to summarize our current knowledge on the diverse mechanisms that are used by intracellular pathogens to overcome amoebae defenses. The most obvious strategy is to escape from the phagosome so that intracellular pathogens can avoid amoebae killing. Because phagosome is generally viewed as a harsh environment where ingested bacteria are confronted with acidification, oxidative burst, nutrient deprivation, and various antimicrobial small molecules. For instance, some members of the genus Mycobacterium, such as Mycobacterium marinum and M. tuberculosis, have evolved the ability to escape from phagosome into the host cytosol. This process requires the mycobaterial type VII secretion system ESX-1. In addition, both M. marinum and M. tuberculosis can be ejected from the cell through an F-actin structure ejectosome to spread cell to cell [1,2]. In general, cytosol is considered as permissive for bacterial growth, as it provides nutrients and is protected from host immune killing [3]. Therefore it is an ideal place for bacteria to thrive after escaping from phagosome. However, some intracellular pathogens can invade more unusual intracellular niches such as the eukaryotic nucleus. This includes in the free living amoebae Naegleria clarki [4] and more recently in another amoeba strain Hartmannella sp. [5]. These so called intranuclear bacteria are relatively rare and current studies suggest an independent evolutionary origin of an intranuclear life style. Taken together, after escaping intracellular bacteria can live in either cytosol or nucleus. The second strategy is to stay within the phagosomal vacuole, but subvert its antimicrobial mechanisms. These include preventing phagosome-lysosome fusion, modulating phagosomal pH, damaging phagosomal membranes, and/or quenching oxidative bursts [6]. Intracellular pathogens can utilize a combination of these approaches. For instance, Legionella pneumophila has evolved a complex system which allows the bacteria to hijack the phagocytic vacuole [7]. It can evade the endocytic pathway and the subsequent phagosome-lysosome fusion, delays its acidification and establishes a safe intracellular niche called Legionella containing vacuole (LCV), which allows intracellular replication [7,8]. Further studies suggest that L. pneumophila uses the Icm/Dot type IV secretion system (T4SS) and the Lsp type II secretion system (T2SS) to avoid killing and exploit host resources [7,9]. There are plenty of other bacteria using similar strategies [10]. However, a very special case is that some intracellu lar pathogens can exploit the complex cycle of the social amoeba. In the amoeba farming symbiosis, our lab group has found that some wild Dictyostelium discoideum clones stably associate with different bacterial partners and use them as food and weapons [11-14]. These clones are called farmers because they can seed and harvest their crops in new environments [14]. In addition, two clades of inedible Burkholderia bacteria have been found to induce farming, causing the amoeba host to carry them, along with edible crop bacteria [11]. Another recent case shows that Bordetella bronchiseptica can also exploit the complex life cycle of D. discoideum. Interestingly, B. bronchiseptica resides outside the D. discoideum spores, while the carried Burkholderia localize both inside and outside of spores, indicating these two bacteria have different exit strategies. Overall, the majority of intracellular pathogens occupy phagosomal vacuole, while only some are able to escape the phagosome [6]. This is possibly due to the fact that specialized mechanisms are needed to escape from phagosome [3,6]. There is no clear relationship between the type of survival strategies and whether the microbe is an obligate or facultative intracellular pathogen [6]. References 1. Hagedorn M, Rohde KH, Russell DG, Soldati T (2009) Infection by Tubercular Mycobacteria Is Spread by Nonlytic Ejection from Their Amoeba Hosts. Science 323: 1729-1733. 2. Gerstenmaier L, Pilla R, Herrmann L, Herrmann H, Prado M, et al. (2015) The autophagic machinery ensures nonlytic transmission of mycobacteria. Proceedings of the National Academy of Sciences of the United States of America 112: E687-E692. 3. Ray K, Marteyn B, Sansonetti PJ, Tang CM (2009) Life on the inside: the intracellular lifestyle of cytosolic bacteria. Nature Reviews Microbiology 7: 333-340. 4. Schulz F, Horn M (2015) Intranuclear bacteria: inside the cellular control center of eukaryotes. Trends in Cell Biology 25: 339-346. 5. Schulz F, Lagkouvardos I, Wascher F, Aistleitner K, Kostanjsek R, et al. (2014) Life in an unusual intracellular niche: a bacterial symbiont infecting the nucleus of amoebae. ISME Journal 8: 1634-1644. 6. Casadevall A (2008) Evolution of Intracellular Pathogens. Annual Review of Microbiology 62: 19-33. 7. Hoffmann C, Harrison CF, Hilbi H (2014) The natural alternative: protozoa as cellular models for Legionella infection. Cellular Microbiology 16: 15-26. 8. Escoll P, Rolando M, Gomez-Valero L, Buchrieser C (2013) From amoeba to macrophages: exploring the molecular mechanisms of Legionella pneumophila infection in both hosts. Curr Top Microbiol Immunol 376: 1-34. 9. Hubber A, Kubori T, Nagai H (2014) Modulation of the Ubiquitination Machinery by Legionella. Molecular Mechanisms in Legionella Pathogenesis 376: 227-247. 10. Steinert M (2011) Pathogen-host interactions in Dictyostelium, Legionella, Mycobacterium and other pathogens. Seminars in Cell Developmental Biology 22: 70-76. 11. DiSalvo S, Haselkorn TS, Bashir U, Jimenez D, Brock DA, et al. (2015) Burkholderia bacteria infectiously induce the proto-farming symbiosis of Dictyostelium amoebae and food bacteria. Proceedings of the National Academy of Sciences of the United States of America 112: E5029-E5037. 12. Stallforth P, Brock DA, Cantley AM, Tian XJ, Queller DC, et al. (2013) A bacterial symbiont is converted from an inedible producer of beneficial molecules into food by a single mutation in the gacA gene. Proceedings of the National Academy of Sciences of the United States of America 110: 14528-14533. 13. Brock DA, Read S, Bozhchenko A, Queller DC, Strassmann JE (2013) Social amoeba farmers carry defensive symbionts to protect and privatize their crops. Nature Communications 4. 14. Brock DA, Douglas TE, Queller DC, Strassmann JE (2011) Primitive agriculture in a social amoeba. Nature 469: 393-396.

Macbeth: A Tragic Hero? Essay -- English Literature Essays

Macbeth: A Tragic Hero? A Tragic Hero is a common figure in many of Shakespeare’s works. A Tragic Hero is usually a figure of royalty, fame or greatness. This person is predominately good, but falls from prominence due to personality flaws that eventually lead to self-destruction. Macbeth’s major flaws are his ambition and impressionability. Due to their flaws, a Tragic Hero’s actions are often atrocious and cause them to battle with their conscience after their desires have been accomplished. These battles with their conscience evoke empathy from the audience. A Shakespearean Tragic Hero will always lose their life in the end of the play as a result of re-establishment of what is good in the play. In Shakespeare’s Macbeth, the title figure of the play can be seen as the Tragic Hero. There are many factors which contribute to the decline of Macbeth. The three main factors which contribute greatly to Macbeth's degeneration are the prophecies which were told to him by the witches, Lady Macbeth’s influence and ability to manipulate Macbeth's judgment, and finally Macbeth's long time ambition which drove his desire to be king. Macbeth's growing character decays from a noble man to a violent individual. When the play begins, Macbeth’s greatness is already established. Macbeth has already earned the title of Thane of Glamis and will soon become the Thane of Cawdor. The fact that he has these titles demonstrates to the reader that Macbeth is good and an important figu... Macbeth: A Tragic Hero? Essay -- English Literature Essays Macbeth: A Tragic Hero? A Tragic Hero is a common figure in many of Shakespeare’s works. A Tragic Hero is usually a figure of royalty, fame or greatness. This person is predominately good, but falls from prominence due to personality flaws that eventually lead to self-destruction. Macbeth’s major flaws are his ambition and impressionability. Due to their flaws, a Tragic Hero’s actions are often atrocious and cause them to battle with their conscience after their desires have been accomplished. These battles with their conscience evoke empathy from the audience. A Shakespearean Tragic Hero will always lose their life in the end of the play as a result of re-establishment of what is good in the play. In Shakespeare’s Macbeth, the title figure of the play can be seen as the Tragic Hero. There are many factors which contribute to the decline of Macbeth. The three main factors which contribute greatly to Macbeth's degeneration are the prophecies which were told to him by the witches, Lady Macbeth’s influence and ability to manipulate Macbeth's judgment, and finally Macbeth's long time ambition which drove his desire to be king. Macbeth's growing character decays from a noble man to a violent individual. When the play begins, Macbeth’s greatness is already established. Macbeth has already earned the title of Thane of Glamis and will soon become the Thane of Cawdor. The fact that he has these titles demonstrates to the reader that Macbeth is good and an important figu...

Justification for funding researches on Biotechnology and genetic engineering Essay

Biotechnology and genetic engineering are technologies that employ biological materials to generate or construct enhanced products. The technologies are extensively used in the field of agriculture for the generation of new plant hybrids which present commercially important traits such as size and sweetness and remove the commercially risky features including drought- and insecticide-resistance. In the field of biomedicine, microbial species are modified through genetic engineering and used as basis for the design and creation of new vaccines which will help the public from acquiring specific infectious diseases. It is of my opinion that these sciences be funded for purposes of food enhancements and vaccine improvements because these provide us with new methods of using modified versions of the basic biological materials. The modification of particular plant species may be helpful to us in terms of food and our daily consumption, and maintaining good health in the society. For example, rice may be genetically modified to grow to maturity in half the time the wild rice grows. This means that we will always have ample supply of rice because we do not have to wait for such a very long time. In term of vaccines, it is important the biotechnology and genetic engineering improve vaccines because the bacterial and viral pathogens that cause diseases are also constantly evolving. Viruses are continuously changing the proteins on their cell membrane so that the cells of their host will not recognize and destroy them based on the host’s current immunity. If we do not improve our vaccines, we will not be able to control emerging infections around the world, and this may result in multiple global outbreaks. Hence, it is important that these technological innovations be used to their maximum potential. References Patel R, Torres RJ and Rosset P (2005): Genetic engineering in agriculture and corporate engineering in public debate: Risk, public relations, and public debate over genetically modified crops. Int. J. Occup. Environ. Health 11:428-436.

Psychology and Nursing Essay

Psychology plays a part (whether it be big or small) in every single industry. It has become very important to study the human mind for the better outcome of operations carried out on a daily basis. Nursing and psychology are in some aspects polar opposites, but in the same sense they are interconnected. The main focus in nursing is helping individuals overcome/deal with minor to severe illnesses, while psychologists focus almost entirely on treating the psychological issues of people. That being said, nurses must have a basic understanding of psychology in order to help their patients through a quick and easy recovery. To help one better comprehend how psychology is used in nursing, one must first discuss a few of the different types of nurses, as well as the tasks they may have to complete on any given day. Three of the most psychologically involved nursing fields are addiction nurses, critical care nurses, and rehabilitation nurses (Collingwood J. The Relationship between Mental and Physical Health.). Although the average work day of these three professions consists of quite a few differences, they all must perform some of the same tasks, such as observing patients/recording observations, administering medicine and treatments, teaching patients and families how to manage illness and injuries, and explaining what to do once at home and out of their care (Bureau of Labor Statistics, 2014-15). After reading the preceding paragraphs you may be wondering â€Å"what is the importance of psychology in those three career fields?† and the answer to this is quite simple. Nurses must take care of patients during severe health conditions and deal with their moods and behaviors. When evaluating a patient’s condition, nurses not only consider the severity of the illness or the level of pain or discomfort, but they also examine the patient’s response. Some patients, for example, remain optimistic no matter how sick  they are or how bleak their prognosis. They may also cope well with pain or other symptoms accompanying their illnesses. Other patients, though, may respond by becoming angry or despondent, sometimes withdrawing or lashing out at hospital staff and even their families. They may also have more difficulty handling their symptoms and may report greater pain or discomfort than other patients. Nurses must recognize these mental and emotional issues and in clude them as part of the patient’s evaluation (Ellie Williams, â€Å"How is Nursing Related to Psychology?†). Nurses must consider the entire patient, both physical and mental health, when creating treatment plans. A patient suffering anxiety over his illness, for example, may refuse to get out of bed, which could cause secondary complications such as respiratory infection or pneumonia. If a nurse suspects a patient won’t participate in his recovery, she’ll need to provide emotional support and encouragement while adapting his treatment plan to his psychological health. For example, she may set short-term goals that are easy for the patient to achieve, such as getting out of bed three times a day or sitting in a chair at least 15 minutes a day (Williams). Psychology can help nurses adapt how they interact with patients based on factors such as age and personality. For example, when caring for pediatric patients, nurses must consider that younger patients may be more frightened than adults and may have more difficulty understanding their situations.Nurses with knowledge of child development or psychology will better understand how to relate to patients in a way that eases their fears and alleviates their confusion. Psychology can improve their relationships with patients, making it more likely that patients will communicate openly with them about their symptoms. Nurses also rely on psychology to encourage patients to trust them, increasing the chances patients will follow the nurse’s instructions and take more active roles in their own care (Williams). As a result of this care, patients start to rely on nurses who try to lessen their mental stress as well as lower the amount of pain they are in. It has been observed in many cases that physical illness can contribute to mental disturbance, at this stage nurses have to be compassionate and understanding. Nurses are trained so that they can support patients emotionally by addressing the mental changes. (Collingwood J. The Relationship between Mental and Physical Health.) Nurses must also have an understanding of biological psychology so that they can help patients who may have hormonal changes and neurological reactions. The study of psychodynamic psychology done by nurses is used solely to spread optimism among patients. It has been scientifically proven that positive thoughts affect the overall health of a person which results in strong immune system (McLeod, S. A. Psychodynamic Approach). As you can probably imagine, America isn’t the only country that utilizes psychology in the nursing field. In Germany, for example, every university hospital has a psychiatric clinic in which a professor teaches students how to recognize and treat mental phenomena which deviate from the normal (Psychology and Nursing by Mary Cloud Bean, RN). Bean also states that to be of greatest value in our work we should know the basic principles of mind action and be able to recognize even slight deviation from normal (Psychology and Nursing by Mary Cloud Bean, RN).

Hiters ability to gain control over german people essays

Hiter's ability to gain control over german people essays Hitler was able to gain control of the German people by first winning their trust. He took advantage of their vulnerability after the extensive loss caused by the war. Germany was looking for some kind of relief, and Hitler promised to provide it to them. He created a philosophy that was similar to a religion; it left no room for doubt. Hitler knew how to convince people with his public speaking skills which were phenomenal. By creating a widespread belief in his views, Hitler was able to gain support simply by a bandwagon effect. People joined in what they were surrounded by. In the article many Nazy holidays are mentioned. Hitler used festive events to persuade Germany that his beliefs were cause for celebration and would lead to better times. Hitler used his knowledge of people to manipulate them. He spoke in the evenings so people would be tired, their powers of resistance low, and their complete emotional capitulation would be easily achieved. He used anything he could come up with to render the minds of his audience. Germany was happy with Hitler; he gave them pride. He called them mighty, inspiring, energetic, and patriotic. The people looked up to Hitler almost as a religious icon. Many people in the article referred to Hitler as a Messiah-like or religious figure. He made his entrances and speeches overly dramatic as to emphasize his importance and benignity. Over time, Hitler had created a sense of ritual among the people. It was no longer a new and exciting change for the Germans, but a tradition. People conformed to fit the mold Hitler had shaped for them with his manipulative promises. By 1939, as the article states, 90% of Aryan children belonged to a Nazi youth group. Children in Germany were taught to repeat chants such as Heil Hitler and to act and speak like a Nazi should. They grew up helplessly naive; they didnt know anything but what they were being taught. Surround...

Dualizm in V for Vendeta Research Paper Example | Topics and Well Written Essays - 1250 words

Dualizm in V for Vendeta - Research Paper Example Further, the conflicting reaction about the movie seeks to expose the aspect of dualism in the movie v for vendetta. This paper seeks to evaluate the existence of dualism and the supporting dispositional reactions from the various standpoints the people exhibit after watching the movie v for vendetta. Moreover, the paper will employ the various elements of dualism to expose the underlying myths and archetypes prevailing in the movie v for vendetta. The movie v for vendetta is viewed by many of the audience as exhibiting dystopia. In literal sense, the movie v for vendetta, falling democracy focused fictional reality, is staged in a future (the year 2048) that presents the world as we know it but with significant and terrible changes (Nash 1). The movie exposes powerful and evil men who use their authority to oppress the civilians as we see when V rescues Evey from the wrath of this forced totalitarian leadership. In the movie, we see secret government officials who subject the citize ns to a complicated style of life thereby depriving them of their basic human rights as is the object of democracy. The secret government officials keenly watch every action of people like Evey and this is what V seeks to avert. The impression of an all ruling government which the people of England seem to have allowed is to blame, according to V, for the political and economic conditions prevailing as in the movie. We see this practiced in the move where the totalitarian government watches the action of specified citizens, monitor and store such information, which they later utilize to incriminate innocent people as in the case of Evey (Ebert 1). While watching the movie v for vendetta, one would easily single out the prominent use of the myths to expose the extremity of the focused themes and lead thoughts in the director’s mind to expose the declining democracy and the power of a changed will to rally the people behind ensuring the change from totalitarian leadership prosp ects to democracy focused management leadership (Jolin 2). Myth is a fundamental tool that science-oriented fiction writers utilize to emphasize certain components of their futuristic analogies (Nash, 3). In V for Vendetta for instance, we see significant myths when V seeks to rescue Evey from the hands of the totalitarian leaders, thereby referred to as finger men. The fact that V punched and eventually killed a member of the finger men leadership from a single hit using the butt of his knife is a myth aimed at underlying the power that democracy has in influencing and disengaging totalitarian leadership. Further, the indication that V’s punch sent the finger man flying over five feet is evidently a myth. In the same scene we see the finger man punching V and the mask failing to show any damage. This indicates that V is primarily stronger than every ordinary man, which seeks to expose the theme of democracy-focused leadership in overpowering the unruly totalitarian leadershi p. Additionally, the overruling association of the stage timing and the specific movie dates to both the political instability between specific countries and the terrorist attacks of the September 11 is a significant myth that cannot fail the attention of any analysis of the movie v for vendetta. The role that V plays in the movie is clearly an archetype of the terror events of the well remembered 9/11 attacks that shook the world over. In this regard, there has been a predominant linkage by many of the audience of v for vendetta between the movie and the expected

Role of Barriers and Technology in Globalization Essay

Role of Barriers and Technology in Globalization - Essay Example The gradual reduction of these barriers has helped lead to the process of globalization by allowing for a more free flow goods & services across boundaries. However, according to Micklethwait and Wooldridge (2003) the reduction of barriers is not an easy process. Often times it requires the passing of serious legislation and laws over long periods of time. From this perspective one could argue that globalization does not occur in leaps and bounds, rather it is a slow and arduous process insofar as there is not one moment that could be pinpointed as the catalyst for globalization. Moreover, the process requires a great deal of goodwill from nations to help ensure that nations remain in good standing with each other, such as the U.S. passing of the Mashall plan to help build Europe as a strong trading partner. Another major contributing factor of globalization is the role of technology. Much like the reduction of trade barriers there is no one single source of technological innovation that is the sole contributor of globalization. Rather it is a series of several new technologies that contribute to globalization. One of the major new technologies is improved communication channels. By having access to telephones, fax machines, email, the internet, instant messaging, mobile telephone devices etc., there comes an increased transparency.