Advertizing Campaign Mountain Dew Wants Some Street Creed

Targeting a specific audience has never been easy for any company; involving not only a thorough analysis of what the target audience can be hooked with, but also working on the development of the brand awareness and creating a positive legend which people can relate the product in question to.Advertising We will write a custom research paper sample on Advertizing Campaign: Mountain Dew Wants Some Street Creed specifically for you for only $16.05 $11/page Learn More Considering the recent promotional campaign which Mountain Dew together with Pepsi Co. developed for their recent product, one will be able to draw certain conclusion concerning the efficiency of the methods which the companies have used. Because of the lack of focus on such segments of their target audience as the adults and the people of other cultures than the Latino and the African Americans, the beverage can possibly lose its popularity among the rest of the USA population. Considering t he promotional campaign which Mountain Dew has developed, one must admit that the company has gone into great lengths to attract new clientele. Shifting the emphasis from the beverage qualities and the legend behind Mountain Dew, which used to concern any audience disregarding their national or cultural background, the company has started stressing the style of the beverage in the context of the Latin and African American culture, which might seem a touch unnatural. To be honest, one has to admit that the idea of touching upon the issue of national and racial minorities brought into an advertisement is actually a very interesting approach. Addressing not only the product marketing, but also several social issues, it captures the spirit of the today American society in a bottle, showing how diverse the latter is. Therefore, one of the greatest advantages of the campaign is its value in the light of the modern political correctness issue.Advertising Looking for research paper on advertising? Let's see if we can help you! Get your first paper with 15% OFF Learn More The campaign, however, also has its downsides, and, weirdly enough, some of these are merely the reverse side of the positive issues. To start with, the idea of focusing solely on the people of certain nationality does not seem politically correct enough. Even though Stanford claims that â€Å"The initial ad mixes in snowboarders and a country singer to keep the brand’s mainstream hooked in† (Stanford 2012), there is a threat to lose the rest of the USA population, who will not be interested in the product any longer as soon as it is marketed as the drink created for certain national minorities. In addition, the focus on the teen audience can result in losing the adult public, which could also contribute to the product popularity. Hence, it can be considered that, even though the promotional company which Mountain Dew and Pepsi Co. are following has its strong points, yet i t is highly likely to backfire sooner or later. Judging by the above-mentioned example, one can come to the conclusion that the design of an advertisement campaign should be more universal and appealing towards not only the target audience, but also the rest of the population. To demonstrate the efficiency of the latter technique, one should consider the strategy offered below. For Mountain Dew to be more successful in its partnership with Pepsi Co. and appeal not only to the younger audience and the Latino and African Americans, but also to the rest of the population. For the given approach to work, it will be necessary to create the legend that will appeal to the people of any ethnicity and cultural background. For example, the key idea can revolve around being successful and â€Å"cool,† without attributing the idea of â€Å"coolness† to any of the existing subcultures. One of the most successful advertisements which Mountain Dew has ever produced, the 2006 commerci al, could point in the right direction (herdivineshadow, 2006, August 21). Even though the commercial had a Black character as the lead, the focus of the legend was not the character’s culture, but the strength that the drink gives. Witty and fun, the commercial is a perfect example of how sensitive racial issue should be tackled.Advertising We will write a custom research paper sample on Advertizing Campaign: Mountain Dew Wants Some Street Creed specifically for you for only $16.05 $11/page Learn More Therefore, the commercial which Mountain Dew and Pepsi Co. could go with now should develop the legend that the drink should have. For example, focusing on being fresh and full of ideas after drinking Mountain Dew, or Mountain Dew helping one to focus, should be considered first. Therefore, it is important to keep in mind that, no matter how hard the promotional campaign and try to attract new customers, it is essential to keep the old and loyal po nes in their places. Since the recent advertisement campaign was aimed at the audience other that the people who make the bulk of Mountain Dew fans, there is a considerable threat to lose even more devoted fans for the sake of attracting new public who may possibly dislike the beverage after all. With such companies as Pepsi Co., the risks are quite low, however, since the drink already has a very long history and can hardly lose its key admirers even with a new promotional campaign; with such drinks as Mountain Dew, which are not as well-known among the USA population, the risks are higher. Once shifting from one type of target audience to another, the managers of the marketing department must not forget to make sure that the Reference List Herdivineshadow (2006, August 21). Mountain Dew ad. Retrieved from https://www.youtube.com/watch?v=elBx5lbnCe0 Stanford, D. (2012). Mountain Dew wants some street cred. Bloomberg  Businessweek. Retrieved from EBSCOHost.Advertising Looking for research paper on advertising? Let's see if we can help you! Get your first paper with 15% OFF Learn More This research paper on Advertizing Campaign: Mountain Dew Wants Some Street Creed was written and submitted by user Harmony J. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Flares of Memory essays

Flares of Memory essays Sheila Chamovitz, developer of Flares of Memory: Stories of Childhood During the Holocaust, wanted to capture the essence of children during the holocaust during World War II. Since there are very few survivors still alive today she wanted to get their stories on paper so that generations to come would be able to learn the stories of the people that suffered for so long both during and after the war. After hearing one woman break down in her kitchen after suppressing her feelings for so long, Ms.Chamovitz decided to hold a conference in Pittsburgh, Pennsylvania at the Holocaust Center to have some survivors write their story. This is how the book, Flares of Memory: Stories of Childhood During the Holocaust was born. The survivors that were invited to the conference were the sources Ms. Chamovitz used in putting this books together. They held workshops in order to make sure they developed their stories and got their message across. Another very important aspect is that all editing, no matter how small, was approved by the writer of the particular writer. Ms. Chamovitz wanted to make sure that nothing was changed that the writers wanted to include in their story. There were several themes within the book, however the main theme within it was survival. All of these children survived the war, despite all of the odds being against them. Some were forced into hiding, others were in the concentrations camps we hear so much about. These people were punished because of their religion beyond all reasoning. While reading this book I took notice when a writer would say something like, I am the only survivor of my family, there were eleven. There could possibly be more than that and the writer simply did not mention it. To think that entire families were wiped out is a mindblower. You always knew that these families existed, but you did not hear specific stories of survival. In the story What Ever Happened t...

A close reading of a specific and familiar space Essay - 1

A close reading of a specific and familiar space - Essay Example In ancient period, most houses were divided into two parts at a point one third of the way across its length using a small lattice work wall reaching the top of the house. The main area is reserved for human living and was covered by a layer of black clay and cow dung that women polished over it with a stone. The other reduced area paved with flagstones was meant for animals. These rooms had only one entrance and the house was organized in such a way that one end has provisions ready for consumption like flour, figs, and leguminous plants that had been preserved. Near the door, there was water jars while on the stable part from any type of tool and equipments, a number of straws and hay for animals were stacked up and this region is where the children and the women sleeps especially in winter. The male on the other hand, slept on the larger area as a symbol of authority as they were known to have visitors and could share the room. A number of items inside this house have different na mes with different meanings. For instance, kanun was the upper part of the stable where kitchen earthenware was kept (cooking pot, ladle, and dish for cooking bannock). A fireplace was also on the woman’s side and was place of cooking. The male sleeping area is usually dark since it symbolize place of intimacy and recreation. After birth, boys and girls were isolated based on their sexes and introduced to their roles within their early stages of life. However, males needed to undergo additional cultural rite to make them courageous and face the outside world suitably. Women stayed within the house most of the time as their duties were mainly cooking and washing dishes while male perform their duties outside herding or hunting for food.. The division of labor was so significant that women were to remain in the dark part of the house. These

Island of Aruba Essay Example | Topics and Well Written Essays - 500 words

Island of Aruba - Essay Example Aruba is thus a natural magnet for tourists all over the world especially the world's rich and famous. Naturally, hotels, restaurants, beach resorts and other tourism infrastructures mushroomed in the capital Oranjestad and elsewhere in Aruba's 193 sq. km. island, which is an autonomous member of the Kingdom of Netherlands. It has the best of both worlds, enjoying full autonomy in its internal affairs from Netherlands yet enjoying the mantle of protection, specifically in defense and foreign affairs from the Dutch Government (Brushaber 2). Aruba's tourism has leapfrogged beyond everyone's imagination that it has dwarfed its oil refining and offshore banking concerns. Statistics show that 1.5 million tourists visit Aruba annually 75% of whom come from USA. Likewise hotel occupancy in 2004 averaged 80% where the rest of the Caribbean nations only managed 68%. Its GDP has risen astronomically to $2.4 billion and its GDP per capita to $23,831 which ranks it as 32nd in the whole world (CI A, The World Factbook). them and the rest of humanity: that Aruba has been identified as a jump-off point for US and Europe-bound narcotics such as cocaine, heroin and marijuana and that many of its denizens are drowning i

Obligations Law Essay Example | Topics and Well Written Essays - 750 words

Obligations Law - Essay Example However CounterAct Ltd accused In-Tech Ltd of making false statements during negotiations. The In-Tech Ltd are liable to false statements as accused based on the information they presented during the negotiation process. For instance, in an email on February 15th, she assured CounterAct’s Head of IT that the DX-5 would be very cheap to run, costing â€Å"no more than 25 pounds a week†. The sales manager knew that the system’s running costs are extremely high and did not disclose the information. Instead, she assured the buyer that the system is cheap. But we find that the system is consuming electricity at a rate of 50 pounds per day. This is too expensive considering the fact that In-Tech had given the value of 25 in a week. This makes In-Tech liable to fraud and according to the elements of common law; this is because In-Tech makes a knowing misrepresentation of the material facts that it presents to the other party. In this case, Lily knew about the costs were high but did not disclose the information. It is a fact that the DX-5 is expensive; this is against the promise made by In-Tech managers that the system would be cheap. Clause 13 of the contract provided for the proper installation of the system; this means that the system needed to be installed in good condition in the first week of July. The deadline for the installation was the 8th day of July. Unfortunately, by 14th July the software setup was not installed and there were reports that the In-Tech Ltd had become notorious for late installations. The action is fraudulent because they had promised and even signed the contract on the same. The fact is that, they knew about the process of installation because this is their line of business but they gave a short period of installation. This is considered by the law as promissory fraud. For instance, a case of this sort was litigated in Markow v ABC Transfer & Storage Co. In this case, a commercial tenant entered into negotiations to renew its lease on a warehouse and railroad yard. The warehouse was crucial to the tenant’s continued business relationship with its main client, the Scott Paper Company, because Scott used the warehouse a regional product distribution facility. The parties were assured of renewal of tenant’s lease during the contract renewal negotiations but the landlord was secretly engaged in negotiations of selling the company to the Boeing Company at the same time. The sale went through and the landlord gave a notice to that tenant to vacate in twenty days. The tenant thus lost the Scott Paper contract and incurred extra ordinary relocation expenses. The court found that the landlord’s promise regarding the lease renewal was fraudulent; the promise was done to tie the tenant to the case as the sale did not materialize. The meaning of this is that false promises may cause great losses to the buyer and the seller through the court is forced to compensate the buyer. In another instance, In-Tech Ltd is liable to false statement when they claim that DX-5 is indestructible and the CounterAct staff argues that when once staff spilled a cup of coffee the system reacted badly to the heat and moisture and had to be repaired. The In-Tech may have ignored the information hence misrepresentation of information is evident. All along there had been a misrepresentation of information and in most cases if the buyer realizes later that certain information was not

Characteristics Of Good Readers

Characteristics Of Good Readers I can remember those days clearly. As a student in English Teaching major, I always had problems with English literature and it was hard for me to finish reading an English story like elephants like white hills without trouble and difficulty. Once our literature teacher was asking students comments and suggestions about English literature and it was a good time for me to talk about my horrors and troubles with English literature. Whenever Im reading an English story or poem, a sense from deep inside my heart tells me that give it up! You dont have to shoulder this heavy burden! I said. While he had a smile on his face, our dear master answered me: have you ever seen people who are waiting for sunrise in a dessert to see the beauty of twilight? Do you know that their tolerance is rewarded by the most beautiful scene they can have in whole their lives? This statement was so masterly stated that forced me to think of the hidden part of the iceberg! So instead of giving up this beauty of twilight, I tried to get familiar with different reading skills and different processes affecting it and manage the hard task of reading. In fact, reading is a complex skill and good readers should approach reading from three major points of view: From teaching point of view, from different strategies needed, and from different processes required for the selection of materials. Primarily, reading is a skill which is mostly required in academic institutions. To analyze reading from teaching point of view, you should have a clear definition of reading. Different writers and different researchers have different definitions for reading. Christine Nuttall (1996) has given three groups of ideas for reading definition (p.2). The first group deals with reading as a decoding, deciphering, and identifying process. The second one sees it as an articulation, speaking, and pronunciation. The third one has some ideas like understanding, responding, and meaning for reading. We can see that this group of ideas deals with some loaded cognitive processes for reading and it is somehow related to the definition of reading by Perfetti (1984) who defines reading as thinking guided by print (qtd. in Chastain 216). Some people think that reading is a passive skill, because there is no production from the readers side, but Chastain (1988) is against this kind of definition and oppo ses this groups ideas by stating that: Referring to reading as a passive skill perpetuates a misconception that can only mislead students and harm their perceptions of what their rule in their reading process is. Reading is a receptive skill in that the reader is receiving message from a writer. In the past various writers have also referred to reading as a decoding skill. This terminology derives from the idea of language as a code, one which must be deciphered to arrive at the meaning of the message. Although this term points out the active role the reader must play in reading describe the reading process in a way that implies active reader intent upon using background knowledge and skills to recreate the writers intended meaning (p.216). Sengupta(2002) in her longitudinal study tracing conceptual change in developing academic reading at tertiary level has given an interactive model for academic reading in which the readers background knowledge, his risk-taking, and meaning making through this interaction are of primary importance in academic reading. Figure 1 clearly illustrates this relation. H:M.A1st sem researchtahririindex_filesfigure1.gif Undoubtedly, in order to be able to read in a foreign language, before anything, one has to be familiar with the signs and sign systems of that foreign language. Like the children learning their first languages signs, a person who wants to read in a foreign language has to know for example what an X sign stands for. But we should have in mind that children go under several preparatory processes before being able to read a text or a story. To get familiar with some of these multilevel processes, Smith and Elley (1997) conducted a study on teaching reading for children in New Zealand and they reported that: Children are prepared for reading at an early age by listening to stories, being read to, and interacting with adults and others about the stories they hear. This is done not with the main purpose of preparing a child for reading but as a way that parents and others interact with, show affection for, and entertain and educate children. The interaction involves asking questions about what is going to happen in the story, getting the child to complete sentences in a known story, talking about the interesting and scary parts of the story, and generally having fun (qtd. in Nation 3). As you can see in this example, children primarily pay attention to the meaning the sentences have and the form and pronunciation of the sentences may be of little concern for these little children. This awareness of sentence meaning and the techniques used to teach reading makes this kind of reading interaction largely meaning-focused and Nation (2009) states that it includes shared reading, guided reading and independent reading. In shared reading, the learners gather around the teacher and the teacher reads a story to the learners from a very large blown-up book while showing them the pictures and the written words. The second type is Guided reading which can be done silently or with a child reading aloud to a friend, parent or teacher. Before the reading the learner and teacher talk about the book (pp. 3-4). Several researches have shown the effectiveness of this kind of reading. One of them is the research done by Wong and McNaughton (1980): Research by Wong and McNaughton (1980) showed that for the learner they studied, pre-reading discussion resulted in a greater percentage of words initially correct, and a greater percentage of errors self-corrected. The teacher and the learner look at the title of the book and make sure that all the words in the title are known. Then they talk about the pictures in the story and make predictions about what might happen in the story and talk about any knowledge the learner already has about the topic. Important words in the story are talked about but need not be pointed to in their written form. So, before the learner actually starts to read the story, the ideas and important words in the story are talked about and clarified. Then the learner begins to read (qtd. in Nation p.4). The third kind of meaning-focused reading is the independent reading in which the learner chooses a book to read and quietly gets on with reading it. During this quiet period of class time, the teacher may also read or may use the time as an opportunity for individual learners to come up to read to the teacher (Nation, 2009, p. 5). As you saw, learning to read in the first language seems quite easy, but the way in which you learn reading in second language has its own problems. Taken from Nation (2009), some of these problems are illustrated in table 1(p.7): Table 1.1 L1/L2 Differences for an Individual Beginning to Read Characteristics General effects Particular effects L1 beginning readers already know a lot of the language they are beginning to read (sounds, vocabulary, grammar, discourse). L2 learners do not. Learning to read an L2 involves a great deal of language learning. L2 learners need very controlled texts. L2 learners need a greater amount of pre-reading activities. L2 beginners can already read in their L1. L2 beginners have general cognitive skills. They have preconceptions and attitudes to reading. They have language specific skills. There will be interference and facilitation effects between the L1 and L2 L2 beginners do not need to learn what they can transfer from the L1. They may need to change their attitudes to reading. Learners may have to learn a different writing system. L2 beginners are usually older than L1 beginners. L2 learners have greater metalinguistic and metacognitive awareness It is easy to transfer L1 skills. L2 learners can use more explicit approaches and tools like dictionaries. This table has been kept simple by focusing on only one learner who is just beginning to read. It is more complicated if you have several learners with different L1s, different L2 proficiencies, different L1 reading proficiencies, and different motivations for reading. Reading also requires having different strategies. These reading strategies are grouped into different categories, according to the preference of their writers. For example, www.readinga-z.com (n.d), has given the list of following strategies: Making Predictions Visualizing Asking and Answering Questions Skimming and Scanning Retelling and Summarizing Connecting the Text to Life Experiences, Other Texts, or Prior Knowledge Word-Attack Strategies The first one is making predictions. By making predictions, you can make the reading more interesting. Incorrect predictions can signal a misunderstanding that needs to be revisited (www.readinga-z.com). In making predictions, you should have these points in your mind: Look at the pictures, table of contents, chapter headings, maps, diagrams, and features. What subjects are in the book? Write down predictions about the text. During reading, look for words or phrases from those predictions. While reading, revise the predictions or make new ones (www.readinga-z.com). The second strategy is visualizing. In visualizing, the reader uses his mental power effectively and using shapes, spatial relationships, movement, and colors can benefit greatly from this strategy. This strategy also requires having the following points in mind: Imagine a fiction story taking place as if it were a movie. Imagine the characters features. Picture the plot in time and space. Imagine processes and explanations happening visually. Use nouns, verbs, and adjectives to create pictures, diagrams, or other mental images. Use graphic organizers to lay out information. Make sketches or diagrams on scrap paper (www.readinga-z.com). Lets go to the third strategy which is asking and answering questions. Using this strategy you have to ask different questions from yourself while reading and then by answering these questions you can direct your reading. Like the guidelines given in the previously mentioned strategies, readinga-z.com gives the following guidelines to us: Before reading, think about the subject based on the title, chapter heads, and visual information. Make note of anything you are curious about. While reading, pause and write down any questions. Be sure to ask questions if there is confusion. Look for the answers while reading. Pause and write down the answers. Were all the questions answered? Could the answers come from other sources? Then we come to the skimming and scanning. Lindsay and Knight (2006) give credit to these skills by saying that: the ability to read something quickly and efficiently is an important skill for learners to acquire. Skimming and scanning are two of this (p.71). They define skimming as the reading for gist without trying to understand everything in it. In this process, you read through the text to get a general idea of what it is about, while in scanning you want to find out about something specific, for example get a particular piece of information from a text (Lindsay and Knight, 2006, p.72). The next reading strategy is Retelling and Summarizing during which you have to paraphrase the written materials and summarize it and be able to discriminate between main ideas and minor details (readinga-z.com). In this strategy, readinga-z.com recommends us to pay attention to the following points: During reading, note the main ideas or events. Put a check mark in the book or write a note to point out a main idea. At the ends of chapters or sections, review the information or story. Note main ideas or events and the details that support them. After reading, retell or summarize the text. Focus on the important points, and support them with relevant details. Refer to the book to check the retelling or summarization. The last point to mention in the reading strategies refers to the use of word-attack strategies which help students decode, pronounce, and understand unfamiliar words. They help students attack words piece by piece or from a different angle (readinga-z.com). Using word-attack skills, you can reduce the difficulties of reading process. Reducing the scale of the problem by ignoring inessential words is the first step. Next, students must require strategies for dealing with lexical items that really block comprehension (Nuttall, 1996, p.69). Here we shall discuss three kinds of them: the first is the interpretation of structural clues by looking at the position of a word in a sentence, inference from context is the next which is a skill we have in our L1 à ¢Ã¢â€š ¬Ã‚ ¦ and for less fluent students conscious use of it is valuable. By using it, they can get a meaning not necessarily completely accurate, but enough for their purpose (Nuttall, 1996, pp.69-72). Using a dictionary is the last skill the use of which is both discouraged and encouraged. It is discouraged because of the usual tendency to use them far too often (Nuttall, 1996, p.76). I think there is no need to explain why a dictionary is encouraged. For using a dictionary, Nuttall (1996) emphasizes the implementation of the following steps: The first step towards using the dictionary as a tool instead of a crutch is to decide which word to look upand to accept that they should be as few as possible. Having decided to look up a word, we want to do it quickly and to make the best use of the information in the dictionary (p.76). It is necessary to have continual insistence on the use of this skill. This means you should make frequent use of the dictionary in class (even though it is quicker to give the meaning yourself); and that it should be the student who select the appropriate definition (Nuttall, 1996, p.76). Among the others, Krashen and Terrell (1983) outline the following communicative reading strategy: 1. Read for meaning 2. Dont look up every word 3. Predict meaning 4. Use context (qtd. in Chastain 225) Finally, we come to the selection of materials for reading. Selection of appropriate reading materials is a crucial component in the establishment of a productive reading program (Chastain, 1988, p.231). Defending the place of the selection of the materials, Doff(1988) has given some factors for the selection of materials to consider: In normal life, we do not normally read because we have to but because we want to. We usually have a purpose in reading: there is something we want to find out, some information we want to check or clarify, some opinion we want to match against our own, etc. We also have a purpose in reading when we read stories for pleasure: we want to find out how the story develops, what happens next (p.170). As we can infer from the given text, it is the learners interests and needs which initially shapes the selection of materials, so the first factor to consider in the selection of the appropriate reading materials can be the interests and goals of the learner. Chastain (1988) emphasizes the importance of this point more than linguistic complexity by stating that: With the advent of the concept of reading as taking place within the readers head as he interacts with the words on the page, the readers willingness to continue the process of recreating meaning until the authors message is understood becomes central to reading process. Thus interest in the content rises to a level of importance higher than that of linguistic complexity because no reading will take place if readers are not interested enough to continue reading. However, if they are really interested in knowing what author has to say, they will make every effort to understand the reading (p.231). Here Chastain (1988) raises a question: students interests cover an enormous range of topics, trying to satisfy all would be impossible (p.231). Then, what would we do in selecting materials while at the same time we are going to consider the students interests? The answer is so simple. We can use a variety of procedures to select the reading materials from among the students interests. For example, à ¢Ã¢â€š ¬Ã‚ ¦ they (the teachers) can choose readings with which students have some familiarities, or they can use prereading activities to generate interest and even enthusiasm for the content of selected reading. They can even survey the students interests later in the course and attempt to incorporate into the course reading on some of the mentioned topics (Chastain, 1988, p.231). The second factor in selecting the reading materials is the factor of readability which is determined through linguistic analysis of the authors language (Chastain, 1988, p.232). Nuttall (1996) defines readability as combination of structural and lexical difficulty and further explains that since the language of a text maybe difficult for one student and easy for another, it is necessary to assess the right level for students you teach (p.174). It is obvious that if the text would be beyond the readers power of comprehension, soon he will be frustrated and he may put it aside and, like what I did with the the hills like white elephants! So the text should be analyzed through the factor of readability before being processed by the reader. Readability of a text can be analyzed from many ways. For example computer programs and the way they process the data you when you give the sample from the text. Some readability indexes like Harrison 1980 and Chall 1984 are frequently used to calculate readability (Nuttall, 1996, p.175). As you pay attention to the level of readability of the text, you should also be aware of the other detriment of reading comprehension: Syntactic simplicity. Bernhardt (1948) points out that syntactic simplicity may decrease text cohesion and thereby hinder comprehension (qtd. in Chastain 232). Now, we shall go to the last factor in selecting the reading materials which is the use of the authentic materials. Nuttall (1996) comments that they can be motivating because they are proof that the language is used for real life purpose by real people (p.172). Chastain (1988) defines authentic materials as follows: Generally, any text that an author writes to be able to communicate some message is authentic because it has an authentic purpose and it conforms to authentic language use (p.233). This definition of the authentic materials is different from the definitions given by some other authors who define authentic materials as those texts written for use by the foreign language community, not for language learners (Nuttall, 1996, p.177). Byrnes (1985) clearly explains the reason why some people only label the texts written by native speakers as authentic materials: Due to the problems students have with such texts because they are unfamiliar with the culture, one may think of material written by native speakers for language users as being authentic (qtd. in Chastain 232). Chastain (1988) comments on which types of authentic materials are good for L2 readers specially for students and which types are not by stating that: Supervisors and teachers of language courses may choose more academic types of reading such as articles, essays, short stories, plays, and novels, and these works certainly are important. One purpose of education is to expose students to high quality writing and to stimulating intellectual ideas from the cultures writers. However, never being exposed to some of the more common types of reading that they do in their native culture such as advertisements, notices, TV schedules, bulletins, manuals, programs, newspapers, and menus may result in students who are unable to read things they will need most to be able to read in the foreign culture (p.233). In this paper, we looked at reading from three major viewpoints and the impact they could have on improving the reading. I often use the reading strategies just mentioned in this paper, but whenever a story like elephants like white hills wants to irritate me, a sense from deep inside my heart tells me that give it up!

John Napier :: essays research papers

John Napier-   Ã‚  Ã‚  Ã‚  Ã‚  John Napier was born in Merchiston Tower in Scotland, 1550. He was known as the â€Å"Marvelous Merchiston†, a title received for his genius and imaginative vision in a number of fields. Napier studied briefly at St. Andrews University beginning at the age of 13. On his marriage in 1572, he was provided with an estate by his father, Sir Archibald Napier of Mechiston. He passed the remainder of his life as a land proprietor, devoting his free time to mathematics, invention, and theology. Napier died at Merchiston castle on April 14, 1617.   Ã‚  Ã‚  Ã‚  Ã‚  Beginning in about 1594, Napier worked for 20 years in developing ideas on logarithms and tables of logarithms. During this period he elaborated his systems whereby products, quotients, and roots could quickly be determined from his tables, which showed powers of 10 with a fixed number used as a base.   Ã‚  Ã‚  Ã‚  Ã‚  Napier’s system relied on the fact that all numbers can be expressed in exponential form. For instance, in a base 2 system, 4 can be written as 2 and 8 can be written as 2 , while 5, 6, and 7 can be written using some fractional exponent between 2 and 3. Once numbers were written in this exponential form, multiplication could be done basically by adding the exponents, and division could be done by subtracting the exponents. This considerably simplified computations such as trigonometric calculations used in astronomy.   Ã‚  Ã‚  Ã‚  Ã‚  Napier finally published his tables of logarithms in 1614 in his â€Å"Mirifici Logarithmorum Canonis Descriptio† (A description of the marvelous rule of logarithms) which also told the steps which had led to their invention.   Ã‚  Ã‚  Ã‚  Ã‚  In 1615 the English mathematician Henry Briggs talked with Napier, and together they developed the rules of Common logarithms, using 10 as a base. Briggs published his tables of Common logarithms in 1617.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Napier’s second published work on logarithms, the â€Å"Mirifici Logarithmorum