Heritage and Production of Archaeological Data

our site – CUSTOM ESSAY WRITING – EXAMPLE ESSAY Introduction This critical analysis essay centers on heritage, discussing what it demonstrates about the production of archaeological data through case studies. It covers a discussion of whether the production of archaeological data is always objective. There is an assumed synergy between heritage and archaeological data, as demonstrated by the concept â€Å"Archaeological Heritage Management† (Waterton and Smith, 2009: 41). Taking the archaeological point of view, heritage is often referred to as the material culture of the past, or those manmade structures and artefacts that comprise the archaeological record and are intended to explain the past (Waterton and Smith, 2009). The production of archeological data is a result of a study and observation of archeological record, which helps establish the domain of heritage (Binfold, 2009). Is the production of archaeological data always objective? The production of archaeological data is always objective, and this is recognised explicitly by the literature (e.g. Waterton and Smith, 2009). The ways in which heritage demonstrates this objectivity is seen in the tacit assumption embodied in the knowledge being produced from interpreting the past, which informs identity and is thus called ‘heritage’ (Waterton and Smith, 2009: 42), as well as the needed consistency of the data (both in terms of individual inventory and organisational inventory) so that they may be capable of use in the future (Barrett, et al., 2007). Since data must be consistent to this level, subjectivity has therefore no room in their production. Worthy of note is the fact that there are various contexts from which the production of heritage can take place, ranging from historical documents, archaeological excavations, values and meanings placed on heritage such as buildings and natural environment. Similarly, archeological heritage is commonly produced through research as well as academic discourses, which in fact help promote what is considered ‘heritage’ (Hicks, McAtackney, and Fairclough, 2007: 102). In managing the artistic heritage, the acquisition of data is an important aspect (Ferrari, 2010). Since archaeological heritage is produced through research and is formed by inferences through discourses, it is but proper to say that such process of production is objectively carried out since research itself is a field of objective characterisation. The notion that heritage is characterised by ‘multi-vocality’ (Habu, Fawcett, and Matsunaga, 2008: 38; Waterton and Smith, 2009: 42) does not automatically suggest that it is non-definitive and subjective in its production of archeological data. Archaeological data are material, and this materiality enables the concept of heritage to become intrinsically knowable and controllable. These knowable and controllable characteristics is seen in the extent through which archaeological heritage can be defined, discovered, recorded, managed, and conserved. The naturalisation of archaeological assumptions also supports this knowable nature of heritage in legal and policy documents (Waterton and Smith, 2009). Such process cannot therefore be merely placed in some subjective assumptions of data production. This is further supported by an assertion (e.g. Hodder, 2004) that archaeology can take an interpretive form, and its role is to facilitate the involvement of the past in the pr esent period through objective archaeological data. Smith (2004) also calls objects from the past as part of an objective archaeological record, reinforcing the general claim of the literature on the subject. Additionally, much can be learned about past history by using more theorised approaches to understand the relationship between history and archaeology (Robertson, Seibert, Fernandez, 2006). Such theory application is an objective stance of the archeological field (e.g. Cobb, Harris, Jones et al., 2012; Gibbon, 2014; Jones, 2002). Case studies on heritage and production of archaeological data A case study that may be cited in this paper is the Lodenice project in central Bohemia in the early 1990s, which is also known for a Viereckschanze (rectangular enclosure) excavation. This project identified an Iron Age settlement and remnants of decorative arm rings dating from 2nd to first centuries BC. This project, which produced a Celtic carved rag stone head, used an analytical fieldwork survey and multivariate mathematical analysis, combined with geographical information system (GIS) (Hicks et al., 2007). This example demonstrates the extent to which the production of archaeological data aims to be as objective as possible, for the archaeologies may simply assume the nature of data collected, but lack of definite measurements and other objective applications would place the whole investigation into mere assumptions. Another case that may be cited is the Bylany Project in Norway (1990s). Grants were used to finance archaeological research, enabling the excavation of Neolithic circular enclosures of Bylany’s complex. The integration of National Heritage Institute with rescue excavation administration has been a pending situation, which can negatively impact long-term archeological research in the Kutna Hora region. This archeological research is currently on systematic monitoring (Biehl and Prescott, 2013). The production of archaeological data informs of their use for future research and knowledge production as well as their objective and systematic production, reinforcing the idea that these data are always objective. Moreover in England, a data standard for the Sites and Monuments Records (SMRs) was established in the 1990s, facilitated by what is now known as the English Heritage’s National Monument Record. This data standard acknowledged the importance of records, including the activities of people involved in studying the resource, the sources of such information, and information on the process of managing the resource. This is to enable the successful management of the archaeological and historic environment within which archaeological data are derived (Barrett, Dingwall, Gaffney, et al., 2007). This manner of record-keeping for the production of archaeological data reveals the importance of objectivity. Worthy of discussion is the Tsodillo rock art in Botswana, which was the focus of intensive survey programme and recording by the Botswana National Museum during the late 20th century. The rock art holds the archaeological evidence that human settlement once existed in the landscape (Hicks et al., 2007). The recording and survey carried out by the Museum indicate the pursuit for objectivity in the investigation of the Tsodillo landscape. These case studies discuss what heritage demonstrates about the production of archaeological data being systematically acquired and processed, and thus entail the collaboration of specific government organisations in charge of heritage and archaeological data management. Thus, despite the perceived artistry of heritage, it is largely governed by some objectivity and system-specific characteristics in the production of archaeological data. Conclusion This critical analysis essay has discussed what heritage demonstrates about the production of archaeological data. It has focused on whether the production of archaeological data is always objective, illustrating the answer through cases studies. This brief claims that such production is indeed always objective, as reinforced by the extant literature denoting such objectivity and systematic stances. These data must necessarily be consistent in order for them to be of viable use in the future; hence, subjectivity has no room in their production. Moreover, archaeological data are material, enabling them to become inherently knowable and controllable and are thus definable, discoverable, recordable, manageable, and conservable. Case studies are provided, aiming to serve as evidence for the objectivity of the production of archaeological data. References Barrett, G., Dingwall, L., Gaffney, V., Fitch, S., Huckerby, C., and Maguire, T. (2007) Heritage Management at Ford Hood, Texas: Experiments in Historic Landscape Characterisation. England: Archaeopress. Biehl, P. F. and Prescott, C. (2013) Heritage in the Context of Globalization: Europe and the Americas. NY: Springer. Binfold, L. R. (2009) Debating Archaeology: Updated Edition. CA: Left Coast Press, Inc. Cobb, H., Harris, O. J. T., Jones, C., and Richardson, P. (2012) Reconsidering Archaeological Fieldwork: Exploring On-Site Relationships Between Theory and Practice. NY: Springer. Ferrari, A. (2010) The 8th Framework Programme of the European Commission and the Safeguard of Cultural Heritage: The EACH Project. Italy: CNR, Institute of Chemical Methodologies. Gibbon, G. (2014) Critically Reading the Theory and Methods of Archaeology: An Introductory Guide. Maryland: AltaMira Press. Habu, J., Fawcett, C., and Matsunaga, J. M. (2008) Evaluating Multiple Narratives: Beyond Nationalist, Colonialist, Imperialist Archaeologies. NY: Springer. Hicks, D., McAtackney, L., and Fairclough, J. (2007) Envisioning Landscape: Situations and Standpoints in Archaeology and Heritage. CA: Left Coast Press, Inc. Hodder, I. (2004) Theory and Practice in Archaeology. NY: Routledge. Jones, A. (2002) Archaeological Theory and Scientific Practice. UK: Cambridge University Press. Robertson, E. C., Seibert, J. D., Fernandez, D. C., and Zender, M. U. (2006) Space and Spatial Analysis in Archaeology. Alberta: University of Calgary Press. Smith, L. (2004) Archaeological Theory and the Politics of Cultural Heritage. London: Routledge. Waterton, E. and Smith, L. (2009) Heritage, Communities and Archaeology. London: Bloomsbury Academic.

Michelangelo Sistine chapel how is it humanism Essay

Pope Julius II asked Michelangelo to paint the ceiling of the Sistine (sins-teen) chapel in 1508. The chapel was Built by Pope Sixtus IV in 1481. Which happened to be in the Vatican, is known to be the pope’s headquarters in Rome. The chapel measuring in at 130 feet long and 44 feet wide – was a large undertaking to paint. The Sistine chapel particularly important to pope Julius II, since it was the site in which cardinals met to elect new people. Four three years (1508 – 1511) Michelangelo climbed scaffolding in the chapel to his perch about 65 feet above the chapels floor. From This perch, he painted more then 300 massive human figures onto the 5,8000 square-foot ceiling. It was messy, tiring work. Michelangelo wrote the following pome vividly describing his daily agony. My stomach is thrust toward my chin, My beard curls up, toward the sky, My head leans right over into my back, my chest is like that of an old shrew, The brush endlessly dripping onto my face, Has coated it with a multi-colored paving. Though as the paint dribbled into his eyes and down his face Michelangelo never lost sight of his inspiring design. The ceiling contains nine paintings illustrating the creation (Separation of Light From Darkness, Creation of the Moon, Stars, and Planets, and Separation of Land and Water), the story of Adam (Creation of Adam, Creation of Eve, and The Temptation and Fall), and the story of Noah (Noah’s Sacrifice, and The Flood, Drunkenness of Noah). Toward the center, he painted the scene that was meant to compel the viewer’s attention. This scene â€Å"The Creation of Adam† God is reaching out to infuse the spirit of life into Adam, the first man. One art historian  pointed out, â€Å"An electric charge seemed to pass between their fingers.† Humanists combined respect for classical learning with supreme confidence in human ability. Michelangelo’s painting represents humanism in the way it glorified the beauty and order in nature, while in older medieval paintings contained only temptation and evil. They thought of Humans are almost equals of god and believed that the powers of the human race should be glorified, in the 300 magnificent human paintings you can spot just how Michelangelo showed this love for the human power. â€Å"The Creation of Adam† shows god touching Adam, the two share an electric charge between the two finger tips. I think this shows that god gave humans power to be equals. Adam in the nude, signifies celebration of the human body proving just how wonderful, strong and beautiful it really is. Michelangelo brought humanism to us though his beautiful painting, showing that not only god can crate things beautiful but the common man can too.

Environmental Ethical Issues Essay

Contemporary environmental ethics emerged as an academic discipline in the 1970’s, as nature was the focus of much of the nineteenth and twentieth century philosophy. † In the past thirty years society started the questioning and thinking of the relationship of human beings with the natural environment. This reflected an already widespread perception in the 1960’s that the twentieth century faced a population time bomb and a serious environmental crisis. The commercial farming practices impacted environmental and public health concerns. The chemicals used in farming on the crops are harmful and could cause health problems for society. This is an ethical issue when they know that harm can humans but making a profit comes first. On the other hand we now know that they are harmful and the government is trying to regulate the chemicals used. I believe it works in some instances but not with everyone. Discovered in 1968, by Stanford ecologist, Paul Eehrlich, warned that the growth of human population and viability of planetary life support systems are in trouble. Pollution is due to the overuse of our capacities. The government attempts to reach a common ground and change how areas are populated. They regulate what we build and how far apart we can. They also make wildlife preserves to protect animals from extension. They also make sure that protected trees are left and they also keep certain animal species protected. They are seeing the over population and starting to see that we need to do to keep our population free of overpopulation. In the past our society either turned a deaf eye or did not exactly know the consequences of what was happening in society. If we keep the idea and ethics in the environment we will make a huge change in society. Animal rights activist are concerned about the rights of animals. I do believe that animals should have rights to but I also feel that in rats and other rodents we need testing to help save some lives. If we did not use them then we would not find cures for cancer, aids and many other life threatening diseases. If we do not use animals then what do we use? In the past this was not a concern because it did not raise such an environmental ethical issue. Today we know more and many more people are concerned of what happens to them and why we are using animals. I feel that we should use animals instead of humans. Humans are also used in studies and things happen to them just like animals. I feel that this is not ethical. I know that sometimes they use a placebo and then a drug that could save a persons life. What if you were the one that got the placebo? Would that make you and your family feel good knowing that something could have saved your life? I was personally involved in an environmental ethical issue where I lived. It was a highly published case that really caused a lot of controversy in the news and with society. I lived off of Marlee, which was about a mile away from the area of contamination. The government did know that the chemicals were being dumped and covered up. After many years of covering it up, it came out in the news. It kind of reminded me of the movie with Julia Roberts Erin Brocovitch. Everyone was located and had meetings to discuss the health problems that the people that grew up along there had been experiencing. Myself being one of them, having cysts on my ovaries at 9 years of age. I knew so many people who died from cancer at an early age. I was friends with many people who had miscarriages. It was very bad time in our lives and devastating that the people had to suffer because someone wanted to save money. I can promise you one thing that the company paid a lot more after the fact then they would have if they disposed of the waste properly. I know that the peoples life expectancy in the neighborhood I lived in I only about 50-60 which is rater young. If our society would all do there part and not expect that is will just change itself we will live in an environmental ethical society. The new saying is† think green† and I have even been making sure not to print something unless absolutely needed. It is going to take an effort on al people not just some to change our society and make it a more environmental ethical place to live. Ruggiero, V. R. , (2008). Thinking critically about ethical issues. McGraw Hill. Boston.

Finance HW Assignment Example | Topics and Well Written Essays - 250 words

Finance HW - Assignment Example The stock s dividend is expected to grow at a constant rate of 8%, and it currently sells for $50 a share. Which of the following statements is CORRECT? d. When stock in a closely held corporation is offered to the public for the first time, the transaction is called "going public, or an IPO," and the market for such stock is called the new issue or IPO market. d. Limited liability is an advantage of the corporate form of organization to its owners (stockholders), but corporations have more trouble raising money in financial markets because of the complexity of this form of organization. Schalheim Sisters Inc. has always paid out all of its earnings as dividends, hence the firm has no retained earnings. This same situation is expected to persist in the future. The company uses the CAPM to calculate its cost of equity, its target capital structure consists of common stock, preferred stock, and debt. Which of the following events would REDUCE its

Australian Environmental History Essay Example | Topics and Well Written Essays - 500 words

Australian Environmental History - Essay Example Forest history and heritage studies have received considerable attention in both the academic and public domains. Relationship between European or Western cultures influenced much in the environmental management and way of life. 'The visions of environment combined with the balance of power relationship within colonial society are reflected in the development of a public policy framework for resource user and environmental management from the mid 19th century' (Dover 1994, p. 5-78). The exploitative legislation and protective legislation are which involves the land grants for the settlers and the rights of distribution of mineral and water. With these two paradigms, political struggle is present which needs some clarifications. Exploitative legislation focuses more on the resource development and some specific developmental projects which take advantage of the current environmental status to serve the end users and meets their needs. Whilst, protective legislation is in contrast to the exploitative legislation which embodies the knowledge of conservation planning and protecting the general envi ronmental state for maintenance and storing up what is natural and upkeep the balance in nature. 1.) Exploitative Pioneering. The utilisation of Australian nature for the purpose of establishing financially viable fundamentals to its colony and endow with a return on venture from Britain and assemble the power of empire.

Allocating Merit Raises Assignment Example | Topics and Well Written Essays - 500 words

Allocating Merit Raises - Assignment Example The raises it is noteworthy should be done on basis of merit and hence any other external biases and influences should not discern whether or not a professor gets a raise. As such, Houseman cannot get a raise simply to catch up with the others, Ricks cannot get a raise to cover for the 20,000$ loss, Matthews cannot get the loan based on his need to service his student loan and acquire new residence, Karas cannot get a raise because he threatens to quit and Franks cannot get one because he needs to enhance a pension plan. These are worthy reasons but they are not based on merit. 1. As provided in the departments guidelines, teaching and research are considered more important than service to the University. Hence, teaching and research will take 80% of the funds provided each while service will take the remaining 20% of the total stake. The performance measures for research, teaching, and service respectively will weigh 40%, 40%, and 20% in the overall

AT&T Research Paper Example | Topics and Well Written Essays - 500 words

AT&T - Research Paper Example As such this product will serve the needs of the young and middle aged individuals and families looking for entertainment on the go. Apart from this, the durability and reliability of the product is another important quality variable which can play important role in satisfying the needs of the customers. After sales services, good warranties as well as good coverage for the mobile phone services are some of the key needs of the target market to be satisfied. It is critical to note that firm needs to perfect its strategy in order to continue to serve the market. As such constant focus on improving the focus on the customer coupled with better delivery and service. (Kotler and Keller). AT&T needs to develop an extensive off-line and online distribution mechanism in order to facilitate the customers to obtain the product with relative ease. It is also important that AT&T must develop an alternative channel for distribution. As such, this product will fulfill the needs of those customers who are willing to enjoy entertainment on the go and belong to middle income level group.

Eco-Centric Valuation of Nature Essay Example | Topics and Well Written Essays - 750 words

Eco-Centric Valuation of Nature - Essay Example The source document of the definition of sustainable development is the Brundtland Report, which is a resource released by the United Nations World Commission on Environment and Development. Also known as â€Å"Our Common Future†, this report was published in 1987 in order to provide environmental agencies and national governments with information on how to achieve an environmental condition that continuously supports itself (Mebratu, 1998). This report poses a number of potential conflicts, based on the principles that are governs. Firstly, the term sustainable development is largely anthropocentric, which thus focuses on the needs of the population and less on the ecosystem or natural condition. It may be possible that the requirements of the ecosystem may not be fully addressed, including that of the carrying capacity of a habitat in supporting a defined population size. Sustainable development is also focused on maximizing the potential of production of a particular produc t and thus despite the efforts of avoiding any serious perturbations to the ecosystem (Bestor, 2001). It is thus still possible that the optimal conditions for growth and maturation of an ecosystem could be hindered and ultimately not achieved by the principles supported by this concept (Farrell and Hart, 1998). Sustainable living pertains to a lifestyle that campaigns for the activities that would maintain the natural resources and the environment (Norton, 2005). One of the most visible activities associated with sustainable living is the reduction of fossil fuels and other air pollutants to the environment.

Engliash Essay Example | Topics and Well Written Essays - 250 words

Engliash - Essay Example I rushed to school and sneaked into class without being noticed by the teacher. When I got into the class, I started sipping my coffee slowly. I would peep through the window to make sure there was no teacher coming into class. After some time, I started reading a storybook and forgot I was still holding the coffee mug. I did not notice the principal get into class, and none of my classmates warned me. All I realized was that someone had forcefully taken the coffee mug from me. When I looked up, the principal was standing right in front of me. The look on his face scared me. He forced me out of class and made me stay out until teatime. I thought that was all but the worst was yet to come. During teatime, he made me stand in front of the entire school and drink about two liters of coffee from a bucket. I had to do this since I did not want to be sent home. I had misbehaved several times the previous semester and had promised my parents to be disciplined. After finishing the coffee, which was the largest amount I had ever drank I became the subject of gossip for the entire week. Some student referred to me as a glutton and even my friends avoided walking with me for the rest of the semester. It was the most shaming and worst high school

Global News Agenda Essay Example | Topics and Well Written Essays - 2000 words

Global News Agenda - Essay Example News usually construct ‘them’ to show a fairer representation of those who are far in terms of culture or space and they include the neighbors abroad and the strangers living amongst them (Ginneken 1998). The news reports usually produce meanings which construct ideological representations of the different groups of people from different countries. Media usually report distant suffering in their news which brings about the construction of ‘us’ versus ‘them’. The language used in the news reports brings different meanings within the social context as to some the ‘us’ versus ‘them’ brings about negative values (Kamalipour and Snow 2004). Unprecedented censorship is also evident with how news is constructed. In most cases, the ‘us’ versus ‘them’ is created whenever there is suffering in the country or culture to be aired. The media creates ‘us’ versus ‘them’ in order to c reate specific subject position for both the spectators and suffers. The spectators ‘us’ may take the position of activists, philanthropists or even voyeurs while suffers ‘them’ take the position of a human being or abstract number. Theoretical perspectives will be used in the analysis and evaluation of how the news constructs a sense of ‘us’ versus ‘them’ between different nations. Agenda setting theory Agenda setting theory shows how the media highly affects the order of presentation in the news reports about events and issues in the minds of the public (Dearing and Roger 1996). Global news agenda is based on the construction of ‘us’ versus ‘them’. This theory also shows how the media had a high influence on the public by their ability to tell us on the important issues. The main aim of this theory is to create a public awareness and to show the salient issues created by the news media. Different aspects of the media are encompassed in this theory which shows different ways on how news is constructed. 1. Freedom of press and expression world wide Freedom of press helps the media in constructing ‘us’ versus ‘them’. Freedom of speech in Middle East is enshrined in article 19 of the International Covenant on Civil and political Rights (ICCPR). It is also based on the UN treaty which is based on the Universal Declaration of Human Rights (Magee 2002). Social solidarity is part of cosmopolitanism and it includes the bonds of mutual commitments based on more than similarities of pre-established identities. Social solidarity puts it clearly that all citizens are engaged in the making of a better future for everyone. Cosmopolitan explains how global media institutions have the power to create publics around the world as non-communitarian publics. Cosmopolitan is the willingness to relate with other people. The way media constructs news about distant suffering rarel y does it cultivate a cosmopolitan sensibility or a global public (Ginneken 1998). For example, airing news on how people are being maimed killed or burned or even tortured is the creation of cosmopolitan through the TV news where it creates a spectatorship of suffering to ‘us’ the viewers. Global news does not also overcome the

Deaf Articles Essay Example for Free

Deaf Articles Essay 3. â€Å"Why Can’t Deaf Experts Hear Us?† a. What are the present Deaf issues? Some of the Deaf issues mentioned in the article are that that â€Å"Deaf experts† don’t like the thought of Deaf children learning to sign without voicing. They think that each Deaf child should be learning Total Communication, but there is no evidence showing that Total Communication is the best way to educate Deaf kids. Another issue is that the people at Gallaudet feel as if they are having to educate the educators about the need of American Sign Language in Deaf schools. Deaf people feel as if their culture is being attacked and is being weakened. The last main problem is that the so called â€Å"Deaf experts† study special education but none of them have any personal experience with Deaf people. These experts endorsing the programs don’t listen to the opinions of Deaf people, they only demand research and quote hearing people with Ph.D.’s. b. From the article, list three important facts you learned from the writer. I learned that the writer of this article is Deaf. I know this because at the beginning of the article he states, â€Å"Some days I wonder if my Deafness is contagious. I keep writing and signing the same things over and over again.† Another fact is that he has personal experience of trying to explain to educators the need for American Sign Language in the schools. When he talks about educating the educators, he explains that the powers just keep looking the other way. The last fact is that Jack Levesque feels as if the Deaf culture is being sort of taken away from them and is dying out. Why did you pick these facts? I picked the first fact because by knowing that the writer is Deaf it helps you better understand the emotion and personal feeling behind each word. I picked the fact that he has tried to explain that they need ASL in schools because that is what he is writing about, the use of ASL not English to educate the Deaf. He has personal frustrations with no ASL in schools; he is not simply relaying the message for other Deaf people. I chose the last fact because in reality, if you are forcing a different language than a native language on someone, you are stripping their culture away from them by not allowing them to just be themselves. This is a good point that he brings up and it saddens me that someone would even want to do that to another human. c. What are some observations or comments you have about the article? I wish that all of the Ph.D. experts in special education could just meet or talk to a few Deaf people and really get to know them. I think by doing this, they would realize how important Deaf culture and Sign Language really are to a Deaf person. I think this would change all the hearing people’s minds about forcing English onto Deaf people. It just isn’t natural for them. d. What do you think of Bonnies Bass’s article? I think that the point that she brings up makes a lot of sense. Americans just assume that Sign Language is just like English, but it is not. The grammar is completely different and the syntax is completely different. It is sad that Deaf children are not pushed to learn American Sign Language right away when they find out they are Deaf. It doesn’t make sense for kids to be tested on English when their native language should be Sign Language. That is like taking an English speaking student and putting a Spanish test in front of them and expecting them to get high scores. This article makes a lot of sense and I wish that more hearing people would read it so they could better understand that the two languages are different.

Research on Work-Family Balance Essay Example for Free

Research on Work-Family Balance Essay Introduction The mastering of a foreign language opens the roads for the transit of citizens whether for work, business, or tourism purposes, as well as for cultural and informational exchanges of all kinds. In this light, the status of English as a global language in politics, economics, education and the media, especially the Internet, is widely acknowledged. Typically, ESP has functioned to help language learners cope with the features of language or to develop the competences needed to function in a discipline, profession, or workplace. (Helen. Basturkman. 2006:6) Learning, as a language based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words which is technical, related to their subject matter. †¦knowing the technical terms†¦is not a sufficient condition for successful reading of specialized material. It was, in fact, the non-technical terms which created more of a problem. (Cohen et al. 1988:162) For many people vocabulary, particularly specialist vocabulary (or terminology), is a key element of ESP. Despite this, vocabulary studies and, in particular, the teaching of vocabulary appear to have been somewhat neglected in ESP( Laufer p-167, Swales p224). Reading, for students of English for specific purposes (ESP), is probably the most important skill in terms of acquiring new knowledge. It does, however, often pose learning problems, especially with respect to vocabulary. The psycholinguistic model of reading widely favoured in linguistics and cognitive psychology in the 1960s and 1970s considered that the main constructs underlying reading are making predictions and deducing meaning from context (cf.Goodman 1976:127). However, during the 1980s, the interactive approach to reading became dominant, in which it was proposed that successful comprehension is achieved by the interactive use of two reading strategies: the top-down approach (i.e. making use of the readers’ previous knowledge, expectations and experience in reading the text) and the bottom-up approach(i.e. understa nding a text mainly by analyzing the words and sentences in the text itself: cf. Sanford Garrod 1981; Van DijkKintsch 1983; Carrell 1988. Research in ESP reading (e.gSelinker Trimble 1974; Cohen et al. 1988) provides empirical support for the interactive framework, finding morphonographemic word-processing skills to be a major component of reading. It has also, since the 1980s, been broadly agreed among researchers (cf. Kennedy Bolitho 1984; Trimble 1985; Cohen et al. 1988) that for non-native ESP readers the most problematic element in comprehending scientific and technical (ST) texts is a set of vocabulary items that has been variously labeled technical and semi-technical. Whatever the name given to the words in this group, if they appear to hinder students of ESP in comprehending texts in their discipline, it is worthwhile for language teachers and ESP practitioners to seek ways in which learners’ lexical repertoires can be raised to at least the threshold level of skilled readership in their chosen fields. It is known to most second language learners that the acquisition of vocabulary is a fundamental and important component in the course of their learning. A good mastery of vocabulary is essential for ESP/EFL learners, especially for those who learn for specific purpose or expect to operate at an advanced level in English. ‘It is wise to direct vocabulary learning to more specialized areas when learners have mastered the 2000-3000 words of general usefulness in English’ (Nation, 2001:187). I will identify the types of vocabulary in ESP texts and their relative importance. I will provide an overview of some key issues relating to the teaching of ESP vocabulary. Types of vocabulary In teaching and learning vocabulary, it’s essential to distinguish between different types of vocabulary because different types of vocabulary need different focus and treatment or some types of vocabulary will be given priorities and emphases in teaching and learning according to leaners’ different aims of learning. 1. Core and non-core vocabulary One way of looking at the status of words in lexical fields is to consider whether some words are more core, or central to the language, than others. The idea that there might be a core or basic vocabulary of words at the heart of any language is quite an appealing one to language educators, for if we could isolate that vocabulary then we could equip learners with a survival kit of core words that they could use in virtually any situation, whether spoken or written, formal or informal, or any situation where an absolutely precise term, might be elusive and where a core word would do. (McCarthy.1990:49) As the word ‘core’ suggests, core vocabulary refers to those words that are more central to the language than other words and tend to be the most frequently occurring ones. ‘People prefer to use such words because they do have core meaning-potential’ (McCarthy, 1990). They are thought to be more ‘core’ because it is easy to find an antonym, also t hey are neutral in formality and usable in a wide variety of situations. Furthermore, an important point is that such words can be used to paraphrase or give definitions of other words. For example, (McCarthy, 1990) the following instruction is given : [decide which is the core word in the set of words: slim, slender, thin, emaciated and scrawny and we can easily figure out that ‘thin’ is the core word] Core vocabulary: words of neutral meaning in any lexical set; core words collocate more readily with a wide range of words, they may be used in a wider range of registers, and are usually involved in the definition of non-core members of their set. In ESP teaching, we may come across subject-specific vocabulary, which is non-core as far as the language as a whole is concerned. ‘This is because it is not neutral in field and is associated with a specialized topic’ (Carter, 1988:172).They are subject-specific core vocabulary; conglomerate, sandstone, siltstone, limestone and dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igne ous rocks, metamorphic rocks. In fact that the need of ESP students is to learn such above mentioned core vocabulary in written and spoken language in their profession, ESP students with specific and academic purpose may need to acquire technical and semi-technical words in their specialist texts which are in need for them to learn and use it in speech and writing documents. Specialist vocabulary can be core in the job establishment where specialist use it frequently and in need, as well as during the ESP classes where ESP teacher and student’ fruitful interaction and it is very central for communication, especially, writing documentations where specialist uses core-specialist vocabulary as well as ESP student may learn that core vocabulary in texts which are full of technical and semi-technical vocabulary and which is central to learning. 2. Spoken and written vocabulary The spoken text is an example of what Ure(1971) calls ‘language-in-action’, that is , people are using language as an accompaniment to the action they are engaged in, and the feeling of lightness or heaviness of vocabulary is what Ure calls ‘lexical density’(McCarthy:1990:71) The written text is less dependent on physical context and its words make specific reference to items in the situation. Speaking versus writing is one important dimension affecting lexical density, but some spoken modes(e.g. oral narrative, or a formal lecture) might be lexically quite dense.(McCarthy.1990:71) Although most of the existing literature on vocabulary has grown out of the study of written texts. spoken texts seem less ‘dense’ than the most written texts in vocabulary items, which is characterized in language-in –action texts; repetition and lexical negotiation occur much more often in spoken discourse than in written texts; vague and rather general words are more frequently used in everyday talk than in written texts. Spoken vocabulary is what we got from written vocabulary to use orally, by contrast we can’t use full written information in speech as well as possible, there are a lot of written information in the past and in the present, for using significant ideas, at first, we should consider which is more available and more demanding for job and for daily life to use. ESP students who study the written texts, based on technical and semi-technical vocabulary, consequently, will product spoken vocabulary which is resulted from the information of written vocabulary. That’s why spoken and written vocabulary is essential in ESP courses. 3. Procedural vocabulary Vocabulary used to explain other words, to structure and organize their meaning. Procedural Vocabulary consists of words with a high indexical potential, which means that they can be interpreted in a wide range of ways. Identifying items in the lexicon that seem to carry a heavy work-load(e.g. the core vocabulary) must include a consideration of how some words are characteristically used to talk about other words, to paraphrase them and define them and to organize them in communication. Widdowson(1983) describes this kind of vocabulary as ‘procedural’. Robinson (1988) refers to ‘this simple lexis of paraphrase and explanation’ to illustrate procedural vocabulary and calls the procedural words ‘the main element in our interpretation and categorization of specific frames of reference’:Ver-mic-u-lite-type of Mica that is a very light material made up of threadlike parts, that can be used for keeping heat inside buildings, growing seeds in, etc.(McC arthy.1990:51) We need sense (relations between words) and denotation (relations between words and the world) in conjunction. However, learners at all levels will need to confront the procedural lexicon of the language they are learning (McCarthy.1990:52) Widdowson (1983:92) makes a distinction between words which are schematically bound and words of high indexical (or procedural –they are synonymous) potential. The schematically bound words narrow the frames of reference and identify particular fields; ‘hydrometer’ has low indexical potential and will occur in a narrow range of texts identifiable within certain scientific and technical fields (McCarthy.1990:51) Procedural vocabulary is characteristically used to talk about, paraphrase, define and organize words in communication. They are commonly used in dictionaries to give definitions. Students of Petroleum engineering may find them useful when learning other words for the accumulation of their vocabulary. It is true that students are required procedural vocabulary that helps them understand the technical vocabulary used in the process of establishing word meaning. The important role of procedural vocabulary lies, therefore, in the assumption that meaning is not static, but can be negotiated through interaction between participants hence, demanding when? and why? Because of unknown technical and semi-technical vocabulary, which is quite complicated to understand, and is the main tool in the texts to apprehend their own specialty. ESP teachers should give definitions by using procedural vocabulary, which may give a specific description of the word. On the other hand, to use procedural vocabulary, ESP students need to know, approximately 2000 vocabulary words. After having gained them, students are able to define the technical and semi-technical vocabularies which are very complicated to comprehend and to predict. However, with the help of procedural vocabulary use, I believe that ESP teachers, after having used the procedural vocabulary, could give the exact definition of the unknown word. Consequently, ESP students may guess what it is in L1. That’s why the use of procedural vocabulary is essential in ESP classes. 4.Technical and semi-technical vocabulary Many ESP teachers have found that vocabulary can be one of the major problems that effect students’ understanding of scientific and technical texts. According to Kennedy Bolitho (1984), Trimble(1985) and Nation (1990), the difficulty lies not with technical vocabulary as such but, as Cohen et al. (1988: 153) put it: †¦even students with mastery over the technical terms become so frustrated in reading technical English that they seek native-language summaries of the English texts, or native-language books covering roughly the same material, or do not read the material at all, but concentrate rather on taking verbatim lecture notes. ESP students generally find their difficulties in reading Petroleum engineering texts because of not knowing technical and semi-technical vocabulary in L2, and this does indeed appear to be one of their major problems in comprehending texts of their subject area, especially during second and third years of study. Many of the problems that the students encounter in using English are related to comprehension, and are caused by their limited knowledge of vocabulary, including crucially, a lack of awareness of polysemy. Increasingly researchers have favoured the view that such an area of vocabulary creates significant barriers to students’ understanding of (ST) texts, but the discussion has been complicated by the use of several different terms for what appears to be the same intermediate-level area of difficulty, for which commentators such as Cowan (1974), Robinson (1980), Trimble(1985) and Tong(1993a, 1993b) use the term sub-technical vocabulary, while others use non-technical with or without (cf. Barber 1962; Nation 1990; Tao 1994), and still others use semi-technical (St John Dudley-Evans 1980; Farrell 1990; McArthur 1996b). We cannot teach our scientific and technical students the whole of the scientific vocabulary: this is beyond the capacity of any individual. Nor do we normally want to teach them the specialized technical terms of their own subject†¦.what the English teacher can usually hope to do is to teach a vocabulary which is generally useful to students of science and technology-words that occur frequently in scientific and technical literature of different types. Some of these words will be technical ones, but many will not. The real justification for having highly specialized texts is to achieve face validity. Learners may be more motivated by them, because they make the language seem more relevant. But learners can be fickle. And if the use of such texts makes work in the classroom difficult, learners will soon lose their liking for such texts (Tom Hutchinson and Alan Waters.1995:162) Coxed and Nation(2001) categorize vocabulary for teaching and learning into four groups of words: high frequency words, academic vocabulary, technical vocabulary, and low frequency vocabulary. They argue: ‘when learners have mastered control of the 2,000 words of general usefulness in English, it is wise to direct vocabulary learning to more specialized areas depending on the aims of the learners’ (p. 252-253).( Helen. Basturkemn.2006:17). According to Bloor and Bloor(1986), teaching a specific variety of English (ESP) can start at any level including beginners. Moreover, learning from the specific variety of English ( for example, English for doctors, English for hospitality), is highly effective as learners acquire structures in relation to the range of meanings in which they are used in their academic, workplace, or professional environments (Helen. Basturkmen. 2006:17) Sager(p-98) writes: terminology is an applicable field of study concerned with the creation, collection and ordering of the vocabulary of special languages†¦..this work is carried out by relatively few people for the benefit of all users of special languages. Sager notes the assumption that specialized communication can be made more effective If terms are formed according to certain prevailing patterns which have a predictive value. Alber-De Wolf( p-167) suggests that a good knowledge of term-formation processes improves the reading skills necessary for reading foreign LSP but most work in terminology is aimed not at teachers but at translators and, increasingly, at machine translation and the development of term banks( Ross, Thomas). Sager makes the important observation that terminology is not so fixed as might be supposed. (Pauline Robinson. 1991:27) Voracek compares terminology across the natural sciences and social sciences. He suggests that because political terminology can never be emotionally neutral, it can be hardly accurate and unambiguous and it will always cause problems for translators and interpreters. Economic terms, while emotionally neutral, also cause problems of translation across economic systems (Pauline Robinson.1991:27). In fact, technical terms which are used only in a specialized field are sometimes less troublesome than vocabulary that looks familiar. Students recognize the need to find meanings for technical terms, and most dictionaries define them. On the other hand, students assume they already know the meaning of an ordinary word, so they do not try to find a specialized meaning for it (Virginia French Allen.1983:88). Technical vocabulary is words or phrases that are used primarily in a specific line of work or profession. Similarly, engineer of petroleum engineering field needs to know technical words such as organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks and may acquire technical and semi-technical vocabulary in the Petroleum engineering texts where they come across frequently, and words which most people outside of that industry never use. In terms of language content, there is little reason why , say, a Biology text should be more useful to a Biology than, say, a Physics text. There is no grammatical structure, function or discourse structure that can be identified specifically with Biology or any particular subject. Such things are product of the communicative situation (lecture, conversation, experiment, instructions) and the level (engineer, technician, manager, mechanic, university)there are only two ways in which the subject has any kind of influence on the language content We can distinguish four types of vocabulary: -structural: are, this, only, however; -general: table, run, dog, road, weather, cause; -sub-technical: engine, spring, valve, acid, budged; -technical: auricle, schist some, fissure, electrophoresis. Technical vocabulary was used far less frequently than the non-technical. These technical terms are also likely to pose the least problems for learners: they are often internationally used or can be worked out from knowledge of the subject matter and common root. (Tom Hutchinson and Alan Waters.1995:166) Comprehension in the ESP classroom is often more difficult than in real life, because texts are taken in isolation. In the outside world a text would normally appear in a context, which provides reference points to assist understanding (Tom Hutchinson and Waters.1995:16) In terms of teaching in ESP, it is most important to make a distinction between the two types of vocabulary: technical and semi-technical because they are of great importance for learners to study English for specific purposes and academic purposes. Baker(1988) lists six categories of vocabulary, all of which relate to EAP. They are: 1. Items which express notions general to all specialized disciplines; 2. General language items that have a specialized meaning in one or more disciplines; 3. Specialized items that have different meanings in different disciplines; 4. General language items that have restricted meanings in different disciplines; 5. General language items that are used to describe or comment on technical processes or functions in preference to other items with the same meaning, for example occur rather than happen. 6. Items used to signal the writer’s intentions or evaluation of material presented (Dudley-Evans and St John. 1998:83). Dudley-Evans and St John (1998:83) suggest resolving the overlapping six categories (Baker, 1988:91) into two broad areas: A) Vocabulary that is used in general language but has a higher frequency of occurrence in specific and technical description and discussion. B) Vocabulary that has specialized and restricted meanings in certain disciplines and which may vary in meaning across discipline. It is quite clear that the first area would be referred to as semi-technical and the second area would be regarded as technical vocabulary. We can examine the following text to illustrate the difference among them below. Some extracts are taken from the texts of Petroleum engineering field, to analyze which is technical and semi-technical and what students of this area study during the class and what kind of information a ESP teacher should provide within the class. These texts are central in the heart of learning and there is a need, lack, desire of students to be competent with. In the second and third year courses, students of the Petroleum engineering field, in Karshi Engineering-Economics institute, the faculty of Oil and Gas, in Karshi, Uzbekistan, study this specialty in English during English classes. How may we inform them about the specific knowledge of their profession if we are not subject matter teachers? We are English language teachers who did not study the specialty of these students at all. Consequently, only the job for us to do is to teach these texts, which are written in English and specially contain technical and semi-technical vocabulary. 1. The thickness of the layers of sedimentary rocks may vary greatly from place to place. They can be formed by the mechanical action of water, wind, frost and organic decay. Such sedimentary as gravel, sand, and clay at the beginning and conglomerates, sandstones and clay schists later are the result of the accumulation of materials achieved by the destructive mechanical action of water and wind (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 2.The most principal kinds of sedimentary rocks are conglomerate, sandstone, siltstone, limestone and dolomite. Many other kinds with large practical value include common salt, gypsum, phosphate, iron oxide and coal (extract from the text ‘Sedimentary Rocks’ M.Ya. Barakova.1977:74-75) 3. Fossils are usually found in sedimentary rocks, although, sometimes they may be found in igneous and metamorphic rocks as well. They are most abundant in mudstone, shale and limestone, but also found in sandstone, dolomite and conglomerates (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977: 108-109) 4. Liquid fuels are derived almost from petroleum. In general, natural petroleum, or crude oil, as it is widely known, is the basis of practically all industrial fuels. Petroleum is a mixture of hundreds of different hydrocarbons-compounds composed of hydrogen and carbon together with the small amount of other elements such as sulphur, oxygen and nitrogen. Petroleum is associated with water and natural gas(extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) 5. Of gaseous fuels the most important are those derived from natural gas, chiefly methane or petroleum. Using gaseous fuels makes it possible to obtain high thermal efficiency, ease of distribution and control. Today, gas is widely utilized in the home and as a raw material for producing synthetics. (extract from the text ‘Fossil Fuels) (extract from the text ‘Fossil Fuels’ M. Ya. Barakova.1977:108-109) The technical vocabulary is quite obvious. The items are: organic decay, conglomerates, clay schist , siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, hydrogen, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics, fossil fuels, igneous rocks, metamorphic rocks, and etc. The semi-technical vocabulary items are as follows: mechanical action, liquid fuels, petroleum, industrial fuels, natural gas, raw material, layers, abundant, accumulation, destructive and chiefly, ease of distribution and control etc. As every specialist has their own specific vocabulary to use in speech and writing, the technical and semi-technical vocabulary is also the main source for Petroleum engineering students to go through. In fact, to succeed in comprehending the written vocabulary and spoken language in this area, ESP students should have access to these technical texts where they can find a way to know about this specialty in English. Technical and semi-technical vocabulary is the main instrument for survival in this area of study. As we can see from above, learners who will do academic study in English must focus on academic vocabulary which is variously known as ‘general useful scientific vocabulary’ (Barber, 1962) and semi-technical vocabulary (Farrell, 1990), because they need to exhibit a wide range of academic skills like reading about research papers in their own fields, listening to teachers speak about their work, writing academic papers and presenting oral or written evaluations of methods or results in many cases, or writing documentations of the industrial company where the learner may use technical words , which is very needful , and use it for communication with foreign company by doing export or import business. Technical and semi-technical vocabulary, which is used in this text, may not be occurred in the texts of other fields of study, for example, medicine, business, but it can occur in other parts of engineering areas. We may use general vocabulary in all fields of study where technical and semi-technical vocabularies of petroleum engineering field occur. With its importance shown above, technical vocabulary or semi-technical vocabulary should be given priority in teaching by ESP teachers because, according to Dudley-Evans and St John (1998:83), this type of vocabulary is used in general life contexts but has a higher frequency of occurrence in scientific and technical descriptions and discussions, especially in their specific field and conferences, meetings referring to specialty. ESP teachers should teach learners general vocabulary as well as technical vocabulary that has a higher frequency in a scientific field such as: -general: thickness, place, wind, frost, value, common, and etc. -petroleum engineering: organic decay, conglomerates, siltstone, limestone, dolomite, gypsum, phosphate, iron, oxide, crude oil, hydrocarbons-compounds, sulpher, oxygen and nitrogen, gaseous fuels, methane, synthetics and etc. -verbs: vary, achieve, found, form, derive from, include, compose, associate, obtain, utilize, produce. -collocations: destructive mechanical action, organic decay, accumulation of materials, hydrocarbons-compounds, associate with. The issue of teaching technical vocabulary It is often claimed that it is not the job of the ESP teachers to teach technical vocabulary (Barber, 1964; Higgens, 1966; Cowan, 1974). In general, we agree it is not but it may be the duty of ESP teachers to teach vocabulary in certain circumstances. Beyond the duty of ESP teacher In discussing the teaching of ESP it has often been said (Hutchinson and Waters, 1987; Higgins, 1966)that the teaching technical vocabulary is not the responsibility of the EAP teacher and that priority should be given to the teaching of ‘semi-technical’ or ‘core vocabulary’. The technical vocabulary is rather more complicated than the simple notion that the ESP teacher should not touch it. While in general we agree that it should not be the responsibility of the ESP teacher to teach technical vocabulary, in certain specific contexts it may be the duty of the ESP teacher to check that learners have understood technical vocabulary appearing as carrier content for an exercise. It may also be necessary to ensure that learners have understood technical language presented by a subject specialist or assumed to be known by a subject specialist (Dudley-Evans and St John. 1998:81) In any ESP exercise which exploits a particular context, that context will use certain technical vocabulary. It is important that both the teacher and the learners appreciate that this vocabulary is acting as carrier content for an exercise, and is not the real content of the exercise. However, students usually need to be able to understand the technical vocabulary in order to do exercise (Dudley-Evans and St John. 1998:81) How do we deal with this technical vocabulary? In some circumstances a term will be cognate with the equivalent term in the students’ first language and will not therefore cause difficulty. If the term is not cognate and is unfamiliar, then it may need to be introduced and explained before the exercise is tackled. In many cases there is a one-to-one relationship between the terms in English and the learners’ L1 and so it will be enough to translate the term into the L1 after a brief explanation (Dudley-Evans and St John. 1998:81) A technical word is one that is recognizably specific to a particular topic, field or discipline. It is likely that they can only be learned and understood by studying the field. Such words are considered to be the responsibility of the subject teachers. Strevens (1973:223) claims ‘that learners who know the scientific field may have little difficulty with technical words; but a teacher who may not have a great deal. We can examine the examples in the given text. Technical words like organic decay, sedimentary, igneous, metamorphic rocks, limestone, clay schist, methane and others are specialized words in the field of petroleum engineering, which may be quite easy for a student in L1, who studies the petroleum engineering. However, it is a different matter for ESP teachers. There are some other technical words that are quite familiar to learners even if learners are not studying the specific discipline to which the technical words belong because the words are widely, even internationally, known. Some very frequently occurring words in computer science, such as browser, program, log, hypertext and internet, are quite familiar to learners and these technical words have a high frequency occurrence in the texts of computer sciences and in information. The English teacher is an ideal informant, who may inform the students of the petroleum engineering field with the information of their profession in L2 for non-native speakers. Even if it is the beyond of his/her duty, the English teacher should certainly explain the technical and semi-technical words in L1 or in L2 for successful learning. As a matter of fact that English teacher teaches texts, which are full of technical and semi-technical vocabulary. That’s why ESP teacher should know the subject matter in L1 and in L2, if not, not be able to teach the students of petroleum engineering field because of not knowing specialist knowledge. Furthermore, even he/she can’t translate the text. As a result, no well-designed teaching will be done. A teacher of General English may not know the technical and semi-technical words because she/he is not a specialist of this area. For example, the English teacher who teaches medical students should know the medical terminology. If she/he does not know the technical vocabulary relating to medicine, how can she/he help the translation of meaning of medical treatments or drugs which is being manufactured in Foreign country, most medicine production instruction is written and explained, given information about medical drugs, and available devices in English. That’ why the role of Technical and semi-technical vocabulary is not only valuable in the Petroleum engineering field, but also important in other fields of study. The ESP teacher should corporate with subject matter teacher in order to know subject matter for successful teaching. Which vocabulary type should the ESP teacher teach? According to Hutchinson and Waters, (1987) ESP should be seen as an approach to language teaching, which is directed by specific and apparent reasons for learning. The main of their vocabulary acquisition is surely academic vocabulary and they mainly learn technical and semi-technical vocabulary of their specialty in texts, which are main support for learning their specific field through unfamiliar words. The text is an informant where has full of special information for learners’ desire, and learners try to predict what the word is about with his/her specific background knowledge and define the word. Nowadays, a lot of Educational grant programmes demand English knowledge as well as with specific disciplines, where learners study subject matter in English. That’s why learner, who is willing to study in European or US, Foreign universities and desires to make a progress in profession, consequently, needs to learn technical vocabulary. Learning technical and semi-technic al vocabulary is the most essential need for such desire, and teaching technical and semi-technical vocabulary is more demanding. Learnability Ease or difficult in the learnability of vocabulary is not unconnected with the notion of frequency, since the most frequent words will probably be absorbed and learnt simply because they occur regularly. But words may be easy or difficult for a variety of other reasons, and may need special attention or focus in teaching. 1. Words may present spelling difficulties. Even native speakers of English have difficulty remembering whether single or double consonants appear in words like ‘occurrence’, ‘parallel’, and ‘beginning’. Languages with more regular spelling patterns present fewer difficulties of this kind. 2. Words may present phonological difficulties, either because they contain awkward clusters of sounds ( English ‘thrive’, ‘crisps’), or because spelling interfaces with perception of what the sound is (English ‘worry’ is regularly pronounced by learners as if it rhymed with ‘sorry’). Such words may be effectively learned in all other respects, but pronunciation may remain a long-term difficulty, especially where old habits are ingrained. 3. The syntactic properties of words often make them difficult. In English, ‘want’ presents fewer syntactic difficulties than ‘wish’, ‘want’ is followed by an infinitive and / or an object; ‘wish’ may be followed by a variety of verb patterns in ‘that’ clauses, as well as by the infinitive. 4. Words may be perceived as very close in meaning by the learner, and therefore difficult to separate one from another. ‘Make’ and ‘do’ are notorious in this respect in English. Learners of Spanish often find it difficult to separate ‘ser’ and ‘estar’, which to the English-speaker seem both to mean ‘be’. The difficulty, or lack of difficulty, a word presents may override its frequency and/or range, and decisions to bring forward or postpone the teaching of an item may be based on learnability. Published materials handle features of learnability and difficulty in different ways.p-86 (McCarthy) Difficulty and learnability cut right across the notions of frequency and range. We cannot predict that just because a word is frequent it will be learnt quickly and thoroughly or, conversely, that, because a word is infrequent, it will not be easily learnt. Technical and semi-technical vocabulary has also difficulties for pronunciation and for communication to study.

The Work Of Labor And Delivery Nurses Nursing Essay

The Work Of Labor And Delivery Nurses Nursing Essay Today, the work of labor and delivery nurses (LD nurses) is extremely important and responsible because the quality of their work affects consistently the quality of health care services delivered to women and newborns. In this regard, it is important to remember that, today, many women have problems with labor and delivery because of their age, health problems and other factors that make the natural process of labor and delivery difficult. In such a context, the role o LD nurses can hardly be underestimated because their qualification and experience may be crucial for the successful delivery. At the same time, in the contemporary health care environment, the job of LD nurses is basically similar to the job of other nurses in terms of qualification, education, skills and wages. In such a situation, human resource managers often face problems with motivation of LD nurses. This is why human resource managers should focus on the use of non-material motivators, which may be very effectiv e. On the other hand, they should pay a lot of attention to training and education of LD nurses because their qualification plays crucial role in the provision of proper and effective health care services to women and newborn in the course of the labor and delivery. Therefore, LD nurses should have a wide range of nursing skills and abilities, high qualification and solid education background, whereas human resource managers should keep them motivated to carry on their professional development and provide nursing care services of the high quality. On analyzing specificities of the job of LD nurses and their workplace environment in terms of human resource management, specialists (Limentani, 1999) argue that education affects consistently the performance of LD nurses and the effectiveness of their work. In this regard, it is possible to dwell upon basic educational requirements LD nurses should meet in the contemporary health care setting. First of all, LD nurses should have the Bachelor degree because the essential education for LD nurses is the Bachelor of Science in Nursing. However, the bachelor degree is a minimal requirement, whereas often a Master of Science in Nursing degree is needed. The high qualification is one of the essential conditions of the successful professional development of LD nurses because they need to have a solid educational background and profound knowledge in labor and delivery nursing. Naturally, the experience of LD nurses is also very important but they acquire their experience as they carry on their education and professional development. The Bachelor and Master degrees are very important because they provide LD nurses not only with certain status but also and mainly they provide them with basic education on the ground of which they can elaborate the strategy of their professional development and keep growing in professional terms. Furthermore, LD nurses should have a registered nurse license from their state board of nursing (Ryan and Ray, 2004). This is another important requirement LD nurses should meet because the registered nurse license is a sort of guarantee of the current professional level and competence of LD nurses. Registered nurses cannot work without license but LD nurses should strive to obtain the license because the license opens new job opportunities for them and, what is more, contributes to their further professional development. In such a context, many specialists (Benoff   Grauman, 1997) place emphasis on the fact that LD nurses should take training and get involved in courses in a LD nursing program. In actuality, a large number of training programs is available to LD nurses and it is one of the major tasks of human resource managers to motivate LD nurses to participate in training programs. They should explain LD nurses positive effects of training programs for their professional development. In fact, training programs increase the professional level of LD nurses and, therefore, increase the quality of nursing care services they deliver to patients. However, sometimes LD nurses have poor motivation and they need the assistance from the part of human resource managers to participate in training programs. This is a case of experienced LD nurses mainly because they feel confident in their professional skills and abilities, they have extensive experience, and they believe they do not need training courses anymore. This is exactly where human resource managers should work closely with LD nurses to motivate them to carry on their professional development and to participate in training courses. At the same time, along with training, job competences for labor and delivery nurses are extremely important for effective performance of LD nurses and the high quality of nursing care services they deliver to patients. Job competences required for LD nurses normally coincide with job competences required for other nurses. Nevertheless, human resource managers should pay a particular attention to the development of basic job competences in LD nurses. In this regard, LD nurses should have well-developed professional skills above all. This means that they should be professionals, who have extensive knowledge and experience and who are capable to implement their knowledge in practice in their regular work in the real health care setting. Along with specific professional skills and knowledge, LD nurses should develop other competences, which are crucial for their regular work. In this regard, specialists (Miller, et al., 2003) point out that LD nurses should be able to make quick decisions at critical times. To put it more precisely, they should be able to respond fast and properly to any challenge they face in their work. In fact, this is one of the fundamental requirements LD nurses should meet because the fast decision is a key toward the delivery of nursing care services of the high quality. The delivery of nursing care in time may be crucial for the life and health of patients of LD nurses. Therefore, they should pay a lot of attention to the decision making process because often LD nurses have to take decisions on their own and they do not have time to ask for assistance of other health care professionals. In such a situation, the promptness of LD nurses decision making may be crucial for the health and life of women and newborns. At the same time, LD nurses should have good physical stamina and general good health. The work of LD nurses needs significant physical forces and physical stamina and general good health are essential for them. Otherwise, LD nurses could not afford physical pressure they are vulnerable to in the course of their work. At this point, specialists (Limentani, 1999) place emphasis on the fact that LD nurses should always stay focused and concentrated on their work, whatever the time they have been already working. Even if they grow tired, they still have to stay focused on their work because there is no margin for error and LD nurses are responsible for outcomes of their work. The attention and concentration on the proper performance of LD nurses comprise an integral part of their training and human resource managers should develop stamina of LD nurses through stressing the importance of their own health for the provision of health care services to patients. Furthermore, LD nurses may face a number of serious problems in the course of their work. This is why many specialists (Ryan and Ray, 2004) insist on the development of problem solving techniques in LD nurses. It proves beyond a doubt that the development of problem solving techniques is very important because, if LD nurses face a problem and are panic-stricken, they cannot work effectively and they cannot deliver essential nurse care services to patients. In stark contrast, LD nurses, who are experienced in problem solving, stay cool even in the most difficult situation. Instead of falling in panic, they start applying a problem solving technique they believe to be the most efficient in the specific situation. On the ground of problem solving techniques, LD nurses can use their professional knowledge, skills and abilities to work effectively in the most extreme environment. At the same time, specialists (Limentani, 1999) argue that LD nurses should come prepared to face conflicts in the course of their work with both colleagues and patients. In this regard, human resource managers should stimulate the development of conflict management to help LD nurses to prevent the emergence of conflicts and minimize their negative impact on patients and health care professionals, in case conflicts have emerged. In the contemporary health care environment, the conflict management is one of the most important competences of LD nurses because conflicts affect not only psychological state of patients as well as nurses but also their physical state. In case of LD nurses and their patients, any significant deterioration of psychological state or physical health may be dangerous for patients. In addition, many specialists (Miller, et al., 2003) recommend developing counseling strategies in LD nurses. Counseling is very effective, when LD nurses deal with patients, who have significant problems with their health. Counseling helps patient to recover in post-operation period as well as in situations, when they have some difficulties and need the assistance of LD nurses. At the same time, specialists (Ryan and Ray, 2004) point out that economic implications of LD nurses work are also very important in the contemporary health care environment. In fact, the median annual wage of LD nurses meets the average wage level of nurses in the US (Limentani, 1999). The following table shows the wage of LD nurses depending on their certification: Skill: Labor Delivery, Birthing Median Hourly Rate by Job Job National Hourly Rate Data  (?) $0 $10 $20 $30 Registered Nurse (RN) $25.64 Certified Nurse Assistant (CNA) $10.99 Licensed Practical Nurse (LPN) $16.43 Registered Nurse (RN), Emergency Room $25.86 Charge Nurse (RN) $29.12 Licensed Vocational Nurse (LVN) $17.88 Registered Nurse (RN), Operating Room $28.82 Country: United States | Currency: USD | Updated: 17 Feb 2011 | Individuals Reporting: 6,542 Source: Skill Labor: Delivery, Birthing/Hourly Rate. (2011). http://www.payscale.com/research/US/Skill=Labor_%26_Delivery,_Birthing/Hourly_Rate In such a way, LD nurses basically meet average standards in the industry. Therefore, human resource managers can hardly count for the high level of motivation of LD nurses, if they use material motivators solely. Bonuses and increase of wages may be effective but they will not bring positive effects always. In a long-run perspective, other motivators are needed to stimulate LD nurses to work better. In such a context, specialists (Miller, et al., 2003) suggest different strategies and solutions human resource managers can use to increase the effectiveness of work with LD nurses, minimize the risk of conflicts and stimulate the professional development of LD nurses. First, LD nurses need to stay motivated, regardless of their experience, skills and abilities they have developed in the course of their professional career. Second, LD nurses should be confident of their responsibility for outcomes of their work. Human resource managers should inform LD nurses about consequences of professional negligence from the part of LD nurses and their legal liability. At the same time, human resource managers should motivate LD nurses to improve their professional skills and knowledge through participation in training programs. For instance, human resource managers can promote LD nurses, who are particularly successful in training or who are eager to participate in training programs. In additi on, human resource managers can use the knowledge sharing management strategy, which helps to share knowledge within a health care organization using the experience and knowledge of health care professionals working in the organization. For instance, more experienced LD nurses can share their knowledge with newcomers, whereas physicians can share their knowledge with experienced LD nurses. In such a way, health care professionals working within the health care organization will share knowledge and develop new skills and abilities. In addition, human resource managers should help LD nurses to improve communication with patients and to use effective strategies and techniques of problem solving, conflict management and counseling. Thus, taking into account all above mentioned, it is important to place emphasis on the fact that LD nurses are responsible for their work and they should provide nursing care services of the high quality because health and life of patients are in their hands. In this regard, the effective human resource management can be an effective tool to improve the quality of nursing care services being delivered by LD nurses to patients.

Ida B. Wells Essay -- essays research papers

Ida B. Wells Ida B. Wells (1862-1931) was a newspaper editor and journalist who went on to lead the American anti-lynching crusade. Working closely with both African-American community leaders and American suffragists, Wells worked to raise gender issues within the "Race Question" and race issues within the "Woman Question." Wells was born the daughter of slaves in Holly Springs, Mississippi, on July 16, 1862. During Reconstruction, she was educated at a Missouri Freedman's School, Rust University, and began teaching school at the age of fourteen. In 1884, she moved to Memphis, Tennessee, where she continued to teach while attending Fisk University during summer sessions. In Tennessee, especially, she was appalled at the poor treatment she and other African-Americans received. After she was forcibly removed from her seat for refusing to move to a "colored car" on the Chesapeake & Ohio Railroad, the Tennessee Supreme Court rejected her suit against the railroad fo r violating her civil rights in 1877. This event and the legal struggle that followed it, however, encouraged Wells to continue to oppose racial injustice toward African-Americans. She took up journalism in addition to school teaching, and in 1891, after she had written several newspaper articles critical of the educational opportunities afforded African-American students, her teaching contract was not renewed. Effectively barred from teaching, she invested her savings in a part-inte...

The Use Of Marijuana For Medicinal Purposes Essay -- essays research p

Marijuana is illegal in fifty states because of its classification as an illicit drug, but controversial issues have been established that this â€Å"illicit drug† has improved the course of treatment for suffering patients. Marijuana has beneficial effects when used in medicinal scenarios for the treatment of pain; thus it should be an administered drug for patients who can benefit from the use of this drug. Marijuana has undergone analysis for its use as a medicine and the results have shown improvements in the patients who were treated with this drug. Doctors have expressed opposite opinions, making this issue very controversial. As the debate about marijuana’s use as a medicine continues, experts have given us information pertaining to its positive effects when used properly. Much of the controversy falls in the hands of the government, which purports that marijuana is not a safe medicine, versus the doctors who research the topic for medicinal purposes. Granted, not all doctors feel cannabis should be a â€Å"legal† prescribed medicine, it is in their hands to decide so. The Institute of Medicine has ignited the controversy when it said smoking marijuana is risky, but also recommended that critically ill patients should be allowed to use it under closely monitored settings (Koch 707). A specialist at the National Cancer Institute authorized his patients to use the drug, but not over do it (Koch 708). With all the speculation, one would think that doctors wouldn’t be so eager ...

Optical Storage Mediums :: essays research papers

Optical Storage Mediums The most common way of storing data in a computer is magnetic. We have hard drives and floppy disks (soon making way to the CD-ROM), both of which can store some amount of data. In a disk drive, a read/write head (usually a coil of wire) passes over a spinning disk, generating an electrical current, which defines a bit as either a 1 or a 0. There are limitations to this though, and that is that we can only make the head so small, and the tracks and sectors so close, before the drive starts to suffer from interference from nearby tracks and sectors. What other option do we have to store massive amount of data? We can use light.  Ã‚  Ã‚  Ã‚  Ã‚  Light has its advantages. It is of a short wavelength, so we can place tracks very close together, and the size of the track we use is dependent only on one thing - the color of the light we use. An optical medium typically involves some sort of laser, for laser light does not diverge, so we can pinpoint it to a specific place on the disk. By moving the laser a little bit, we can change tracks on a disk, and this movement is very small, usually less than a hairÕs width. This allows one to store an immense amount of data on one disk. The light does not touch the disk surface, thereby not creating friction, which leads to wear, so the life of an average optical disk is far longer than that of a magnetic medium. Also, it is impossible to Ã’crashÓ an optical disk (in the same sense as crashing a hard drive), since there is a protective layer covering the data areas, and that the Ã’headÓ of the drive can be quite far away from the disk surface (a few millimeters compared to micrometers for a hard drive). If this medium is so superior, then why is it not standard equipment? It is. Most of the new computers have a CD-ROM drive that comes with it. Also, it is only recently that prices have come low enough to actually make them affordable. However, as the acronym states, one cannot write to a CD-ROM disk (unless one gets a CD-Recordable disk and drive). There are products however, that allows one to store and retrieve data on a optical medium. Some of those products are shown in table 1. However, the cost of this is quite high, so it doesnÕt usually make much sense for consumer use yet, unless one loves to transfers 20 megabyte pictures between friends.

Foundation and Empire 26. End Of The Search

There was not a word to be said. The echoes of the blast rolled away into the outer rooms and rumbled downward into a hoarse, dying whisper. Before its death, it had muffled the sharp clamor of Bayta's falling blaster, smothered Magnifico's high-pitched cry, drowned out Toran's inarticulate roar. There was a silence of agony. Bayta's head was bent into obscurity. A droplet caught the light as it fell. Bayta had never wept since her childhood. Toran's muscles almost cracked in their spasm, but he did not relax – he felt as if he would never unclench his teeth again. Magnifico's face was a faded, lifeless mask. Finally, from between teeth still tight, Toran choked out in an unrecognizable voice, â€Å"You're a Mule's woman, then. He got to you!† Bayta looked up, and her mouth twisted with a painful merriment, â€Å"I, a Mule's woman? That's ironic.† She smiled – a brittle effort – and tossed her hair back. Slowly, her voice verged back to the normal, or something near it. â€Å"It's over, Toran; I can talk now. How much I will survive, I don't know. But I can start talking-â€Å" Toran's tension had broken of its own weight and faded into a flaccid dullness, â€Å"Talk about what, Bay? What's there to talk about?† â€Å"About the calamity that's followed us. We've remarked about it before, Torie. Don't you remember? How defeat has always bitten at our heels and never actually managed to nip us? We were on the Foundation, and it collapsed while the Independent Traders still fought – but we got out in time to go to Haven. We were on Haven, and it collapsed while the others still fought – and again we got out in time. We went to Neotrantor, and by now it's undoubtedly joined the Mule.† Toran listened and shook his head, â€Å"I don't understand.† â€Å"Torie, such things don't happen in real life. You and I are insignificant people; we don't fall from one vortex of politics into another continuously for the space of a year – unless we carry the vortex with us. Unless we carry the source of infection with us! Now do you see?† Toran's lips tightened. His glance fixed horribly upon the bloody remnants of what had once been a human, and his eyes sickened. â€Å"Let's get out of here, Bay. Let's get out into the open.† It was cloudy outside. The wind scudded about them in drab spurts and disordered Bayta's hair. Magnifico had crept after them and now he hovered at the edge of their conversation. Toran said tightly, â€Å"You killed Ebling Mis because you believed him to be the focus of infection?† Something in her eyes struck him. He whispered, â€Å"He was the Mule?† He did not – could not – believe the implications of his own words. Bayta laughed sharply, â€Å"Poor Ebling the Mule? Galaxy, no! I couldn't have killed him if he were the Mule. He would have detected the emotion accompanying the move and changed it for me to love, devotion, adoration, terror, whatever he pleased. No, I killed Ebling because he was not the Mule. I killed him because he knew where the Second Foundation was, and in two seconds would have told the Mule the secret.† â€Å"Would have told the Mule the secret,† Toran repeated stupidly. â€Å"Told the Mule-â€Å" And then he emitted a sharp cry, and turned to stare in horror at the clown, who might have been crouching unconscious there for the apparent understanding he had of what he heard. â€Å"Not Magnifico?† Toran whispered the question. â€Å"Listen!† said Bayta. â€Å"Do you remember what happened on Neotrantor? Oh, think for yourself, Torie-â€Å" But he shook his head and mumbled at her. She went on, wearily, â€Å"A man died on Neotrantor. A man died with no one touching him. Isn't that true? Magnifico played on his Visi-Sonor and when he was finished, the crown prince was dead. Now isn't that strange? Isn't it queer that a creature afraid of everything, apparently helpless with terror, has the capacity to kill at will.† â€Å"The music and the light-effects,† said Toran, â€Å"have a profound emotional effect-â€Å" â€Å"Yes, an emotional effect. A pretty big one. Emotional effects happen to be the Mule's specialty. That, I suppose, can be considered a coincidence. And a creature who can kill by suggestion is so full of fright. Well, the Mule tampered with his mind, supposedly, so that can be explained. But, Toran, I caught a little of that Visi-Sonor selection that killed the crown prince. Just a little – but it was enough to give me that same feeling of despair I had in the Time Vault and on Haven. Toran, I can't mistake that particular feeling.† Toran's face was darkening. â€Å"I†¦ felt it, too. I forgot. I never thought-â€Å" â€Å"It was then that it first occurred to me. It was just a vague feeling – intuition, if you like. I had nothing to go on. And then Pritcher told us of the Mule and his mutation, and it was clear in a moment. It was the Mule who had created the despair in the Time Vault; it was Magnifico who had created the despair on Neotrantor. It was the same emotion. Therefore, the Mule and Magnifico were the same person. Doesn't it work out nicely, Torie? Isn't it just like an axiom in geometry – things equal to the same thing are equal to each other?† She was at the edge of hysteria, but dragged herself back to sobriety by main force. She continued, â€Å"The discovery scared me to death. If Magnifico were the Mule, he could know my emotions – and cure them for his own purposes. I dared not let him know. I avoided him. Luckily, he avoided me also; he was too interested in Ebling Mis. I planned killing Mis before he could talk. I planned it secretly – as secretly as I could – so secretly I didn't dare tell it to myself. â€Å"If I could have killed the Mule himself – But I couldn't take the chance. He would have noticed, and I would have lost everything.† She seemed drained of emotion. Toran said harshly and with finality, â€Å"It's impossible. Look at the miserable creature. He the Mule? He doesn't even hear what we're saying.† But when his eyes followed his pointing finger, Magnifico was erect and alert, his eyes sharp and darkly bright. His voice was without a trace of an accent, â€Å"I hear her, my friend. It is merely that I have been sitting here and brooding on the fact that with all my cleverness and forethought I could make a mistake, and lose so much.† Toran stumbled backward as if afraid the clown might touch him or that his breath might contaminate him. Magnifico nodded, and answered the unspoken question. â€Å"I am the Mule.† He seemed no longer a grotesque; his pipestem limbs, his beak of a nose lost their humor-compelling qualities. His fear was gone; his bearing was firm. He was in command of the situation with an ease born of usage. He said, tolerantly, â€Å"Seat yourselves. Go ahead; you might as well sprawl out and make yourselves comfortable. The game's over, and I'd like to tell you a story. It's a weakness of mine – I want people to understand me.† And his eyes as he looked at Bayta were still the old, soft sad brown ones of Magnifico, the clown. â€Å"There is nothing really to my childhood,† he began, plunging bodily into quick, impatient speech, â€Å"that I care to remember. Perhaps you can understand that. My meagerness is glandular; my nose I was born with. It was not possible for me to lead a normal childhood. My mother died before she saw me. I do not know my father. I grew up haphazard, wounded and tortured in mind, full of self-pity and hatred of others. I was known then as a queer child. All avoided me; most out of dislike; some out of fear. Queer incidents occurred – Well, never mind! Enough happened to enable Captain Pritcher, in his investigation of my childhood to realize that I was a mutant, which was more than I ever realized until I was in my twenties.† Toran and Bayta listened distantly. The wash of his voice broke over them, seated on the ground as they were, unheeded almost. The clown – or the Mule – paced before them with little steps, speaking downward to his own folded arms. â€Å"The whole notion of my unusual power seems to have broken on me so slowly, in such sluggish steps. Even toward the end, I couldn't believe it. To me, men's minds are dials, with pointers that indicate the prevailing emotion. It is a poor picture, but how else can I explain it? Slowly, I learned that I could reach into those minds and turn the pointer to the spot I wished, that I could nail it there forever. And then it took even longer to realize that others couldn't. â€Å"But the consciousness of power came, and with it, the desire to make up for the miserable position of my earlier life. Maybe you can understand it. Maybe you can try to understand it. It isn't easy to be a freak – to have a mind and an understanding and be a freak. Laughter and cruelty! To be different! To be an outsider! â€Å"You've never been through it!† Magnifico looked up to the sky and teetered on the balls of his feet and reminisced stonily, â€Å"But I eventually did learn, and I decided that the Galaxy and I could take turns. Come, they had had their innings, and I had been patient about it – for twenty-two years. My turn! It would be up to the rest of you to take it! And the odds would be fair enough for the Galaxy. One of me! Quadrillions of them!† He paused to glance at Bayta swiftly. â€Å"But I had a weakness. I was nothing in myself. If I could gain power, it could only be by means of others. Success came to me through middlemen. Always! It was as Pritcher said. Through a pirate, I obtained my first asteroidal base of operations. Through an industrialist I got my first foothold on a planet. Through a variety of others ending with the warlord of Kalgan, I won Kalgan itself and got a navy. After that, it was the Foundation – and you two come into the story. â€Å"The Foundation,† he said, softly, â€Å"was the most difficult task I had met. To beat it, I would have to win over, break down, or render useless an extraordinary proportion of its ruling class. I could have done it from scratch – but a short cut was possible, and I looked for it. After all, if a strong man can lift five hundred pounds, it does not mean that he is eager to do so continuously. My emotional control is not an easy task, I prefer not to use it, where not fully necessary. So I accepted allies in my first attack upon the Foundation. â€Å"As my clown, I looked for the agent, or agents, of the Foundation that must inevitably have been sent to Kalgan to investigate my humble self. I know now it was Han Pritcher I was looking for. By a stroke of fortune, I found you instead. I am a telepath, but not a complete one, and, my lady, you were from the Foundation. I was led astray by that. It was not fatal for Pritcher joined us afterward, but it was the starting point of an error that was fatal.† Toran stirred for the first time. He spoke in an outraged tone, â€Å"Hold on, now. You mean that when I outfaced that lieutenant on Kalgan with only a stun pistol, and rescued you – that you had emotionally-controlled me into it.† He was spluttering. â€Å"You mean I've been tampered with all along.† A thin smile played on Magnifico's face. â€Å"Why not? You don't think it's likely? Ask yourself then – Would you have risked death for a strange grotesque you had never seen before, if you had been in your right mind? I imagine you were surprised at events in cold after-blood.† â€Å"Yes,† said Bayta, distantly, â€Å"he was. It's quite plain.† â€Å"As it was,† continued the Mule, â€Å"Toran was in no danger. The lieutenant had his own strict instructions to let us go. So the three of us and Pritcher went to the Foundation – and see how my campaign shaped itself instantly. When Pritcher was court-martialed and we were present, I was busy. The military judges of that trial later commanded their squadrons in the war. They surrendered rather easily, and my Navy won the battle of Horleggor, and other lesser affairs. â€Å"Through Pritcher, I met Dr. Mis, who brought me a Visi-Sonor, entirely of his own accord, and simplified my task immensely. Only it wasn't entirely of his own accord.† Bayta interrupted, â€Å"Those concerts! I've been trying to fit them in. Now I see.† â€Å"Yes,† said Magnifico, â€Å"the Visi-Sonor acts as a focusing device. In a way, it is a primitive device for emotional control in itself. With it, I can handle people in quantity and single people more intensively. The concerts I gave on Terminus before it fell and Haven before it fell contributed to the general defeatism. I might have made the crown prince of Neotrantor very sick without the Visi-Sonor, but I could not have killed him. You see? â€Å"But it was Ebling Mis who was my most important find. He might have been-† Magnifico said it with chagrin, then hurried on, â€Å"There is a special facet to emotional control you do not know about. Intuition or insight or hunch-tendency, whatever you wish to call it, can be treated as an emotion. At least, I can treat it so. You don't understand it, do you?† He waited for no negative, â€Å"The human mind works at low efficiency. Twenty percent is the figure usually given. When, momentarily, there is a flash of greater power it is termed a hunch, or insight, or intuition. I found early that I could induce a continual use of high brain-efficiency. It is a killing process for the person affected, but it is useful. The nuclear field-depressor which I used in the war against the Foundation was the result of high-pressuring a Kalgan technician. Again I work through others. â€Å"Ebling Mis was the bull's-eye. His potentialities were high, and I needed him. Even before my war with the Foundation had opened, I had already sent delegates to negotiate with the Empire. It was at that time I began my search for the Second Foundation. Naturally, I didn't find it. Naturally, I knew that I must find it – and Ebling Mis was the answer. With his mind at high efficiency, he might possibly have duplicated the work of Hari Seldon. â€Å"Partly, he did. I drove him to the utter limit. The process was ruthless, but had to be completed. He was dying at the end, but he lived-† Again, his chagrin interrupted him. â€Å"He would have lived long enough. Together, we three could have gone onward to the Second Foundation. It would have been the last battle – but for my mistake.† Toran stirred his voice to hardness, â€Å"Why do you stretch it out so? What was your mistake, and†¦ and have done with your speech.† â€Å"Why, your wife was the mistake. Your wife was an unusual person. I had never met her like before in my life. I†¦ I-† Quite suddenly, Magnifico's voice broke. He recovered with difficulty. There was a grimness about him as he continued. â€Å"She liked me without my having to juggle her emotions. She was neither repelled by me nor amused by me. She liked me! â€Å"Don't you understand? Can't you see what that would mean to me? Never before had anyone – Well, I†¦ cherished that. My own emotions played me false, though I was master of all others. I stayed out of her mind, you see; I did not tamper with it. I cherished the natural feeling too greatly. It was my mistake – the first. â€Å"You, Toran, were under control. You never suspected me; never questioned me; never saw anything peculiar or strange about me. As for instance, when the ‘Filian' ship stopped us. They knew our location, by the way, because I was in communication with them, as I've remained in communication with my generals at all times. When they stopped us, I was taken aboard to adjust Han Pritcher, who was on it as a prisoner. When I left, he was a colonel, a Mule's man, and in command. The whole procedure was too open even for you, Toran. Yet you accepted my explanation of the matter, which was full of fallacies. See what I mean?† Toran grimaced, and challenged him, â€Å"How did you retain communications with your generals?† â€Å"There was no difficulty to it. Hyperwave transmitters are easy to handle and eminently portable. Nor could I be detected in a real sense! Anyone who did catch me in the act would leave me with a slice gapped out of his memory. It happened, on occasion. â€Å"On Neotrantor, my own foolish emotions betrayed me again. Bayta was not under my control, but even so might never have suspected me if I had kept my head about the crown prince. His intentions towards Bayta – annoyed me. â€Å"I killed him. It was a foolish gesture. An unobtrusive flight would have served as well. â€Å"And still your suspicions would not have been certainties, if I had stopped Pritcher in his well-intentioned babbling, or paid less attention to Mis and more to you-† He shrugged. â€Å"That's the end of it?† asked Bayta. â€Å"That's the end.† â€Å"What now, then?† â€Å"I'll continue with my program. That I'll find another as adequately brained and trained as Ebling Mis in these degenerate days, I doubt. I shall have to search for the Second Foundation otherwise. In a sense you have defeated me.† And now Bayta was upon her feet, triumphant. â€Å"In a sense? Only in a sense? We have defeated you entirely! All your victories outside the Foundation count for nothing, since the Galaxy is a barbarian vacuum now. The Foundation itself is only a minor victory, since it wasn't meant to stop your variety of crisis. It's the Second Foundation you must beat – the Second Foundation – and it's the Second Foundation that will defeat you. Your only chance was to locate it and strike it before it was prepared. You won't do that now. Every minute from now on, they will be readier for you. At this moment, at this moment, the machinery may have started. You'll know – when it strikes you, and your short term of power will be over, and you'll be just another strutting conqueror, flashing quickly and meanly across the bloody face of history.† She was breathing hard, nearly gasping in her vehemence, â€Å"And we've defeated you, Toran and I. I am satisfied to die.† But the Mule's sad, brown eyes were the sad, brown, loving eyes of Magnifico. â€Å"I won't kill you or your husband. It is, after all, impossible for you two to hurt me further; and killing you won't bring back Ebling Mis. My mistakes were my own, and I take responsibility for them. Your husband and yourself may leave! Go in peace, for the sake of what I call – friendship.† Then, with a sudden touch of pride, â€Å"And meanwhile I am still the Mule, the most powerful man in the Galaxy. I shall still defeat the Second Foundation.† And Bayta shot her last arrow with a firm, calm certitude, â€Å"You won't! I have faith in the wisdom of Seldon yet. You shall be the last ruler of your dynasty, as well as the first.† Something caught Magnifico. â€Å"Of my dynasty? Yes, I had thought of that, often. That I might establish a dynasty. That I might have a suitable consort.† Bayta suddenly caught the meaning of the look in his eyes and froze horribly. Magnifico shook his head. â€Å"I sense your revulsion, but that's silly. If things were otherwise, I could make you happy very easily. It would be an artificial ecstasy, but there would be no difference between it and the genuine emotion. But things are not otherwise. I call myself the Mule – but not because of my strength – obviously-â€Å" He left them, never looking back.