Common French Words Beginning With O, P, Q, and R

Improve your French vocabulary by studying common words starting with letters O, P, Q, and R. Hear the pronunciation of these words and try saying them in context. French Words That Start With O               Word  Ã‚                                               Ã‚     Translation                                                Category O the letter O French alphabet sobstiner to insist, persist, continue to do stubbornly MdJ - O obturation obvier to take precautions against, overcome MdJ - O une occasion chance, opportunity; second-hand MdJ - O occasionner to cause, bring about MdJ - O occuper to occupy, take up, fill MdJ - O Ocane French names octobre October Calendar octroyer to grant, bestow MdJ - O Odette French names un oeil eye Body un oeuf egg Dairy des oeufs eggs Dairy oh lala un oignon onion, bulb, bunion MdJ - O Olivie Olivia French names Olivier Oliver French names une ombre shadow, shade; darkness, obscurity MdJ - O on we All about On un oncle uncle Family ondoyer to undulate, ripple, wave MdJ - O ondul (adj) - wavy Descriptions un ongle fingernail Body ont-ils do they have Liaisons onze 11 Numbers orageux (adj) - stormy Weather orange orange Colors une orange orange Fruit un ordi (inf) - computer MdJ - O un ordinateur computer Office une oreille ear Body un oreiller pillow Furniture orgueil (m) pride, arrogance MdJ - O un orteil toe Body orthographe (fem noun) spelling MdJ - O oser to dare, venture MdJ - O ou or Basic vocab o where Basic vocab ouest west Directions O est ... ? Where is...? Travel oui yes Basic vocab O se trouve ... ? Where is...? Travel un outil tool MdJ - O outrer to outrage MdJ - O ouvert (adj) - outgoing, open Personality, Travel ouvrez la bouche Open your mouth French Words That Start With P               Ã‚   Word  Ã‚                                               Ã‚  Ã‚  Ã‚  Translation     Ã‚  Ã‚                                         Ã‚  Category P the letter P French alphabet paillard (inf adj) - bawdy, coarse, lewd MdJ - P le pain bread Food le pain grill toast Food un paletot cardigan MdJ - P pallier to overcome, get round, compensate for MdJ - P un pamplemousse grapefruit Fruit une panne breakdown; failure MdJ - P le panpan spanking Baby talk un pantalon pants Clothing pantouflard (inf adj) - uneventful, quiet MdJ - P un pantouflard (inf) stay-at-home person MdJ - P la papatte paw Baby talk le papier paper Office papoter to chat MdJ - P le pappy grampa, gramps Baby talk parages (m) area, vicinity MdJ - P un parapluie umbrella Accessories le parc park Directions pardon pardon me, I beg your pardon Politeness un pare-brise windshield Driving parer to fend off, prepare for; to dress, deck out, embellish MdJ - P paresseux (adj) - lazy, idle, sluggish MdJ - P parfaire to perfect, complete MdJ - P parfois (adv) - sometimes MdJ - P le parfum perfume Love language parier to bet, wager MdJ - P parlerais speak, will speak Parlez-vous anglais ? Do you speak English? Basic vocab la parole word, speech, lyrics MdJ - P un parrain godfather; sponsor; christener MdJ - P partout everywhere; (sports) all, tie score MdJ - P parvenir to reach, achieve, manage to MdJ - P Pascal French names pas de quoi dont mention it Politeness Pas grand-chose No big deal Greetings Pas mal Not bad Greetings passager passenger le passeport passport Travel une pastque watermelon Fruit un pataqus malapropism; (slang) - muddle MdJ - P et patati et patata (inf interj) - and so on and so forth MdJ - P les ptes pasta Food patient (adj) - patient Personality le patio patio Home la ptisserie pastry shop Shopping Patrice Patrick French names Patricia Patricia French names Patrick Patrick French names le patrimoine inheritance, heritage MdJ - P patriotique (adj) - patriotic Personality Paul Paul French names Paulette French names Pauline Pauline French names paum (inf adj) lost, bewildered; poor MdJ - P paupieres eyelids payer to pay un page toll Driving la pche fishing; peach Hobbies, Fruit pdaler to pedal, (inf) - to hurry MdJ - P le peigne comb Toiletries peinard (fam adj) - cushy, easy MdJ - P la peine sorrow, sadness, trouble, effort, penalty MdJ - P peiner to comb peintre to paint peler to peel MdJ - P la pelle shovel MdJ - P la pelouse lawn, field, track MdJ - P pencher to tilt, slope, bend, lean, incline (fig and literally) MdJ - P un pendentif pendant Jewelry Pnlope Penelope French names le pp grampa, gramps Baby talk ppre (inf adj) - quiet, easy, uneventful, cushy MdJ - P un ppre (inf, baby talk) - grandad; (inf) - cute child MdJ - P percuter to strike, crash into; (fam) - to get it (e.g., a joke) MdJ - P perdre to lose un pre father Family prim (adj) - expired, out of date, invalid, outdated MdJ - P peser to weigh (lit + fig); to consider, be worth something MdJ - P ptillant (adj) - bubbly, sparkling MdJ - P petit (adj) - short Descriptions un petit ami boyfriend Liaisons le petit-djeuner breakfast Food une petite-fille granddaughter Family un petit-fils grandson Family les petits pois (m) peas Vegetables peu little les phares headlights Driving la pharmacie pharmacy Shopping pharmacien pharmacist pharmacienne pharmacist Philippe Philip French names Philippine French names photocopier to photocopy un photocopieur copy machine Office piauler to cheep, sing, whimper MdJ - P la pice room Home un pied foot MdJ - P Cest le pied ! Its great! MdJ - P un pige trap, pit, pitfall MdJ - P Pierre Peter French names piger (fam) - to twig, get it, understand MdJ - P pile (inf adv) - just, exactly, dead MdJ - P une pile pile, stack, battery, tails (on a coin toss) MdJ - P pilote pilot pinailleur (inf adj) - persnickety, fussy MdJ - P le pinard (fam) - cheap wine, plonk MdJ - P pince plier la pince ongles nail clippers Toiletries la pince fine tweezers Toiletries Pinot le pipi pee pee, urine Baby talk piqure to sting, bite; give a shot; stick, jab; prickle MdJ - P un placard cupboard, cabinet, closet; poster, notice; galley proof MdJ - P le plafond ceiling Furniture planete planet le plat dish Dishes le plat principal main course Food pleut rain pleut averse raining hard; downpour plier to fold, bend MdJ - P le plomb lead (literal and fig); lead shot, sinker (fishing) MdJ - P plombage plumbing un plombier plumber Professions plouc (adj) - dowdy MdJ - P un plouc (inf, pej) - country bumpkin, hick MdJ - P Plus lentement More slowly Basic vocab plus ou moins more or less Liaisons pluton pluto plutt (adv) - rather, sooner MdJ - P poignarder to stab, knife (literally and fig) MdJ - P le poignet wrist Body pointer to check off, clock in, aim MdJ - P se pointer (inf) - to turn up MdJ - P une poire pear Fruit un poisson fish MdJ - P la poissonerie fish store Shopping la poitrine chest Body le poivre pepper Food polmique (adj) controversial, contentious MdJ - P un policier police officer Professions la politesse politeness Politeness Polonais(e), le polonais Polish Lang + Nat Pomerol une pommade ointment, cream MdJ - P une pomme apple Fruit la pomme de terre potato Vegetables pompier firefighter le porc pork Meat le porche porch Home un portable cell phone Office une porte door Furniture un porte-documents briefcase Accessories un portefeuille wallet Accessories Portugais(e), le portugais Portuguese Lang + Nat poser to put down, to ask (a question) MdJ - P la poste post office Directions un pot jar, pot, tin, can; (inf) - drink, luck MdJ - P le potage soup Food potager (adj) - edible, vegetable MdJ - P potasser (inf) - to cram, bone up, swot MdJ - P un pote (inf) - mate, buddy, chum MdJ - P pou louse le pouce thumb, inch Body, Q + M poule hen le poulet chicken Meat la poupe stern (of a ship) MdJ - P le pourboire tip Restaurant pourquoi why Basic vocab Pourrais-je parler ... ? May I speak to ...? On the phone pouss (adj) - advanced, intensive, exhaustive MdJ - P Pouvez-vous lecrire Could you write to him/her? Pouvez-vous maider ? Can you help me? Travel pralable (adj) - preliminary, prior, previous, preceding MdJ - P un prdicateur preacher MdJ - P prejug prejudice premiere classe le premier tage 2nd floor (US), 1st floor (BR) Accommodations prendun prs (de) near (to) Directions une prsentation introduction Introductions press (adj) - in a hurry, urgent; freshly-squeezed MdJ - P le pressing dry cleaner Shopping prestations (f) benefits MdJ - P prvisible (adj) - foreseeable MdJ - P prevu (adj) - forseen, anticipated, expected, planned MdJ - P printemps spring Calendar le prix price Transportation un/e prof (inf) - teacher (short for professor) MdJ - P un professeur teacher Professions profiter to benefit, be profitable to MdJ - P profiter de to make the most of, take advantage of Verbs w/ prepositions un projet plan, draft MdJ - P un/e proprio (fam) - landlord, landlady (short for propritaire) MdJ - P prosaque (adj) - mundane, prosaic MdJ - P le prout gas, fart Baby talk provisoire (adj) - temporary, provisional, interim MdJ - P prudent (adj) - careful, cautious; wise, sensible MdJ - P une prune plum Fruit psychologie psychology la psychose psychosis; obsession MdJ - P pu could la publicit advertising, advertisement, bad publicity MdJ - P puce flea la pudeur sense of modesty, decency, propriety MdJ - P puis-je Can I puis on est arriv then we arrived Optional liaisons un pull sweater Clothing un pupitre student desk School pur pure un pyjama pajamas Clothing French Words That Start With Q                     Ã‚  Ã‚     Word  Ã‚                                                  Ã‚  Ã‚  Translation     Ã‚  Ã‚                                      Category Q the letter Q French alphabet le quai platform Transportation quand when Basic vocab Quand est-ce que When + question Liaisons quand on dcidera when we decide Liaisons quant (prep) - as for, regarding MdJ - Q quart a quarter quarante 40 Numbers quarante et un 41 Numbers quasiment (adv) - almost, nearly MdJ - Q quatorze 14 Numbers quatre 4 Numbers quatre-vingt-deux 82 Numbers quatre-vingt-dix 90 Numbers quatre-vingt-onze 91 Numbers quatre-vingt-un 81 Numbers quatre-vingts 80 Numbers Quel idiot ! What an idiot! Accent affectif Quel jour est-il ? What day is it? Dates Quel jour sommes-nous ? What day is it? Dates Quelle est la date ? Whats the date? Dates Quelle heure est-il ? What time is it? Telling time Quelle ide extraordinaire ! What an incredible idea! Accent affectif quelque part (indefinite adv) - somewhere MdJ - Q quel temps fait il What is the weather? la quenotte tooth Baby talk Que prenez-vous ? What are you having? Restaurant quest ce que je vous sers What can I get you? Que veut dire ... ? What does ... mean? Basic vocab Que voudriez-vous ? What would you like? Restaurant qui who Basic vocab Qui est lappareil ? Who is calling? On the phone quinze 15 Numbers quitter to leave MdJ - Q quoi what Basic vocab Quoi de neuf ? Whats new? Greetings French Words That Start With R                   Word  Ã‚                                               Ã‚  Ã‚  Ã‚  Translation     Ã‚  Ã‚                                         Ã‚  Category R the letter R French alphabet rabais (pej adj) - third-rate, cheap MdJ - R un rabais reduction, discount MdJ - R rabioter (inf) - to beg, mooch, scrounge, wangle, swindle MdJ - R un raccourci short cut; turn of phrase; summary MdJ - R raccrocher to hang up On the phone raconter to tell, recount MdJ - R la rade harbor MdJ - R radier to cross off, strike off MdJ - R radin (informal adj) stingy, (UK) mean MdJ - R le radis radish Vegetables raffin (adj) - refined, sophisticated, polished MdJ - R raffoler de to be keen on, wild about MdJ - R un ragot (inf) - piece of gossip (usually plural) MdJ - R ragotant (adj) - appetizing, savory (ironic) MdJ - R raide (adj) - straight Descriptions raidir to stiffen, harden, tighten, tense MdJ - R un raisin grape Fruit rlant (adj) - infuriating MdJ - R rler to moan, groan MdJ - R une rancune grudge, rancor MdJ - R une randonne drive, ride, hike MdJ - R ranger to tidy, arrange, order, put away MdJ - R rappeler to call back On the phone se rappeler to remember, recollect MdJ - R le rasage shaving Toiletries se raser to shave Toiletries le rasoir razor Toiletries le rasoir lectrique shaver Toiletries rassasier to satisfy MdJ - R rater to misfire, miss, fail, bungle, miscarry, mess up MdJ - R ravi (adj) - delighted MdJ - R ray (adj) - striped, scratched MdJ - R Raymond Raymond French names rebarbatif (adj) - forbidding, daunting MdJ - R rebours wrong way, against the nap, backwards MdJ - R un(e) rceptionniste receptionist Professions la recette recipe, formula; takings MdJ - R une rcidive second offense, recurrence, repetition MdJ - R recu recieved un recul retreat, recoil, decline, (temporal) distance MdJ - R la rdaction drafting, editing, writing, drawing up MdJ - R rdiger to write, compose, draft MdJ - R la redite needless repetition MdJ - R redoubler to increase, intensify, double, do s.t. more MdJ - R redouter to dread, fear MdJ - R un rfrigrateur refrigerator Furniture rgaler to treat, regale MdJ - R rgl (adj) - regular, stable, settled; menstruating; lined MdJ - R un rejeton descendant; (inf) - kid(botany) - shoot MdJ - R un reliquat remainder, outstanding amount, balance MdJ - R reluquer (inf) - to eye, ogle MdJ - R remarquable remarkable Bon synonyms remplacer replace remuer to move, twitch, stir, shift, shake MdJ - R Rmy French names rencler to snort; to complain, grumble MdJ - R le rendement yield, output, return MdJ - R se rendre compte to realize, be aware MdJ - R Ren (reborn) French names Rene Renee French names le renfort help, helpers MdJ - R les renforts reinforcements, supplies MdJ - R renfrogn (adj) - sullen, scowling, sulky MdJ - R renseigner to give information to; to fill in MdJ - R rentable (adj) - profitable, worthwhile MdJ - R la rente annuity, allowance; government stock/loan/bond MdJ - R le repas meal Food un repre line, marker, indicator, landmark, reference point MdJ - R reprer to spot, pick out, find; to be found out, get caught MdJ - R Rptez, sil vous plat. Repeat, please. Basic vocab un rpondeur enregistreur answering machine which takes messages MdJ - R un rpondeur tlphonique answering machine On the phone reposer to put back down, put back; rest; ask again MdJ - R les reprsailles (fem plural) - reprisal, retaliation MdJ - R rsolu (adj) resolute, resolved, determined MdJ - R le restaurant restaurant Food rsumer to summarize, sum up, epitomize MdJ - R retirer remove retors (adj) - sly, underhanded, wily MdJ - R la retraite retreat, retirement, pension MdJ - R russir to succeed, to manage to, to pass (a test) MdJ - R la revanche revenge (figurative), revenge match, return game/fight MdJ - R rvasser to daydream, let ones mind wander. MdJ - R un rveil alarm clock, waking up MdJ - R revendiquer to claim, demand, take responsibility for MdJ - R le rez-de-chausse 1st floor (US), ground floor (BR) Accommodations un rhume cold (illness) MdJ - R Richard Richard French names un rideau curtain Furniture Rien de nouveau Nothing new Greetings rigoler (inf) - to laugh, have fun, joke MdJ - R la rigueur (adv) - or even, if need be MdJ - R rincer to rinse ringard (inf adj) - corny, rinky-dink, old-fashioned MdJ - R une riposte retort, counter-attack, (fencing) - riposte MdJ - R la rise mockery, ridicule; light breeze MdJ - R le riz rice Food une robe dress Womens clothing Robert Robert French names rder to loiter, lurk, prowl MdJ - R Roger Roger French names Roland Roland French names romanesque (adj) - fabulous, fantastical, storybook, romantic MdJ - R le romanesque romantic side, romance MdJ - R un roman policier detective story, whodunit MdJ - R rompre to break (off, up) MdJ - R ronchon (adj) - grumpy, grouchy MdJ - R un ronchon grumbler, grouch MdJ - R rondement (adv) - briskly, frankly MdJ - R ronfler to snore, hum, roar MdJ - R ronronner to purr, hum (literally and fig) MdJ - R le rosbif roast beef Meat rose pink Colors ros un rosier rosebush MdJ - R roue wheel rouge red Colors le rouge lvres lipstick Toiletries rougir to turn red, to blush MdJ - R rouler to drive, be moving (traffic) Driving rouspter (inf) - to moan, groan MdJ - R rousse (informal) redhead route road un routier truck driver; truckstop MdJ - R roux (adj) - red (hair) Descriptions un ruban ribbon Accessories la rubrique (news) colum, heading, rubric MdJ - R rudement (adv) - roughly, hard, harshly; (inf) - very, terribly MdJ - R la rue street Driving Russe, le russe Russian Lang + Nat

Dem 201 - 2240 Words

Unit 4222-237 Dementia Awareness (DEM 201) Outcome 1 understand what dementia is Explain what is meant by the term â€Å"dementia† (201.1.1) Dementia describes a set of symptoms that may include memory loss and difficulties with thinking, problem-solving or language. These changes are often small to start with, but for someone with dementia they have become severe enough to affect daily life. Dementia is caused when the brain is damaged by diseases, such as Alzheimer’s disease, vascular dementia, Lewy body disease, a series of strokes or even a group of symptoms which may result from brain injury, vitamin/hormonal imbalance, drugs and alcohol. These diseases have factors in common and can cause a person to have their mental†¦show more content†¦It focuses on the diagnosis and treatment of the illness, however, in its most narrow form can sometimes fail to address some other important influences on health and wellbeing. The medical model is concerned with the pursuit of cures for the disease. Outline the social model of dementia (201.2.2) The social model emphasises a broader range of factors rather than just physical ones. It places more importance on the interaction of social and biological factors in the development of dementia. It’s based on the understanding and complexity of human health and wellbeing. It takes into account the importance of supporting people who are vulnerable, and values the knowledge and understanding of those who experience dementia and their carers. It is about focussing on individuals abilities instead of their losses. There is growing evidence to show that people are adapting to living with dementia. Explain why dementia should be viewed as a disability (201.2.3) Dementia which was views as a disease is now viewed as a disability. It allows us to view people with dementia as individuals coping with their own impairment and entitled to an adequate quality of life and comfort. To do this it is necessary for us to shift our way of thinking from focusing on dementia as a disease that degenerative without a cure, to focusing on the whole person and seeing dementia as a disability of certain parts of the personsShow MoreRelatedDem 2011002 Words   |  5 PagesUnit 4222-237 Dementia awareness (DEM 201) Outcome 1 Understand what dementia is The learner can: 1. Explain what is meant by the term ‘dementia’ 2. Describe the key functions of the brain that are affected by dementia 3. Explain why depression, delirium and age related memory impairment may be mistaken for dementia. Outcome 2 Understand key features of the theoretical models of dementia The learner can: 1. Outline the medical model of dementia 2. Outline the social model of dementia Read MoreUnit 4222-237 Dementia Awareness (DEM 201) Essay4308 Words   |  18 Pagesï » ¿Unit 4222-237 Dementia Awareness (DEM 201) 1.1 – Explain what is meant by the term ‘dementia’ The term dementia describes a set of symptoms which include loss of memory, mood changes and problems with communication and reasoning. These symptoms occur when the brain is damaged by numerous certain diseases. Dementia is progressive, which means the symptoms will gradually get worse. How fast dementia progresses will depend on the individual person and what type of dementia they have. Each personRead MoreEssay on Unit 4222-237 Dementia awareness720 Words   |  3 PagesUnit 4222-237 Dementia awareness (DEM 201) 1.1 Dementia is a loss of brain function. If affects memory, thinking, language, judgement and behaviour. Dementia is progressive, so the symptoms will gradually get worse. 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United States Department of State V. Ray Free Essays

Marquise Green United States Department of State v. Ray Part I Every year millions of young adults graduate from their respective high schools, pack up their belongings, leave their parental guided homes behind, and set off for college. The first thing that comes to mind when leaving the parents behind is their first true sense of freedom. We will write a custom essay sample on United States Department of State V. Ray or any similar topic only for you Order Now The freedom to do what they please with no curfew, no guidelines, and no pre-disposed consequences for their actions is the freedom they’ve been working hard throughout the maturing years of their childhood. Upon arrival it seems as though this is the case, but as time passes one realizes that the so called freedom they attained comes with an inherited circumstance. The privacy that you once had in the safety of your home in your bedroom is violated by the inheritance of a roommate and the dorm lifestyle. Some may not have ever had this privacy due to their initial guardians, but the fact remains, that you have to share your space, time, and livelihood with the accompanied male or female assigned. The right to privacy is protected by many laws in our country’s government. Included in these laws is the Freedom of Information Act in which the case at hand regards. In the United States Department of State v. Ray (502 U. S. 164, 112 S. Ct. 541) a group of Haitians seeking political asylum from our government, using the FOIA as a precedent for their reasoning, sought to receive the names and information withheld from them of Haitian emigrants who were previously sent back to Haiti upon arrival to the United States. The State Department in this case was known as the petitioner (plaintiff) and the respondent (defendant) was the Florida lawyer Michael D. Ray representing the Haitian nationals and his clients. In a more detailed summary, it was stated that a group of Haitians depressed with their countries devastations, sought to illegally immigrate to the U. S. seeking asylum as political refugees. As our nation’s government caught attention of the immigrants, they imposed a plan to apprehend and reinsert the immigrants of who did not qualify for political asylum back into Haiti. Fearing the immigrants’ safety from persecution upon arrival, they comprised an agreement with the Haitian government to restrain from persecuting these individuals for their actions. Also, they set forth a series of interviews with the immigrants to follow up on the agreement’s standing. This is where our case’s foreground was cemented. The remaining Haitian nationals known to be the respondents, made a series of FOIA requests to government agencies for copies of the reports of the interviews the State Department held from the returning Haitians. They wanted to prove that there was indeed a fear of prosecution upon returning to Haiti that entitled the immigrants to asylum in the U. S. The problem at hand was that some of the information they received had been redacted or edited before the Haitian nationals received them. The State Department’s reasoning is that upon assigning the agreement with the Haitian government and the returning immigrants they interviewed, they vowed that they would not disclose any information of their names and whereabouts for their safety due to an invasion of privacy. The respondents argued that the right to privacy is outweighed by public interest and the Freedom of Information Act gives them the right. The following case was settled in the Supreme Court with Justice Stevens delivering the ruling however, let us start with the District Court’s ruling. The District Court sided with the respondents and held that the invasion of privacy in this situation, giving away the names and addresses of the individuals was of little significance and was dominantly outweighed by public interest in the â€Å"safe relocation of returned Haitians. † They ordered the State Department to surrender the redacted information. Upon reaching the Court of Appeals, they too sided with the respondents though they disagreed with some of the pretenses. They first argued that the privacy of the Haitians was indeed significant given the fact that the respondents wanted the information to contact the returned Haitians directly and to question them, and second, that the returnees were previously promised confidentiality from our government. Though they argued these points, the court concluded that â€Å"the indirect benefit of giving respondents the means to locate the Haitian returnees†¦provided a public value that required disclosure. The Supreme Court then granted certiorari. Here lies a more detailed description of the FOIA. One precedent in the case was from John Doe Agency v. John Doe Corp. which it stated, â€Å"The Freedom of Information Act was enacted to facilitate public access to Government documents. † In the FOIA there are a series of 9 exemptions to disclosure of this information. These are put in place to ensure the protection of federal agencies and certain information that shouldn’t be viewed by the public. Specifically in this case, Exemption 6 was used by the State Department stating that â€Å"personnel and medical files and similar files the disclosure of which would constitute a clearly unwarranted invasion of personal privacy. Upon further examination of the FOIA and Exemption 6 they lean to the Department of Air Force v. Rose case as a precedent for their decision. The key concept in this exemption which the Court examined is â€Å"†¦a clearly unwarranted invasion of personal privacy. † The main points that the Supreme Court derived its decision from were t hat first; they felt that public interest had initially been satisfied by the disclosure of the redacted interview summaries, and the unredacted documents would constitute a clearly unwarranted invasion of privacy. They felt that the addition of the redacted files would not give any further information that the respondents seek. The second, was that the public interest the respondents rely on stems from they might find information outside of the Government files, which inherits â€Å"derivative use† that which the law doesn’t stand for. And finally that the respondents were seeking to attain information with hopes to find evidence that would challenge the integrity of our government officials. The Supreme Court concluded that â€Å"the proposed invasion of the serious privacy interest of the Haitian returnees is clearly unwarranted. With that being said the judgment of the Court of Appeals was reversed. The opinion preceding the decision was made by Justice Scalia and Justice Kennedy concurring in part and in the judgment. They stated that the majority agreed that whether to establish a public interest or to establish an invasion of privacy is impermissible considering derivative uses. They contended that the FOIA would be more sensible if it included â€Å"cause, produce or lead to† when associating with clearly unwanted invasion of personal privacy. They believed that there shouldn’t have been an argument for Exemption 6. U. S. officials pledged confidentiality knowing that the information regarding the interviews is something that a person would not want to be shared, therefore an invasion of personal privacy. They conclude that there is nothing substantial about the other side’s argument for public interest that can compete, so this is â€Å"clearly unwarranted† and upholds to Exemption 6. Part II In the first case documenting my chosen case as a precedent, Long v. United States Department of Justice (778 F. Supp. 2d 222), petitioners brought action against the Department of Justice attempting to attain records relating to health care providers’ reports of vaccine administration and the reactions of the administration, specifically the vaccine types and dates. The DOJ stated that the reasoning for them withholding the information from the public was due to the FOIA’s exemption 6 regarding the personal privacy of the patients. They stated that the information would provide â€Å"specific medical information† about the named individuals. The District Court of New York held however, that even though the National Childhood Vaccine Injury Act of 1986 gives right to health care providers to withhold information, the DOJ had nothing that just justified their decision to withhold the type of vaccine administered or the date of the administration. The Court also stated that the DOJ failed to satisfy the burden of justifying the withholding under Exemption 6. With these findings, the Court initially granted summary judgment in way of the plaintiff and ordered the disclosure of the information. The DOJ then motioned for reconsideration which the Court granted. In reconsideration, the DOJ requested for summary judgment on both the FOIA’s Exemption 3 and 6. First, the DOJ stated that the vaccine types and dates were withheld under Exemption 3, which exempts disclosure by statute, due to statute 300aa-12(d)(4)(A) which prohibits disclosure of this information. The plaintiffs however, argued that the meaning of the word â€Å"information† is too broad and can’t specifically relate to the subject, vaccine types and dates of administration. Further, they contradicted the definition of the word â€Å"information† as defined in the statute to the actual dictionary definition to better prove their position in the argument. Though valid in point, it couldn’t outweigh the substantiality of Exemption 6 in which we find our initial court case as precedent. Exemption 6, stated prior, exempts disclosure of â€Å"personnel and medical files and similar files,† like these, due to a â€Å"clear, unwarranted invasion of privacy. In discussion of Exemption 6, the Court stated that it is set forth to â€Å"protect individuals from the injury and embarrassment that can result from the unnecessary disclosure of personal information. Basically the Court is weighing public interest versus personal privacy like in our original court case. In regards to our previous case’s relevance as a precedent in this case, the vaccine types and dates were linked to docket numbers which revealed the names and medical inform ation of individuals that shouldn’t be disclosed. They quoted United States Dep’t of State v. Ray stating, (â€Å"disclosure of†¦ personal information constitutes only a de minimis invasion of privacy when the identities†¦ are unknown, the invasion of privacy becomes significant when the personal information is linked to particular† individuals). The Court realized that this put the information at risk of invading personal privacy and was the main factor in their final decision. In conclusion the Court ordered the reconsideration of the defendant, vacated the initial motion for summary judgment, and denied the plaintiffs cross-motion to receive the vaccine types and dates of administration. In my second case regarding my chosen case as a precedent, the FOIA’s Exemption 6 was also used to reach a decision. In Sherman v. United States Department of the Army (244 F. 3d 357) action was brought against the army to produce documents relating to service awards. These documents however, included the social security numbers of service personnel. The reasoning for Sherman’s lawsuit was because the Army redacted the SSNs from the documents pursuant to Exemption 6, knowing that this could cause risk for an unwarranted invasion of personnel privacy. The procedure for redaction was relatively expensive and the Army felt that if Sherman wanted the documents he should pay for it. Sherman argued that this was outrageous and that the documents shouldn’t have to be redacted. The U. S. District Court for Southern Texas agreed that this might be a potential personal privacy risk and ruled summary judgment in favor of the Army which later got appealed. In the Court of Appeals is where we find our case’s precedent. There were two main points in which analysis was needed, Sherman’s waiver argument and Exemption 6 balancing. In the waiver argument, Sherman, instead of contesting Exemption 6, argued that the Army uses SSNs publicly in several situations. He used recreational orders and services such as airlines, hotels, and other public organizations. Sherman backed his argument using other cases as precedent and also argued that allowing the Army to withhold material that was already released they will have power to selectively control the power of disclosure for any documents containing SSNs. The Court however, contended that even though the Sherman gave a valid argument that pertains to a group or agency, only the individual whose privacy is protected by Exemption 6 can waiver their individual privacy interests, declining Sherman’s argument. The Court then moved to balancing the sides on the Exemption 6 issue. Basically what they’re doing here is deciding whether the disclosure of SSNs is indeed â€Å"clearly unwarranted† in respects to personal privacy interest. They leaned most of their premise on Congress and the laws that protect personal privacy. In evaluation, they came to the derivative use theory and noticed that certain implications could arise from the disclosure of Sherman’s request. In Justice Scalia’s concurring opinion of United States Department of State v. Ray Scalia states â€Å"†¦solely upon what the requested information reveals, not what it might lead to. † What this means in assessment is that the Army’s claim for defense is because this information could potentially lead to harm to the individuals through the possibility of identity fraud. In the conclusion of the analysis the Court claims that the redaction of the SSNs does not stop the public interest of attaining the award orders. Rather, it protects the individuals from an unwarranted invasion of their personal privacy. In Sherman’s argument he failed to identify that public interest (in the SSNs) would outweigh the personal privacy of the individuals through an unredacted disclosure. The Court reached a decision to affirm the districts court’s summary judgment in favor of the Army. How to cite United States Department of State V. Ray, Essay examples

Negative and Positive Impact of the Online Shopping Free-Sample

Question: Discuss about the Online Shopping. Answer: Introduction With more and more clients shifting to online shopping, local shops or physical retailers must evaluate what is making the consumers migrate online. In case it is foot traffic stores which are missing, local shops must make shopping an experience and not a chore. In case customers, particularly millennials, are to spend their ample time in local shops, they must feel stimulated as well as engaged (Jones Livingstone, 2015). Taking risk as well as assigning budgets channeled to experiential marketing along with technologies shall get customers out of chesterfield and into fitting rooms. In attempt to establish a digital retail experience, local shops need to look to omni network shopping attempts in respective stores. Local shops have witnessed a quick growth in the online sales in foregoing years. Mega e-tailer Amazon in 2005 saw ninety-seven percent rise in sales year-over-year. Whereas this enormous rise in online shopping is assisting uphold retail business flooded, it is further eating away at the incomes at the brick and mortar stores (Jones Livingstone, 2015). The one click online shopping familiarity permits clienteles to purchase the whole newfangled closet with ease. Shopping online further implies needless to step outdoor of potential customers coziness precinct plainly, and for particular customers, this is worth more than any given corporeal local shops experience might over provide. Statistics show that in first half of 2015, there was a net loss of 144 local shops compared to a rise of 289 local shops in 2014 due to increase in online shopping as revealed by The Local Data Company and British Independent Retailers Association. Specifically, Wales heading for largest suffering as most number of stores are expected to close, with twenty-nine percent of high-street shops being at danger succeeded by northwest, with twenty-eight percent of stores expected to close. On the backdrop of this background, it remains imperative to examine as well as comprehend what the local shops can proactively do to thrive the ever growing online shopping that has really eaten into their sales volume. This will help fill the disparity in the literature empirically and methodologically to by showing the losses that local shops have undergone and advance from this background to present effective strategies that will help them survive the declining sales volume (Jensen, Orquin Bech-Larsen, 2014). Aims and Objectives The aim of this study is to delve deeper in the decline of the local shops sales as a result of the growing negative impact of the online shopping and present the alternative solution that local shops can use to thrive this effect in a proactive manner. In meeting the above aim, certain specific objectives have been highlighted below: To establish the effects of the growing online shopping on local shops To find out the effective mechanism of exploring the above acknowledged effects on a bigger perspective to provide the strategic scheme which shall inform the recommendation as to the establishment of proactive scheme to thrive despite the increasing online shopping Brief Methodoology A systematic review of literature will be undertaken to avail the secondary data. The data will be drawn from the online sources including peer reviewed articles and books. The inclusion criteria will be those information published between the years 2013 and 2017. Only the peer reviewed articles will make it to the list of sources to be reviewed. The references listed at the bottom of every article will also be tracked and reviewed as a counter reference to balance the information derived from these article. Unstructured interview will also be used to gather the primary data from the local shops owners. The main question that will be asked is to show the effects of increased online shopping on their sales volume. This interview will specifically focus on the sales and marketing departments. Once both data have been collected, the cleaning of data will be done and then overlapping information eliminated to allow for thematic analysis to transfer data to useful information for consumption. These studies have given specific essential key indicators which are helpful in measuring sales decline among the local shops sales volumes in advance to enable the local shops design and implement thriving proactive strategies to survive the effects of the growing effects of online shopping on sales volumes of the local sales (Conroy, Cutler Weiler, 2015). The research deign used a mixed method in the collection and subsequent analysis of the data. The qualitative used to collect the secondary sources and corresponding analysis. The quantitative method will be used to collect the primary data and then perform a quantitative analysis. References Conroy, T., Cutler, H., Weiler, S. (2015). The State?Level Impacts of Enforcing Sales Taxes for E?retail Purchases. Growth and Change. Jensen, B. B., Orquin, J., Bech-Larsen, T. (2014). What distinguishes passive recipients from active decliners of sales flyers?. Journal of Retailing and Consumer Services, 21(1), 1-8. Jones, C., Livingstone, N. (2015). Emerging implications of online retailing for real estate: Twenty-first century clicks and bricks. Journal of Corporate Real Estate, 17(3), 226-239. Kimpel, M., Friedrich, C. (2015). The right pricing strategy for offline retailers when expanding into the online sales channel. Journal of Business and Retail Management Research, 9(2). Morganti, E., Dablanc, L., Fortin, F. (2014). Final deliveries for online shopping: The deployment of pickup point networks in urban and suburban areas. Research in Transportation Business Management, 11, 23-31. Sinha, P. K., Gokhale, S., Rawal, S. (2015). Online retailing paired with KiranaA formidable combination for emerging markets. Customer Needs and Solutions, 2(4), 317-324.

A Christian White Mans View On Immigration

A Christian White Mans View On Immigration Free Online Research Papers A couple years ago, I attended what were called The Rollins Lectures at Baptist University of the Americas. The topic was immigration. All but two of the panelists were basically rehashing the same old erroneous ‘open borders propaganda’ that has been spewed for years. Needless to say, the scales were tipped heavily to one set of beliefs on the issue. What is worse is that these panelists invoked GOD and HIS WORD in a poor attempt to back up their position. At best, this was done in pure ignorance of Biblical truth and reality in general, which ignorance is itself wrong in God’s eyes, at worst, this was outright heresy! I will address this improper use of the Bible a bit later in this paper. For now, I will address a few of the secular arguments used by the ‘open borders’ crowd†¦and specifically the panelists of this lecture series. A popular argument is that these illegal immigrants will do work Americans refuse to do. WHAT?! Before the incredible invasion of our borders, Americans WERE doing the same jobs! The difference was that Americans expected a decent wage for an honest day’s work. Illegals are willing to take a severe pay cut by American standards, though not by their own, just to be in America thus corporate and political America saw their greedy aspirations become a reality. By preventing illegal entry into our great nation, we are preventing the exploitation of human beings! Is that not a Christian way to act? If they were just willing to enter legally AND the bureaucratic process was actually one based in sanity, these same people could be making three and four times what they can get under the table due to being illegal. Isn’t that the more ideal way to provide for a family? In the last two years, I have had the opportunity to be in our nation’s capital three times. It is no surprise to me that the politicians there spout off about Americans refusing to do certain work. 98% of the whites in the metropolitan D.C. area are either in Congress, the White House or work for politically (power) oriented businesses. The cabbies, hotel bellhops and skycaps at the airport are primarily from African or Middle Eastern nations. Suffice it to say, the view from Capitol Hill is a tad skewed, to say the least. Let’s examine the impact of illegal immigration on the American economy for just a moment. When illegals come here looking for work, they send more of what they earn BACK to their home countries than they spend in America. This is not a help to America’s economic growth. Emergency rooms throughout the border states in particular fill up with illegals when they or their families that they have brought with them get sick. Who pays that bill? It is NOT them. Taxpayers foot the bill. Yes, some illegals pay taxes, but this is because of fraudulent use of someone else’s social security number, or a ‘legit’ social security number that is obtained because our government does not follow through properly in all its checks and balances. As noted in a KGTV report, Illegal Immigration Could Cost Taxpayers Trillions, The influx of illegal immigrants has effectively imported about 10 million high school dropouts into the United States, said Robert Rector, a senior research fellow in welfare and family issues for the Washington, D.C.-based think tank. Don’t we have enough of our own drop-outs in San Antonio (i.e. the Westside), much less the rest of America that we need to deal with? Just being poor or wanting to come here is not a valid reason to violate the national sovereignty of the United States. If so, most of the world would be here. While we already devote considerable resources to our resident poor, the USA does not have the resources for all the worlds poor. It is also important to note, God does not obligate us to fix the poverty of the entire planet anywhere in the Bible. While a smaller percentage than most countries, the US has our own resident poor and uneducated to take care of and, as rich as the country is, we simply cannot support all the poor and uneducated who want to come here. We are but one nation out of nearly 300 throughout the world. Are we being the best Christian stewards of our resources, which God requires us to be, when we continue to support those who violate our laws and sovereignty? As reported by Bruce Barton in Totalization Sell-Out: What You Dont Know will Cost You: the Commissioner of the U.S. Social Security Administration (Jo Anne Barnhart) and her Mexican counterpart concluded the U.S.-Mexican Totalization Agreement. This agreement had to be in place prior to the administrations second term and its all-out offensive for Social Security reform. This agreement would allow illegal aliens working in the U.S. to qualify for Social Security benefits with as few as six coverage credits, as opposed to the 40 now required of American workers. Additionally, illegal workers could qualify for partial benefits after only 18 months (working illegally and with a false identity), while the American worker would still have to work 10 years in order to vest in the program. Lastly, families and dependents of illegal workers would be entitled to benefits as dependents and survivors, even if not residing in the U.S.† Sounds to me like I ought to cross the border into Mexico, and come BACK across the border without proper paperwork so I can get illegal status and have to do HALF the work of a citizen to get the same benefits! The report goes on to say â€Å" The Social Security Administrations estimate is that only about 50,000 Mexican workers (both legal and illegal) will enter the program in its first year at a cost of $78 million. This ignores the fact that presently there are an estimated 12 to 18 million undocumented Mexicans now in the American workforce. In 2004, the SSA did a study and determined that there were up to 800,000 mis-matched social security accounts, many of which were workers using non-work social security cards, or worse, using stolen social security numbers. Meanwhile, estimates of the SSA are that by 2050 only 300,000 Mexican workers in the U.S. would be in the system at a cost projection of $650 million annually.† There is another argument used, though not brought up in the dialogue on either day of the lecture. The argument has to do with those who break into our nation with NO paperwork†¦including paperwork proving their citizenship in their home country. Now, this may prove a delicate predicament for some. However, I do believe it is not something new to our government’s immigration enforcement agencies. Surely, if one looks hard enough, there is a way to determine where someone originally came from. If you have a real name for a person, surely you can trace it back to family or friends in the native land with a bit of work and willing participation under the right motivation. If you think about it, anyone could conveniently ‘lose their papers’ and use the aforementioned argument otherwise. During the final session of the Lecture’s first day, I addressed Dr. Daisy Machado’s mischaracterization of the Minuteman movement and other organizations in the fight for secure borders. In my addressing her I said that I hoped her words were the result of her ignorance of the true foundation for the current movement to secure our borders, and not just some misleading attempt to besmirch true patriots in favor of criminal trespassers. She made much about how arguments are ‘couched’†¦I called her on that point as she never refers to illegal immigrants as illegal immigrants, she only ever used the term immigrants. She did have to acquiesce to a degree when I stated that if you do not have the required paperwork to prove you belong somewhere that you are breaking the law! She claimed that the Minutemen were racists with violent tendencies who were against immigrants. She showed undocumented ‘evidence’ of violence and racist remarks by people supposedly part of the Minuteman movement. None of the things she displayed on the power point had ANY reference by which one can verify the claims made. Furthermore, â€Å"Minutemen† is more a nebulous term now, though there is the Minuteman Project and the Minuteman Civil Defense Corps, the latter of which I am a part, and stated such to the entire body of students and staff who were present. The Minutemen I associate with are neither racist nor violent, though we will protect our borders by whatever legal means necessary. Dr. Machado was very careful to never mention the violence committed just in the last year or so by illegals who have invaded our nation, nor of the disproportionate amount of violent offender prison population who are illegals. No mention was made of the U.S. Border Patrol agents who have been murdered or who have nearly lost their lives, nor of the four officers in Laredo murdered by members of MS-13 who entered illegally. A fair and balanced portrayal of violence and illegal immigration? I think not. Dr. Machado stated that I could not speak any more for the whole movement than she could for all immigrants. Well, I am the Public Relations Director for American Freedom Riders – San Antonio Brigade, a group of motorcycle riders intent on securing our nation’s borders, something the federal government refuses to do! I am also President of the San Antonio Chapter of the US Border Watch organization based in Houston, Texas. I am a former San Antonio Director for the Minuteman Civil Defense Corps., and former National Vetting officer for the same organization. I think I have a pretty solid grasp of the intent of the national security movement. Do some loose cannon folks do stupid things within some of these organizations? Yes! Does that mean you can tar and feather the whole organization for it, well, according to Dr. Machado, probably†¦but in reality, NO! Using her logic, I could simply say every illegal immigrant is a terrorist. I honestly do not believe that to be the case. The debate over illegal immigration and secure borders is, at its core, about national sovereignty. Ronald Reagan said it best, ‘A nation without borders is not a nation at all.’ This is especially true when two nations, who are vastly different in language and culture, share a large border as Mexico and the United States do. Let me now address this issue from a PROPER Scriptural basis as I promised to do earlier, which is not even close to what took place during the Rollins Lecture series. The notion of separate nations came from none other than God himself! We know this to be true simply by reading Genesis 11, as this is used as a judgment, though one could make a strong case that borders were created by God as early as the Garden of Eden. At the Tower of Babel God chose to confuse the languages of the people. We are told in Acts 17:26-27: That God hath made of one blood all nations of men for to dwell on all the face of the earth, and hath determined the times before appointed, and the bounds of their habitation; that they should seek the Lord. Scripture makes clear that the purpose of the creation of nation-states is to, in some measure restrain Satan’s ability to create his kingdom on earth until the Lord’s timing as discussed in Revelations 17:17: For God hath put in their hearts to fulfill his will, and to agree, and give their kingdom unto the beast, until the words of God shall be fulfilled. But nation-states serve another purpose as well, to be Gods instruments on earth for meting out justice and providing protection for the people. (Deuteronomy 17:14-17) Let us now examine the following four passages from the Hebrew Bible a.k.a. the Old Testament: Leviticus 19:33-34: And if a stranger sojourns with thee in your land, ye shall not vex him. But the stranger that dwelleth with you shall be unto you as one born among you, and thou shalt love him as thyself; for ye were strangers in the land of Egypt: I am the LORD your God. Exodus 22:21: Thou shalt neither vex a stranger, nor oppress him: for ye were strangers in the land of Egypt. Exodus 23:9: Also thou shalt not oppress a stranger: for ye know the heart of a stranger, seeing ye were strangers in the land of Egypt. Deuteronomy 10:19: Love ye therefore the stranger: for ye were strangers in the land of Egypt. Sadly, many Christians read no further than this and have decided this was the totality of the Christian response to illegal immigrants. People without respect for our nation’s borders believe THIS is how we are to treat the illegal immigrants who have willingly invaded our nation. The problem is, many Christians are sadly lacking in their exegetical skills, therefore do not ‘rightly divide the word of truth’ (2 Timothy 2:15). In other words, they do not fully understand the context of the passages in terms of who is speaking and who is the audience being spoken to. If one is going to use Scripture to defend a position, it rather helps to know how to do it in a Godly manner. God requires us to use His word properly, without adding or taking away from it, even if only in our own sometimes fallible interpretations. A stranger that sojourns with you or lives with you does not have a single solitary thing to do with illegal immigrants. You can sojourn with strangers on a Greyhound bus. This does not make THEM or YOU illegal immigrants. The true correlation is that the children of Israel were strangers in Egypt. Thats why they were to treat their own strangers well, because they knew what it is like to be strangers in a foreign land. To be a â€Å"stranger† (The Hebrew word is Ger) is to be a foreigner. The children of Israel were invited into Egypt and, at first anyway, were honored guests. They of course were oppressed by later rulers who never knew Joseph, but they were certainly not in Egypt illegally. The Hebrews were not in any way violating Egyptian law. In fact, they were commanded not to offend their hosts in any way (Genesis 46:28-34). Clearly, stranger does not equal illegal immigrant from a Biblical perspective. Even when the term alien is used in the Bible, it seems to have the exact same meaning as stranger. God loves the stranger, were told. You should, too. They should be treated with respect and dignity. They should not be mistreated. These foreigners should be given food and clothing when they are in need. Thats the clear message of the Bible, treat law-abiding foreigners and immigrants with love and compassion. The immigrants and strangers of the Bible were expected to obey the Hebrew laws, though they were exempt from some. They were treated differently than the children of Israel in that they could not own property; they could be bought as slaves (though most slaves were more like indentured servants) and charged interest on loans. Only if these immigrants and strangers were fully converted as Jews, and that included circumcision, could they be landowners, partake of the Passover and be fully integrated into the nation of Israel. The strangers of the Bible were expected to fully assimilate into the Hebrew religion and culture before they could receive all the blessings and all the responsibility of full citizenship. These godly instructions were meant not just for the judges and kings of Israel, but, more importantly, for the citizenry. These instructions are still relevant today. If we want to be compassionate to the strangers and immigrants of our world today, those law-abiding foreigners who desperately want to come to America and are patiently waiting their turn, we need to be certain they dont get squeezed out unfairly by those who broke the law and pushed ahead of them in line. Certainly, we cannot mistreat or abuse lawbreakers. Many of these have broken the law with honorable intentions of bettering the lives of their families. We as Christians must remember they are human beings, and as such must be accorded proper dignity. Nevertheless, these lawbreakers are called illegal immigrants for a reason; they came across OUR borders uninvited! They have in essence committed breaking and entering into our great HOME land. They are not just strangers; they are trespassers. They need to go back home and get in line like everyone else waiting to enter our country lawfully. The mercy of the Christian faith is actually in allowing them the opportunity to come back legally in the first place after having made the attempt illegally. When we engage governments who are oppressing their people, we should verifiably ensure that basic human rights are protected. We cannot continue to say one thing and do another with regard to aid and sanctions in situations where we have chosen to be committed. While we are not able to save the planet from all its ills and fix every problem, we are under no obligation from God to meet the needs of everyone, nor give refuge to every victim of injustice, nor bring them into our homeland, nor make their own nation a democracy. God has allowed people to be born where they were. All may help others at will insofar as possible and desired, individually or corporately through the local church (the only institution ordained by God for the purpose of Christian work) as led by the Holy Spirit. As Christians, we are obligated to spread the gospel, and compelled by the Holy Spirit to share the love of the Lord in many ways. God does NOT obligate Christians to balance the world’s population according to someone’s idea of equal opportunity for anything other than the gospel. That is God’s job and He alone will do exactly that in HIS time! EMAIL: skyskyrider@hotmail.com USERNAME: skyrider3277 Research Papers on A Christian White Man's View On ImmigrationThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This Nice19 Century Society: A Deeply Divided EraBook Review on The Autobiography of Malcolm XQuebec and CanadaComparison: Letter from Birmingham and CritoWhere Wild and West MeetCapital PunishmentAssess the importance of Nationalism 1815-1850 EuropeUnreasonable Searches and Seizures

The Gnostic Jesus

The Gnostic Jesus Free Online Research Papers Gnostic writings of Jesus portray him as a heavenly redeemer made less of flesh than of spirit. The emphasis of Jesus importance is not on his physical humanness but rather, on his ability to show people the way to the kingdom. Jesus put on flesh in order to give people gnosis and reveal to them where they come from and where they will eventually return. When it is time for Jesus to return to his heavenly home, he is crucified and resurrected before he finally ascends. His bodys lack of importance in some Gnostic texts gives this series of events a different connotation than other versions of the story more common today. The Gnostic understanding of Jesus gives us better knowledge of what will happen to us when we leave the body and world in which we are currently trapped. This understanding also gives us insights into the realm in which we belong. The lack of concern for the body is also connected with the Gnostic view that anything that happens on this earth or in this realm is irr elevant. I will argue that the issue of flesh is very significant in some Gnostic views of Jesus, citing examples from selected Gnostic texts including, the Gospel of Thomas, the Second Treatise of the Great Seth, Hypostasis of the Archons, the Gospel of Mary, the Gospel of Truth, the Treatise on the Resurrection and the Hymn of the Pearl. Most Gnostic books show Christ to be of heavenly origin. The books either explicitly say that he is from the father and heaven above or imply it by saying that he descended into earth. He is part of the †¦heavenly triad with the Father and the Mother†¦(Franzmann, 39). In the Second Treatise of the Great Seth, the author who is supposedly Christ says, I am from above the heavens (Ehrman, 231). He is also sometimes described as a heavenly light, I am the light which is above all of them: I am All. The All came forth from me and the All reached me (G of Th., v.77). Many people, however, look at Christs incarnation in different ways. According to some Gnostic thought Christ comes to our earth and puts on Jesus human body so that he may walk among us. I visited a bodily dwelling (Ehrman, 231). Some of the Gnostic writings show Jesus as an earthly being with a heavenly nature, while others show Jesus as a purely heavenly being with a lack of earthly context. In the Second Treatise of the Great Seth, Christs incarnation was into Jesus body in which he cast out the original occupier (Franzmann, 75). Christs arrival on earth in the Gospel of Thomas is described in a docetistic way, I stood in the midst of the world, and I appeared to them in flesh (G. of Th, v.28). He is said to appear to them in flesh only in outward appearance (Franzmann, 78). The Gospel of Truth describes Jesus as a fruit of knowledge that when eaten gives people gnosis (Ehrman, 161). This Gnostic text shows Christ as a revealer. He is referred to as the book or logos, which reveals to us all that is unknown (Ehrman, 162). He put on the book, was nailed to a tree and published the edict of the father on the cross (Ehrman, 162). These actions say that by dying on the cross, which in this text is not in flesh, he is helping people receive gnosis. Many Gnostic views have implied a hatred of the body. The body is what is keeping people from realizing their origin (G. of Thomas, v.29). For Christ to have a human body seems strange because he has gnosis. Woe to the flesh which depends on the soul; woe to the soul which depends on the flesh (G of Th, v.112). According to the Hypostasis of the Archons, the body is just a shell for the spirit. Locked within the material shell of the human race is the spark of this highest spiritual reality which (as one Gnostic theory held) the inept creator accidentally infused into humanity at the creation on the order of a drunken jeweler who accidentally mixes gold dust into junk metal (Groothuis). Our spirit is trapped in our bodies and the only way to free ourselves is through gnosis. After the spirit came forth from the Adamantine Land; it descended and came to swell within him, and that man became a living soul (Hyp of Arc, 164). Anything that happens in this realm of matter is insignificant only when we find the kingdom or when we finally have gnosis, will we actually begin to live (Hyp of Arc, 167-8). All matter is a veil over the truth (Hyp of Arc, 167). Jesus strips himself of his perishable rags or dirty clothes as he ascends back to heaven (Ehrman, 162, 186). Jesus purpose while on earth is to reveal to his people the true nature of their being. Jesus enlightens and imparts knowledge. His job is to give us gnosis so that we may return to our heavenly home. If woman or man truly came to gnosis of this spark, she understood that she was truly free: Not contingent, not a conception of sin, not a flawed crust of flesh, but the stuff of God, and the conduit of Gods immanent realization (Gnostic Society). Spirit is good and desirable; matter is evil and detestable. According to the Hypostasis of the Archons, there are two heavens, an outer realm and an inner realm. The creation of the earth and humans was fla wed. The god of the outer realm created the archons who did not have spirit, while the people created in the inner realm do have spirit, however they are unaware of the spirit within them. When we achieve gnosis we have the understanding that we are from the outer realm and that we have spirit, unlike Yaldabaoth, the god of the inner realm. The Gospel of Thomas is a collection of Jesus sayings that are supposed to reveal to us the way to heaven or the outer realm. It shows Jesus to be a revealer of gnosis by clearing the fog or ignorance that surrounds us. The Archons want us to remain ignorant so that we do not enter the perfect outer realm (Hyp of Arc). He explains that the kingdom is a place with no poverty, where all is revealed and that it is already inside and around them but they must learn how to find it. According to the Hypostasis of the Archons, Jesus Christ is not essential for salvation but he is our bridge to it. He shows us that All who have become aquainted with this way exist deathless in the midst of a dying mankind (Hyp of Arc). To have gnosis is to understand where we come from. Gnosis, remember, is not a rational, propositional, logical understanding, but a knowing acquired by experience (Gnostic Society). The achievement of Gnosis is something that has to be done on a personal level and cannot be read or learned (Gnostic Society). Jesus shows us the way to the kingdom by awakening us from our drunkenness or blindness where we lost sight of God and heaven (G. of Thomas, v.28). Dependence on the body and earth will keep us in poverty (G. of Thomas, v.29), or without knowledge. Escape from this world comes with knowledge of our origins or the unknowing of beliefs we have that keep us from attaining gnosis. The beliefs that would keep us from attaining gnosis include the idea that Yaoldabaoth is our true god or that we are actually from this world. Until we realize that our bodies are not important and they everything in this realm is false we will not achieve gnosis. Christ reveals information about the kingdom to Mary Magdalene, telling her that where the mind is there is the treasure (G. of Mary). Christs crucifixion, resurrection, and ascension have great importance on Gnostic teachings. The events that take place at the end of Jesus life are perhaps the most important part of the Christian faith. When the flesh is not important, like in Gnosticism, the views on these events are changed. If the body is irrelevant then Jesus death is not as important to his followers. Is he able to suffer if he is not really in a body? What is resurrection if the body does not matter? When Christ is crucified in the Second Treatise of the Great Seth, he laughs at those who believe that they are hurting him because they are ignorant. I did not die in reality, but in appearance. Those in error and blindness.saw me; they punished me. It was ano ther, their father, who drank the gall and vinegar; it was not I. They struck me with the reed; it was another, Simon, who bore the cross on his shoulder. I was rejoicing in the height over all.And I was laughing at their ignorance. This version of the story is very different from the one in the Bible. In the biblical account, Christ does not mock his crucifiers but he asks God for forgiveness of the worlds sins (Groothuis). Pagels says that rather than viewing Christs death as a sacrificial offering to atone for guilt and sin, the Gospel of Truth sees the crucifixion as the occasion for discovering the divine self within (Pagels, 95). In the Gospel of Mary, physical suffering has no reality because physicality has no reality (G. of Mary). Christs crucifixion has a different meaning when he is not suffering on the cross for our sins. This is because in Gnosticism a persons pure soul was made good and the earth and matter were corrupted, so there is no need for forgiveness. In canoni cal stories, a perfect God made the earth and the people corrupted it with sin, so Christ must come down and be crucified for the salvation of the people. Gnostics and Orthodox Christians view Resurrection very differently. In Christianity, Christs resurrection only occurs once. He dies on the cross and rises from the dead back into flesh. The first person to witness his resurrection is one of his disciples, Paul. For the forty days following his resurrection, he is seen by his disciples in the flesh and talks about the kingdom of God. He shows some of the disbelievers that he is real by having them touch him, or he even eats with them (Luke). After these forty days, Christ never appears on earth in flesh again. Tertuillian, a brilliant Christian author from about 190AD, stated that not believing in the literal interpretation of Christs resurrection was heresy (Ehrman, 218). His main argument is that Christ was born, therefore flesh. There is no evidence that he was not flesh and no reason to believe that he would not want to be flesh (Ehrman, 221). Some gnostics called the literal view of resurrection the faith of fools (Pagels, 11). In Gnostic thought, literally seeing Christ was not what was importan t but it was spiritual visions that were held in high esteem (Pagels, 11). For the Gnostic who abhors matter and seeks release from its grim grip, the physical resurrection of Jesus would be anticlimactic, if not absurd. A material resurrection would be counterproductive and only recapitulate the original problem (Groothuis). In the Gospel of Mary, Mary Magdalene was the first to see Christ after he was risen but he was not in a physical body. She saw him in visions and dreams. The visions are not cast aside as hallucinations but are respected as spiritual contact with God. This thought of resurrection is not finite. Christ does not appear for only forty days to just the chosen few. This allows Christ to be seen throughout history. Do not weep, and do not grieve, and do not doubt; for his grace will be with you completely, and will protect you (G. of Mary, v.5:2). Mary, representing the gnostic, claims to experience his continuing presence (Pagels, 13). Resurrection is viewed by many Gnostics as waking up from death, which is life on earth, and becoming alive in heaven, which is also death on earth. There was a trembling that overcame the chaos of the earth, for the souls which were in the sleep below were released, and they were resurrected (Ehrman, 232). Gaining gnosis is the way to resurrection for tho se who belong in the outer realm. Death, according to the Gospel of Thomas, is life and life is death (G. of Th, v.11). Treatise on the Resurrection refers to resurrection as almost a revelation. What, then, is resurrection? It is always the disclosure of those who have risen†¦It is no illusion, but the truth! (Ehrman, 184). The world is described as an illusion and resurrection is the revelation of what is true. Not all New Testament stories of Christs resurrection were interpreted literally. Some stories had Jesus appear to the disciples in a more spiritual way. Both the gospels of Luke and Mark say that Jesus appeared in another form (Pagels, 5). In some accounts, he is said to vanish just as quickly as he appears. In Orthodox Christian thought, forty days after Christs resurrection, he is ascended back into heaven. There he remains at the right hand of God. In Gnostic thought, he ascends into heaven but may return at anytime. Christ, according to Christian theology, comes only once. The Bible, is the final word on everything pertaining to life on earth and the world after. Gnostics differ bec ause there is room for more ideas, and Christ may return to the earth again whenever he wants. Why should Christ come to earth so long ago and then just stop? Why is everything in the Christian religion based only on things that happened so far in the past? Gnosticism allows for reinterpretations of all the old laws, new books may be added to the library. Whereas, in Christianity there is only the Bible which cannot be changed. All these interpretations of Jesus will reveal to us our own souls journey. They give us an idea or insight into what will happen to us when we receive gnosis. What is our ascension into heaven like? What is resurrection for us? Jesus comes to earth and takes on a human body. We, too, are from the perfect kingdom and we come here and take on flesh. So like Christ, we are not from this world, however, unlike Christ, we do not know this. Christ tries to help us remember that we belong with the father. When he is crucified, he reveals to us more about the kingdo m. His resurrection is like what we might experience as well. This Gnostic resurrection is one in which we will gain gnosis and then die from the earth in order to live in heaven. We are brought back to our original life on heaven, after being dead the entire time on earth. After gaining gnosis, we must ascend to heaven. Since the perfection of the totality is in the Father, it is necessary for the totality to ascend to him (G. of Truth). When we have gnosis, we will have the world revealed to us. All that is unknown will now be known. The Hymn of the Pearl tells a story of a young prince who is sent to Egypt by his parents to find a pearl and bring it back to the kingdom. During his journey the young prince forgets his mission and falls into a state of drunkenness. Some courtiers, who know why the prince was there, wrote him a letter to remind him. He immediately remembers his task and that he is not from this land but from the kingdom. He takes off his dirty clothes and is able to return back to his fathers kingdom (Ehrman, 185-7). This story has many parallels to the Gnostic theory of Jesus journey and our own. Christ is sent on a mission to earth by his father. He puts on his dirty clothes or flesh and descends to earth. After he completes his mission he takes off the flesh and returns home to the kingdom of his father. This is also similar to the gnostic view of our own journey. We are from the kingdom of the father and are sent down to complete a task, while on earth we forget where we are from and what we ar e supposed to be doing here. Jesus tries to remind us through his parables and sayings that we are not of this world. And if and when we finally remember this, we take off our dirty clothes and return to the kingdom of our father. Gnostic texts place an emphasis on the flesh of Christ. It is not the same emphasis that Orthodox Christians do but still flesh or the lack of flesh remains an important theme in many Gnostic writings. Some Gnostics have hatred for flesh based on the importance of the outer realm rather than the inner realm. The gods of the inner realm know that we have spirit and they want to keep us from understanding this. They are jealous of us and want to steal the spirit from us because it is the only thing in the inner realm that is worth anything. Having spirit is the only way to have access to the outer realm, which is perfect in every way. Our bodies keep us from realizing that we have something inside us that is more important. The world around us keeps us from looking inside ourselves. A docetic Christ, shows the importance of the word rather than earthly actions. By examining Christs journey, we can have a better idea of our own souls journey. When we achieve gnosis, we will gain entrance to the kingdom with God as well as Christ. Bibliography Ehrman, Bart D. After The New Testament: A Reader in Early Christianity. New York: Oxford University Press, 1999. Franzmann, Majella. Jesus in the Nag Hammadi Writings. Edinburgh: T T Clark, 1996. Groothuis, Douglas. Gnosticism And The Gnostic Jesus. Christian Research Journal. 1994. Online. URL: http://iclnet93.iclnet.org/pub/resources/text/cri/cri-jrnl/crj0040a.txt (20 April 2000) Pagels, Elaine. The Gnostic Gospels. New York: Random House, 1979. The Gnostic Society Library. Introduction to the Nag Hammadi Library. 18 August 1997. Online. URL: http://home.sol.no/~noetic/nagham/nhlintro.html (10 April 2000). Research Papers on The Gnostic JesusAlbatross and Rimm of the Ancient MarinerThe Broken FamilyThe Rise and Fall of Napoleon BonaparteBooker T. Washington, W.E.B. Du Bois, Ida B. Wells-BarnettGlobal Distributive Justice is UtopianThe Story of Beatrix PotterSexually Transmitted DiseasesHenderson the Rain KingMy Writing ExperienceIs the Use of Psychotropic Drugs in the Treatment of

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Problems That Face Asians In English Pronunciation English Language Essay

Problems That Face Asians In English Pronunciation English Language Essay Speaking regarded as the most important and difficult micro-skill of the four skills in foreign language learning. Most adult non-native students of English in the UK particularly Asian students face a lot of difficulties when they speak English and they sometimes get frustrated when they could not understand or be understand by native speakers of English. Therefore, they encounter the same problems that confront any students studying in a foreign culture, such as grammar, pronunciation, listening comprehension and different cultures. Also, it is difficult for them to adjust to the English language especially when they speak it. They may have difficulty understanding class lecture, making them feel reluctant to participate in class discussion, seminars and tutorials. This essay will first explain and evaluate only one issue that face adult Asian students in UK when they speak English which is English pronunciation. Therefore, pronunciation is a difficult aspect in language learning f or adult Asian students which lead to real barriers to communication and can contribute to motivation with native English speakers. This essay also will examine what are the most frequent difficulties encountered them in English pronunciation, the factors that affecting the pronunciation of non native students of English , some solutions to surmount the difficulties of mispronunciation among Asian adult students and finally it will throw some light on the implications of language teaching. Literature review: Teachers of English as a FL or a L2 know so well how important pronunciation is. Nevertheless, sometimes it has been obvious that a teacher has been paid little attention to the students pronunciation in the process of second language learning and teaching. Celce Goodain(1991) states that over the past years, there have been different views about the value of teaching pronunciation in language teaching and they reported that the cognitive approach and grammar translation reading based method which used by teachers attach no importance to pronunciation. However, in the direct approach, pronunciation is considered important. In addition, Jack and William (2002) reported that pronunciation is no longer considered as an indispensable aspect in a foreign language teaching. According to Beebe (1984,51), `Most current textbooks in English as a second language either ignore the teaching of pronunciation or rely primarily on old stand-bys-to teach non-native learners to pronounce English accurately. Trammell (1993) also indicates that instruction in pronunciation has been deemphasised due to the new teaching methods like the Communicative Approach. Communication is an important need of in daily life and it should be the primary purpose of language learning and teaching . Therefore, teaching English speaking to non-native students of English how to speak English accurately and fluently with native speakers of English is one of the general objectives of the foreign language teaching. According to Yule (2006: 33), language is primarily speech and it is more basic to language than the written form. Knowles (1987) argue that written language is permanent and looks imperfect version of the spoken language whereas spoken Language is more elusive. It is clear that we all speak and hear the sounds spoken in our environment first before we write or read. For instance, child before goes to school, he will speak before write because he will acquire his first Language from his family when he imitates what they said. It is seem that as long as one can communicate with others in the second language, everything is fine but the questions is ,how can communicate with people fluently if your pronunciation is incorrect? Beebe (1984) insists that pronunciation always affect what we communicate and how well we communicate it, and therefore it should be take seriously. Weeren Theunissen(1987: 109) pointed out: Firstly, good pronunciation allows one to be better understood. It gives the speakers oral production a certain redundancy. And this can help to get a message across more effectively as a learning objective because of it is high pay off. The number of sound, sound clusters and intonation pattern in a Language is finite, as is the alphabet. Once the system has been mastered, it can be used, thus giving it fundamentally an infinite scope. Thirdly, a deviant pronunciation means that one is immediately marked as non-native abroad. Harmer (2007) suggests that if students want to be able to speak fluently in English, they need to be able pronounce phonemes correctly and appropriate stress and intonation. Pronunciations of students need to be good enough to communicate the message so that it is understood by other speakers of English. Therefore, most Asian adult students have difficulties to pronounce words or sentences correctly which can be a major cause of misunderstandings. They have difficulties in recognize sound of English, word stress( which part of a word are more heavily stressed that is spoken louder and longer), sentence stress( which part of a sentence can be more heavily stressed), sounds in connected speech( how to link the sounds together in a sentence),and finally in intonation(how our voice rises and falls at a certain point of the sentence).From my own experience as a teacher in a secondary school, most students have potential pronunciation problems when they speak English. They have problem wi th stress and intonation that they unable to put the right emphasis on the right part of the word. Also they have problems with vowels bends and consonants blends as well. For example, sounds likeea and ou can be confusing them because when they listen to the audio recordings, it can be very difficult for them to pick up the subtle blends of two or more vowels. Additionally, In consonants blends, they have problem with th sound because they are not accustomed to putting t and h together to form th sound to reproduce. It is clear that pronunciation is so difficult to learn. The first language of most overseas students effect on learning the second language. Problems that face Asian students in English pronunciation: Most Asian adult students work and study hard to become very fluent in English. However, there are many different varieties of spoken English and non-native students may have achieved fluency such as knowing correct grammar and knowing a large numbers of vocabulary especially when they have been taught by non-native speakers but they have a non-standard accent which make the use of English difficult for native speakers of English to understand. Vowels Celce-Murcia, Brinton and Goodwin (1996) states there are different types of vowel sounds in English pronunciation. Firstly, received pronunciation. It has twelve monophthongs (single or pure vowels).Secondly, eight diphthongs (double vowels) and two thriphthongs (triple vowels).therefore, some of in Asian students like Arabices , Japanese and Chinese have fewer vowels in their first Language which lead to have problems with hearing and pronouncing these distinctions of vowel sounds. For example, Japanese language has only 5 vowels /i/,/e/,/a/,/É‘/,/o/. According to, Kenworthy(1987) there are five vowels letters which are (a, e, i, o, u) .They map to 13 different sounds. For instance, the letter is pronounced differently in the words: boat, boot, out and hot. This is one of the problems that encountered by Asian adult students in pronunciation subject. They have problem with the /a/ sound (e.g. at) because it is not easy for them to hear and pronounce this sound. Also, they could not differentiate between the long sound/a/ and the sound/e/ (e.g. paper-pepper).They also have problems in differentiating between the long/e/ and the short /i/ (e.g. eat-it). Furthermore, diphthongs in English are difficult to learn and definitely tribal markers in English. .They are also very easy for native speakers of English to identify but not easy for non-native speakers of English. So, speech sounds which involve a slide from one vowel to another is the biggest problem which face Asian adult students when they speak English. For example, theou sound in the word out is a blend of /ah/ and /oo/. Several of diphthongs are quiet subtle .For instant the long /ee/ sound in the words feel and fear is a blend of /ee/ and /ah/ as (fee-ah). Celce-Murcia , Brinton and Goodwin ( 1996 ) 2- Consonants Kota(2006) stats that English consonants are less difficult than vowels. Most languages have the sounds which are represented by the letters d, t, s, and z .Nevertheless, some languages do not use certain consonants which can be difficult for non-native speakers of English. For examples, the r and l sounds are not used by Japanese and Korean native speakers. Then, the so- called ra-la distinction is especially difficult for them. They have also difficulty to distinguish between /b/ and /v/ sounds. The /th/ sound is not simply to use it in the naÃÆ' ¯ve language. It can be difficult for Vietnamese students. Therefore, they substitue a /zh/ instead of /th/ as in: /zh/ese problems may be caused by pollution. Also, he adds that there are more consonants in English than in Japanese language .Therefore, the /f/, /v/ /o/, A/, /s/,/3/,/ts/,/d3/ do not exist in the Japanese consonantal system. In addition, Munro((1993) states that some Arabic language do not make use of separate sounds for /b/ and/p/.then, they have difficulty to distinguishing and pronouncing b and p sounds as in : do not bark while I park the van. The difference is quite subtle. They may confuse z withj .These problems cause misunderstanding by native English speakers when they communicate with each other From my own experience as a Libyan student at Leicester University in the UK, I had a car accident in university road because the weather was slippery and snowing which cause that the brake of my car was out of the control. After that the police came to me and asked me some questions about the accident. I said to him I feel slippery. The problem here, the police wrote in the report driver feel asleep but he did not write what I said I feel slippery .I think that was a misunderstanding between the police and me because of my language. He misunderstand me because of his linguistic constraints particularly his heavily -accented English. Other problems which face Asian adult students, is dropping medical stopped consonants. Some of them tend o drop stopped consonants such as, sounds /p/ and /k/ from the middle of poly syllabic words. For example, Chinese students tend to drop the difficult c from the word of success. They say/ suhsess/.Also, some native speaker of English pronounce the word accessory as/ assess or ee/ instead of / ack-sess-or-ee/.(Dalton,1994) Syllable structure: According to Joanna Heather (2003), English allows for in syllable structure a cluster of up to three consonants before the vowel and four consonants after the vowel as in the words straw and glimpsed. Therefore, the structure of syllabus cause issues for speakers of many languages. For instance, Japanese students usually try to in between the consonants (e.g. desk-/desks/) becomes desukusu or in the word milk shake / mIlk ʃeIk/ becomes mirukushȆ¡ku.Kota(2006) there are two types of syllable in English which are open syllables( CV) and closed syllables( CCCVCC).On the other hand, Japanese only permit one type of syllable which is open syllable. For example, Word meaning syllable Ke hair CV Kare boyfriend CVCV So, Words in Japanese do not end with consonants and it Japanese does not allow both initial and final consonants. Knowles (1987) maintains that some Asian students who first languages end in vowels, they often tend to make all English words end in vowels. For example, they pronounce the word make as /meIkÉâ„ ¢ / instead of/ meIk/. Also, they sometimes find it is so complicated when native speakers of English may drop consonants in the more complex blends (e.g. the word months, they say /mɆ¦nÉ µs/ instead of / mɆ¦nos/. 4-Rhythm and Cadence: Brown (2001: 121) pointed out that cadence is the pattern of stresses within a sentence and rhythm refers to the beat syllabus. If each one were marked by tapping fingers on a desk: rat a-tat-tat-tat TAT of this. He adds that the main issue that trips up Asian adult students that British English are stress timed whereas most Asian languages are syllable timed. Stressed syllables are roughly equidistant in time and they like the sound of the mechanical tat-tat-tat-tat of gun machine with equal length to each syllable. However, native English speakers stretch syllables at the same time like putting emphasis on some syllables and not others. For instance,hi. Wonderful to see u again .They say this sentence like this hiiiii woooood fl to seeeeeee yu agaiaiainn. This mean, won- see- gain is both emphasized and lengthened but other syllabuses in the sentence are so lightly and shortened spoken. According to Kota (2006), stress time in English is one of the problem that encounter Asian students particularly for Singaporeans students. They speak in the way which is very difficult for English speakers to understand. 5- Intonation Roach, (2002: 50) defines intonation as the rising or falling pitch of the voice while pronouncing words or syllables. He believes that intonation enables speakers to express their emotions and attitudes when they speak. The most problematic area of pronunciation for most Asian students is intonation. They find it extremely difficult to hear tunes or identify the different patterns of rising and falling tones. Therefore, some Asian languages have less pitch variation than English especially Japanese language.They use pith changes to mark stress on the word level which result the so-called monotonous intonation. Wong(1987) suggests that English as a tonal language(not using tones).We can understand the words in isolation but if we put them together in sentences, the meaning of the sentence may change by a shift in tone. For example, Are you going to the library?(low-then-high on word library) but if u wondered which of two persons agreed to get the list of books, the same words would have a different emphasis Are you going to the library?, and the tone for you would be rather deep which is different from the first question. Jack and Willy (2002) introduce other problems in English pronunciation .Firstly, difference between spelling and sounds. There are lots of words in English language which have silent letters. Therefore, most Asian students specifically Pakistani students pronounce these silent letters unknowingly which make them mispronounce the words. For example, knowledge, kneel .These two word have k silent letter which they should not pronounce it at all. Secondly, multiple sounds of the same letters are also one of the issues that encounter Asian adult students. This mean there are many letters and combinations of letters which produce numerous sounds at different place. For instance, the letter c produces two sounds like s and k (e.g. circle, car) and also ch letter produce three sounds as ch,k andsh. Factors affecting the English pronunciation of Asian students: The effect of native language: Every language in the world has different accent and varsities is true that non native speakers speak the target language in a different way. Sometimes, they speak highly different than native speakers of English do. Avery Ehrlich (1987:9) calls the foreign accent the nature of which is determined to a large extended by a learners native language. Then, native language of speaker may influence on the pronunciation of the target language. Jack and Willy(2002: 184) states that the way we speak is a part of our identity ,that is, phonemic differences between language cause, a target language which will be spoken with a foreign language. Some Asian students specifically Turkish adult students have difficulty in some English sounds or words that are not exist in their first language. For example, the sounds/ÃÆ' °/ and / ÆÅ ¸/ are not exist in Turkish language which lead Turkish students to face difficulty to pronounce these sounds when they speak English. So they produce these sou nds under the influence of their first language. Then, the influence of native language is inevitable. 2-The factor of age: This is the most important factor in learning English pronunciation. If someone wants to pronounce a foreign language with a native like accent, he/she should start to learn it during his/her childhood. For example, children who start learn English language in foreign language speaking people environment. As a result, they have more advantage than the children who learn the second language in their motherlands. Krashen (1988) mentions that people who expose their second language during childhood, they achieve higher foreign language proficiency than those who beginning as adults. It seems that age is the main factor which effect on adults English pronunciation. They are difficult for them to learn English language after puberty. Therefore, it is better to learning it in short run and should be started in puberty. Phonetic Ability: According to Jack and Willy (2002) pointed out that some people who have a good ear, they have the ability to discriminate between the two sounds accurately. So, learners phonetics ability affects the development of their pronunciation. Kenworthy(1987) believes that the influence of age is an efficient factor for phonetics ability. Because it is so difficult for adult students to have more ability in pronunciation than immigrants children who start their learning process in a second language speaking environment. 3-The Amount Exposure: Many non native speakers have not opportunity to practice the English language in their motherlands. English also do not only used in the classroom. If the learners live in an English- speaking country, the learners will have opportunities to listen and speak with native speakers of English. Conversely, there will no advantage for learners if they live in a non English speaking country. Kenworthy (1987) insists that exposure can be a contributory factor but it is not necessary factor for developing adult learners pronunciation. Learners should make use of it is opportunities, if they are aware of the necessity of being exposed to the second language. If the learners do that, they will be more successful in case of improving their pronunciation. 5- Personality and Attitude This factor affect the pronunciation of most Asian adult students in a bad way if the learners have negative attitudes for the English environment .learners or they are introverted students. From my own experience as a student in the UK, I am one of the students who are introverted or shy. Therefore, I usually do not take part in classroom activities; seminars and tutorials .Whereas extrovert students have more chance to improve their pronunciation. Brown (2001) states attitude of the students toward the new language have an effective role in pronunciation learning. Also, if the learners have a good attitude for the target culture, they can develop their pronunciation accurately. If the learners have some prejudices on the second language and its society, this event will influence their approach to the language. It is clear that these above factors are effective in the learners pronunciation and also exert much influence on the adult learners. So, teachers play a significant role for helping adult learners to develop their English pronunciation. Also, they should pay attention to the students concern for pronunciation because they are not aware of the way that they speech. Therefore there are lots of methods and types of teaching English pronunciation which help Asian adult students to overcome the difficulties of it. They will also help them to acquire an accurate pronunciation and improve their speech. Solutions to surmount the difficulties of mispronunciation among Asian adult students:- Teaching pronunciation:- Jigsaw: Pennington (1996) maintains that jigsaw is a form of information gap. Students work in pairs or small group to exchange their information. They try to combine words with each other to create sentences. These sentences consist of words that the learners have difficulty to pronounce these words. For example, in the word rise which has the letters s that they must pronounce it as z and producing /raIz/ e.g. I was surprised that the raisings rise! B-Tongue Twister: This kind of activity helps adult Asian students to say difficult words and phrases so quickly. Celce-Murcia (1987:55) stress that there is a little transfer from practice to natural information. But, if it is needed and necessary, they can be used. Example: Paul piper picked a peck of pickled peppers. 2-Drilling Techniques There are lots of drills which helps adult Asian students to improve their English pronunciation. They are very useful for teaching the correct pronunciation of the words and sentences. A- Saturation drill Wong (1987) proposed it is vey suitable for all position of the problematic sound. For instance, the sound /s/ as a problem sound. It can be drilled in its three positions Initial media final See leasing peace Seem clinic purse Substitution drill Dalton (1994) says that this drill can be applied by substituting any sound instead of other sound. For instance,/t/ sound instead of /ÃŽÂ ¸/ and /d/ in place of /ÃÆ' °/( e.g. this is thin/tin.) It is clear that there are other ways helps learners to overcome difficulties of pronunciation .First, media which give to the students positive advantage especially when they watch standard English news channel like BBC. Second, is practice. Students should practise English with native speaker or non native speakers of English to improve their English speaking Conclusion: To sum up, teaching pronunciation is one of the important areas of foreign language teaching. Most overseas students especially Asian adult students encounter troubles when they try to communicate with native speakers of English. Then, communication should be the primary purpose of language learning and teaching. One crucial part of effective communication for Asian adult students to grasp is: comfortably intelligible pronunciation. They have certain difficulties such as produce correct sound and recognition of English sounds, understanding of stress and intonation, difference between spelling and sounds and other problems. Therefore, it should be studied in the early age (from puberty) to eliminate these problems and also to overcome the negative influence from the first language interference. Teachers must be a ware of the techniques which help students improve their pronunciation according to their age, ability, needs, attitudes and expectations. Count words (3200) Classroom Implications: Appendix I: Generally, pronunciation is really complicated process in foreign language teaching. There are some of sounds which have similar sounds but have different meanings. This can be causing much confusion to the learners. Therefore, most ESL students have problem with English pronunciation when they speak English. From my own experience as a teacher in Libyan secondary school, I used several ways to teach pronunciation which can be benefit all learners. Firstly, introducing phonemes .because the biggest problem that faces them is the distinguage between sounds. For example, in the words fat, mat, cat, sat, the letters /f/, /m/, /c/, /s/ are the phonemes which are the beginning letters of these words. Phoneme makes the distinct difference between similar words. After that, students listen and repeat these different sounds and then identify them. For the best result, I introduce phoneme in pairs. (e.g. the /f/ and/v/ sounds).They listen and speak them and also repeat simple words like( fat- vat)Secondly, practicing phonemes for making the sound accurately. I drew pronunciation diagrams on the blackboard because they help them to know how to hold the tongue and lips. For example, the sound /th/ in #the word this and thank. Anxiety is usually common among students when they lean pronunciation. Then, I usually use some verbal games such as, handclap rhythms and jazz charts which can help them to improve their speaking and relieve much of pressure. Appendix II: Students listen to audio recordings and they practice what they hear because recordings get them attuned to stress, intonation, pitch and phonological distinctions. For example: Listen and say what word you hear: is it from column (a) or column (b)? Some words are unusual. a b 1 Port Bought 2 Pack Back 3 True Drew 4 Fast Vast 5 Thank Than 6 East Easy 7 Please Pleasure 8 Ship Chip 9 Choke joke Appendix III Word stress and intonation Listen and mark the stressed syllable. Daughter- orbit-planet- computer- meaning- handle-homework- hospital derision. 2-Read these sentences and mark the pauses with / and mark the intonation pattern with à ¢Ã¢â‚¬  Ã¢â‚¬Ëœ and à ¢Ã¢â‚¬  Ã¢â‚¬Å". 1- People who look different from others in some way are interesting. 2- The one who looks bored is my sister. 3- The latest design, with CD player is very expensive. 4-A tidy, conventionally decorated room with everything in its place is boring.