Evidence of Bad Character Case Study

Evidence of Bad Character Case Study 1.That Z had sex with T D H The evidence that Z had sex with T D H can be admitted with the agreement of all the parties[1]. However it is unlikely that Z would agree that this evidence could be admitted therefore that X would have to rely on one of the other provisions of section 100 (1) of the Criminal Justice Act 2003 in order to admit the evidence. Section 100 (1) of the Criminal Justice Act 2003 stipulates, â€Å"Evidence of the bad character of a person other than the defendant is admissible if and only if: It is important explanatory evidence, It has substantial probative value in relation to a matter which – is a matter in issue in the proceedings, and is of substantial importance in the context of the case as a whole, or all parties to the proceedings agree to the evidence being admissible Therefore it is likely that Z will try and admit this evidence under s100(1)(b) arguing that it has substantial probative value in relation to a matter that is either a matter in issue in the proceedings or that is of substantial importance in the context of the case as a whole. In order to determine whether or not the evidence has substantial probative value case law prior to the enactment of the Criminal Justice Act 2003 should be considered where it was considered that such evidence could be admitted if it was â€Å"striking similarity[2]†and of â€Å"sufficient probative force to overcome prejudice.[3]† It is likely that this evidence will be admitted. 2.That Z was convicted of wasting police time The evidence that Z had been convicted of wasting police time could again be admitted if both parties agree to the evidence being admitted. However it is unlikely that Z would agree that this evidence can be admitted therefore that X would have to rely on one of the other provisions of section 100 (1) of the Criminal Justice Act 2003 in order to admit the evidence. Section 100 (1) of the Criminal Justice Act 2003 stipulates that â€Å"evidence of the bad character of a person other than the defendant is admissible if and only if: It is important explanatory evidence, It has substantial probative value in relation to a matter which – is a matter in issue in the proceedings, and is of substantial importance in the context of the case as a whole, or all parties to the proceedings agree to the evidence being admissible Therefore it is likely that Z will try and admit this evidence under s100(1)(b) arguing that it has substantial probative value in relation to a matter that is either a matter in issue in the proceedings or that is of substantial importance in the context of the case as a whole. In order to determine whether or not the evidence has substantial probative value case law prior to the enactment of the Criminal Justice Act 2003 should be considered, as above and in consideration of that evidence it is unlikely that the evidence will be admitted. This does not appear to be of substantial importance and it is likely that the jury could reach the right conclusion without hearing this evidence. 3.That W is a lesbian who is prejudiced against men The evidence that W is a lesbian who is prejudiced against men can be admitted with the agreement of all the parties[4]. However it is unlikely that W would agree that this evidence could be admitted therefore that X would have to rely on one of the other provisions of section 100 (1) of the Criminal Justice Act 2003 in order to admit the evidence. Section 100 (1) of the Criminal Justice Act 2003 stipulates, â€Å"evidence of the bad character of a person other than the defendant is admissible if and only if: It is important explanatory evidence, It has substantial probative value in relation to a matter which – is a matter in issue in the proceedings, and is of substantial importance in the context of the case as a whole, or all parties to the proceedings agree to the evidence being admissible Therefore it is likely that Z will try and admit this evidence under s100(1)(b) arguing that it has substantial probative value in relation to a matter that is either a matter in issue in the proceedings or that is of substantial importance in the context of the case as a whole. On this basis it is unlikely that this evidence will be admitted. 4.Psychiatric evidence in respect of Y The evidence that Y is suffering from Potipahr’s Wife Syndrome can be admitted by agreement by the parties. [5] However it is unlikely that Y would agree that this evidence could be admitted therefore that X would have to rely on one of the other provisions of section 100 (1) of the Criminal Justice Act 2003 in order to admit the evidence. Section 100 (1) of the Criminal Justice Act 2003 stipulates that â€Å"evidence of the bad character of a person other than the defendant is admissible if and only if: It is important explanatory evidence, It has substantial probative value in relation to a matter which – is a matter in issue in the proceedings, and is of substantial importance in the context of the case as a whole, or all parties to the proceedings agree to the evidence being admissible X will need to argue that the evidence is important explanatory evidence. Evidence is â€Å"important explanatory evidence† for these purposes if â€Å"(a) without it, the court or jury would find it impossible or difficult properly to understand other evidence in the case, and (b) its value for understanding the case as a whole is substantial[6]. Except in relation to evidence of conduct, which is alleged to be similar to matters in dispute at the trial, evidence of witness’s bad character may not be adduced without the leave of the court[7]. Section 100(3) identifies certain factors to be taken into account by the trial judge, alongside any others considered relevant, in exercising his discretion to grant leave to allow bad character evidence to be given. Such factors include the number of relevant incidents, the lapse of time, and other common sense considerations relating to similarities between past and present conduct and questions of contested identity. Therefor e such evidence will only be admitted if it bears substantial probative value, and the court grants leave. It would therefore be concluded that in this instance that the evidence would be admitted. 5.Previous evidence of V Assuming as discussed above that the X is not successful in admitting any of the evidence (as if he is this will mean that the evidence of his bad character and previous convictions will automatically be admitted) the Criminal Justice Act 2003 contains a dedicated scheme of rules to regulate the admissibility of evidence of the accused’s extraneous misconduct in s101 (1). These rules are different from those rules that exist for the admittance of other witness’s previous character. In criminal proceedings evidence of the defendant’s bad character is admissible if, but only if – all parties to the proceedings agree to the evidence being admissible, the evidence is adduced by the defendant himself or is given in answer to a question asked by him in cross-examination and intended to elicit it, It is important explanatory evidence, It is relevant to an important matter in issue between the defendant and the prosecution It has substantial probative value in relation to an important matter in issue between the defendant and a co-defendant, It is evidence to correct a false impression given by the defendant, of The defendant has made an attack on another person’s character Therefore this evidence can be admitted by agreement by the parties however this is unlikely. Therefore it is likely that the prosecution will attempt to admit the evidence under sections c and d and this are provisions, which are concerned with similar fact evidence. One significant dimension of the â€Å"similar facts† cases concerned the dangers posed by deliberate collusion between witnesses or innocent cross-contamination of their evidence. In determining the admissibility of evidence of the accused’s misconduct in the first instance, however, section 109 obliges the court to treat the evidence as true, unless â€Å"it appears, on the basis of any material before the court (including any evidence it decides to hear on the matter), that no court or jury could reasonably find it to be true[8]. Therefore given the similarities between the previous incident and the current one it is likely that this information will be allowed to be admitted into the current proceedings. The reason for this is that the evidence can either be considered to be important explanatory evidence or alternatively that it is relevant to an important matter in issue between the defendant and the prosecution 6.X’s previous conviction of Exposure The CJA 2003 contains a dedicated scheme of rules to regulate the admissibility of evidence of the accused’s extraneous misconduct in s101(1): In criminal proceedings evidence of the defendant’s bad character is admissible if, but only if – all parties to the proceedings agree to the evidence being admissible, the evidence is adduced by the defendant himself or is given in answer to a question asked by him in cross-examination and intended to elicit it, It is important explanatory evidence, It is relevant to an important matter in issue between the defendant and the prosecution It has substantial probative value in relation to an important matter in issue between the defendant and a co-defendant, It is evidence to correct a false impression given by the defendant, of The defendant has made an attack on another person’s character Therefore this evidence can be admitted by agreement by the parties however this is unlikely. Therefore it is likely that the prosecution will attempt to admit the evidence under sections c and d and this are provisions, which are concerned with similar fact evidence. One significant dimension of the â€Å"similar facts† cases concerned the dangers posed by deliberate collusion between witnesses or innocent cross-contamination of their evidence. In determining the admissibility of evidence of the accused’s misconduct in the first instance, however, section 109 obliges the court to treat the evidence as true, unless â€Å"it appears, on the basis of any material before the court (including any evidence it decides to hear on the matter), that no court or jury could reasonably find it to be true[9]. Section 107 where evidence of the accused’s bad character has been admitted into the trial without the accused’s agreement, under section 101(1) paragraphs (c)-(g), and the court is satisfied at any time after the close of the prosecution’s case that (i) that evidence is contaminated such that (ii) a conviction would be unsafe, â€Å"the court must either direct the jury to acquit the defendant of this offence or, if it considers that there ought to be a retrial, discharge the jury†. Either way, proceedings will not be allowed to continue if it emerges during the course of the trial that material evidence of bad character has been contaminated. A previous conviction can be admitted as evidence of propensity if it falls into either: (i) one of the categories of offences; or (ii) the statement of the offence in a written charge or indictment would be the same. Thus, a person who has been convicted of actual bodily harm and is now charged with actual bodily harm will fall into the second category (same description)-but a person who has been convicted of theft and is now charged with burglary would not. However, the Home Office will introduce two sets of categories of offences-the first broadly comprising all Theft Act offences, the second comprising sexual offences involving sexual contact with children. Therefore given the similarities between the previous incident and the current one it is likely that this information will be allowed to be admitted into the current proceedings. The reason for this is that the evidence can either be considered to be important explanatory evidence or alternatively that it is relevant to an important matter in issue between the defendant and the prosecution 7.Directing the Jury Because of the statutory grounding of the criminal evidence rules the rules on directing the jury, in relation to similar fact evidence and evidence of bad character have altered somewhat. The provisions that we are concerned with here are contained within Section 107 where evidence of the accused’s bad character has been admitted into the trial without the accused’s agreement, under section 101(1) paragraphs (c)-(g), and the court is satisfied at any time after the close of the prosecution’s case that (i) that evidence is contaminated such that (ii) a conviction would be unsafe, â€Å"the court must either direct the jury to acquit the defendant of this offence or, if it considers that there ought to be a retrial, discharge the jury†. Either way, proceedings will not be allowed to continue if it emerges during the course of the trial that material evidence of bad character has been contaminated. Finally, there is a power for the court to discharge the jury and either direct an acquittal or order a retrial if a judge, having admitted evidence of bad character, later decides that such evidence was contaminated. Contamination is defined in terms of evidence that is false or misleading in any respect, as a result of the witness who gave the evidence either having agreed to give false evidence, or being affected by hearing other evidence in the case. It seems these provisions are aimed particularly at allegations of multiple sexual abuse where other allegations are, on occasion, felt to be the consequence of collaboration by different witnesses. In such cases it would be open to the judge to cure the problem by direction to the jury, but where it is felt that direction is inadequate and any subsequent conviction would be unsafe, the judge is empowered to discharge the jury. In conclusion therefore if the judge is satisfied with the evidence and there is no evidence of contamination or collusion then this evidence of the defendant’s previous bad character will be admitted. Bibliography Legislation Criminal Justice Act 2003 Books Dennis I, (2002) â€Å"The Law of Evidence†, Sweet and Maxwell Huxley P O’Connell M, (2004) â€Å"Statutes on Evidence†, Oxford University Press McEwan J, (1998) â€Å"Evidence and the Adversarial Process, Hart Publishing Tapper C, (2003) â€Å"Cross and Tapper on Evidence, Oxford University Press Zuckermann A Roberts P, (2004) â€Å"Criminal Evidence, Oxford University Press 1 Footnotes [1] S100 (1) (C) [2] DPP v Boardman 1975] AC 421 HL [3] DPP v P [1991] 2 AC 447 at 460 [4] S100 (1) (C) [5] S100 (1) (C) [6] S100(2) [7] S100(4) [8] S 109 (2) [9] S 109 (2)

Marketing Communication Essay

â€Å"Brand positioning is an attempt to create and maintain a unique representation of the brand in customer’s mind, a representation that is expected to stimulate choice of that brand† (Rossiter, 2005, p.42). Positioning, in fact, refers to how customers think about different brands in a market. Through brand positioning a company attempts to build a sustainable competitive advantage on product attributes in the consumer’s mind. Nevertheless, developing a successful positioning strategy is not easy. Positioning products in a complex market can be one of a company’s most difficult decisions (Gwin, 2003, p.30). Brand positioning is the first stage of marcoms planning. â€Å"Before the manager can make a reasonable decision about where the brand should be headed via its marcoms, the manager first has to decide – to change, if necessary, or to shore up and reconfirm – the brand’s positioning† (Rossiter, 2005, p.32). The three-level procedure for positioning, presented by Rossiter and Bellman (2005, p.42), contains T-C-B positioning model, I-D-U benefit analysis and a-b-e benefit claim model. The T-C-B positioning model requires managerial decisions on three factors – Target Customer (T) for the brand, Category Need (C) into which the brand should be positioned and Key Benefit (B) which will be offered by the brand. In order to correctly determine the category need, benefits sought and the purchase decision process, managers have to rely on a customer research. The most useful types of research are individual depth interviews and Marcoms Situation Audit (Rossiter, 2005, p.44). The Target Customer decision answers the question â€Å"Who is the brand for?†, and it has to be defined for different types of customer, known as stakeholders. However, the most important is the decision on End-Customer target for brand positioning, and it should be defined as broadly as possible, including all current and potential users of the brand. Category Need (C) is another positioning decision, and it aims to answer the question â€Å"What is the brand?†. It is essential that the Category Need is identified and described in customer language and from customer’s point of view. The Key Benefit (B) decision is the third factor in the brand’s positioning, and it includes several sub-decisions. Firstly, managers have to decide between central, differentiated and central me-too benefit positioning within the category. Secondly, the decision on the emphasised benefit type has to be  made. The benefit to be emphasized, or the Key Benefit, can be instinctual, archetypal, emotional or rational. Finally, managers must decide on entry-ticket benefits that have to be mentioned, and any inferior benefits, which should be tr aded off or omitted in the marketing communications. Key Benefit (B) selection for the T-C-B brand positioning decision is accomplished by conducting an I-D-U Benefit Analysis of competing brands in the category. The manager has to select the Key Benefit that is important or motivating to target customers (I), deliverable by the brand (D) and unique to the brand (U) (Rossiter, 2005, p.62). To decide which benefits are important, deliverable and unique, managers have to evaluate the potential of multiple benefits, using multiattribute model. Importance or desirability of benefits could be determined by identifying the important customer benefits in a product category, and asking users to rate the desirability of each benefit. To find out the Delivery, the same customers who provided the importance ratings could be asked to rate how well each competing brand delivers on each of the important benefits. Uniqueness, or differentially superior delivery, could be determined by calculating Brand Preference score from I-D-U ratings – by multiplying delivery rating of the brand by the importance weight for each benefit and then summing them (Rossiter, 2005, p.64). After completing the I-D-U analysis, managers have to choose one of five strategic options for increasing the brand’s market share via Key Benefit positioning. These options are: to increase the brand’s perceived delivery on an important benefit; to increase the perceived importance of a benefit; to decrease a competitor’s perceived delivery; to add a new benefit; and to change the choice rule. The a-b-e benefit claim model is the third, final stage of positioning. This model looks at the structure of benefit claims, and distinguishes between attributes (a), which are ‘what the brand has† (objectively), benefits (b), which are â€Å"what the customer wants† (subjectively), and emotions (e), which refer to â€Å"what the customer feel†. Decisions made in T-C-B positioning model, I-D-U benefit analysis and a-b-e benefit claim model are incorporated in the positioning statement for the brand. In our consultancy report we used T-C-B positioning model to perform the  positioning analysis for Mortein insect spray. Keeping in mind that the definition of Target Customer should be broad and include all current and potential users of the brand, the End-Customer target for Mortein insect spray was defined as â€Å"Consumers of household insecticide products†. Category Need into which Mortein insect spray is to be positioned was defined, from the customer’s point of view, as â€Å"Insect killers†. The benefit to be emphasised, or the Key Benefit, was identified as â€Å"Fast killing of insects†. We decided to adopt central positioning within the category because Mortein is the leading brand in the Australian household insecticide market. Rational approach, or Rational Selling Proposition, which is focused on a functional performance benefit, was used to identify the Key Benefit. Since the choice between brands of insect spray is Informationally motivated, the rational approach is the best alternative for identifying the Key Benefit. In order to identify the importance or desirability of benefits, we provided a small sample of users of insect spray with a list of benefits, and asked them to rate each of these benefits on a 9-point scale from extremely desirable to extremely undesirable. From their responses we found out that the most important benefits were fast killing, low price and safety. To determine the delivery by each brand we asked the same group of users to rate, on a five point rating scale, how well different brands perform on each of the important benefits. Mortein insect spray scored 4.5 on fast killing, 1.5 on price and 5.0 on safety. Uniqueness was estimated by calculating the Brand Preference score for Mortein insect spray, which was 32.5, or72% of the Ideal brand score. Based on that analysis, first I-D-U strategy option – to increase our brand’s perceived delivery on an important benefit – has been selected. We would like to increase the delivery rating on the most important benefit – fast killing, and, also, to slightly increase delivery rating on price. Regarding the a-b-e benefit claim model, since Mortein insect spray is an Informationally motivated product, we decided to use e-→b (negative emotion → benefit), or Problem-solution benefit chain. People feel annoyed because of the presence of insects in their homes (they have a strong negative emotion), so Mortein will offer them a benefit of fast killing of insects. There are also other models for brand positioning that managers can employ. Perceptual mapping techniques are frequently used to aid managers in making brand positioning decisions (Kohli, 1993, p.10). Perceptual maps could be used to determine where the brand is positioned with the respect to the competitive brands, and to help identify product or service attributes which are important to customers, and which can be used to differentiate one company’s offering from the others in the category. The perceptual mapping delivers a graphic map of the various attributes, locating in space the different brands already in the marketplace with relation to each other and with relation to various attributes uncovered by quantitative surveying of customers and potential customers (Cahill, 1997, p.101). Amongst various techniques of perceptual mapping, the most frequently used are Factor Analysis, Discriminant analysis and Multidimensional Scaling. Factor Analysis is essentially a data reduction technique in which the objective is to represent the original pool of attributes in terms of a smaller number of dimensions or factors (Kohli, 1993, p.10). After the factors have been identified, the brand’s ratings on these factors are used to position the brands in perceptual space. Factor Analysis works best for promotional and communications strategies because it yields more affective dimensions (Gwin, 2003, p.33). Discriminant analysis is also used to reduce the number of attributes to a smaller number of underlying dimensions. However, unlike Factor Analysis, it focuses on attributes which show differences between brands (Kohli, 1993, p.11). Since it yields more objective dimensions, Discriminant analysis is most often used for new product design. Multidimensional Scaling (MDS) enables managers to map brands spatially, so that the relative positions in the mapped space reflect the degree of perceived similarity between the brands. Respondents are asked to evaluate brands in pairs, judging the overall similarity of the brands, not individual attributes (Kohli, 1993, p.12). The best use of Multidimensional Scaling is in established markets, with numerous brands available to respondents. On the other hand, Gwin and Gwin (2003) favour another tool, the Product Attributes model, over perceptual mapping techniques. Product Attributes model assumes that consumer choice is based on the characteristics (or attributes) of a brand. The consumer’s choice is based on maximizing the level of satisfaction received from the product attributes  subject to a budget constraint (Gwin, 2003, p.32). The main strength of this model is the ability to incorporate the impact of price into assessment of brand positioning. Perceptual mapping is useful because it makes easier for people to see and understand relationship when they are presented graphically, rather than when they are offered in columns of figures or in long verbal descriptions (Cahill, 1997, p.101). If we used perceptual mapping in our consultancy report it would, enable us to locate different brands in space, and, actually, see what Mortein stands for in relation to the competitors. Nevertheless, this technique has several drawbacks. Firstly, it compares only two, usually most important attributes, while other attributes ate neglected. Secondly, there is no way of representing benefit importance in perceptual maps because the attributes are invariably plotted as though they were of equal importance (Rossiter, 2005, p.70). In our particular case, for Mortein insect spray, if we employed perceptual mapping, we would probably obtain similar results to those from I-D-U benefit analysis. However, by using perceptual mapping techniques, we would have to spend considerably more time and effort on research and statistical analysis. Therefore, we believe that the I-D-U model favoured by Rossiter and Bellman (2005) is superior to perceptual mapping and other models of brand positioning. References Cahill, D., (1997), How Consumers Pick a Hotel: Strategic Segmentation and Target Marketing, The Haworth Press, Inc., New York Greenberg, M., and McDonald, S. S., (1989), ‘Successful Needs/Benefits Segmentation: A user’s Guide’, The Journal of Consumer Marketing, Vol. 6, Iss. 3, pp. 29-36 Gwin, C. and Gwin, C., (2003), ‘Product attributes model: A tool for evaluating brand positioning’, Journal of Marketing Theory and Practice, Vol. 11, Iss. 2, pp. 30-42 Haley, R., (1995), ‘Benefit segmentation: A decision-oriented research tool’, Marketing Management, Vol. 4, Iss. 1, pp. 59-63 Kohli, C. and Leuthesser, L., (1993), ‘Product positioning: A comparison of perceptual mapping techniques’, The Journal of Product and Brand Management, Vol. 2, Iss. 4, pp. 10-20 Kotler, P. et al., (2004), Marketing, 6th edition, Pearson Education Australia Rossiter, J. R. and Bellman, S., (2005), Marketing communications; theory and applications, Pearson Education Australia Wedel, M. and Steenkamp, J. E. M., (1991), ‘A Clusterwise Regression Method for Simultaneous Fuzzy Market Structuring and Benefit Segmentation’, Journal of Marketing Research, Vol. 28, Iss. 4, pp. 385-392

Summary “The Environmental Issue from Hell”

We’re Hot as Hell Is global warming a moral dilemma? Is it the public policy problem from hell? In â€Å"The Environmental Issue from Hell,† Bill McKibben uses many of such phrases en route to arguing for a new approach to global warming. By discussing hell and morals, the reader’s mind is already equating it with two heavily debated issues. Therefore, we begin to question their existence and how we should  deal  with the subjects. McKibben wisely chooses these disputes to represent his main concerns: the ways in which consumerism affects the global ecosystem, and the impact of humans on the environment.McKibben presents a solution on how to handle each of these environmental issues, utilizing both the people and the government. McKibben's point of how consumerism affects the global ecosystem is certainly relatable. With all the new technology forming, global warming has only increased, despite the many efforts to make everything more energy efficient. McKibb en points out that, â€Å"most of us live lives so divorced from the natural world that we hardly notice the changes anyway. (McKibben 747) Choosing the word divorce (which everyone has heard and in some way or another experienced), and also elaborating about parking garages  and air conditioning captivates the reader. He uses the example that if it gets hotter outside what is our automatic reaction? We turn the AC up without contemplation. He explains that these new technologies are not letting us feel the consequences of global warming, causing us to be completely ignorant of it. Related article: †The Proverbs of Administration† SummaryMckibben feels it is subsequently important to make people realize now because, â€Å"By the time the magnitude of the change is truly in our faces, it will be too late to do much about it. â€Å"(747). The author recognizes the delay between the actions we take to lower carbon dioxide in the atmosphere and the actual results of it lowering. Due to the outcomes, Mckibben expresses, â€Å"†¦we need to be making the switch to solar  and wind and  hydrogen power  right now to prevent disaster decades away. â€Å" (747), summing up his thought that we need to be making the change to more energy efficient and eco-friendly power before it is too late.Mckibben inaugurates his third paragraph suggesting that we make the environmental issues, â€Å"†the great moral crisis of our time, and the equivalent of the civil rights movement of the 1960s. â€Å"(747). He uses this analogy to explain that in his opinion, we are strip-mining the present and destroying all of whom come after it. Thus, leading him to discuss exactly how humans’ materialistic ways have impacted the earth. From Bangladesh living three months in thigh high-deep water, to polar bears becoming â€Å"20% scrawnier than they were a decade ago† (748).The environmentalist writer goes on to discuss how to deal with global warming since it is indeed creeping up on us. Mckibben once again articulates his repetitive view that, â€Å"it’s a moral question, finally, if you think we owe any debt to the future. † (748). In many circumstances it is believed that if it had been done to us, we would dislike the generation that did it, just as how we will one day be disliked. The solution given in the essay on how to handle these environmental issues is to start a moral campaign.In other words, â€Å"†¦ turn it into a political issue, just as bus boycotts began to make public the issue of race, fo rcing the system to respond. â€Å" (748). As a part of the overall populist causing these issues, Mckibben understands that the hardest part about starting this moral campaign is identifying a villain to overcome. Briefly voicing that Carbon dioxide is the main villain, but you can't be mad at it, only the people responsible, which is us. We often become guilty of only looking through our own perspective lenses.In his eyes, we have fancy technology, unnecessarily big cars, and most importantly ignorance about the environmental world around us. McKibben is asking for us to take a  step  back and look from someone else’s point of view, which as an author is a brilliant idea. He is asking us as the readers to be open-minded and look through someone else’s eyes with the hope that it will be his. Works Cited Mckibben, Bill. â€Å"The Environmental Issue from Hell. † The Mcgraw-Hill Reader. Ed. Gilbert Muller. 11th ed. Boston: Learning Solutions. 2011. 746-49. P rint.

Analysis Of The Poem Song Of Myself 1 2 `` By Walt...

I will compare â€Å"Song of Myself 1 2† by Walt Whitman and, â€Å"Slant of light† by Emily Dickson by analyzing each poems themes, structure, and figurative language. Death in an inevitable part of the life cycle. Before the human soul passes into the spiritual world every person sees a â€Å"Slant of light†, which represents heaven opening its gates to your soul. Dickson foresees death, and is not at peace with an uncertain afterlife. â€Å"That oppresses, like the Heft of Cathedral Tunes† Every person faces the challenge of accepting death, but no one can explain if the soul releases from the body because of death. â€Å"None may teach it – Any – ‘Tis the Seal Despair† You cannot control death, there is method to prepare for death, it is an experience everybody goes through but nobody can explain how it feels. â€Å"An imperial affliction Sent us of the Air† The imperial affliction is time/mother nature, it is the supreme ruler because it cannot be controlled, every soul has a limited amount of time on this Earth. Air represents the pleasing of the soul, humans constantly breathe air because withou t it they would die, and likewise people constantly thrive for happiness to take advantage of the time because without happiness humans would be dead inside. Time forces humans to thrive to satisfy their soul’s because every new day is another closer to death. Dickson’s poems lacked words but, not imaginative ideas. Dickson used four couplets, and one tercet to help organize her thoughts. Dickson lines

Graduation Speech Essay - 643 Words

Writing this commencement speech for you tonight was hands-down one of the most stressful things I have ever done. For days, I toiled over what to speak about, worried that as you sat there anxious to graduate I would bore you, or say the wrong thing. I tried to write a witty and funny speech designed to entertain you, but a lack of ability ultimately forced me to give up. This speech is the culmination of hours of brainstorming, three rejected rough drafts, editing galore, and finally me just putting my heart and soul on paper. It, as practically all commencement speeches do, contains all the expected words of praise and well wishing. It does not say anything that has not been said in the past, or that will not be said in the future, save†¦show more content†¦Nevertheless, there is something we have achieved together that will stay with Billwood long after we are gone. Our spirit. In four years, this class has grown from a group of awkward, unsure teenagers into caring, mature, confident adults. Every one of us has endured our own personal struggles. We have cried over boyfriends and girlfriends, fought unmercifully with our parents, crammed for Dr. Bs notorious mid-terms, and sunk into the depths of severe senioritis. Separately, we have survived the painful life that is teenagerhood. Together, however, as a class we have managed to attain a level of excellence unsurpassed by any other. The kind, accepting, forgiving, eager, willing and energetic qualities that our class proudly possesses set us apart as a group with irrepressible spirit. Just by doing what we do, and being who we are, this class has touched the lives of both students and staff. Perhaps without even knowing it, this class of 2006a presence has made Billwood High School a better place. The impressions this class has made, I believe, has even inspired other students to strive for greatness. And in that way, our class will live on forever. We are to Billwood as Braveheart was to Scotland. Each and every one of you seated before me today deserves the greatest congratulations. You have paid a price to be here; put tears, sweat, blood, frustration, anger, effort and now triumph into your fourShow MoreRelatedGraduation Speech : My Graduation Essay1022 Words   |  5 Pages My Graduation A Graduation ceremony is one of the major steps in life, it marks the start of new changes in our lives. It ushers us into growing up and be responsible for our actions. It marks a new dawn of embracing life experiences, cultivation of good work ethics and eventually culminates in chasing our dreams. On my graduation day, I woke up to the sweet aroma of the breakfast my sister was making. I sat down to eat when the food was ready. It took me about 2 hours to finishRead MoreGraduation Speech1128 Words   |  5 PagesSasenarine Tomby Graduation Speech 2011 Good afternoon [name of members of the head table], teachers, parents, students, fellow graduates and distinguished guests. I must first and foremost thank God for this blessing and honor to stand before you today as Valedictorian of the Class of 2011. Yet, today is not only my day to shine. Every graduate present here is deserving of high praise and recognition and I would like to congratulate each of you on reaching this milestone in life. IRead MoreGraduation Speech650 Words   |  3 PagesCongratulations everyone, congratulations. If youre participating in this graduation ceremony, youve taken the next step toward your future goals and dreams. For those of you that just finished your transfer degrees, congratulations. To those of you that came back to school after a few years off to get a better education, congratulations. To those of you that came to get a certificate or learn IT or computer programming so you can get a better job, congratulations. Now that youre moving onRead More Graduation Speech Essay1010 Words   |  5 PagesLadies, gentlemen, parents, friends, family, staff, fellow students: Instead of taking up more time and reading my speech, it is available to you at http://www.olen’s_speech.com. Thank you. No, just kidding. But seriously folks... Today we are gathered here to celebrate our graduation from 12 long years of schooling. The education granted to us has been a privilege. One so graciously given to us by the citizens of our state, by our community, and by our parents. Today would not beRead More Graduation Speech Essay1009 Words   |  5 Pagesyou might ever sit through. Most of us, though, and I regret that I am in this group, will sit through many more ceremonies -- ceremonies longer and more tedious that this or anything else you can imagine. If you think this is bad, try a college graduation. Think, that is, attend a wedding. And, if just for a moment you think that that is bad, just be thankful you have never attended or will attend a Bar Mitzvah. The only ceremony I think anybody would truly enjoy attending is a funeral. But, onlyRead MoreEssay on Graduation Speech830 Words   |  4 Pagesthe senior class president. A few weeks ago, I was told that I would be speaking at graduation. I was asked to put together a speech for tonight -- Ive become experienced at speech writing over the past couple of weeks. The speech that you are hearing is the fourth one Ive written, the recycle bin needs to be emptied at home and I need a new highlighter. Thank you, Mr. Mier, you get an A+ for your help as my speech teacher but an F for saving trees. Tonight Id like to talk to three groupsRead MoreAn Example of a Graduation Speech653 Words   |  3 Pageswriting papers, doing homework, taking an occasional pop quiz, and of course taking countless exams, it is that time that we all anticipate†¦Graduation! Purpose Statement: Since the majority of us are seniors, and graduation is a little less than a month away, I am going to provide you with some historical background information and some fun facts about graduation in order to make the occasion even more meaningful than it already is. Road Map: Most of you could probably agree that high school wasRead More Graduation Speech Essay1516 Words   |  7 Pagesstudy abroad, and with the great help of the Turner family, Ms. Joy Fitzpatrick who is the international student program coordinator, and my parents, I entered America as an international student on March 11, 2001, only one week after my high school graduation in Japan. It seems as though yesterday when I saw my host mom crying at the airport to see me landed to America safely, as if she were welcoming back her own daughter. I still recall the very first class I took. I was so scared and nervous thatRead More Graduation Speech Essay1115 Words   |  5 Pagesthis graduation speech, several people suggested including a profound quote offering â€Å"encouraging advice to the young graduates†, and then there were others who said, â€Å"eh don’t worry about it, no one listens to those anyway.† Fortunately, I was actually able to take from both suggestions and found a happy balance. You see, I won’t tell you today to: â€Å"Dare to dream† or â€Å"Find your own vision† or even to â€Å"Strive for excellence,† or any trite clichà © that’s ever been said in a graduation speech. SoRead More Graduation Speech Essay560 Words   |  3 PagesWhen they were trying to find someone to give this speech they first asked the most intelligent, smart person they could find. But she turned them down. So then they asked the most beautiful, lovely, attractive person they could find. She also turned them down. Next they asked the nicest, sweetest, kindest, most sincere person they could find. Then I decided it would be rude to turn them down three times in a row, so here I am. How many people here like tomato soup? Come on, raise your hand if

Unbiased Report Exposes the Unanswered Questions on Sixth Grade Essay Topics

Unbiased Report Exposes the Unanswered Questions on Sixth Grade Essay Topics In this kind of situation, it's more convenient to locate ready-made essays and use them as an example. When it has to do with writing an argumentative essay, the most crucial matter to do is to select a topic and an argument you may really get behind. Consider your essay for a conversation or debate. An argumentative essay requires you to choose a topic and have a position on it. It is a particular type of academic writing. Locating good essay topics which you could discuss effectively and create powerful argumentative essays is a tough work. Ultimately, now that you're prepared to work on your paper, we wish to remind you of the value of appropriate essay structure. It's possible to always structure your issue so that it's unique to the argument that you're proposing in your essay. You don't need to acquire super technical with legal argumentative essays, but be certain to do your homework on what the present laws about your favorite topic actually say. The authentic leadership essay is simple to read and understand. You may continue to keep your argumentative essays for your upcoming job portfolio in case they're highly graded. The debut of each written work ought to have a very clear thesis statement or argument. What's more, homework teaches children personal responsibility that could be of terrific use for their upcoming life. You should have accessibility to proper resources that will enable you to compose the essay with suitable sense and structure. There are easy topic ideas students are somewhat more li kely to write about since they will be simple to write. Our professional team will do anything it requires to deliver the essay you will take pride in! The role of assigning an essay to middle school students is to make awareness and permit them to develop writing skills. Normally, the teachers or professors assign the topics independently. The absolute most important facet is your wisdom and comprehension. Creating an outline is a significant portion of writing. You are also going to be in a position to construct your writing skills and learn key techniques to correct mistakes in your writing. When writing an important composition, it's recommended to pick contradictive topics. The Ugly Side of Sixth Grade Essay Topics The essay demands proficient handling and expert strategy. Moreover, in-text citations will present your awareness of the various papers formats. If when you are preparing a report you merely analyze specific literature, the essay demands an excellent penetration into the issue. You don't need to lose grades because of incorrect essay format. Remember which you can make funny argumentative essays if you do a few things. What you aspire to teach your reader will decide the form of your essay. There is an assortment of ideas to think about that offer useful insight to encourage the most suitabl e selection. The majority of the folks have a tendency to run away from politics and thus the politics essays too, therefore it is quite important to grab the eye of the readers till the conclusion of the essay and that would be much difficult I know. Inspiration to make your own advertising or media argumentative essay topics isn't tough to discover. Quite simply, the politician who would like a vote, or the fake news sites which just need a click. To begin with, local newspaper papers might be great place to discover interesting argumentative essay topics.

English The Dominant Language

Question: How English develops in the world is no business whatever of native speakers in England, the United States, or anywhere else (Widdowson, 1994:385). Do you agree or disagree with this statement? Explain why? Discuss the implications for English Language Teaching. Answer: Undoubtedly, English has become the dominant language in the world. It is gradually given to various names and symbols, such as Lingua Franca, World English, International Language and Standard English. It is beyond only a language. Experts and scholars put lots of effort to discuss, analyze and argue the importance, transformation and function of it. Kachru (1985) use his Three Circles to elaborate the amount of people who use English. In the Inner Circle only 375 million users are the native speakers who are the norm-providers. Roughly only one out of every four users of English in the world is a native speaker of the language . However, the three out of the four users follow the Standard English which is defined by the native speakers. Widdowson (1994) expressed the idea in a very telling manner when he writes It is a matter of considerable pride and satisfaction for native speakers of English that their language is an international means of communication. But the points is that i t is only international to the extent that it is not their language Jenkins 2011). The role of language in todays increasingly globalized world is complex Windschitl et al. 2012). The realization that the majority of the uses of English occur in contexts where it serves as a lingua franca, far removed from its native speakers linguacultural norms and identities, has been an important leitmotif in this discussion (Seidlhofer 2006). Yet at the same time, while the number of native English speakers by some accounts is decreasing slightly, non-native English speakers are dramatically increasingly in number (Liu 1999 cited by Stroupe 2010), and decreasing in age (Graddol 2006 cited by Stroupe 2010). As many suggest, English continues to gain prominence through economic, diplomatic and media activities (Graddol 2006 cited by Stroupe 2010). In addition, because of the importance of English in the temporary era, many people emphasize higher and higher on English. It has become not only the main means of communication in the world, but also a compulsory subject from element ary schools to universities (Kachru 2011). In this paper, I would like to discuss my former working context after I graduated from the university in Section II. In section 3, there is the elaboration of one of Englishs identities- lingua franca and the discrimination and prejudice towards different accents. World Englishes will be discussed in section IV. The debates and contrast of Native English Speaker Teachers (NESTs) and Non-Native English Speaker Teachers (NNESTs) are detailed presented in section V. Also, I would take my personal experience as the example in this section. The following one is the argument based on Widdowsons The Ownership of English (1994:385) and how non-natives follow Standard English norms. In the last section, VII, are the conclusion and implications of TESOL. After I graduated from university, I have worked in a Foreign Language Center, which is called the English Generation Language Institute in Taipei, Taiwan. The subject I have taught is TOEIC (Test of English for International Communication) and it is divided into four sections, listening, speaking, reading and writing. The age of students is between eighteen to twenty-five years old. Their English comprehension is intermediate. The average number of students in my class is fifteen. Only in speaking section should I use all-English to teach. Teaching English is a significant task which generates a number of the rewards. The teachers may feel proud as they are teaching the students or learners a different way of life. When you are teaching English, you are contributing towards the international society by miniting a new orator to the English language, a person converse with people worldwide and across the cultures. The learners of the English language maybe the business people, immigrants, artists or students, who share their love of learning the language. To teach the English to students as a second language is that we are sharing the tools to students, which they require to take the new ventures and reach their own dreams (Cohen 2014). When the speaker from a foreign country or non-native English speaker learns English, they can create a deal of potential inspiration and success in life of a person. To create a positive space of English learning, one should have a positive attitude, courage and dedication. Without the attitude factor, one may get frustrated for a long time to learn the language and may be they give up the effort to learn English (Moskovsky et al. 2013). English is a Lingua Franca In this era, English has become more and more essential worldwide. It is a contact language between persons who share neither a common native tongue nor a common (national) culture, and for whom English is the chosen foreign language of communication (Firth 1996: 240). People who are not the native speakers and go to other countries for business trip or vacation always need to use English to have communication with local people or their business partners if they do not know the local language. English has become the official language in the world (Bolton 2004). Take my country, Taiwan, for instance, English is a compulsory and essential subject from elementary school to university. When a learners English score is not high enough, it is hard to enter better or ideal university. Moreover, before students graduate from the university, they must pass the English test (GEPT, TOEIC, IELTS, TOEFL). It is because English is a Lingua Franca, the English learning system in Taiwan need to esta blish for letting children have contacted this language since they are little. Another example is that most companies in Taiwan have business with countries all over the world, such as Japan, Russia, Thailand and Germany. There are many languages among these countries, but English is the chosen one. People use English no matter in doing business, formal conferences or sport events worldwide. English is being shaped at least as much by its non-native speakers as by its native speakers (Ljosland 2011). It is been spoken by a lot people, so different accents has appeared, such as Japanese, Thai, Spanish and Russian accent (Cogo and Pitzl 2013). According to Jenkins interview participants (Jenkins, 2009), there are five extracts are typical of the ambivalent and conflict comments they made (Jenkins 2009). They are Taiwanese, Japanese, Italian China and Polish English speakers. Based on Kachrus (1985) three circle, they belong to the Expanding Circle, and they are norm-dependent (Kachru 1985). Four of them want to be like a native-speaker and been taught like that. Only the China English speaker wants to keep his identity. He does not think that having the American or British accent is necessary. Generally, there is a stereotype towards different English accents. The questionnaire respondents made extremely pejorative comments about the accents they perceived as furthest from native English accents, particularly China English, Japanese English and Russian English accents. For example, the Japanese English accent was described as weird and menacing, the China English as quarrel-like and appalling, and the Russian English as he avy, sharp, and aggressive(Jenkins 2009). I am not so shocked that the questionnaire respondents used these negative words to describe different accents. It is because when I was in the university, my professor who has the standard British accent told us if English learners has weird accents, others would judge them badly, consider they are bad in English and even have discrimination towards them. In formal or informal ceremonies, if the speaker use the strange English accent to deliver the speech, listeners would easily put the stereotype on him. For some people, they cannot fully understand the Japanese English accent. These questionnaire respondents reflect the normal perspectives that common people have (House 2013). Nowadays the economy has become globalized and most of the persons have to interact with people across culture. In those economies significance of learning the second language is self-evident. You can communicate with the lands you may never considered to do business by learning a second language. It will help one to address the customers in that particular language which they will better appreciate, and also in which those persons are more comfortable in corresponding. As for diversity of cultures of the world and in the global community, there is importance of learning the second language is highlighted (Bean 2011). In todays world, an individual can access the vast information from the variety of customs of the world. The world of English speaking people has access to all the information, or else lots of information will be beyond their reach. This is the main reason English became popular as second language. English is now widely spoken as a second language suppressing other languages. Even people nowadays speak English as their first language. For this, there is a great demand of learning English classes as English is used as the gateway of knowledge, culture and commerce of the world (Chang and Liu 2013). The initiative of learning English with the speakers from a foreign country or the non-native English speaker can be constructed a great compact of both potential and havoc inspiration. By this initiative, one can get the success in his or her life. To be very specific, for creating a personal positive space in learning English as the second language, one must have many positive attitude, dedication and courage. The attitude factors aside, effort and work are also concerned in learning English. At least without any sense of the happening what will happen at the end of learning English, the language learner could be possibly grown frustrated and might quit the work and effort to learn the English. In addition to it, the prospective student and learner of English may perhaps well be acknowledged by the discordance among the friends and family. The family and friends encouraged the students to study in the home country of the student in his or native language and go along with the custom. However, in case one person determined to learn English and has the personality that has an attitude of English learning, then that person must take the risk and task to learn English in a very serious mode and ignore those persons who wants the students to take another way. The student or learner of English may explain the significance of learning English for the success in the economy globally with their loved ones. They also should explain the significance of the school in English-speaking country. The above are all the suitable motives of learning English. Attitude of English speaking includes the dedication, a desire, the courage and the intelligence to alter the life circumstance of one. World Englishes (WEs) WE belongs to everybody who speaks it, but it is nobodys mother tongue (Jenkins 2011). Based on Kachrus three circles (Kachru 1985), the Expanding Circle which is norm- dependent includes over a billion people who are English users. They follow the norms which native speakers have already established. The only possible area of controversy that I can see here, then, is that some WE scholars may not consider Expanding Circle Englishes as legitimate varieties on a par with Outer and Inner Circle varieties (Jenkins 2009). Yano, for example, argue: In Japan, English is not used by the majority, nor is it used often enough for it to be established as Japanese English (Jenkins 2008). This mean Japanese has their own English system. That is, this kind of English is called interlanguage or learner-English (Jenkins 2009). Every country or area has its own English; therefore, it reflects Rajagopalans (2004) opinion that WE belongs to everybody who speaks it. Undoubtedly, English is a Lingua Fra nca, International Language or World English (Brutt-Griffler 2002). However, it is not only the task of native speakers to study English for their purposes. Nonnative speakers of other varieties should also shoulder the responsibilities to establish a world standard if they use English as an international language (Shi 2011). People, who speak English or use English as the main communicative way are more than the native speakers are (Cho and Brutt-Griffler 2015). In my opinion, English is not only a Lingua Franca, World English or need to be native-like standard, it needs to be regional standard and fits the needs of students. Bolton (2004) opined that three interpretations of the expression World Englishes are possible. First, the umbrella label serves like the label cover all the diversities of the English worldwide. There are different approaches that explains and evaluates the English worldwide. Secondly, English used in a very constricted sense, which is referring new Englishes in Asia, the Caribbean and Africa (Kachrus outer circle). And thirdly, the English thet is used to symbolize the approach of pluricentric to learn the English connected with Kachru and his teammates. This approach sometimes referred to as the Kachruvian approach, even though substantial overlapping is present between the second analysis of the expression and this approach. The first exercise is occasionally represented by the other terms which includes the global English(es), World English (i.e., in the singular) and international English(es). The second approach is commonly signified by the terms including institutionalised, i ndigenised, nativised, and new English or Englishes as a foreign or second language. Instead of the variety of explanations of the term World Englishes and its alternates, however, there is a strong relations between them, and the pasture now so well established, that there appears to be a little uncertainty over the proposed reference. NESTs vs NNESTs When it comes to standard English, native speakers will pop out to our mind. No matter in which level of the educational system in Taiwan or other countries, NESTs is the first choice that learners hope to learn from. Medgyes (1992) used three possible dimensions to discuss the compare and contrast between NESTs and NNESTs. The first dimension is NESTs versus NNESTs. Learners always consider NESTs are superior to NNEST and can acquire more English knowledge and information from them (Ma, 2012). If language competence were the only variable of teaching skill, a NEST would by definition be superior to his or her non-native colleague (Medgyes 1992). However, the only thing that NESTs can say they are superior to NNEST is their language proficiency. On the other hand, NNESTs can be English learners model since they are also the learners of English, they understand learners need and the problems that learners will encounter (Lee and Cho 2015). In contrast, though NESTs can act as perfect language models they cannot be learner models since they are not learners of English in the sense that non-NESTs are (Gurkan and Yuksel 2012). The advantage of NNESTs are they have the same mother tongue as their learners. Non- native teachers have on the grounds that they know the target language as a foreign language, shar e with their students the experience of what it is like to try and make it their own, often through the same first language/ culture filter and can represent relevant role models for learners. (cf. e.g. Braine 1999: Brutt Griffler Samimy 1999; Kramsch 1998; Medgyes 1994; Rampton 1990; Seidlhofer 1999). Even though I am not a native-speaking teacher, I know better the weaknesses of my students than native- speaking teachers and sometimes if I find out they cannot understand when I explain more difficult grammar or concept in English, Iwill explain again in Chinese. I agree with Medgyes, (1992) said the statement that The more proficient in English, the more efficient in the classroom is false. Both NNESTs and NEST have the equal chance of achieving professional success (Medgyes 2012). The second dimension is NNESTs versus NNESTs. A non-native's superiority over a fellow non-native can only be ascribed to his or her superior English-language competence (Medgyes 1992). Generally speaking, in most of the high schools in Taiwan, the English teachers are all non-natives. How to compare and say which teacher teaches better is equal to say which one has the better proficiency in English. According to Medgyes (1992) opinion, all other variables being equal, so 'The more proficient in English, the more efficient in the classroom' is a valid statement. Because I used to work in the Foreign Language Center, some courses need to be conducted in both Chinese and English. At this time, learners will choose which NNEST has better English proficiency (Gordon 2012). The third dimension is NESTs versus NESTs. The English proficiency is not related to this dimension because there can be no differences between native speakers in terms of their LI competence (Medgyes 1992). The only aspect learners can compare is their proficiency in the learners mother tongue. So the statement Medgye (1992) kept using needs to be modified into 'The more proficient in the learners' mother tongue, the more efficient in the classroom'. When I was the student in university, all my professors who are native speakers can speak Chinese. Some of them speak it very well, but they seldom use Chinese to explain hard concepts for that we are all students in English Department. If they work as private tutors or in the Foreign Language Center, they are superior to many other NESTs. Who Owns English? Learners in different countries have been taught to speak like native speakers. Having standard American or British accent is the ideal goal of English learning. If people in formal occasions speak English with strong accent, they probably would be considered as bad in English. Also, we evaluate peoples position and status by their English accent. In my country, Taiwan, parents emphasize higher and higher in English, so they sent their children to bilingual kindergarten. These kindergartens clearly indicate that there are foreign teachers who have standard American or British accent. Lots of children have started to learn English since they are only 5 years old. In Taiwan, a student can realize why they must learn this language which is a WE. The standard English means that people who are non-native speakers need to speak like native speakers. No one can deny that language teaching in general, and ELT in particular, historically evolved around the notion of the native speaker . We En glish teachers do our best to use the standard norms to teach English learners. However, based on Kachrus three circles , over a billion users belong to Expanding Circle. The whole idea of native speaker has been rendered somewhat blurred . It is not important to speak like a native speaker. English is gradually transferred into fitting the local needs. When two non-native speakers are talking to each other, the most important thing is that they need to understand each other. On the other hand, when one non-native speaker is talking to a native speaker, maybe the evaluation appears. The non-native speaker would be judged by his accent or the words he uses, whether they fit into the standard norms. Sometimes, the judgment would be so critical, strict. Nevertheless, I think this condition would happen less and less because of the globalization. Although Chinese speakers are a lot in the world, Chinese is not chosen as a foreign language to communicate. When foreigners use Chinese to a sk me question in Taiwan, I am surprised and forget all about the accent he/ she has. The priority is the understanding of each other and the expression is clear enough. It is hard not to have accent when people speak a foreign language. Not only English but also other language does have the same condition that learners have to follow the standard norm when learning it. In Widdowsons perspective, language provides the means for communication, expresses a sense of community and represent the stability of its culture. Because of the higher emphasis on English, some native speakers might consider themselves as the center. Everyone needs to mimic their accent and follow their norms. When the native speakers claim that the purpose of standard English is for clear communication, they should also see that clear communication is an international one . They should realize that due to globalization, WEs is a language spoken across the world . The concept of standard should be changed. Widdowson holds a positive attitude towards the power of and possibilities for non-native speakers of English to own the language in a reasonable way . Different places establish a system and the certain norm of English of their own. All cultures must be immersed into an international basin before true communication can be realized . Any of the culture or languages cannot be sai d whether it is good or bad. However, language is not neutral since it carries its customs and culture. English learners can use English to convey their culture to the world. In Widdowsons perspective, no one really owns English and can say it is his mother tongue. How the English expands on the world is not a business whatsoever of the native orators in the United States, England, or anywhere else. The native speakers have no cry in the matter of expansion of English, as well as they have no right to interfere in the matter or pass any comment or judgment. The native speakers are irrelevant. No nation can have or asked for the custody over the language as English is an international language. To grant any of the custody of the language to any particular country is necessarily detains the development, by which one undermine its international status. The native speakers of Englishmust be proud and they should be satisfied about the fact that the language uses as an international way of communication. However, the main point is that as the language is not from their native place and not their mother tongue, to that extent only the language is international. English language is not the possession of one country which they can lease out to others, while they retains the freehold. Implications for English Language Teaching and Conclusion In this paper, my main point is that I agree with Widdowsons statement that How English develops in the world is no business whatever of native speakers in England, the United States, or anywhere else. This statement fit into contemporary trend. Kachrus (1985) three circles clearly points out most of the English users are not native speakers. They set up their own English system. However, some learners or non-natives are still caught in the myth of Standard English. We cannot deny that English is the dominant language in the world and is a lingua franca. Nevertheless, the Inner Circle has the standard on while the Expanding Circle has its own norms of English. In Taiwans English educational system, students understand why they should learn a language which is irrelevant to them. However, the teachers are often confused on whether they should follow the standard English norms to teach the students only language or introduce the culture or even manipulate it into the mind of students. From Widdowsons arguments about Standard English, we English teachers in Taiwan should infer what is happening to English language worldwide. We need to think about what types of English we should introduce to our students not only focus on following the standard norms. I do not mean the accent is not important and having strange accent does not matter even though learners are proficient in English. In common points of view, accent plays a decisive role. We do not want learners are discriminated by their accent. It is significant to discuss that the study of second language acquisition does not imply that there are no inferences, which can be drawn from second language acquisition to the related regulation of language teaching. For example, acquisition of second language resulted to speaking and not to its cause. The speech given by one cannot be trained directly, but appears on its own as the result of constructiing competence by comprehensible input. If the input is unstated, the necessary grammar is provided by the teachers. The several models agree that it as a feature with important implications for the individual (Lepp-Kaethler and Drnyei 2013). Authors differ each other in terms of its correlates and/or antecedents, as well as in how it might be reviewed. With respect to the language learning, the individual would have several approaches that could be applied to the language learning, ideas about its meaningfulness, value, and implications, expectations of one person about what one ca n or cannot be achieved, and the significance of several personality distinctiveness in the learning process (Ary et al. 2010). English is trained as the second or foreign language throughout the Taiwanese education system, yet Taiwan has slipped its position in the world rankings. The gestures of teaching English in the classroom are the combination of many factors. Previously, the researches focus on specialised areas which helped gaining an insight into a part of the psychology of the language learners (Rubin 2014). The areas discussed above are the motivation, learning a second or foreign language, anxiety in the foreign language classroom and language learning strategies. Individually, the researchers were guided by these factors over the years. But these instruments and factors have been proven measures. It is time to combine these factors together and seek to reveal more of the holistic picture of foreign language acquisition (Mitchell et al. 2013). The questions about the teacher education and teaching arises when one discussed about the World Englishes. While in the Expanding Circle, a person could ask the kind of English or which types of English must be taught. In case a teacher is teaching Taiwanese students about using English in a learning institution in the USA, then they should teach the American English. If the students have the goal to communicate across the cultures, then the teachers must teach English in that way, so that the students would be able to tolerate/understand more accent and varieties through the revelation. Awareness must be formed and the strategies of cross-cultural communication must be studied. It is of extreme significance that the teachers should develop a superior tolerance of dissimilarities and alter their outlooks in accordance with the settings. In English teachers training section, the focus should not put on being like native speakers but also their own proficiency in English. The NNESTs should enhance their knowledge towards English world and accept different English cultures. The NESTs need to improve their knowledge about their learners. Owning Standard English is not enough for English learners. I contend that English language teachers should convey that do not hold theperspective that standard English is always the best to learners. Also, the curriculum cannot be fixed. It needs to fit the change of English trend since language change happens naturally, and it is inevitable and unpredictable. Within the field of TESOL, I dont think NNESTs or NESTs is better than the each other. Both group of teachers serve equally useful purposes in their own terms . 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