The Effects on GPA Essay Example for Free

The Effects on GPA Essay The academic performance of high school students always constitute a major source of concern for educational practitioners as a result, any factor that could potentially improve this performance is worth considering (Everson and Roger, 2005). The importance of high school education derives from the fact that it provides an essential platform for academic and non academic accomplishments, psychological growths, the foundation for subsequent higher education and future life (Marsh and Kleitman, 2002). Consequent upon this perceived importance, factors that could potentially inhibit or improve high school students performance are worthy of in depth investigation. One such factor that has been shown to considerably influence high school performance is the participation in extra curricular activities. To a large extent, participation in extracurricular activities in high school is generally considered as a vital component of the educational experience (Galiher, 2006). However, the influence of participation in extracurricular activities has not been clearly defined. While some studies have linked positive academic outcomes with extracurricular activities, such as the study carried out by Cairns, Farmer, and Mahoney (2003); others have shown that there exist no significant relationships and even in some cases, some studies have reported negative relationship. As a result, the effect of extracurricular activities on high students performance has become a topic of educational, political, and community debate for more than a century (Marsh and Kleitman, 2002: 465). This paper intends to contribute to this debate by reviewing the several literatures on the topic. Historical Overview Fujita (2005) noted that the early adoption and development of extracurricular activities in high schools was slow. During those early years, most educators saw it as a fad that will fade away with time. For example, Marsh and Kleitman (2002) observed that before the turn of the twentieth century, educators were critical of participation in school extracurricular activities. To these early educators, high schools should be focused on solely on narrowly defined academic outcomes, because, non academic activities were believed to be primarily recreational and of no educational value. Some even contented that such recreational activities could be detrimental to the academic performance of high students. As a result, extracurricular activities participation for high students was discouraged in the early 1900s. Burnett (2000) provides an indepth review of the history and early developments of extracurricular activities in high schools. However, over the course of the last couple of decades, educational practitioners and researchers have adopted a more positive perspective of extracurricular activities; with most of then contending that these activities positively impact psychological developments of students and at the same time help improve academic performance. This change in perception is not unrelated to the large and growing body of research that have continually examined the links and relationships between extracurricular activities and academic performance of students using a wide array of research methods and tools. To a large extent, the bulk of studies conducted on this topic over the course of time point to a positive relationship between extracurricular activities and a host of academic, social and psychological outcomes, while very few of these studies report negative relationship. However, the primary problem with research in this field is that researchers have often adopted different variables in different research methods making generalization of the effects of extracurricular activities on academic and social performance of high students difficult to make. Relevant Theoretical Literature The basic theoretical framework that underlies the various studies carried out in this field involves correlating students’ academic performance with their participation or lack of, in extracurricular activities. For example, in Galiher (2006), the author collated data about the various extracurricular activities present in a particular high school and the list of students that participate in these activities. The grade point averages (GPA) and cumulative grade point averages (CGPA) for these students was also collated and participation in extracurricular activities was then correlated with students’ academic performance. The basic idea, generally, is that if participation in extracurricular activities positively impacts academic performance, then students involved with these activities would perform better academically, when other factors, such as age, IQ, gender, socio economic status etc have been controlled for. Analyzing the commonly used methodological designs in studying the relationship between social and academic performance and participation in extracurricular activities, Marsh and Kleitman (2002) observed that there are three research designs often employed by researchers. The first involve a one-time data collection research design that correlates extracurricular activities with the selected outcome variables. The second also involved a one-time data collection design, but controls for background variables such as socioeconomic status, gender, and age before correlating extracurricular activities participation with the selected outcome variables; while the third framework involve longitudinal studies where the same outcome variable are measured on multiple occasions so that the actual effect of extracurricular activities on the selected outcome variables are estimated after controlling for earlier outcomes (Marsh and Kleitman, 2002). While, according to Marsh and Kleitman, all of these frameworks are not perfect, they have all been used to show positive relationship between extracurricular activities and social and academic variables. Relevant Research In researching the relationships between extracurricular activities and students academic outcomes, researchers have sought to delineate what constitutes extracurricular activity. In this light, extracurricular activities have been broadly divided into in-school and out-of-school activities. The divisions are self descriptive. Furthermore, out-of-school activities can be subdivided into structured and leisure activities. While structured activities have been described as activities that require active effort from the participating parties and provide an environment for expression of ones identity or interest in sports, performing arts, academic, and leadership activities(Eccles and Barber, 1999 quoted in Marsh and Kleitman, 2002), leisure activities are activities that enjoyable but not demanding (Marsh and Kleitman, 2002) e. g. driving around or talking to friends. Extracurricular activities have also been grouped into formal and non-formal activities (Fujita, 2005). Here, formal activities refer to all structured and organized activity, irrespective of whether it is in-school or out-of-school, while non-formal activities refers basically to out-of-school leisure activities. From this classification, the influences of extracurricular activities on academic performance can be streamlined. For example, it is only reasonable that in-school structured activities will better influence academic outcomes and thus increase GPA than out-of-school activities. In this sense, Gerber (1996) investigating the relationship between academic outcomes and the two type of extracurricular activities reported that there is a greater and more significant positive correlation between in-school extracurricular activity participation and GPA than for out-of school structured activities. This distinction between extracurricular activities notwithstanding, there is ample research studies that point to the academic and social utility of extracurricular activities. In one of the early definitive studies carried out in this field, Marsh (1992) using a large longitudinal study that investigated the social and academic performance of students while in school and two years after graduation, reported that students who participated in extracurricular activities were more likely to have higher school satisfaction, higher internal locus of control meaning that students felt more in control of their lives; higher social and academic self-concepts; and higher educational and occupational aspirations in school and two years after completing high school (Marsh, 1999; Marsh and Kleitman, 2002). Several other studies have reported a positive correlation between participation in extracurricular activities and academic performance. For instance, Marsh and Kleitman after reviewing several previous studies observed that extracurricular activities help in building and strengthening academic performance, even if the activities are not obviously related to academic subjects. Darling, Caldwell, and Smith (2005) after an extensive longitudinal study reported that students who participated in school-based extracurricular activities had higher grades compared to those who were not involved in any extracurricular activity. In a more specific study, Galiher (2006) investigated the relationship between students participation in extracurricular activities and their current grade point averages and cumulative grade point averages. The author did not only investigate this relationship, data was also analyzed to see if there existed grade point increments with increasing participation in more than one extracurricular activities. The author concluded that Not only was the analysis consistent with the correlation data but also showed very clearly that students who were participating in one or more activity were getting better grades than students who were not involved in any school activities. The mean grade point average for students who participated in one or more activities was approximately one grade point higher than students who were not involved, which is equivalent to one letter grade (Galiher, 2006: 11-12). This study showed, definitely, that there is a positive relationship between students’ participation in extracurricular activities and their academic performance (indicated by the GPA) and that with increasing participation, students are more likely to get higher grades. Implications for Practice With the decreasing educational achievement recorded in schools nationwide, educational practitioners and researchers are under pressure to find ways to better improve the performance recorded in schools. With this increasing pressure on educators to perform, any factor that shows potential of improving academic performance deserves serious attention. Again, with the decrease in funding available for public schools, coupled with the poor performance of schools, educational decision makers are often under intense pressure to make decisions concerning the continuance or removal of academic and extracurricular programs. From the above, it is apparent that research studies indicating positive correlation between participation in extracurricular activities have two major implications. First, it provides educators with a valid instrument for increasing the academic performance of students. The knowledge that students achieve greater academic and social outcomes with increase participation in extracurricular activities will definitely prompt educational practitioners to promote healthy and effective extracurricular activities tool for enhancing academic achievements. Two, it make the decision process easier for educational decision makers who have to decide concerning the continuation of extracurricular programs. Instead of rationalizing the removal or continuance extracurricular programs, decision makers will be more productively engaged with how to better harness the potentials of these programs. Implications for Inquiry Despite the several positive implications of extracurricular activities that have been reported in several studies, one major that deserves further investigation was raised by Hunt (2005). After studying the relationship between extracurricular activities and academic performance, the author reported no positive outcome, instead, he argued individuals who were academically sound at earlier ages were more likely to participate in extracurricular activities raising the question of whether extracurricular activities indeed influence academic performance or is a result of it. This area still deserves further study. Summary It has been argued that high school experiences provide an essential platform for academic and non academic accomplishments, psychological growths, the foundation for subsequent higher education and future life. Thus, any factor that could possibly influence students ability to perform their best while in high school is worth investigating. Extracurricular activities constitute one of the factors that have been shown to influence students performance in high school. In this paper, several literatures on this topic were reviewed. To a large extent, it was shown that extracurricular activities participation improves students academic performance. Thus, students that participate in one or more extracurricular activities were more likely to have higher GPAs compared to students that did not participate at all. Work Cited Burnett, M. A. (2000). One strike and youre out: An analysis of no pass/no play policies. High School Journal, 84(2): 1-6. Cairns, B. , Farmer, T. , and Mahoney, J. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95: 409-419. Eccles, J. S. , and Barber, B. L. (1999). Student council, volunteering, basketball, or marching band: What kind of extracurricular involvement matters? Journal of Adolescent Research, 14: 10-43. Fujita, K (2005). The Effects of Extracurricular Activities on the Academic Performance of Junior High Students. The Masters College. Available at http://www. kon. org/urc/v5/fujita. html [Accessed June 21, 2008]. Everson, T H and Roger E. M (2005). Everyone Gains: Extracurricular Activities in High School and Higher SATÂ ® Scores. College Board Research Report No. 2005-2. Galiher, S (2006). Understanding The Effect Of Extracurricular Involvement. Thesis. School of Education, Indiana University, South Bend. Marsh, H. W. (1992). Extracurricular activities: Beneficial extension of the traditional curriculum or subversion of academic goals? Journal of Educational Psychology, 84: 553-562. Marsh, W. H and Kleitman S (2002). Extracurricular school activities: The good, the bad, and the nonlinear. Harvard Educational Review, 72(4): 464-510. McNeal, B. R (1995). Extracurricular Activities and High School Dropouts. Sociology of Education, 68(1): 62-80.

Surge Irrigation Essay -- Technology Science Agriculture Essays

Surge Irrigation Surface irrigation is not new technology, but through research and the incorporation of some inventive measures, advances in this area have provided the needed responses to make this type of irrigation increasingly appealing. Not only is water quality a major concern, but current farmers must now monitor water quality and provide adequate crop protection measures to insure a good yield. Water availability is affected by falling water tables, droughts and stressed by the increasing water demand of growing urban populations (Moody 1993). Likewise, local and federal governments create strict water utilization laws, limiting chemical concentrations of particular substances in surface waters throughout the nation. In addition to adhering to the aforementioned tasks, irrigators must correctly apply supplemental water such that the crop’s needs are also met without â€Å"over-application†. The primary goals of any irrigation system are to minimize deep percolation of water and replenish soil water in the root zone along the entire field (Goldhammer 1987). Thus, to achieve effective water management, an irrigator should utilize the least amount of water needed to sustain profitable yield amounts. In addition, the major concerns of managing irrigation water are controlling runoff, decreasing deep percolation, providing sufficient drainage, and limiting energy and the associated labor costs. For a small or medium sized operation with limited resources, labor and maintenance costs are important factors when selecting an irrigation system. A study conducted by Dr. Stephen H. Amosson (1995) compared six alternative irrigation systems (gated pipe, surge flow, side roll, high pressure pivot, low pressur... ...s Department of the Interior. Goldhammer, D.A., M.H. Alemi and R.C. Phene (1987) Surge vs. Continuous-Flow Irrigation. California Agriculture, September-October 1987. Hill, R.W. and G. Stringham (1994) Surge Flow Irrigation: Automatic Surface Irrigation Demonstration for Summer Onion Tour. Cooperative Extension Service & Biological and Irrigation Engineering Department, Utah State University Moody, V. (1993) The Benefits of Surge. Irrigation Journal, March 1993. New, Leon (1995) Opportunities to Maximize the Utilization of Waters by Irrigators. Texas Agricultural Extension Service. Varlev, I., Z. Popova, I. Gospodinov (1998) Furrow Surge Irrigation as a Water Saving Technique. Water and the Environment: Innovation in Irrigation and Drainage, 1st Inter-regional Conference Proceedings, Lisbon, Portugal, September 1998, pp-131-139.

The Change in Law Enforcement’s Procedure to Protect Passenger’s Rights Instructor

In Wyoming v. Houghton (1999) impacted law enforcement procedure by its ruling states that law enforcement officer have a right to search a passenger’s personal possession, only if the law enforcement officer could present probable cause or the officer could prove contrabands and illegal activity . The automobile exception is recognized under the 4th Amendment to eliminate the requirements for search warrant of automobiles when there is probable cause established that contraband was located in the vehicle and illegal activities were involved (Chase, 1999, p. 1). This paper will examine Wyoming v. Houghton case and the impact on law enforcement procedures in relate to Wyoming Supreme Court wrongful ruling. It will also examine two journals related to how Wyoming’s ruling effected probable cause standards. According to Wyoming v. Houghton (1999), was first developed on July 23, 1995 when David Young’s car was stopped for a traffic violation by Wyoming Highway Patro l Officer, Delaine Baldwin. Baldwin noticed that Young’s car had a broken brake light and Young was also traveling over the speed limit. Young’s passenger was his girlfriend and a young lady named Sandra Houghton. When the patrol officer approached the vehicle he noticed the syringe that was sticking out of Young’s shirt pocket. After his reasonable suspicion and probable cause, Officer Baldwin followed his procedure and demanded everyone to stand on road close to the car. Young was cross-examined from Officer Baldwin in reference to the syringe. Young told the officer the syringe was used for his drug usages (Wyoming v. Houghton, 1999). The officer asked both of passengers for their identification. However, Sandra Houghton responded her name was Sandra James and she did not have driver license. Baldwin had a valid reason to search the car. The search continued and Officer Baldwin spotted a purse in backseat with her driver license. The driver license conformed that she was Sandra Houghton. In her defense of the driver license, she responded â€Å"she did not want to be involved if something went bad was to happen†. This made officer more suspicions. The purse had a brown pouch that had several syringe with 60 cc of methamphetamine, a vial of paraphernalia, and also black billfold. Instance, Sandra responded to Baldwin the things he found did not belong to her. Of course, this gave Baldwin a reason to assume that Houghton was also taking drugs, by the needle marks. Houghton was place under arrested for evidence that was that was found. However, the other suspects were release (Wyoming v. Houghton, 1999). According to the case, prior to the trial Houghton submitted a motion to the Wyoming Supreme Court. The motion was denied to restrain the evidences from the court and her privacy rights as passenger being violate through the 4th Amendment. Instead, Wyoming Supreme Court was certain officer follows his procedure to before he obtained the illegitimate evidence. Wyoming Supreme Court established that Houghton was guilty of procession of control substance. Wyoming Supreme Court verdict was she had to serve three year maximum in the Wyoming Women Center. However, Houghton appealed the decision of the court violation of her Fourth Amendment rights. (Wyoming v. Houghton, 1999) September 29, 1998, Wyoming Supreme Court’s verdict was overturned by the United States Supreme Court (Wyoming v. Houghton, 1998) According to the case, The United States Supreme Court declared: â€Å"Generally one by using valid probable cause officer is allowed to search all know container whether all know that a container is the personal effect of a passenger who is not suspected of a criminal activity, then the container is outside of the scope of the search unless someone had the opportunity to conceal the contraband within the personal effects to avoid detention† (Wyoming v. Houghton, 1998, p. 363 & 372). The Wyoming Supreme Court decision was overturned by the United States Supreme Court based on Houghton Fourth Amendment rights of privacy was violated by the officer. United Supreme Court approved the certiorari. According to the case, the court questioned the probable cause of the search. In the case, the officer confessed to the court that the purse belong to Houghton. The U. S. Supreme Court stressed that the search was unpractical. The U. S. Supreme Court continued to dispute that Wyoming Supreme Court made error in its verdict. U. S. Supreme Court justified it claims by evaluating the officer probable cause to search the vehicle. In prior years automobile exception was already established. The automobile exception definition was use an a exception of the Fourth Amendment which only recognize in search if an officer has probable cause that automobile contains illegitimate evidence or suspicion of a individual relating to any illegal activity. The U. S. Supreme Court wanted to establish the scope of the exception if the testimonial present by the officer supports the Houghton belonging were concealed any illegal drugs. The U. S. Supreme Court used the notice test in determining if the officer had established a valid probable cause. The notice test was the foundation of the overturn decision of U. S. Supreme Court to reverse verdict of Wyoming Supreme Court (Wyoming v. Houghton, 1998). The violation of the Fourth Amendment was the reason of the appeal. The courts focus more on automobile searches that gave law enforcement permission to search individual personal belongings. The courts examine cases like Ybarra v. Illinois in its appeal. The Ybarra v. Illinois was verdict that allows an exception to a search warrant in homes and business places to search any nonresidential or guest personal items (Wyoming v. Houghton, 1999, p. 98-184). In the examination of the case the courts utilized three important cases to justify the scope of the automobile exception rule. The case that was examined during the trial by the U. S. Supreme Court was Carroll v. United States (1925), United States v. Ross (1982), and California v. Acevedo (1991). Carroll was used because it was first to rule on automobile exception. The significances of the Carroll ruling was evidence could be obtained without search warrant even if a suspect hides any illegal objects or drugs in their vehicle (Carroll v. United States, 1925, p. 267) the second case examined by the court was United States v. Ross (1982). The significant of this case was as long as law enforcement has follow the probable cause standards , an officer is allow to search any container located in automobile (Wyoming v. Houghton, 1999). However, the scope of the search had to meet the requirements if a regular warrant was issue. The third case of the automobile search of the exception rule is California v. Acevedo. In California v. Acevedo the courts pointed out the most important factor was in this case that supported Wyoming was if the officer has less probable cause could justify more any wide-ranging of searches of automobile. Ross and Acevedo case were not as effective in Wyoming v. Houghton. The importance of both rulings related to contraband was obtained. It did not support the circumstances in the Wyoming case relating to the passengers belonging being search. The important rule of both case were related to evidence that could be seized by the plain view rule. The court examines all the past rules to determine the courts final decision. The decision in which if this new rule was past will it be used to protect citizen’s personal rights. Another problem can across, would this new rule allow law enforcement to search all containers without a warrant. The U. S. Supreme Court decide to past the new rule that states, if the probable cause is establish law enforcement were to search passenger’s belongings found in the automobile and any items that could hide back any convicting evidence (Wyoming v. Sandra Houghton, 526 U. S. 295 1999). In the article of â€Å"Don’t Accept Rides Form Strangers: The Supreme Court hastens the demise of passenger written by Hewitt Daniel discuss and examine the impact how the Wyoming v. Houghton modified criminal procedures to execute an unlawfully verdict. First, Hewitt argues about the errors of the Wyoming Supreme Court verdict which violated Sandra Houghton’s were violated under Fourth Amendment. He continues asserts the effect change in law enforcement level of suspicion requirement for law enforcement to search and seize. According to the Hewitt ( 1999), another effect of the ruling of the Wyoming v. Houghton change law enforcement regulation was traditional requirement of individual suspicion were broaden in special needs situations. The second impact Wyoming v. Houghton case change the criminal procedure was in the expectation of privacy. The expectation of privacy is define as a belief in the existence of freedom from unwanted governmental intrusion in something or place (Merriam-Webster’s Dictionary of Law, 1996). Hewitt concludes the requirements of exception of privacy which is a person must show that their privacy rights were violated by law enforcement and the violation should be logical to society. After privacy right has shown in violation, the courts would then decide whether the privacy right of a erson is reasonable or not. For example, in the case U. S. Supreme Court justified how the Sandra privacy right was violated due to fact the officer had any reason to search her. Hewitt continues to argue how privacy rights are limited in automobile search. The third impact of Wyoming v. Houghton had on criminal procedure was the automobile exception. In the automobile exception in which allow automobi le searches and seizures to be conducted if there is a valid reason that a suspect may be detaining contraband or anything illegal can be hide in container. The Wyoming v. Houghton changes criminal procedure because it allows law enforcement to conduct more searches to validate more criminal activity. The fourth impact was law established that address warrantless search of passengers’ possession. This law was called consensual search law. In consensual search law give law enforcement more authority to search and seize anything in vehicle regardless of who had own it or not. The law enforcement only had to have permission of the driver to conduct a search. The impact of this law is law enforcement could also search passengers’ procession as well without their consent. According to Hewitt (1999), Justice Breyer addressed the points made by the majority. Justice Bryer concludes from the majority rule should apply in how law enforcement conducted their automobile searches and it did not serve a purpose for searching passengers. However, Justice Stevens opposed the majority’s opinion. He believes that Officer Baldwin in the case should have been more caution of protecting the privacy of Houghton. He continues to stress that there was not enough probable cause that was established by the officer to search Houghton’s purse for drugs. Justice Steven main concern was the equality between law enforcement and individuals. Hewitt continues to examine that Justice Steven’s opinions was base of the theory of U. S. v. Di Re. Hewitt concludes, that Justice Steven made a valid point when he illustrates that there was no difference between the ruling in U. S. Di Re and the Wyoming case. The United States v. Di Re the significant of the case is the court rule that law enforcement are not allow to use the automobile exception rule when searching a passengers ‘s pockets and underwear (Zaleman, 2008). Justice Steven’s dissent clearly states that their no difference in both Di Re and Houghton’s interference of privacy. According to Hewitt (1999), Justice Stevens emphasized that the courts should rule to require law enforcement to request a warrant, which would protect the help protect the privacy rights of individuals more. In † Better-off walking: Wyoming v. Houghton emempfies what Acevedo failed to rectify†, illustrate how Wyoming v. Houghton ruling modified the ruling that California v. Acevedo, written by Erin Meadows, indicates that more effective than Acevedo. Meadows examine the case and illustrate the advantages of the new rule change in law enforcement regulation and lower courts administrative. He also examines the history of automobile exception to the Fourth Amendment warrant requirement and how new rule change other ruling. However, California v. Acevedo did not have an impact on the court decision. The Acevedo ruling was only used during certain situation where law enforcement had lack of probable cause in performing automobile searches . In California v. Acevedo (1991) rule that a law enforcement could search automobile’s truck if have reason to believe that any container located in truck had drugs in it. Houghton provided more bright-line rule. The reason for bright-line rule was to establish the balance between law enforcement officer regulations and citizens’ Fourth Amendment. The effects of the bright-line would prohibit illegal search from happening (Meadow, 2000). The new rule provided effective advantages to law enforcement officer. Some of the advantages of the new rule for law enforcement officer are time management. In effects of the new rule, law enforcement has more time to prevent crimes from happening and less time spent on warrant requests. Second advantage of the change of law enforcement procedure is the limit of area could be search. New law limited area searches played a major role prevention of citizens’ privacy rights being violated. Wyoming v. Houghton, â€Å"police should not be allowed to search passenger procession unless probable was established to assume the passenger procession illegal contraband (Meadows, 2000). It shown in that this case had major impact on violation of privacy in the 4th Amendment. Although, the new rule is in effect, there is still some more improvement needed to control the abuse of law enforcement. Law enforcement are now more pressure to protect privacy rights of individuals and now being look at more careful by courts. For example, after the ruling in Houghton case more is Thornton v. United States (2004), Arizona v. Gant (2008), and law enforcement are still being questioned. Will this ever stop on time will tell? Work Cited 1.Chase, Carol A., â€Å" Privacy Takes a back seat : putting the automobile exception back on track after several wrong turns†, 41 b.c.l. rev. p.71,(1999) 2.Expectation of Privacy. (1996). Merriam-Webster’s Dictionary of Law. Retrieved November 26, 2010 From Dictionary.com website: http://dictionary.references.com/browse /Expectation of 3. Meadows, E. M. (March 2000). Better-off walking: Wyoming v. Houghton exemplifies what Acevedo failed to rectify. University of Richmond Law Review, 34, 1. P.329-358. Retrieved November 15, 2010, from LegalTrac via Gale: http://library.limestone.edu:2054/gtx/start.do?prodId=LT&userGroupName=limestonecoll 4. â€Å"Napo Files Amicus Cupriae Belief to U.S. Supreme Court, NAPO Press Release. November 9, 1998 Retrieved November 10, 2010, http//www.napo.org/press_wyoming _nov 98.html 5. Wyoming v. Sandra Houghton, 526 U.S. 295 (1999). Retrieved November 13, 2010 from http://openjurist .org/526/US/295/Wyoming –v-Sandra-Houghton 6. Wy oming v. Houghton, No. 98-184. April 5, 1999. Retrieved November 13, 2010 from http://caselaw.lp.findlaw.com/cgi-bin/getcase.pl?court=us&vol=000&invol=98-184 7. Zaleman, M. (2008) Criminal Procedure Constitution and Society. (6th Ed.). Upper Saddle River, NJ. Person Prentice Hall Publishing Company.

What Are Common English-German Cognates

A cognate is a word that has the same root as a similar word in another language  and looks and sounds similar. True cognates will have the same or similar definitions in both languages. Since English has some Germanic roots, there are a fair number of English-German cognates. While the words may look slightly different due to the German alphabet, English speakers will probably be able to figure out what the words mean. For instance, the German word Haus is a cognate of the English word house.   The Diverse Origin of the English Language English also has roots in Latin just like Romance languages such as Spanish, French and Italian, which is why there are so many cognates between those languages and English (and each other). In all Romance languages, for instance, the word for mother is fairly recognizable: French is mà ¨re, and in Spanish and Italian both its  madre. Even the non-Romance German language follows this similarity; the German word for mother is Mutter. Its worth noting that relying on cognates is not a foolproof way to learn another language. Thats because theres  a whole other category of similar-looking words in other closely-related languages that have different definitions. These are called false cognates. In German, one example would be bald, which means soon, but to English speakers resembles the synonym for hairless.   But for the purposes of this article, well stick to the true cognates. Here are some common words in English and German that look and sound the nearly the same  with similar definitions, listed alphabetically. English words are listed first.   A accent: Akzent affair: Affà ¤re alone:  allein apple:  Apfel athlete: Athlet B baby: Baby banana:  Banane battery:  Batterie blue:  blau book:  Buch C cat:  Katze check (as in banking): Scheck coffee:  Kaffee cow:  Kuh crown:  Krone D dance:  Tanz defect: Defekt diamond:  Diamant doctor: Doktor drink:  trinken E effective:  effectiv elbow:  Ellenbogen energy:  Energie espresso:  Espresso exact:  exakt F fabulous:  fabulà ¶s false:  falsch fever:  Fieber foot:  Fuß friend:  Freund/  Freundin G garden:  Garten glass:  Glas grandfather:  Großvater grey: grau guest:  Gast H hair:  Haar hammer:  hà ¤mmern head:  Haupt* holy:  heilig hotel:  Hotel I ice:  Eis immune:  immun influence:  Einfluss insect:  Insekt intense/intensive:  intensiv J jazz:  Jazz jet (plane):  Jet   jewel:  Juwel   juggle:  jonglieren justice:  Justiz   K kangaroo:  Kà ¤nguru kayak:  Kajak kettle:  Kessel kitchen:  Kà ¼che knee:  Knie L ladder: Leiter laugh:  lachen learn:  lernen live:  leben love: lieben M machine:  Maschine massive:  massiv milk:  Milch mother:  Mutter mouse:  Maus N naked:  nackt   negative:  negativ new:  neu nine:  neun nut:  Nuss O object:  Objekt ocean:  Ozean often:  oft omelette:  Omelett original:  Original P pair, couple:  s Paar panic:  e Panik perfect:  perfekt   prize:  Preis pure:  pur Q quality:  Qualità ¤t quartz:  Quarz quiche:  Quiche   quiz:  Quiz quote: quotieren R radio:  Radio recipe:  Rezept regular:  regulà ¤r religious:  religà ¶s romance:  Romanze S sauce:  Soße school:  Schule season:  Saison seven:  sieben son:  Sohn V vacuum:  Vakuum vehemence:  Vehemenz violin:  Violine vitamin:  Vitamin vulgar:  vulgà ¤r

The Development Of The Big Bang Theory - 2081 Words

The Development of the Big Bang Theory Arby D Dickert Western Governors University The Development of the Big Bang Theory Abstract The big bang theory is the result of work by Albert Einstein and Edwin Hubble. Arno Penzias and Reno Wilson stumbled upon background noise emanating from space. Collaboration with Robert Dicke resulted in a paper providing evidence for the big bang. Science research relies on cooperation and serendipity. Keywords: big bang theory, universe, scientific, noise, space, relativity, science, hypothesis, creation, Arby D Dickert Western Governors University September 1, 2014 A popular television show called The Big Bang Theory airs every Thursday night on the CBS television network and is also in syndication. The show s introduction compresses the history of the world and scientific advances into a nineteen second video. Listen closely to the beginning and hear according to Robertson (2007), the â€Å"whole universe was in a hot dense state and 14 billion years ago the expansion started.† The song and images seem to flash at light speed. One of my sons asked, â€Å"What did the TV show mean by the big bang theory?† This one television show, while not explaining the theory, launched the phrase, â€Å"big bang theory† into our generation s collective conscious. In simple terms, the big bang theory is a scientific attempt to explain a question mankind asked from the beginning of time: â€Å"Why are we here and where did we come from?†Show MoreRelatedThe Big Bang Model And The Steady State Model872 Words   |  4 Pages Hypothesis called cosmological that try to find the answer were constructed by astronomers. The Big Bang model and the Steady State model are the two that were constructed. These two models claims to explain the beginning and the ending of the universe. 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What Truly Separates A Man From A Woman - 1606 Words

What truly separates a man from a woman? Since the moment humanity began, patriarchal ideas have corrupted society to the point where in the 21st century, we are still working towards equality. Gender equality has many different ideas behind it, but overall mean the same thing. Men and women should be treated with the same respect and be given the same opportunities. I chose this topic because I believe that in today’s society women are not given the same chances that men are. People believe that men can do things that women can’t and vise versa. What about the individual personality? If a lazy, slack-off male and a goal achieving, hard-working female, both applied for a job, who would receive the job? In most cases the easy answer would†¦show more content†¦When applying for a job, women have been turned down because â€Å"even though they have fantastic qualifications, the longtime clients of the company are more comfortable handling men† (2015, para. 4). Women get turned down for reasons other than qualifications, showing how discrimination is a large factor in the job searching process. Men on the other hand, are rarely turned down for jobs because of their sex. This skewed job application process causes a snowball effect into the rest of the workforce. All of this ends up bringing different industries for male and females. Some sectors of work are male dominated, while others are female dominated. According to the Catalyst knowledge center, the most male dominated sector of employment are brickmasons and stonemasons with men taking 99.9% of that field. The most female dominated sector of employment are secretaries and administrative assistants with 95.3% of women taking that field (2015, para. 11-12). Male and female based industries tend to have trends with them. The male based industries are more physical labor and construction type jobs, where women dominate the assistant and the secretary sector of the workforce. This segr egation of genders into different workforces is why it is hard for women to seek employment in â€Å"male dominated industries†. Next, it leads us into the third and final snowball effect. In general throughout the U.S, women do not get equal

Midterm part 1 Free Essays

Prior to the sixteenth century, racism – in the modern sense of that term – was practically unknown. Oppression and slavery had existed, of course, but before the beginning of the African slave-trade, these had never been based on skin color. Racism, like all forms of oppression, is ultimately rooted in a capitalistic economic system that relies on heavy-handed control and oppressive authority in order to maintain itself and concentrate the greatest amount of wealth into as few hands as possible. We will write a custom essay sample on Midterm part 1 or any similar topic only for you Order Now When there â€Å"legal† controls and sheer force begin to fail, it becomes necessary for the â€Å"ruling class† to create a mythology.   In early Virginia, this mythology took the form of what was essentially a â€Å"divide and conquer† strategy. Those Englishmen who came to the Chesapeake region of their own volition in the early 17th century fell into one of two categories; landless gentry, generally the younger sons of aristocrats – and landless peasants who came as indentured servants in hopes of receiving land of their own land once the term of their service contract had expired.   The Portuguese had started the African slave trade over a century earlier. The English had made attempts to enslave the local native Indians, but as the Indians were masters at surviving in their home environment, it was nearly impossible to keep them as slaves. Africans, uprooted and separated from their culture and isolated in a foreign environment seemed an ideal solution (Zinn, 25-27). While Eric Fone argues that white Englishmen in Jamestown and the Chesapeake area had varying degrees of â€Å"liberty,† the fact is that true liberty depended on the ownership of land. In Fone’s â€Å"spectrum,† the freest people were those who of course owned their own land. Indentures were somewhere in the middle of this scale, enjoying a â€Å"partial† freedom. This may have been true, depending on your definition. An indenture agreed to become a virtual â€Å"slave† for a term of seven years – which is what indentured servitude entailed – a peasant could get passage to North America and a land grant of fifty acres once their period of servitude was completed. However in practice, this rarely happened; indentured servitude was so harsh that many died before the terms of their contract was over (Fone). Others ran off to join local Indians (the reverse, significantly, was never true), or gave up their claim to land in exchange for a shorter term. Despite underlying racism on the part of some English gentry (mostly stemming from cultural associations with the color black), the nature of slavery at that time was different from it was later to become. African slaves during the early history of the colony had many legal rights similar to those of indentured servants. The line between indentured servitude and slaver could often become blurred. There was no real reason to separate black and white during the first seventy years or so, nor deny blacks the status that was extended to any other worker. In fact, Africans slaves and English indentures did the same work, often side-by-side. There is documented evidence of fraternization, socializing and even sexual relations across racial lines (Zinn, 31-32) By the time the Virginia colony was viable and indentured servants lived long enough to complete their terms, arable land had become unavailable, due to the increasing number of landless gentry who had managed to acquire large estates – often illegally. This led to serious tensions between the growing numbers of indentures who were unable to claim the land to which the law (in theory) entitled them, and the large estate owners who controlled the best acreage. Eventually, there was an uprising by the landless working class against the landed gentry. After â€Å"Bacon’s Rebellion,† the ruling class, began to understand the precariousness of their position.   One problem was the possibility of further uprisings among disenfranchised Englishmen. The other was that of a slave uprising. The worst case scenario was that in which white indentures and black slaves should join forces.   Since these two groups faced many of the same problems, this was a real possibility. The answer was to pursue a strategy of â€Å"divide and conquer.†   Beginning in the 1660’s, a number of increasingly oppressive â€Å"slave codes† were legislated.   Eventually, this turned Africans into something less than human from a legal standpoint. Masters could literally beat a slave to death without legal repercussions; a slave could be dismembered as a form of punishment; manumission was made far more difficult. Most significantly, a 1670 law specified that African servants were slaves for life, and children born to slave women were automatically slaves as well. Next, the gentry began extending privileges to the landless working class, giving them a greater stake in Virginia society. The vote was extended to more white Protestant males than before, and the House of Burgesses – which represented the lower classes – was granted more power. Further action was taken to make western lands available to settlement. The result was that these token privileges reinforced an idea among poor and working class whites that they were somehow â€Å"better† than the Africans. The irony lies in the fact that if Africans had never been imported to Virginia, indentured white servitude would certainly have become institutionalized. The Virginia colony – and perhaps all of America – may very well have become the feudal society wished for by today’s trans-national corporate capitalists and their neo-conservative lap dogs in the current U.S. Administration and Congress. Works Cited Foner, Eric. Give Me Liberty! An American History.   New York: W.W. Norton,   2006. Zinn, Howard. A People’s History of The United States (3rd ed.) New York: Harper Collins, 2003. How to cite Midterm part 1, Essay examples