Things That I Will Do for Malaysia If I Become a Celebrity Essay Example for Free

Things That I Will Do for Malaysia If I Become a Celebrity Essay What if I am a celebrity? It sounds ridiculous. But what if it really comes true? What will I do? I am wondering what I should do after that, maybe I could do something for my most beloved country, Malaysia. First of all, I will make my country to become well known. I will make it famous as a tourist center so that there will be a lot of tourists come over our country and enjoy the Malaysias splendid environment. I will also tell them that Malaysia is a beautiful and also a wonderful country. Not only that, the people in Malaysia is also very friendly and amicable. They make no distinction between whats ones own and whats anothers and always be on very intimate terms. Therefore, the tourists would be interesting with the uniqueness of Malaysia and our countrys economy will also increased due to the advent of tourists Next, I will let the whole world to know about our country. By achieving this, I will let everyone to know the location of Malaysia. I will also introduce the Malaysians culture, traditional an lifestyle to the world. Since Malaysia has three major ethnicities which are Chinese, Indians and Malays, so it would be fascinating and amusing for the people to know how we lived in our country without taking offense about other race. Other than that, I will help the country by improving the public facilities such as light rail transit (LRT), monorail and also bus. This can make things easier for people so that they can feel more convenience when they go for work or maybe school. As a conclusion, I would like to say that I will do everything for my county, Malaysia if I had become a celebrity. I will make it as a harmonious country that people always look forward to.

Momma Lowrider: Sandra Teran of Dukes Car Club :: Essays Papers

Momma Lowrider: Sandra Teran of Duke's Car Club On Easter Sunday of last year, the sound of gunfire, then police sirens, interrupted the music booming from the cars on South Sixth Avenue. Three people died and six were injured in two separate shootings that occurred within an hour of each other on the street crowded with cars and people (Stauffer). This event reinforced the way the public often views cruisers: as violent juveniles or gang-bangers engaging in a dangerous, vain activity. The violence of Easter Sunday, however, does not typify cruising or cruisers. Cruising - and the intense work that goes into making a car, especially a lowrider, truly "cruise-worthy" - offers an alternative to violence and gangs. Often, a car club helps with the work of customizing a ride, giving the owner advice on how to get the look of the car just right. Duke's Car Club has been one of the most popular and visible car clubs in Tucson since it was founded forty years ago (Teran 10/8/01). Sandra Teran, a member of Duke's Car Club, represents an a spect of cruising and car clubs that few people are aware of: family involvement and community pride. When it comes to cruising, lowriders star in the show, and have for the last thirty years. "Lowrider" signifies any automobile, from trucks to cars to motorcycles, customized to ride low to the ground. The asphalt-scraping suspension isn't the only alteration; the cars often sport elaborate paint jobs, expensive wire rimmed wheels, plush upholstery, and tough hydraulics systems. The cars' owners, also called lowriders, display their cars by cruising slowly down the street or exhibiting them at car shows. Despite the time and money put into a lowrider, lowriding is not just about the cars. It is also about family and community, as Sandra Teran explained to me when I interviewed her. Sandra is prominent in the lowriding community, and driving up to her home I could see why. Three classic luxury cars sat in the driveways, their meticulous paint gleaming. The love for all things classic extends to the inside of her home; two jukeboxes stand by the front door and a photo of one of her son s wearing a zoot suit hangs on the wall. I arrived a few minutes early for our interview, and Sandra had gone to pick up one of her grandchildren, so I sat and waited.

Plagarism in schools Essay

The term ‘plagiarism’ comes from the Latin word meaning ‘kidnapping’.   It is form of academic dishonesty in which one person passes on another persons work, words and ideas as own.   Several universities and schools do not allow plagiarism of any sort.   Some of the educational institutions often term plagiarism as the worst form of academic dishonesty.   They prefer their students to research and use resources in an appropriate manner and also express their own ideas and views.   Children often find it difficult to understand what plagiarism is.   A student may often use plagiarism in order to compete with others in the same grade.   Plagiarism also puts on extra pressure on the teachers, professors and the lecturers in detecting this serious form of dishonesty and taking action against such students (Nagy, 2004, & Dowshen, 2005). In a study conducted by Duke University in several parts of the US, it was found that about 75 % of the students indulged in some form of plagiarism.   About 33 % of the students admitted that they plagiarized to a severe extent.   In another survey, about 72 % of the students admitted that they plagiarized to serious extents when given home assignments.   In another study conducted in High School American students in 1998, 80 % admitted that they plagiarized in some form of the other, and only on 5 % of the occasions were they caught for it (Nagy, 2004). The teachers also do consider that the students frequently indulge in plagiarism.   Teachers consider the advent of the internet as a major factor for helping to plagiarize their homework.   About 58 % of the teachers consider plagiarism to be an academic issue and about 28 % of them consider that more than 50 % of the students plagiarize their homework.   Teachers consider plagiarism to be particular difficult to detect in certain cases and also to be time-consuming (ATL, 2008). In certain occasions plagiarism can be unintentional.   It is important for the student to quote the references in all cases and to express the ideas and argument in the own words.   The students should also express their ideas in the specific area.   Paraphrasing is one way of avoiding plagiarism, but use of individual ideas needs to be incorporated.   Other people’s words and sentences needs to be clearly quoted.   The individual’s own ideas can be supported by another person’s views mentioned in the texts.   Information taken from several sources and framed using skill and creativity to compile a datasheet cannot be considered as plagiarism (University of Queensland, 2007 & BBC, 2008). References: Association of Teachers & Lecturers (2008). â€Å"School work plagued by plagiarism – ATL survey.† Retrieved on 2008, March 13, from ATL Web site: http://www.atl.org.uk/atl_en/news/Media_office/releases/plagiarism.asp BBC (2007). â€Å"Exploring and Deterring Plagiarism in Schools.† Retrieved on 2008, March 13, from BBC Web site: http://www.bbc.co.uk/dna/actionnetwork/F1635812?thread=3606871 Dowshen, S. (1995). â€Å"What is Plagiarism?† Retrieved on 2008, March 13, from Kidshealth Web site: http://www.kidshealth.org/kid/feeling/school/plagiarism.html Nagy, C. (2004). â€Å"Dealing with High School Plagiarism.† Retrieved on 2008, March 13, from New Foundations Web site: http://www.newfoundations.com/ETHICPROP/Nagy718F04.html The University of Queensland, Australia (2007). â€Å"What is Plagiarism?† Retrieved on 2008, March 13, from University of Queensland Web site: http://www.library.uq.edu.au/training/plagiarism.html

Definition and Examples of Linguistic Variation

The term linguistic variation (or simply variation) refers to regional, social, or contextual differences in the ways that a particular language is used. Variation between languages, dialects, and speakers is known as interspeaker variation. Variation within the language of a single speaker is called intraspeaker variation. Since the rise of sociolinguistics in the 1960s, interest in linguistic variation (also called linguistic variability)  has developed rapidly. R.L. Trask notes that variation, far from being peripheral and inconsequential, is a vital part of ordinary linguistic behavior (Key Concepts in Language and Linguistics, 2007). The formal study of variation is known as variationist (socio)linguistics. All aspects of language (including phonemes, morphemes, syntactic structures, and meanings) are subject to variation. Examples and Observations Linguistic variation is central to the study of language use. In fact it is impossible to study the language forms used in natural texts without being confronted with the issue of linguistic variability. Variability is inherent in human language: a single speaker will use different linguistic forms on different occasions, and different speakers of a language will express the same meanings using different forms. Most of this variation is highly systematic: speakers of a language make choices in pronunciation, morphology, word choice, and grammar depending on a number of non-linguistic factors. These factors include the speakers purpose in communication, the relationship between speaker and hearer, the production circumstances, and various demographic affiliations that a speaker can have.(Randi Reppen et al., Using Corpora to Explore Linguistic Variation. John Benjamins, 2002)Linguistic Variation and Sociolinguistic VariationThere are  two types of language variation: linguistic and sociolinguistic. With linguistic variation, the alternation between elements is categorically constrained by the linguistic context in which they occur. With sociolinguistic variation, speakers  can choose between elements in the same linguistic context and, hence the alternation is probabilistic. Furthermore, the probability of one form  being chosen over another is also affected in a probabilistic way by a range of extra-linguistic factors [e.g. the degree of (in)formality of the topic under discussion, the social status of the speaker and of the interlocutor, the setting in which communication takes place, etc.](Raymond Mougeon et al.,  The Sociolinguistic Competence of Immersion Students. Multilingual Matters, 2010)Dialectal VariationA dialect is variation in grammar and vocabulary in addition to sound variations. For example, if one person utters the sentence John is a farmer and another says the same thing except pronounces the word farmer as fahmuh, then the difference is one of accent. But if one person says something like You should not do that and another says Ya hadnt oughta do that, then this is a dialect difference because the variation is greater. The extent of dialect differences is a continuum. Some dialects are extremely different and others less so.(Donald G. Ellis, From Language to Communication. Routledge, 1999)Types of Variation[R]egional variation is only one of many possible types of differences among speakers of the same language. For example, there are occupational dialects (the word bugs means something quite different to a computer programmer and an exterminator), sexual dialects (women are far more likely than men to call a new house adorable), and educational dialects (the more education people have, the less likely they are to use double negatives). There are dialects of age (teenagers have their own slang, and even the phonology of older speakers is likely to differ from that of young speakers in the same geographical regio n) and dialects of social context (we do not talk the same way to our intimate friends as we do to new acquaintances, to the paperboy, or to our employer). . . . [R]egional dialects are only one of many types of linguistic variation.(C. M. Millward and Mary Hayes, A Biography of the English Language, 3rd ed. Wadsworth, 2012)Linguistic Variables- [T]he introduction of the quantitative approach to language description has revealed important  patterns of linguistic behaviour which were previously invisible. The concept of a sociolinguistic variable has become central to the  description of speech. A variable is some point of usage for which two or more competing forms are available in a community, with speakers showing interesting and significant differences in the frequency with which they use one or another of these competing forms.Furthermore, it has been discovered that variation is typically the vehicle of language change.(R.L. Trask,  Key Concepts in Language and Linguistic s. Routledge, 1999/2005)- Lexical variables are fairly straightforward, as long as we can show that the two variants--such as the choice between soda and pop for a carbonated beverage in American English--refer to the same entity. Thus, in the case of soda and pop, we need to take into account that for many U.S. southerners, Coke (when used to refer to a beverage and not the steel-making fuel or the illicit narcotic) has the same referent as soda, whereas in other parts of the U.S., Coke refers to a single brand/flavour of the beverage . . ..(Scott F. Kiesling,  Linguistic Variation and Change. Edinburgh University Press, 2011)