Gender and Number Systems of English and Bangla free essay sample

English language, number and gender are the major elements of secondary category. They have some individual character traits and features of their own, which make them different than the number and gender systems of other languages. Therefore automatically there comes the issue of compare and contrast them with other languages. In this assignment paper, I will present a detail compare and contrast study of gender and number systems of English and Bangla. In addition, for the better understanding, I would like to present the features of each system first. Gender English gender system: Gender is important as a grammatical category. There is a claim that English doesn’t have any proper gender system. That’s why; gender and sex are often associated together. English has its biological gender, not grammatical gender, because it depends on the division of sexes. In other languages, there is grammatical gender, that is, they have grammatical feature, refers to, all types of words unlike English, that refers to nouns or inanimate objects. We will write a custom essay sample on Gender and Number Systems of English and Bangla or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page David Crystal (1995) said, Gender is a grammatical category used for the analysis of word classes’ displays, such contrasts as masculine or feminine or neuter or animated or inanimate etc. Furthermore he added, In linguistics the discussion of this concept focuses upon the need to distinguish natural and grammatical gender. Grammatical gender has nothing to do with biological gender, but it has an important role in signaling grammatical relationships between words in a sentence. For example, we can present French gender system. In French language, adjective agrees with the noun. But in English, we don’t find this feature. Example: Bon homme – good man Bonne femme good woman Even we find article-adjective-noun agreement in French language. Example: Un beau garcon – a beautiful boy Une belle fille a beautiful girl Characteristics of English gender system: In English there are three common ways to change the gender. They are: ? Adding affix that indicates the sex ?Using a complete new word ?Adding word that indicates the sex-female/male. In English there are three genders: masculine, feminine, neuter. There is another gender also namely, common gender. So we can say that there are four genders in English. But in Hindi, French, Italian and Spanish there are two genders. Russian and German have three genders. In Swahili there are six genders. Moreover, Chinese and Japanese, there is no gender system at all. In European and English languages gender doesn’t change the verb. In Russian, there is a distinct past tense for masculine and feminine. Example: On pisal – he wrote Ona pisala she wrote In Hindi also gender changes the verb. Example: Larki chal rahi hain – the girl is walking Larka chal raha hain – the boy is walking In English, we see he/she. They are absolutely biological gender. There is no grammatical feature. So we can say that, English doest have any grammatical gender, because nouns can’t be classified in terms of adjective or verb like some other languages. The pair system: uncle-aunt, mother-father, brother-sister etc are dependent on sex system. This is a lexical feature. There is no grammatical feature. So, we should say male or female instead of masculine or feminine. Even the Oxford dictionary also defines gender being male and female. In English there are some feminine that don’t have any masculine form, Example: Amazon, Blonde, Flirt, Housewife etc. Again there are some masculine that don’t have any feminine form. Example: Captain, Judge, Knight, Person etc. There are some masculine genders that used as common gender. Example: Man, Hound, Doctor etc. Again there are some feminine gender used as common gender, Example: Bee, Cow, Duck etc. Some counter arguments: There is an argument that sometimes we find some grammatical features in English gender as well. Example: Actor – actress Poet- poetess In this case we are using suffix, so we can say that English has grammatical feature. However we should remember that this adding system is not regular. It is a kind of derivation, one kind of change from one form to another. Another argument is that, in English there are some objects, which we categorize feminine and masculine and there are not based on biological gender. Example: Sun (male)-moon (female) But at this time also we can claim that this division is also based on biological system, because nouns which indicate beauty, softness, weakness, love, devotion are treated as feminine and which indicate boldness, strength, death fear are treated as masculine. So here also the division is based on sex system. So, all these above mentioned discussions are enough to justify that English doesn’t have any grammatical gender system. Gender system in Bangla: In Bengali language, gender means lingo and the meaning of this word is symbol or some kind of sign. The symbol or sign, through which we can trace the identity of male or female in living beings, is called lingo. Jharna Rahman, the author of Adunik Bangla Bakoron ebong Rachana wrote, Bangla gender is dependent on biological system and only living entities have gender system. In Bangla, there are three types of gender: Estri lingo (feminine), Purush lingo (masculine) and klib lingo (neuter). There is another kind of gender called Uboy lingo (common gender), that refers to both feminine and masculine gender. (In this paper, I will use English translation for naming the types of Bangla genders) Characteristics of Bangla genders: In Bangla there are three ways to change the form of gender: ?Adding suffixes ?Adding another word ?Adding words that indicate a particular sex. In Bangla, gender doesn’t change the verb. Example: Meyeti gun gai- the girl sings Cheleti gun gai- the boy sings There are some permanent feminine gender that don’t have any masculine form: Example: Shatma, shatin, shajoni, lalana etc. There are some masculine, that don’t have any feminine form: Example; Bipotnik,daki, kritodar etc Counter argument: There are some genders in Bangla that show some other meaning instead of indicating only the biological difference. Example: Natok-natika (indicating smallness) Male-malika Git-gitika Aranaya-aranayani (idicating leargeness) However this is very rare. Compare and contrast of English and Bangla gender system: Similarities: The classification of Bangla and English gender is same, that is-masculine, feminine, neuter and common gender. Like English gender systems, Bangla also follows the same ways to change the gender from one form to another. Bangla and English both depend on biological gender system. They don’t have any proper grammatical feature in them. The gender of Bangla and English doesn’t change the verb. Dissimilarities: In English, there is individual word to trace male and female that is he for male and she for female. On the other hand, in Bangla, we use the same word to indicate both male and female: She (he/she)both for male and female. In English, adjectives don’t have any proper way of gendering. Example: Beautiful boy Beautiful girl In Bangla, we see that even adjectives have genders as well. Example: Shundury maye-beautiful girl Shundur chaley-beautiful boy We see that adjectives are changing their forms. More or less these are the similarities and dissimilarities between Bangla and English genders. Number Number system in English: Number of person and thing means number. According to Oxford Dictionary, Number is a word or symbol that represents an amount or a quantity. In English, there are two types of number: Singular Plural David Crystal (1995) said, Number in grammatical category used for the analysis of word classes displaying such contrasts as singular, plural and dual etc. In Sanskrit and Greek languages, there are three types of number: singular, plural and dual. Thus in Arabic we find: Malikun-a king Malikani-two kings Malikuna-kings In Chinese and Vietnamese, there is no grammatical category of number. In these languages the distinction between one and many is made by means of numeral or a word meaning several. When it is left unmarked, it can be traced as one. Features of number in English: Number raises fewer problems. The European languages have the distinction of singular and plural, marked in both the noun and the verb. The verb usually agrees with the noun. In English also, we find this feature. Example: The boy comes. The boys come. In some languages such as French, there is agreement with article and adjective as well as verb. Example: The little boy- le petit garcon The little boys- les petits garcons English number has some concord restrictions with verbs. Example: The man comes The men come Again it has some concord restrictions with the demonstratives as well. Example: This man These men One slight anomaly is that the present tense forms of verb are not simply divided morphologically into singular and plural. The division is rather between 3rd person singular number and the rest. Example: He goes VS I go or we go. Number in English closely associated with a category of noun that is countable and uncountable or countable or mass. The distinction is between words like book, cat and petrol, butter. The grammatical difference between countable and uncountable is that the uncountable don’t have any plural form and do not occur with the indefinite article. Example: One can’t say, give me a petrol or petrols. On the other hand the countable noun can’t be used without an article except that is plural. Example: He reads a book or he reads books. It is also possible to change the countable into uncountable and the uncountable into countable. Example: Petrol-uncountable A petrol I like much brand X. -countable Giraffe –countable Would u like some giraffe? -uncountable but meaning is changed Some singular number and collectives are commonly used with plural verb Example: The comity have decided Bangladesh have won But in this case we have to remember one thing that although the verb is plural but we cant use plural demonstratives before them. Example: We can’t say, these comity have†¦ Some nouns have no singular forms and they cant be used as numerous. Example: A pair of trousers, but not one trouser. A pair of shoes, but not a pair of shoe. But here we can use plural demonstratives. Example; These pants are good. In the number system of English, there are some anomalous plural forms that look like singular but are plural in meaning. Example: Police, clergy, government, mob etc. There are some nouns plural in form but singular in use. Example:Gallows, mathematics, politics, news etc. There are some nouns that look like plural but can be used both for plural and singular. Example: Corps, series, innings, spices etc. There are some nouns that don’t have any plural forms. Example: Alphabet, furniture, off-spring, poetry etc. There are some nouns that don’t have any singular forms. Example: Aborigines, aims, amends, annals, vitals, etc. Bangla gender system: In Bangla, number means bachan. It means the idea of number. In Bangla grammar, expressing the number of noun or adjective is called bachan. In Bangla, there are two types of bachan or number; Ekbachan-singular Bahubachan-plural The features of Bangla bachan or number : In Bangla usually we use ta, ti, khana, kahni, gasa, gasi etc to indicate singular number or ekbachan. We use words like ra, era, gulu, guli, der, shob, shokol, kul, brindo, pal, raji, rashi etc to indicate plural number or bahubachan. In bachan, honor or status is attributed. Usually we use ra era for only human beings and gulo, guli for lower ranked animals or for some non-living things. Example: Manushera maronshil. men are mortal Aamgulo tak- these mangoes are sour. Bangla bachan doesn’t change the verb. Example; Lokera jai- men go Lokti jai- man goes Bachan has some concord restrictions with the demonstratives. Plural demonstratives can’t be used with bahubachan. Example: We can’t say eigulo lokgulo bajare jai. The correct sentence is, ei lokgulo bajare jai-these men go to market. In bachan, double usage of bahubachan is not allowed at the same time. Example: Shokol manushera moronshil-incorrect Shob manush or manushera moronshil-correct (men are mortal). There are some bahubachan that look like ekbachan. Example: Pokar akromone fashal noshto-the corps have been damaged by the insects. Bajare lok jomese-people have gathered in the market. Sometimes the double usage of ekbachan indicates bahubachan. Example; Hari hari shondesh-lots of sweets Kari kari taka-lots of money There are some foreign words in Bangla bachan that express their number system following the rules of that particular language. Example; Murid-muridan Shaheb-shaheban After plural numeral, there will be not another plural indicator. Example; Du dozen but not du dozengulo-2dozens Pach hali but not pach haligulo- 5 halies Exception: Karimera kal chale jabe, doesn’t mean that there are more than one karim, rather it means, karim and others of his family. Compare and contrast English and Bangla number system: Similarities: The classification of both English and Bangla number is same: Singular and plural. The idea of countable and uncountable is found in both languages. Like the English number, the Bangla singular number also takes an article before them. Example: Amake ekti kolom dao-give me a pen Dissimilarities: English number changes the verb but Bangla bachan doesn’t change the verb. Example: In English number: man goes Men go In Bangla number: manushera jai Manushti jai In Bangla number, double usage of plural number is wrong, on the other hand in English number it is allowed. Example: In Bangla shokol manushera moronshil is a wrong sentence. But in English all men are mortal is a correct sentence. In Bangla, after a plural numeral another plural indicator is not allowed, conversely in English it is allowed. Example: In Bangla, du dozen is correct, and du dozengulo is incorrect. In English 2 dozens are correct, and 2 dozen is incorrect. In English number there is no problem with honor or status unlike Bangla bachan. Example: In bachan usually ra and era are used only for higher ranked living beings and gulo, guli are used for lower ranks or for non-living beings but in English number, there is nothing like this. In Bangla, sometimes using ekbachan, we can express the sense of bahubachan. Example: ami poaka voi pai-I am afraid of insects. Here this sentence doesn’t mean that I am talking about one particular insect, rather it means that I am afraid of any kind of insects. In English, this usage is rare These are the compare and contrast in between Bangla and English number. Bangla and English are two very different languages in the world, but whenever we try to do some comparative study between the number and gender systems of these two languages, we find they have many similarities in comparison of the dissimilarities.

The Israeli †Palestinian conflict

The Israeli – Palestinian conflict Introduction Both Palestine and Israel hold the belief that they both have the rights to the same piece of land . In essence the Palestinians claim the claim that the Jews drove them out of their land. On the other hand, the Jews believe that the land belongs to them. This is based on historical and biblical times. In the current times, leaders from both countries have demonstrated the willingness to have peace. This has been characterized by how close the two sides have come to having a peace deal.Advertising We will write a custom proposal sample on The Israeli – Palestinian conflict specifically for you for only $16.05 $11/page Learn More However, a lasting solution has not been developed. It is worth noting that Israel and Palestine have are quite different and unique from each other. This is because each country has got a unique culture and history. In addition, the official languages which are used in these two countries are different. In essenc e, Israel is largely made up of Jews while Palestine is made up of Muslims. Muslims are followers of the Islamic faith. On the other hand, Israel is a very unique country because it is the only Jewish nation in the world. The Israeli – Palestinian conflict is a conflict which dates hundreds of years back. This conflict has not been resolved to this day. Until this day, the clash between these two nations still ranges on. From the biblical history, the region which is currently known as Palestine was once known as Israel. This was during the reign of King Solomon. The Jews and the Arabs who speak the Semitic language have always lived in this region. Thesis The conflict that has existed between the Palestinians and the Israelis has hindered development between the two countries. This is because the suspicion that has been in existence between these two countries has brought to the fore retrogressive aspects which have limited progress. It is also worth mentioning that the hist ory of this conflict has hampered positive relations among the young people from both countries. The Palestinian – Israeli struggle is an archetypical example of an intractable conflict. It is a protracted, violent, and drawn out struggle, wherein generation after generation is socially conditioned to continue fighting. The phenomenon operates as a destructive evolutionary mechanism subject to a general principle: almost every element that benefits the conflicts survives, while whatever operated against it becomes extinct. Indeed, almost every attempt to solve the Palestinian – Israeli struggle has created new problems, which in turn has led to failures and regression. To stop the destructive evolutionary progression, a revolutionary process is required. This paper seeks to establish the fact that cognition has played a major role with regard to exacerbating the problems that are causing the conflict. The effect of the conflict Any unstable political situation within a ny region in any part of the world is associated with negative outcomes within that region. This is because conflict is associated with retarded growth as well as limiting progress within a given setting. In essence, both states have faced hardships following this conflict. The Palestinian economy has stagnated and has been declining following the bottlenecks which have been associated with this conflict.Advertising Looking for proposal on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More In addition, the constant state of conflict has brought with it negative impacts on the Israeli society. This has been especially so among the Israeli youth who in many instances have found themselves facing post traumatic stress disorders. This has been brought about by the indiscriminate fear which has resulted from acts of terror. Even more disturbing, however, is that Israeli schoolchildren are among the most violent in t he world, a phenomenon believed to be the result of force being an accepted societal means of dispute resolution. The culture of violence prevalent which is prevalent in Israel has had a dramatic impact on most impressionable members of the community: children. They grow up learning that physical force is an acceptable and even successful means of response in a dispute. An asymmetrical Israeli response to a Palestinian attack surely encourages a youth to a school bully by such rash means as carrying a weapon. The purpose statement The purpose of this study is to establish the causes and the consequences of the Israeli – Palestinian conflict. This will shed more light into the mental attitudes that the Palestinians and the Israelis have with regard to each other. In essence, one of the reasons which has brought about this problem is on the basis that there are cases where one does not hold the political views of another thereby bringing about conflict. In essence, this conflic t can be controlled the moment that one is able to understand the causes and the effects of the parties who are under study. In this case, it is worth to mention the fact that our cognitive bearing with regard to a matter such as a perceived historical injustice can have negative implications in the way that people execute challenges. Research questions In order to obtain the findings which a researcher is interested in, it is important to set up the framework of questions which a person is interested in establishing. The question which this study seeks to address include (1) what is the relationship between the conflict and the attitudes of the conflicting parties (2) are there any measures which have been made with regard to establishing the peace process (3) what are the measures which can be made in order to have an impact on the attitudes of the conflicting parties. Theoretical framework There are several theories which are going to be used in this study. In essence, we are goi ng to be using the geopolitical theories. These theories will serve as a guide which shall be used in the attempt to understand the issues which are underlying the conflict between Palestine and Israel. In essence, the Jews were dispersed across the world after they suffered for a long a time. However despite this, they did not lose their identity. They were able to maintain their initial identity and culture. However, upon returning to their land, they forced the Palestine to be displaced. In this case, Friedrich Ratzel’s Organic State Theory is classic with regard to seeking to understand the expansion of Israel’s territory.Advertising We will write a custom proposal sample on The Israeli – Palestinian conflict specifically for you for only $16.05 $11/page Learn More This expansion covered some of her neighbors and led to the conquering of majority of the Palestinian lands. This theory expounds on this subject by explaining the fact t hat states were seen as organisms. In this case, the Palestinian state was seen as an organism which occupies territorial space. Based on this fact, states seek an opportunity to extend their territories based on the fact that the vastness of these states depicts the power of these states. Some of the concepts that this theory holds include nationalism and the right to self determination. This can be applied when it comes to understanding the strained relationship between Israel and Palestine. The conflict that exists between these two nations is based on the nationalistic ideology that is held by both nations. That is, both countries believe that they have the right of owning the land which is in contention. In essence, nationalism contends the right of a people within that nation being served by nations which hold similar views or serve their interest. Nationalism has played out clearly on the basis of the fact that both nations have laid hold of the dream to regain their sacred h omeland. Internationally, there are rights which respect a nation or a state’s right to self determination in pursuit to its survival. This determination has been held by both Israel and Palestine thus fueling the conflict. This is as a consequence of the fact that both parties hold the claim that the establishment of the states is based on their ability to recover their land. The second concept is the power urge. This concept is based on the opinion that conflict mostly arises from the states when nations seek to assert the urge to assert their power. This stance has been taken by both Palestine and Israel and has resulted in both parties not arriving at a consensus thus fueling the conflict much further. Literature Review The Jews and the Muslims consider some key cities and towns within the Palestinian territory to be holy cities. During the first century A.D, the Roman Empire took over the area that they came to call Palestine. Essentially, the Romans were pagans and they clashed with the Jews thus forcing them to flee from the area. During the nineteenth century, Britain, France, and the Turkish Empire controlled most of the Arabian region. The Turks controlled Palestine, from 1517 to 1917. It was during this time that the Jews who had been forced out this region began to return. During this Ottoman Empire, the Jews and the Arabs lived together in peace.Advertising Looking for proposal on international relations? Let's see if we can help you! Get your first paper with 15% OFF Learn More The story of the Israeli Palestinian conflict is rooted in the last decades of the Ottoman Turkish rule over Palestine. The ottomans ruled over Palestinians for hundreds of years. During the last decades of their rule they attempted to bring change to their reign instead of prolonging their stay. Although they had different ethnic backgrounds their common Islamic faith held them together thus their coexisted well with their counterparts. Consequently, this held the region together in stability. The common unity of the Muslim faith between the Turks and the Arabs was continually being challenged due to the foreign infiltration. Eventually, this led to rivalries and contests that existed between this empire and the European rivalries. The Ottoman Empire began to fall in the early twentieth century. During the First World War, the British and the Arabs fought together and defeated the Turks in Palestine. From 1920 until 1948, the British took over the control of Palestine. They worked on a plan to rule Palestine until Palestinians could rule themselves. Following this defeat, the British promised the Palestinians independence now that they had helped them to defeat the Turks. Despite this promise, the then foreign secretary Balfour Arthur had drafted a declaration for the Jews promising them to establish a homeland for them. Application of the theory Looking at the map, one cannot fail but realize or notice that the map of the Israel state has been changed a lot with time. From a geographical perspective, the nation of Israel is found right at the center of the Arab states. These states have been aggressive to the Israel states thus Israel feels insecure. This is because the Arab states have depicted the notion of taking back what was once their land that belonged to their sister state, Palestine. Due to this, there have been many wars which have been fought against Israel. Unfortunately for the Arabs they have lost these battles. This has confirmed that they Isr aeli army is well equipped to defend her boarders from any state which might try to take her land. According to Ratzel’s organic state theory, Israel ate up other states in order to set herself up as a sovereign state in the 1940s. However, the subject of land rages on. This is because as the populations of both states grow, there is a constant need for each state to put up measures to ensure that she is able to meet the needs of her population. Analysis In the process of analyzing this information, the researcher shall use analytical techniques in order to draw deductions from the information gathered. This is because working on this kind of project requires the researcher to be equipped with the relevant skills in analyzing information and data based on the critical thinking ability. This is because people process the information about what they go through based on the way that the information is understood as well as the way the information was obtained in the previous tim es. In this case, the information that seems to be true, or hold the views and ideas that we have is preferred by a person. The cognitive aspect ensures that people are able to go through the motions of the world without asking too many questions about the circumstances that they might be facing at a given point in time. Thus in this study, the researcher will seek to establish some of the cognitive frameworks which are held by the citizens in these conflicting states. In this approach, the assumptions which shall be arrived at will require the review of the current analytic line as they exist in the present, articulate the beliefs which are held by the opposing parties and then challenge the assumptions which are held by these parties. This will enable the analyst or researcher to be in a better position to stand by a fact which is prevailing. Thus the information gathered shall portray what is the cognitive framework of the parties involved in conflict. Conclusion The Israel †“ Palestinian conflict is a conflict which is rooted between two peoples. In this case we have the Jews and the Palestinian Arabs. These two people claim the ownership of the land under dispute. They are both fighting for this land in order to be able to obtain some form of liberation from the challenges that each state is facing. In the past, the United Nations has failed to act as an arbiter in this conflict. Consequently, this has led to the worsening of the ties and the escalation of the conflict between these two states. The vague detractions which have been established have also not borne any fruits from the conflict which is raging on. This strained relationship between these two states has caused this region to be in a state of recurrent conflict. The effects have been felt in both states. In this case, Palestine has faced economic hardships that have prevented her from economic growth. On the other hand, Israel has faced persistent threats from her neighbors, thus they ar e always living in fear. It is worth to mention that these states of affairs have aggravated the perception that people have towards or with regard to this conflict. Most people have cognitively accepted this state of affairs as the natural way of life. On the other hand, the probability of reaching an amicable position has been compromised due to the fact that these parties have held each other in utter suspicion. This has led to the belief that nothing good can be obtained from any peace talks which are being held. Thus it is important to first address the mentalities which are held by both parties so that one can be able to work towards establishing lasting peace in this region. Bibliography Abunimah, Ali. One Country: A Bold Proposal to End the Israeli-Palestinian Impasse. New York: Henry Holt and Co., 2007. Dershowitz, Alan. The Case for Peace:How the Arab-Israeli Conflict Can be Resolved. New York: John Wiley Sons, 2006. Fraser, T. G. The Arab-Israeli conflict. New York: Palg rave Macmillan, 2008. Gelvin, James L. The Israel-Palestine Conflict:One Hundred Years of War. Cambridge: Cambridge University Press , 2005. Gunderson, Cory Gideon. The Israeli-Palestinian conflict. New York: ABDO, 2003. Kershner, Isabel. Barrier:the seam of the Israeli-Palestinian conflict. New York: Palgrave Macmillan, 2005. Ler, Gregory. Israels Rising Economy and its Drawbacks- Causes, Consequences and Remedies. Nordesten: GRIN Verlag, 2008. Milton-Edwards, Beverley. The Israeli-Palestinian conflict:a peoples war. New York: Taylor Francis, 2009. Nitzan, Jonathan, and Bichler Shimshon. The global political economy of Israel. London: Pluto Press, 2002. Ross, Dennis. The missing peace:the inside story of the fight for Middle East peace. London: Farrar, Straus and Giroux, 2005. Said, Edward W. The End of the Peace Process:Oslo and After. New Jersey: Vintage Books, 2001. Smith, Charles D. Palestine and the Arab-Israeli conflict. New Jersey: Bedford/St. Martins, 2007.

Southern Company Essay Example | Topics and Well Written Essays - 1250 words

Southern Company - Essay Example Employees at various organizational levels are required to take important strategic decisions regarding their work. Unless employees have the right skills, knowledge and the acumen of taking correct and timely decisions for meeting their job responsibilities, organizations will not be able perform efficiently (Sharif, 2002). Some of the important aspects of talent management considered by strategic leaders of Southern Company are recruitment, selection and training of employees, placement, training and development program implementation, mentoring and leadership development. Since talent management and development requires investment of time, money and skills, most organizational leaders are seen to give low importance towards this aspect. Company’s selection and recruitment processes lack efficiency as a result of which employee turnover is seen to be high. Also, when candidates are not mapped suitably, they get placed in jobs without adequate talent match. This leads to ineffective performance and lack of dedication. It is also significantly important that organizational leaders develop training programs in order to enhance skills of the employees. Work conditions requirements are never constant. They keep changing along with the changing needs of business and the economy. Technological innovations also affect the manner in which work is performed within an organization. Due to such aspects, it becomes necessary that organizations impart training to their employees, so that their level of skill is enhanced and they can easily adapt with changing requirements of the business. These aspects must be deeply be considered by strategic leaders of the organization, who should develop suitable measures accordingly (Ashton & Morton, 2005). Objective metrics- This process involves collection of data regarding talent requirements present within the firm. For this, the firm must

Multimedia & Design Essay Example | Topics and Well Written Essays - 1500 words

Multimedia & Design - Essay Example It is therefore vital to acknowledge that emotional effect by a product to its users has to be made one of the focal point in the design process. Norman greatly recognizes the necessity of emotional appreciation in the available products, goods and services to the human beings (Norman, 2004). Figure 1: Key design considerations Throughout the scheme of importance of experiences and emotions, Normans has laid key emphasis on the importance of emotional appreciation. In addressing the subject, Norman divides human’s appreciation with focus laid at two notions that influence appreciation (Norman, 2004). These notions are visceral and aesthetic appreciation. Visceral appreciation engrosses a human being’s pleasure to something motivated by one’s natural intelligence or knowledge in practical circumstances where any of the stimuli sensory faculties are triggered from in or outside an individual’s body (Norman, 2004). The stimuli faculties here include an indivi dual’s ability to hear, view around (sight), smell, equilibrium, taste and touch. Triggering of the sensory stimuli leads an individual to consider something as favorable or unfavorable. On the other aesthetic appreciation encompasses the decisive reflection on art, nature and culture driven by one’s judgment of outlook or even taste. In brief, the second Norman’s division of emotional appreciation is based on one’s sensor-emotional values (Norman, 2004). Thorough analyses of the visceral and aesthetic appreciation provide a clarified detail of each and their integration to trigger an individual’s appreciation of one thing over another (Norman, 2004). Clearly, visceral appreciation focuses keenly on one being driven by the stimulus factors in or outside one’s environs. In this sense, it clarifies that visceral appreciation significantly revolves around effects of a product or service on one or a number of the stimulus faculties. For aestheti c appreciation, emphasis is laid on an individual’s sensory implication or sentimental judgment of a product, service or things around. It is hereby clear that the two do not have to be separated since revolve almost the same notion. To be precise, I disagree with Norman’s idea of dividing emotional appreciation based on the two. Norman clearly over complicates the idea of emotional appreciation. From point of view and thorough scrutiny of the subject, I can deduct that, emotional appreciation is based on the sensory effects resulting from only stimulus faculties and experience on a product or service. In other words, this clarifies that since aesthetic appreciation focuses on sensory judgment of a thing, then it (aesthetic appreciation) must involve one or more of the stimuli faculties. Therefore, if the stimuli must be involved, then that means it (aesthetic appreciation) depends on a key component of the visceral appreciation (Norman, 2004). This is because, as anal yzed earlier, visceral appreciation focuses mainly on the effects of stimulus faculties in or outside one’s body. It is in this sense that I prefer that Norman should have merged the visceral and aesthetic appreciation instead of separating them. In addition, the experience levels an individual has on a product or service with relation to another further enhances that individual’

How does Shakespeare present tension Essay Example for Free

How does Shakespeare present tension Essay The contrast in speech also applies to the language of the spirits of the Island which are shown to be quite delicate and poetic wild waves whist, Shakespeare uses alliteration of the letter w to slows the pace of the speech and produces sounds that makes Ariel seem less human or earth-bound but instead of the air or the waves. In contrast to the way Prospero treats Caliban, Prospero treats Ariel with affection, my dainty Ariel. Shakespeare uses the emphasis on the word my to suggest that Prospero is fonder of the possession of Ariel than Ariel himself. If the Island can be taken as a metaphor for humanity versus nature then the differences in the way Caliban and Ariel are treated by Prospero defines humanitys ambitions and fears. Prospero treats Ariel with love because he is an asset to him, fine apparition, my quant Ariel, and because of the power that Prospero gains through that control that makes him appear almost God-like. Humans control the elements to gain a level of direction in their lives, to make sense of the meaninglessness of life. It is this direction that leads Prospero to believe and aspire to be like God because it strangles the connection between him and the repulsive beings of nature he has power over, such as Caliban. Equality leads to lack of control and it is Calibans adamant rebellion to be seen inferior that sickens Prospero. In the Tempest, Caliban represents peoples natural state and when Prospero oppresses Caliban, Shakespeare is creating an image of civilisation repressing their natural selves and concluding that the tensions between civilisation and nature only exist because of the way civilisation resents its natural state. When Gonzalo speaks of his golden age he is explaining a world where nature and civilisation could exist as one without the tensions that are so apparent in the rest of the play. Gonzalo would have use of service, none, no occupation but rather live innocently with nature bringing forth of its own kind, all foison Shakespeare uses the structure of the speech, interrupted continuously by Antonio and Sebastian, to perhaps mock the idea and highlight its faults. The idea itself comes from a French philosopher who describes how the Europeans corrupted America with its advanced influence. Through Sebastian and Antonio, Shakespeare is undermining his words and this implies that his own opinion could be that nature and civilisation can never both exist without the differences or hostility between the two. I believe Shakespeare presents the tensions between Civilisation and Nature not as to highlight their difference, but rather to highlight the tension that is created by societys denial in their similarities. Perhaps the repulsion of Caliban is seen as a rejection of each of the more civilised characters untamed selves, their more sophisticated selves portrayed as wit, cunning or power. By this, I could say that Shakespeare is presenting Caliban as the only true character in the whole play, though coarse and unrefined he is evidently not a master of politics or scheming, such as the characters of Antonio and Sebastian, which has been learnt through the highest classes of civilised society. In this, Shakespeare is saying that both nature and civilisation are equal, the only difference being that nature is not in a state of self denial. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE The Tempest section.

Hotel External Environment and Internal Environment Analysis

Hotel External Environment and Internal Environment Analysis Introduction In legal terms Law is defined as, a rule of conduct or action prescribed or formally recognized as binding or enforced by a controlling authority: asÂÂ  aÂÂ  :ÂÂ  a command or provision enacted by a legislature. Basically it is a set of regulation and regulations of conduct, which are practiced in general. These rules and regulations are bound by legislature. In this assignment I will be discussing law in context with Consideration and Contract. Question 1: Marketing emphasises on meeting the needs of the consumers and providing them with value, and benefits, while at the same time handling the organisation in an efficient and profitable manner. Marketing is a process that involves constant adaptation and implementation of the varying consumer trends, and demands. While at the same time having a competitive advantage over the competitors, and while at the same time ensuring that the satisfaction of these needs result in a healthy turnover for the organisation. Objective of the coursework: The objective of this assignment is to analyse the Manor House Country Club Hotels (MHCCH) external environment and internal environment. I shall use PESTEL Analysis, Industry Analysis and MHCCHs Opportunity and Threat analysis to draw out the companys external environment and Core competencies, Value chain, Ansoff Matrix, strength and weakness of MHCCH will be applied to illustrate the internal environment. Overview of the Hotel: In 1992, Manor House Country Club Hotel was established as a family owned business by the Jenkins Family, in Singapore. The MHCCH spans over 3 acres of prestigious reclaimed land, and is operating currently as a single hotel. The Hotel provides various varieties of Luxurious accommodations, and serves tourists from around the World. The hotel also serves its customers with various types of cuisines, from its modernised Restaurant; the hotel also has Bistro that is licensed to sell alcoholic drinks. For corporate meetings and conferences to be held in the hotel, the hotel has adequate premises and facilities. And other miscellaneous services provided by the hotel include a Beauty Salon. In short it can be said that the MHCCH stands up to the luxurious benchmark that it projects. Analysis of the Micro Environment: (Internal) The Micro/internal factors are the forces inside the hotel that can affect the performance of the hotel, thus through the micro environment analysis, we search for and devise a strategy to overcome those shortcomings that might hinder the progress of the hotel. SW (Strength and Weakness) Analysis: (S)trengths: The MHCCH is located at a prime and favourable location, which is easily accessible. The MHCCH successfully depicts its Luxury position in the tourism and hospitality industry, thus differentiating it from the competition. It is licensed to serve alcoholic drinks in the hotel, thus widening its consumer base, and scope for profitability. Additional accommodation was added by MHCCH in 2002, so now it can house more customers, hence an increase in productivity. The Market value of MHCCH is eight times more than its actual value, which is the sign of a profitable and stable business. (W)eaknesses: There has been a consecutive decline in the number of corporate clients for the Hotel in the past years, while the number of trade conferences held in the country has gone up by 30%. Over pricing of the room rates above the average price level for similar rooms in other competitive hotels may lead to a decline in the number of customers. As for the current situation the MHCCH lacks direction in terms of a strategic plan for expansion, and its target consumers, those are essential for the development of the MHCCH. Recommendations: MHCCH can provide better meeting/conferencing facilities to its corporate clients to up the number of corporate bookings. Also it can reconsider its pricing policies and provide trade discounts to its clients. The accommodation/room tariffs to be priced at a market competitive rate, and not at exorbitant prices, which might set the customers off. A strategic marketing and action plan to be set by the MHCCH while keeping its prime priorities in focus. Conclusion: The shortcomings of the MHCCH are not of a major nature, they can be rectified by adopting simple corrective actions, like a strategic plan. It is quite natural for any organisations to face hurdles in its developmental phase. Core competencies: (Micro Analysis) Core competencies are what makes an organisation different from others, in most cases its direct competition. The MHCCH can develop its core competency on the basis of its luxury position in the market. It must aim at providing quality services to its customers at competitive prices. This also increases its foothold in the competitive market. As it is in the core culture of an organisation, to satisfy its customers and providing them the value for their money, that is what constitutes the basic differences among the various organisations. Value chain: (Micro Analysis) The basic motive of the value chain is to provide the customers with a certain level of value that surpass the cost of the activities and ultimately it appears in a profit margin. The value chain of MHCCH is presented below: Quality Service: The hotel management has to ensure that the customers are provided with high quality services that are worth the price that a customer is paying. So that the customer is satisfied. Satisfaction of customer needs: The second step is to meet the specific needs and demands of the customers as per their tastes and preferences, as the service industry tends to be very personal, tailor-made arrangements have to be made to meet the customer needs. Trained and Efficient staff: Every customer expects to be treated in the most hospitable and best manner possible, thus MHCCH should be certain that the staffs is well-trained and efficient when it comes to dealing with the customers. Marketing and Brand building: In this stage, MHCCH is looking for potential buyers to sell the services it offers and to do this they do advertising, pricing etc. And build a reputable image in the market, which is also a crucial factor to Customer satisfaction. There are some aiding factors to the points discussed above which cannot be fulfilled without the help of these: 1). Infrastructure: The aesthetic appeal of the hotel is a crucial factor of the quality it signifies in its service, thus the infrastructure should be as enticing and attractive as the services provided within the MHCCH. 2). Specialisation: To satisfy the specific customer demands, the hotel has to keep in mind that meeting those demands is crucial and difficult at the same time, thus specialisation in fulfilling the customer needs is an essential supporting factor. 3). Human Resource Management: The staff must be recruited and accordingly trained to deal with its customers, as the employees of MHCCH reflect the image of the hotel itself. Thus HRM is a bare necessity in the strategic planning process. 4). Marketing Research: With proper analytical tools and a better understanding of the market, the task of marketing becomes much easier for MHCCH, leaving a long lasting impression in the customers mind. Macro analysis: (External) By scanning the macro the environment, the company can devise a better strategy towards overcoming the identified threats and to utilize the available opportunities. OT: (Opportunities and Threats) (O)pportunities: Tapping the benefits of the high growth of tourism industry in Singapore. High demand of varying cuisines/lifestyles. Scope of expansion in conference/family travel groups. Expand the MHCCH brand by investing in external property, through borrowing/re-investing profit. (T)hreats: Highly competitive hotel industry, competitive pricing, similar services, etc. If proper steps to maintain and expand MHCCH are not taken, then this could be a potential threat to the hotel. Lack of Differentiation is another factor that serves as a threat to MHCCH as there are various segments i.e. budget youth hostels, five star hotels, backpacker lodges, etc. MHCCH should hold on to a particular segment and differentiate itself from others on its basis. Increasing Bureaucracy and the various new rules and regulations imposed by the government can cause hindrances in the expansion plans of MHCCH, e.g. licenses and permits required to carry out some activities in the Hotel. Pestel Analysis PESTEL represents Political, Economic, Social, Technical, Environment and Legislative factors which are external in nature. The current and future change of six key areas can affect the MHCCHs business. The PESTEL analysis explores the broad environment in which the MHCCH is operating. Political Factor: These contain the rules and regulations implemented on the Hotel by the Government. The Singapore government is inclined on increasing its popularity as a tourist destination, thus a beneficial factor for MHCCH. Economic Factors: Singapore is among some of the fastest growing eastern economies, thus the GDP and the public spending is on a constant rise, so is the purchasing power of the citizens of Singapore and the Tourists. Again its in favour of MHCCH. Social Factors: The Cultural and social aspects of a country are highly important to the business, the current trend of the growing demand for new styles of food and drink is a sign of the change in the social factor. Technological Factors: Technology is directly linked to modernisation, the hotel has to keep up to date with the latest technological changes in the business environment, for e.g. Wireless internet, Computer bay, HDTVs, etc. This improves the quality and quantity of the stay of the customers. Environmental Factors: Drastic changes are occurring in the global environment nowadays; also environmental awareness is becoming more common by the day. Environment friendly applications need to be adopted by MHCCH to balance its responsibility towards the environment. Legal Factors: The MHCCH must abide by the legislation operating in their geographical territory (Asian Legislation). This affects their business hugely. It may serve in or against their favour, depending on the legislation. Part B The Manor House Country Club Hotel can expand its business in within the next two years by following these strategies/theories. Ansoff Matrix: The Ansoff Matrix is useful in deciding the companys product and market growth strategy. The Ansoff Matrix in reference to MHCCH is: Market Penetration: MHCCH is building a stronger market position by providing similar luxury services as the other hotels in the same market. Market Development: MHCCH is investing in its site to develop its unused land into small leisure centres. These investments are aimed at developing a stronger position of the hotel in the market. Product Development: The main focus of MHCCH is on developing its service package by improving the infrastructure and attracting more customers. By investing in the hotel, the services they offer can be developed Diversification: This involves MHCCH entering a business that is not currently a part of their agenda, which at the moment it is not doing, but they can consider diversification into the alternatives in future, as it leads to added income and goodwill. Porters Grid Porters Grid is also well known as Porters Five Force analysis. These were developed by Michael E. Porter. The competitive environment of the MHCCH is explored in depth through the Porters analysis below: 1). Bargaining power of the Supplier: The supply in this industry is largely based on FMCGs (Fast Moving Consumer Goods) which is quite flexible considering the fact that the Hotel buys its supplies in bulk quantities. Thus the ready availability of the goods by the suppliers and the perennial demand of the goods limit the bargaining power of the suppliers. 2). Bargaining power of Buyers: There are many alternatives to choose from for the customers of MHCCH as there are rooms of varying levels of luxury and prices, ranging from basic single-bed room to ultra luxury Suite packages. There are other hotels offering similar rooms to them at competitive prices, thus buyers do have their share of bargaining power in this case. 3). Threat of new entrants: The hotel industry in Singapore is facing tough competition not only from the entry of locally based hotels but also giant multinational hotel chains, the new entrants might turn up as a threat for the company. 4). Threat of Substitutes: MHCCH basically provides accommodation oriented services to its customers, while there are a large number of substitutes available for them, to obtain similar services. The main differentiating factor here is pricing, and the difference in the quality of the services. There exists a strong threat of substitutes, but with a well planned pricing policy, this threat may be avoided. 5). Rivalry among competitors: Rivalry among competitors is fairly high for MHCCH as the rivals offer the same services/products, and they operate in the same market and environment. While at the same time there are new competitors entering the market. And also the buyers have the power to buy the services/products at lower prices. Conclusion As of now MHCCH is operating as successful enterprise, which through proper strategic planning can be developed into a much more flourishing business, and a highly successful hotel. But for Manor House Country Club Hotel to successfully expand its business in the next two years, it is advisable for them to adopt the Market/Product development strategy, as it provides them with an opportunity to utilise their available resources in an optimum manner, while at the same time continuing the routine functioning of business.

Roles and Responsibilities of Teacher

Unit 008 :Roles ,Responsibility and relationship in lifelong learning. This assignment is about the role and responsibility of teachers in lifelong learning. In order to teach in lifelong learning, a teacher will need different tools, support, understanding and above all a good knowledge of teaching codes of practice. As with all professions, teaching has to be done within the boundaries of the law to achieve a safe learning environment for the student. The legislations are very important to safeguard the teacher, student and adult learners.For example the Health and Safety at work act (1974) (Gravells, 2008, p. 19)is about the safety of the student and teacher. It is crucial for the teacher to ensure all learners are aware of their safety procedures at the beginning of any course. Furthermore, a risk assessment is carried out by the teacher, to reduce any risk on the premise. For example, when a teacher is carrying an experiment which includes heating, the teacher ensures students a re wearing safety goggles. ’The Disability Discrimination Act(1995 and onwards), which has been enforce to ensure nobody is discriminated against irrespective of disability(physical or mental ), gender, religion ,age, ethnicity, sexual orientation or social (domestic circumstances)’’ (Wilson, 2008, p. 20) In order to implement the above legislation, a teacher needs to assess what the requirements of his/her learners’ are, and how they could be supported. A teacher has to make sure that every learner has equal opportunities to access the learning experience. Similar essay: PTLLS Assignments Examples FreeFor example someone who lip reads, the teacher needs to speaks very clearly and avoids standing in darker area which will make it difficult for that particular learner to lip read. For example a learner who uses wheelchair, prior to the course, the teacher ensures the learner has access to all facilities without any problem e. g. a ramp is installed outside the room. At this point the teacher would require internal support services to install the ramp. Data Protection Act (1988) (Wilson, 2008, p. 20), each learner has their own file which holds personal and confidential information (address, contact details and medical history).These files are kept in a safe and secure place in a filing cabinet, which restricts sharing of data. The teacher should be a good team player to encourage and welcome people’s differences and use these qualities to broaden the learning experience. Teaching in a simple language helps the learners to understa nd the concept easily as for most learners’ English is not their first language. The teacher needs to ensure that learning tools like handouts are unbiased and exclude inappropriate comments from the classroom. It is important for a teacher to practise equality and diversity effectively so as to have a maximum impact on the learners.A good teacher needs to tailor their lessons according to learners’ needs and requirements; this is known as inclusive learning. ’’By inclusive learning we mean the greatest degree of match or fit between how learn best, what they need and what is required from the sector, a college and teachers for successful learning to take place’’ (Tomlinson, 1996, p. 200) . These qualities should be within a teacher, which is gain by using the teaching training cycle. The training cycle has five stages which are identifying needs, planning and designing, delivering, assessing and evaluating.A teacher must be certain of his/h er role, responsibilities and boundaries within these stages. During the initial stage of identifying needs and planning, the teacher will identify the needs of his/her learners (Yvonne Hillier,, 2005, p. 61). Firstly, by assessing any physical needs like wheelchair users. A questionnaire can also be used, to find out learners aim, previous experience, learner background, preferred learning style. The teacher would keep the questionnaire in a safe place and ensure no details are left on desks. Also make sure this confidential information is not available to anybody.Some learners’ needs may exceed what the teacher can offer; at this point the teacher will refer the student to another professional. For example, someone who has literacy needs, the teacher would refer the learner a literacy teacher to address his/her needs. During designing phase of the lessons, a teacher’s responsibility is to provide high quality materials example handouts, tutorial and games which will motivate and increase concentration in learners and facilitate learning. Thus, resources should be relevant and easy to access within the premises. The next stage is the delivery of the session.The teacher will ensure that the learners’ are equally involved and engaged in all the activities in order to facilitate the learning by using different learning tools and style . The lessons should be well-structured, clear aims established to ensure that lessons run on time. It is a teacher’s responsibility to establish a good professional relationship with the learners, so that they are comfortable asking any help for learning. Stay within boundaries so that the teacher should not be over friendly, and should always maintain a professional relationship.Avoid touching / leaning across learner during an explanation. In the assessing phases, the teacher ensures the lessons objectives are clear to the learners and check their progression. For example, quizzes can be organised to check the learner’s achievement and development feedback from learners will identify the development areas. However, the teacher should not set task which is not link directly to learning objectives. Among the duties of a teacher in the Lifelong Learning sector, the teacher also has to undertake responsibilities towards the other professionals in the organisation.One of the principal responsibilities as a teacher is to remain within the teaching code of practice. The collaboration between teachers and other professionals is important to maintain smooth running of the organisation. Good communication between professionals ensures that learners are getting the most efficient and effective support. The teacher will need to consult other professionals when needs exceeds his/her boundaries. For example, if a learner has not been able to finish his assignment on time and the reason could be financial problem.The role of the teacher should also include maintaining a safe and appropr iate learning environment to facilitate the learners. For example, before the start of the lesson, the teacher needs to ensure that the classroom layout is safe and accessible to all learners. To implement a safe environment, ground rules are set. Ground rules within a class, is a mutual agreement by the tutor and learners who attend the class. There are three ways of setting ground rules: teacher imposes, learner imposes or through negotiation. The ground rules can be promoted by displaying on the wall of the classroom, video or even by using pictures.

Ray Bradbury’s All Summer in a Day

Ray Bradbury, conveys the key ideas related to power and powerlessness in the text All summer in a day. The power of the group, where the group of children go up against Marmot in a successful attempt to physically and emotionally abuse her. The second idea portrays the lack of power of the Individual, Marmot, as she is isolated, and vulnerable against the majority. These are the key Ideas present related to power and powerlessness. The power of the majority/ group Is a key Idea relating to power and powerlessness.Marmot Is the Individual going up against all her classmates, the majority. The power of the group Is represented as the oppression as all the children confront Marmot and taunt and bully her. This can be the mall plot point of the story of this story. These school children hear Marmot's story of how she has been to Earth and experienced the sun before but they become ignorant and start taunting her and twisting everything that she says. The reason behind all this hate is b ecause they are al jealous that she has seen the sun more frequently and that they can't relate to that experience.Marmot is shown to be powerless as all the children taunt her and abuse her. â€Å"What're you looking at? Said William. Marmot said nothing. Speak when you're spoken to. He gave her a shove. But she did not move; rather she let herself be moved only by him and nothing else. † This shows strong direct speech and sets the tone to a dark and intense atmosphere as Marmot is getting bullied and taunted at. This idea shows how strong the majority is in the eyes of the individual.

Free Essays on Money Laundering

Financial Accounting For Financial Services Assignment Money Laundering The word money laundering, according to the myth, is derived from Al Capone's practice of using a string of coin-operated launderettes in Chicago to disguise his revenues from gambling, prostitution and protection rackets. It's a nice story but not true, money laundering is so called because it perfectly describes the process of removing the stains and smells which money acquires when criminals earn it. In this report I will go on to discuss the topic of money laundering in the following order; firstly, I will begin by explaining what is money laundering?, why it is done?, and how it is done? I will then go on to explain the effects of money laundering and the institutions/organisations that are at risk from these activities. I will also be discussing the current situation in the UK regarding money laundering and whether anything can be done to prevent or restrict laundering activities, and will then go on to conclude my findings. Money laundering is the process by which criminals attempt to conceal the true origin and ownership of the proceeds of their criminal activities. If they are successful they can then maintain control over the proceeds and, so, provide a legitimate cover for their source of income. J.D. Mclean defined money laundering in the International Judicial Assistance as: "Although the proceeds of crime will be kept as capital for further criminal ventures, the sophisticated offender will wish to use the rest for other purposes. If this is to done without running a risk of detection, the money which represents the proceeds of the original crime must be "laundered"; put into a state in which it appears to have an entirely respectable provenance" It is important to bear in mind that money laundering is a process (often a highly complex one) rather than a single act. In an effort to expose and analyse this phenomenon it has bec... Free Essays on Money Laundering Free Essays on Money Laundering Financial Accounting For Financial Services Assignment Money Laundering The word money laundering, according to the myth, is derived from Al Capone's practice of using a string of coin-operated launderettes in Chicago to disguise his revenues from gambling, prostitution and protection rackets. It's a nice story but not true, money laundering is so called because it perfectly describes the process of removing the stains and smells which money acquires when criminals earn it. In this report I will go on to discuss the topic of money laundering in the following order; firstly, I will begin by explaining what is money laundering?, why it is done?, and how it is done? I will then go on to explain the effects of money laundering and the institutions/organisations that are at risk from these activities. I will also be discussing the current situation in the UK regarding money laundering and whether anything can be done to prevent or restrict laundering activities, and will then go on to conclude my findings. Money laundering is the process by which criminals attempt to conceal the true origin and ownership of the proceeds of their criminal activities. If they are successful they can then maintain control over the proceeds and, so, provide a legitimate cover for their source of income. J.D. Mclean defined money laundering in the International Judicial Assistance as: "Although the proceeds of crime will be kept as capital for further criminal ventures, the sophisticated offender will wish to use the rest for other purposes. If this is to done without running a risk of detection, the money which represents the proceeds of the original crime must be "laundered"; put into a state in which it appears to have an entirely respectable provenance" It is important to bear in mind that money laundering is a process (often a highly complex one) rather than a single act. In an effort to expose and analyse this phenomenon it has bec...

What Is a Good ACT Aspire Score for a Sophomore

What Is a Good ACT Aspire Score for a Sophomore SAT / ACT Prep Online Guides and Tips Being in 10th grade is a little like walking over a bridge. You're crossing from the less consequential testing of early high school to the world of high-stakes tests, like the SAT andthe ACT – tests that can affect your future. One of the ways you get from one side of this metaphorical divide to the other is by getting the chance to practice. For example, some students take the PSAT, which is meant to be a precursor to the SATthat they will take in their junior or senior year. Others take the ACT Aspire, a national achievement test that assesses how well students from 3rd to 10th grade are measuring up toCommon Core standards. The format, structure, and scoring of the ACT Aspire are all very different from the ACT. But, because it is designed by the same organization that creates the ACT, it can feel like a precursor to the real thing. So what’s a good score on the ACT Aspire for a sophomore? In this article, I’ll talk about different ways to think about what makes a good score, and how to tell where you rank based on the score you got. I’ll also discuss whether your 10th grade ACT Aspire score means for your future ACT score. How is the ACT Aspire Test Scored? Since the ACT Aspire is given in elementary, middle, and high schools, it stands to reason that scoring is a little different depending on your class year. I’ll talk specifically about how the test is scored for the 8th-10th graders who take it. ACT Aspire scores for each subject (English, Math, Reading, Science, and Writing) currently fall between 400 and 460. When you take this test in high school, here's what you’ll get in your score report: Your 5 individual section scores. These are your scores for each subject section of the test. A composite score. This is an unweighted average of your English, Mathematics, Reading and Science sections scores. Note that this composite score doesn't include your ACT Aspire Writing section, which is only scored individually. Several different kinds of reports about your progress. These include humanities and STEM composite scores, as well as a reading ability prognosis. If you'd like to see an example, the ACT publishes a sample of what your report will look like. The report may also include reports about the PSI pressure of your various organs. It's not really vital information, but you can't accuse them of not being thorough. What’s a Good Sophomore Score on ACT Aspire? My assumption is that sophomore year, you’re curious about what a good score is for 2 reasons. First, you’re concerned abouthow you stack up against your peers. And second, you’re wondering how you’ll do when you take the ACT for real junior year. Luckily, ACT provides a pretty thorough data for the one year that this test has been administered. This makes comparing yourself to your peers and finding any academic areas where you are lagging behind very easy. However, this data also shows that the ACT Aspire is not necessarily a great prediction model for your future ACT scores. Now, let’s examine in detail what your ACT Aspire score can show you. Comparing Yourself to the Baseline One of the goals of the ACT Aspire is to give you, your teachers, and your parents a sense of whether you are as prepared for college as you should be at this point in high school. To answer this question, you can compare your ACT Aspire score to your scores from previous years, to make sure you are consistently getting higher scores in each subject. ACT Aspire also provides minimum benchmarks scores for each test section. Each benchmark is the lowest score you need to get to demonstrate that you are on the right track in terms of your on-grade-level learning. Here is a table that shows the ACT Aspire benchmark scores for each subject for the year 2015 for grades 8-10. This table shows that, for example, if you get at least 432 on the ACT Aspire Science section as a sophomore, you’re considered to be on track to have a high probability of future success in first-year college courses. On the other hand, if your score is below the 10th grade numbers on any of the test sections, then this means that you may need outside help to catch up in these academic areas. The important thing is to just keep growingevery year. (Image:Steven Depolo/Flickr) Comparing Yourself to Your Peers Another goal of national tests like the ACT Aspire is to examine how everyone who is taking the test at the same time compares to each other. Since ACT Aspire publishes data about how students taking the test scored, we can go through the data to see how you can tell where you stand when compared to your peers. Using Your Composite Score for Peer Comparisons The composite score that you receive from ACT is a very quick snapshot of how you did on the test. This average of your individual subject scores can give you fast information about how you did relative to your peers overall. One way to evaluate your composite score is to use this table of the composite scores for 9th and 10th graders in the past year: Grade Min 25% Rank 50% Rank 75% Rank 90% Rank 95% Rank Max 9 408 414 418 423 430 435 438 10 409 415 419 426 433 438 440 This table shows rangeof students'scores. The "Min" and "Max" columns show the lowest and highest composite scores. The percentile columns showthe score you'd need to reachthe given percentile, i.e. the score at which you'd be scoringhigher than that percent of other students. In other words, for 10th grade, the lowest composite score anyone got was 409. 25% of students scored below 415. This means that if your score was 415, you did better than 25% of the studentstaking the test. Likewise, 95% of students got below a 438. This means that if your composite score was 438 or higher, you fall into the top 5% of test takers (since you did better than 95% of everyone taking the test). So what do we learn from this table? If your composite score was 419, you would fall into the middle scoring range, the 50th percentile. This means that 50% of 10th graders did worse, and 49% did better, so everyone who scored 419 falls right in the middle. What does this mean for calculating a good ACT Aspire score for a sophomore? Let’s assume that a good score is roughly at or above the 75th percentile, in other words, scoring higher than 75% of your peers. In that case, a good composite score for the ACT Aspire for sophomores is 426 or higher. Many people climb, but not everyone can reach the top. Using Your Individual Test Sectionsfor Peer Comparisons The composite score is a useful way to eyeball your status. But to figure out where you’re strong and where you're weak academically, you need to look at the scores you got on individual test sections. This much more zoomed-in approach will give you a better clue about the subjects you are learning well and the ones you need to work on more. Now, I’ll go through each ACT Aspire test subject individually to see what a good score on it would be. ACT Aspire English Percentile Rankings Score % Rank Score % Rank Score % Rank Score % Rank 400 1 415 9 430 47 445 92 401 1 416 10 431 50 446 94 402 1 417 12 432 53 447 95 403 1 418 14 433 57 448 96 404 1 419 16 434 60 449 98 405 1 420 19 435 63 450 98 406 1 421 21 436 67 451 99 407 1 422 22 437 70 452 99 408 2 423 25 438 72 453 99 409 2 424 28 439 75 454 99 410 3 425 31 440 79 455 99 411 4 426 33 441 81 456 100 412 5 427 37 442 84 413 6 428 40 443 87 414 7 429 43 444 90 You can see that you don’t need to get all the questions right in order to fall into the top 1% of students. Although the exact number will change slightly from year to year, on this version of the ACT Aspire any sophomore who got 451 or above did better than 99% of the other test takers on the English section. The benchmark English section score of 428 would put you in the 40th percentile, which would mean you scored better than 40% of your peers. If we hang on to our assumption that a good score is around the 75th percentile, we can see that a score of 439 is what you need to reach that ranking. ACT Aspire Reading Percentile Rankings Score % Rank Score %Rank Score % Rank Score %Rank 400 1 411 10 422 47 433 92 401 1 412 13 423 51 434 95 402 1 413 14 424 52 435 98 403 1 414 17 425 57 436 98 404 1 415 21 426 62 437 99 405 1 416 24 427 66 438 99 406 1 417 28 428 72 439 99 407 2 418 31 429 77 440 99 408 3 419 35 430 82 441 99 409 4 420 39 431 83 442 100 410 6 421 43 432 87 You can see a similar thing about the Reading section results – quite a few of the top scores would put you in the top 1% of people taking the test. Also, notice how big a difference in the percentile rankings just one point makes. If you earned 424, you scored better than 52% of other sophomores, but if you got 425, you jump 5 percentage points to end up doing better than 57%. The Reading benchmark that ACT determined is 428, in the72nd percentile of test takers, which would also be a good score on this part of the test. ACT Aspire Math Percentile Rankings Score % Rank Score % Rank Score % Rank Score % Rank 400 1 416 15 432 72 448 99 401 1 417 19 433 75 449 99 402 1 418 23 434 79 450 99 403 1 419 26 435 82 451 99 404 1 420 30 436 85 452 99 405 1 421 32 437 87 453 99 406 1 422 36 438 89 454 99 407 1 423 40 439 91 455 99 408 1 424 44 440 93 456 99 409 2 425 48 441 95 457 100 410 2 426 51 442 97 458 100 411 4 427 54 443 98 459 100 412 6 428 58 444 99 460 100 413 6 429 61 445 99 414 9 430 65 446 99 415 12 431 68 447 99 The math section has a huge spread of scores that fall into the top percentile – anyone who scored above 445 did better than 99% of their peers. The ACT Aspire benchmark for this section is 432, or the 72nd percentile. Meanwhile, a good score in the 75th percentile is 433. ACT Aspire Science Percentile Rankings Score % Rank Score % Rank Score % Rank Score % Rank 400 1 413 7 426 50 439 94 401 1 414 9 427 53 440 95 402 1 415 14 428 57 441 97 403 1 416 15 429 61 442 98 404 1 417 19 430 66 443 99 405 1 418 21 431 69 444 99 406 1 419 25 432 73 445 99 407 1 420 29 433 76 446 99 408 2 421 34 434 79 447 99 409 2 422 38 435 83 448 99 410 4 423 39 436 86 449 100 411 4 424 42 437 88 412 6 425 46 438 91 The benchmark for ACT Aspire Science is 432, and this is basically the same as the good score we’ve been discussing, since it falls into the 73rd percentile of test takers. ACT Aspire Writing Percentile Rankings Score % Rank Score % Rank Score % Rank Score % Rank 408 1 419 20 430 66 441 98 409 1 420 24 431 66 442 99 410 4 421 24 432 81 443 99 411 4 422 27 433 81 444 99 412 6 423 27 434 90 445 99 413 6 424 37 435 90 446 99 414 7 425 37 436 92 447 99 415 7 426 55 437 92 448 100 416 10 427 55 438 94 417 10 428 61 439 94 418 20 429 61 440 98 You can immediately see how differently the Writing section is scored from this table. First of all, the lowest score on this section isn’t 400 like it is for all the other sections, but 408. Also, pairs of scores get the same percentile ranking, so for example, both 410 and 411 correlate to doing better than 4% of other sophomores. Here, the benchmark score from ACT is 428, or better than 61% of everyone taking the test at the same time. Meanwhile, a good 10th grade score on Writing is somewhere between 430 and 433, which falls between the 66th and 81st percentiles. Predicting Future Success Now that you’ve seen how your score compares to the scores of all the 10th-graders who took the ACT Aspire last year, you’re probably itching to figure out whether your score on ACT Aspire means anything for the real ACT that you’ll take in your junior year. The truth is thatACT Aspire is not a particularly great predictor of your future accomplishments, though it does give you a very general sense of what you can hope to achieve. But this is fantastic news! It means that the ACT Aspire really does what it’s supposed to do – it shows you where you are now and where you need to improve. And the other great news is that dramatic improvement is clearly possible because as a sophomore, you have 1 or even 2 years in which to do it! Ok, but will the next one tell me my future ACT score? The Relationship Between ACT Aspire and ACT Scores ACT published data on 50 10th grade students – their scores oneach ACT Aspire section, and their scores on theactual ACT when they took it in 11th grade. The problem is that this data is just an unwieldy Excel spreadsheet (you can check it out here:Demonstrating the Student Growth Percentile model for grade 10 ACT Aspire to grade 11 ACT) I used the data to create some scatterplot graphs to show the whatstudents got on each ACT Aspire section and what they ended up getting on the same ACT section. The way each graph works is this: Each blue diamond point stands for one student Ifyou trace straight down from each point, you can see what that student got on ACT Aspire (in this case the Math section) If you trace straight left, you can see what that same student got when taking the ACT for real So what this graph is showing us that in general as scores from ACT Aspire Math increase (x-axis), the scores on ACT Math also tend to get somewhat higher as a group (y-axis). In other words, the swarm of diamonds goes slightly upward as we go from left to right. On a case-by-case basis, we can see that there is significant room to grow, no matter where in the score range students fall. For example, the 3 students who got432 on ACT Aspire Math (our good, 72nd percentilescore), ranged in ACT scores from 16 (approximately in the bottom 25%) to 26 (approximately in the top 15%). In the graph of English scores, we can see that your ACT Aspire score is by no means destiny. For example, look at all the students who ended up with goodACT English scores in the mid-20s. Their ACT Aspire scores ranged from 425 (below benchmark) to 447 (well above the good 75% score of 439). This same general trend of higher ACT Aspire scores leading to higher ACT scores continues when we look at the scatterplot graph for the Reading section. But the relationship is not exact. For example, the two highest scorers on the Aspire Reading section were not the top ACT scorers. Similarly, the person who scored lowest on the ACT did not get the bottom score on the Aspire. The Science section of ACT Aspire probably shows a slightly weaker correlation between high 10th grade ACT Aspire scores and subsequent high 11th grade ACT scores. Incidentally, if you’ve been following along with the visual data presentation in this article’s tables, charts, and graphs, then you’re actually getting in somegood practice for both the ACT Aspire Science section and the real ACT Science section as well! Now that you’ve seen how scatterplot graphs that show correlations look, you can be just as befuddled as I am by what happened to these 50 students on the writing section of these 2 tests. This kind of data may be a part of the reason why ACT Aspire Writing is not factored into the composite score that you get when you take the test in high school. What Does This Mean for What'sa Good Score? I think the best way to think about your scores if you’re worried about what they will eventually for the real ACT is this. First, make sure you’re scoring at least at the 10th grade benchmarks. That’s a pretty good indicator that you’re on trackwith your learning. If you’re below benchmark on any of the sections, that is a warning sign that you need help in that subject, not just to do better on ACT Aspire test but to succeed in your school year as well. Next, compareyour ACT Aspire section scores to each other. Are you scoring in the same percentile range on all 5 subjects? If there is a section (or several) that you are scoring significantly worse in, even if you’re still meeting the benchmark in that area, then this is the time to get extra help with this subject. Talk to your parents and teachers about what resources to improve your learning there are at your school, or maybe even outside of it. Should You Study for the ACT Aspire? For any test to accurately assess what you know and how well you understand when and where to apply that knowledge, the test can't simplythrow you off by its format, question style, or by the way it's administered. So in order for the ACT Aspire to actually measure how you are doing in school, it’s a great idea for you to familiarize yourself with how the test looks and feels.To that end, you should definitely read ourdetailed breakdown of what the ACT Aspire is like and the kinds of questions you’ll face on it. You should also get a sense of what taking the ACT Aspire will be like from their sample questions and computer test simulator. Go to theACT Aspire exemplar page, where you’ll find a link to the simulator and login information for all test sections and grade levels. However, other than getting a general sense of what you will see on test today, I would argue that it goes against the purpose and the benefits of ACT Aspire to study specifically for it. For one thing, this isn’t like the PSAT – no scholarships or awards are resting on the score you get.Also, the point of the test is to see whether you are where you should be in your learning. Spending a lot of effort studying for this test would easily createresults that are meaningless as an indicator of whether you have academic weaknesses that need to be worked on. Finally, there’s the matter of the rest of your class, and the rest of your grade in your school. The ACT Aspire isn’t just a diagnostic test for individual students. It’s also supposed to measure how each classroom is doing as a whole. Imagine, for example, that the ACT Aspire results come back and every single kid in your class bombed the Science section. This is no longer something that an individual student is having trouble with. Instead, this kind of result tells your teacher and school administrators that they really need to beef up how your curriculum addresses science education. And a better grounding in the foundations of science in turn will benefit you down the road when you learn how to do college-level work. Honestly, if you are really very worried about your future testing results, I think you should justtake a practice ACT instead. It’ll more accurately show you how you’d score if you took the ACT now. The one time napping is a better way to prepare for a test thanstudying. The Bottom Line The ACT Aspire tests the same 5 sections as the ACT, but is structured, formatted, and scored very differently. You’ll get scores for each of the sections individually, as well as a composite score that averages English, Reading, Math, and Science. If you aren’t meeting ACT score benchmarks, that’s a serious indicator that you need extra academic help. A good 10th grade ACT Aspire score is one that puts you in the upper 25% of your peers, and is different depending on each ACT Aspire test section. Even if you got a good 10th grade ACT Aspire score, this doesn’t necessarily mean anything in terms of predicting your real ACT score.ACT Aspire is not very good at predicting the ACT because its real purpose is to show you subject areas where you need extra help. There is no need to study for the ACT Aspire, though it would be a good idea to get familiar with the test format by checking out somesample questions. What’s Next? Thinking of jumping into the ACT world early? We have some guidance on whether you should start preparing for the ACT as a 10th grader andwhat a good sophomore ACT score would look like. Thinking about taking the PSAT as a 10th grader as well? Check out our discussion onwhat is a good PSAT score for a sophomore. Planning the rest of your high school academics? Read our articles aboutwhy it’s important to create a rigorous course load for yourself andwhether AP classes are really worth taking. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Iron Ore Dissertation Example | Topics and Well Written Essays - 3750 words

Iron Ore - Dissertation Example However, most of the reserves that harbor such natural ores have now been depleted. Pig iron is made out of iron ore. This pig iron is one of the main raw materials used in the making of steel. Iron ore is believed to contribute more to the global economy than any other commodity in the world. Hematite is the main iron ore in the Brazilian miles (Axinn 2006). In the global world, metallic world is virtually unknown. It is the fourth most abundant element in the world, though, silicate or carbonate minerals are the vastest minerals. Formidable and extremely energy intensive barriers often are used to separate supremely pure iron from other minerals (David 2006). Before the industrial revolution, most of the iron used was obtained from goethite, which was widely available. Societies during the pre historic times used laterite as the main source of ore. Most of the iron ore used by the emergent industrialized societies was obtained from haematite. These deposits are often called the nat ural ores. The increased iron ore demands in conjunction with the depletion of the most high quality haematite in the United States of America led to development of low quality sources of iron. This happened especially after Second World War. These lower sources of iron require beneficiation to improve on their quality. Magnetite on the other hand, is used due to its magnetic properties. Therefore, it is able to be separated easily from other minerals and was able to produce high quality concentrate with minimal impurities. The mining of these iron ores vary considerably with the type of ore that is being mined. Currently, there are four types of ores of iron being worked on. The business of mining ore is often a low margin one due to the significant low level of iron than other base metals. It is expensive to mine, meaning it is extremely capital intensive. It requires a heavy investment in infrastructure such as rail transport in order to transport the ore from the mining sites to the freight ship. Therefore, mining of ore is concentrated among the majority few. The world leading and largest iron producer is Brazil. This mining corporation is referred to as vale. Other developed countries follow the line due to the high costs involved in the mining and transportation of the ore. My research question arises from my curiosity to find out how iron ore is produced, consumed and distributed in the global market. This is because I understand that the cost involved in its mining process and transportation is quite high. Therefore, I would like to find out how extreme the ore is mined and the processes used in the mining process (Edward 2007). Executive Summary This research is concerned with the production, consumption and distribution of iron ore globally. In other words, it seeks to show candidly the cycle of iron ores from its mining and separation from impurities until the moment it is processed and distributed to the global market for various uses. The researc h shows all the methods used in extraction of these iron ores and how it is separated from other metallic substances or impurities. It also reveals research rationale that is used in carrying out my research. In addition, this research paper has addressed my research question based on the prevailing international market and all the key findings that emerge (Institute 1997). Moreover, the methodology I use to address the research question is emergent in the research paper. The paper

Health pyschology Essay Example | Topics and Well Written Essays - 750 words

Health pyschology - Essay Example There are various reasons why patients fail to comply with medical treatment. One of the reasons involves the negative effects linked with certain medications. There are some medicines associated with an increase in weight and hence people fear that increased weight will impact negatively on their general well being. Others negative effects associated with certain medications that lead to non-compliance include a decrease in sexual drive, as well as other effects such as headaches and nausea. Non-compliance may also b caused by shame associated with taking certain types of medications. For instance, a HIV positive individual may fail to comply with treatment for fear of other people finding out of his or her status as it may lead to discrimination. The cost of medicines and medical treatment is also a major cause of non-compliance. Some treatments are very expensive and if the patient is unable to afford the medicine, then he or she is forced to discontinue with treatment hence non-c ompliance. Other factors that may lead to non-compliance include fear of developing dependence to certain medications, and also unavailability of relevant medicines (Mitchell and Selmes, 2007. There are a lot of intricacies associated with contemporary research on methods to measure compliance. Therefore, the methods currently used are considered conventional. These are grouped into direct and indirect methods. Direct methods comprises of laboratory techniques to measure the levels of certain chemical elements found in certain medicines in body fluids particularly blood and urine. The only limitation to this method is the fact that it does not detect the compliance to all types of medicines (Vermeire et-al, 2001). According to (Vermeire et-al, 2001: 334) "Indirect measures include process measures such as interviews, diaries, tablet counts, prescription filling dates and therapeutic and preventive outcome measures". According to a study