Lab Report Essay

Heat it to 90 C and hold this temperature for 10 minutes. 2. Cool it to 50 C in a bath of ice water. 3. Shake the culture bacteria to free it from lumps and add to the milk. 4. Transfer the inoculated milk into the beaker or jar. Cover. 5. Incubate the milk for 4 hours at 43 to 46 degrees until clotted. Clotting of milk indicates the bacteria utilized the sugars and underwent fermentation. 6. Chill for 1 – 2 hours 7. Stir the yogurt to make the texture smooth. 8. Package and consume III. Results and Discussion Kind of Milk| Taste| Color| Texture| Smell| Low- fat milk| Yogurt-like| Beige| Smooth| Sour| Full-cream milk| Very Sour| Beige| Thick| Very sour| In the table above, the reason why there were only 2 kinds of milk is because 2 groups used low fat milk and the other 2 used full-cream milk. As being compared from the table above, using full-cream milk caused the taste and the smell of the product (yogurt) to be extra sour. Yogurt is naturally sour because of the acid present in it. Also, the full-cream milk caused the texture to be thicker compared to the yogurt used with low-fat milk. Even though different kinds of milk were used, the color of the yogurt was the same, which was Beige. IV. Conclusion Based on the given results and discussion of the data, the characteristics (taste, color, texture, and smell) of the yogurt will depend on what kind of milk will be used for the yogurt making process. V. Recommended If one were to do the same experiment above, the group would recommend that they use low-fat milk to make their own yoghurt.

Merchant of Venice Essay

A rich Jewish moneylender, Shylock is the villain of The Merchant of Venice in that the problem he initiates causes great concern in the community of the city. He insists that Antonio keep his bond and extract a pound of flesh since he has failed to make the three thousand ducats Shylock has loaned to Bassanio on Antonio’s word. When they go to court the duke insists that the charges must be drop, but Shylock will not tolerate it. Antonio is a merchant in Venice. When Bassanio asks him for money to impress Portia, Antonio wants to give it to him but cannot because all of his money is tied up in goods that are being transported by ship to ports where they will be sold. Out of kindness to Bassanio, he agrees to secure any loan Bassanio might get in the marketplace. Bassanio requests that loan from Shylock, a moneylender with whom Antonio is not on the best of terms. Antonio has criticized Shylock for usury, and Shylock, in turn, resents Antonio’s generosity in loaning money out at no†¦ Portia is a wealthy heiress from Belmont grieving over her father’s death and bond over the inherence. When Portia is introduced in the play Bassanio is struck by her beauty and does anything to be with her, but the only way to do that is to choose a casket. Among the three suitors her true love is bassanio.

Considering Cases Concerning to Gathering Information, Types of Assignment

Considering Cases Concerning to Gathering Information, Types of Evidence - Assignment Example The written contract or will upon which an action is based is real evidence both to prove its terms and that it was executed by the defendant. If it is written in a faltering and shaky hand, it may also be relevant to show that the writer was under duress at the time of its execution. The bloody clothes, the murder weapon, a crumpled automobile, the scene of an accident—all are samples of what may be considered to be real evidence. To be admissible, real evidence, like all evidence, must be relevant, material, and competent. Establishing these three basic prerequisites is called laying a foundation. The relevance and materiality of real evidence are usually obvious. Its competence is established by showing that it really is what it is supposed to be. Proving that real or other evidence is what it purports to be is called authentication. Tex. Evid. Code  §401; Fed. Rules Evid.  §901. Real evidence may be authenticated in three ways--by identification of a unique object, by identification of an object that has been made unique, and by establishing a chain of custody. You only have to be able to use one of these ways, though it is prudent to prepare to use an alternate method in case the court is not satisfied with the one you have chosen. Tex. Evid. Code  §301; Fed. Rules Evid.  §Ã‚ §901, 902, 903.

Strategic Operations for Business Development Literature review

Strategic Operations for Business Development - Literature review Example The processes involved within the food retail and service industry are complex and the amount of waste produced presents a sustainability challenge because of the environmental impact which is has. There is need for the operators within the industry to adopt sustainable operations in order to meet the existing regulatory and sustainability objectives. The sustainability of operations within the food retail and services industry in the UK has been increasingly becoming necessary as the industry continues to grow and expand. The diminishing resources like energy have necessitated the adoption of sustainable sources of energy within the industry in order to cope with the every growing demand. With the introduction of technological processes within the industry, the consumption of energy continues to become an issues of concern. Various aspects of the business operations have become affected and the sustainability challenge ought to focus efforts to the most affected areas. This should mainly be undertaken through the establishment of regulations and control within many business processes involved within the industry in the effort of implementing sustainable operation. Despite the adoption and implementation of different sustainability approaches, the pressure upon the entire industry continues to increase as a growing world population increases demand for the products within the industry. Increased production becomes necessary and this results in the industry exerting pressure upon the existing resources, while generating more waste and consuming more of the limited resources. Disposal challenges for the generated wastes have become imminent within the industry with the increased environmental concerns, the regulations existing in the waste disposal aspect of the environment continues to increase the need for the industry to become accustomed to sustainable business operations. The sustainability challenge in the food industry ought to focus on meeting

Media sociology Essay Example | Topics and Well Written Essays - 500 words

Media sociology - Essay Example Distinguishing fans from ordinary audiences, Jenkins offered an ethnographic illustrations how fans used the media material as basis of their own stories, songs, videos and social exchanges within a rich and cultural network. Jenkins underscored that this type of reading as â€Å"poaching† is some form of a â€Å"raid on literary preserve that takes away only those things that seem useful or pleasurable to the reader.† (p. 471) Citing artifacts such as Star Trek and Star Wars, Jenkins points to how its followers became identified with a scandalous category in contemporary American culture, which provokes an excessive response from those committed to the interests of textual producers and the institutionalization of interpreters and the emergence of questions regarding the logic of by which others order their aesthetic experiences. (Jenkins, p. 471) Jenkins’ argument is that instead of people branding the fans as cultural dupes, social misfits, mindless consumers and other negative stereotypes, he suggested that they be called as â€Å"textual poachers.† â€Å"Interactivity† is one of the most important features of the new media. For instance, Manuel Castells (1999) illustrated how conventional mass media is characterized by one-way, undifferentiated messages through a limited number of channels. The new media system, however, rides on the wonders of technology in order to accommodate the audience’s participation in effect, creating what Castells call the â€Å"culture of real virtuality† phenomenon. According to him, â€Å"while, there is oligopolistic concentration of multimedia groups around the world, there is at the same time, market segmentation, and increasing interaction by and among the individuals that break up the uniformity of a mass audience.† (p. 403) The above issue also brings us to the globalization of the new

Movie critique on the movie Jakes women from 1992 Review

Critique on the Jakes women from 1992 - Movie Review Example The good thing about the TV adaptation was that the technology allowed the director Glenn Jordan to extend a life like veracity to the essentially phantasmagoric nature of the imaginary and psychotic conversations of the central character Jake played by Alan Alda. As evident most of these conversations take place in Jake’s head, which are readily conveyed and managed with dissolves on the TV adaptation, which makes them more realistically perceivable as compared to the stage adaptation, which bothered by the expected constraints had to convey the concept by pulling off the characters imagined by Jake. However, the direction failed to grasp that the TV screen affords a much wider canvass that needs to be filled in by much movement, change of scenery and background, over dramatization of action and emotion to make the overall impact more gripping and interesting for the audience. In that context, the movie was a big failure. Though the performance by Alan Alda was almost flawles s, yet the direction left much to be desired.

Report on issues in higher education in england Essay

Report on issues in higher education in england - Essay Example As students manage their schedules of schoolwork, employment, extra activities, and personal lives, they must learn about time planning, goal setting, and effective work strategies. A number of professionals at employment and student service offices are often available to help students learn about the most effective time-management and study strategies. As students continue through their education, they must learn to cope with both academic successes and challenges (Lindsay Paterson, 2005). They must deal with individuals, who they may not get along with, and they must learn to cope with subjects and classes, which seem difficult and they do not like. Facing these challenges in a university or college prepares the student for coping with challenges outside of school. In England within the higher education system the professional training is in direct in areas such as physics, computer science, medicine, engineering and other technical fields, some of them carried out in institutions of higher level. The system provides for the operation of English universities organized under the departmental system and institutions organized on the basis of schools. From an academic point of view, universities operate no more than 6000 to 8000 students in total, whose growth is gradual, allowing maintain a student / teacher for not more than 1/10 or 1/12. The dedication of teachers and students is full time and is based on a very narrow coexistence, both academic and social, as well as an ongoing process of sharing experiences, advice and council (Galvin, 1996). All students are sponsored, by paying the university a lump sum of 390 pounds annually. It included accommodation, food, buying books and incidentals. Moreover, the government finance to all universities by about more than 75% of its total budget. Admission to college is very selective, firstly because the levels of requirements are very high and secondly because the landscape of higher education English is very broad,

Information and Communication Technologies in Virgin Atlantic Essay

Information and Communication Technologies in Virgin Atlantic - Essay Example With emphasis on the airline industry, the emergence of internet and the subsequent development of extranets and intranets forced airlines to rethink their strategies on technological innovation and enhance their competitiveness in their market niche. The internet has proved a source of opportunity to tackle distribution costs and reengineer the structure of the airline industry (Alamdari and Mason, 2006:123). These technological innovations seek to monitor a wide range of business processes in the airlines, as well as identifying ways of improving these processes. This report examines the implementation of the online ticket booking by Virgin Atlantic Airways to achieve cost reduction and competitive advantage objectives. The report works on the assumption that the previous booking systems had flaws in efficiency and effectiveness, thus the company sort to redesign the booking process to attain some competitive edge against its competitors and increase its effectiveness and efficienc y in general (Olugbenga, 2006). Virgin Atlantic Airways Limited Virgin Atlantic Airways Limited, famously as simply Virgin Atlantic, is a British airline headquartered in West Sussex, England. The airline, founded in 1984, has become the second largest carrier in Britain serving the major cities in the world. Currently based in Manchester airport, Heathrow airports, and Gatwick in London, the airline operates long-haul services to more than thirty destinations worldwide, as far apart as Shanghai and Las Vegas. Virgin Atlantic enjoys huge popularity, receiving top business, trade, and consumer awards worldwide. The airline has credit for pioneering a range of innovations and setting new service standards, with its competitors seeking to follow the same... This essay stresses that for Virgin Atlantic to achieve competitive advantage in the airline industry, it needs to develop and implement innovative strategies to improve the sale of ticket, as this forms the primary source of income. The company may integrate ICT tools to achieve this, including developing an efficient booking system incorporated into the official website of the company. This paper makes a conclusion that ICT may support all business functions, thus integral in the efficient operation of the entire travel industry. ICT provides tools for searching for profitable and meaningful niche market segments and identify value added components for the services and products, as well as differentiate these services and products through special media to market segments. Flexibility and cost effectiveness are among the products of ICT in this process, as they are integral in cost efficiency maximization and cost reduction. The impact of ICT on the airlines industry is persuasive, as information forms the core foundation of the daily operations and the strategic management of organizations. This is evident from the implementation of Virgin Atlantic online ticket booking. The online service has significantly improved the services of the company in all levels of management. Subsequently, there has improvement in tickets sales, with increased efficiency and effectiven ess. At the strategic level, airlines must continuously assess all the external elements of the environment, as well as customers’ needs and competitors, and subsequently adapt to them to enhance their competitiveness

The War on drugs Essay Example for Free

The War on drugs Essay The War on drugs has been ongoing in America for over 30 years, but it hasnt been working out the way people thought it would be. Im against the the â€Å"War† on drugs. The â€Å"War† on drugs is ineffective and needs to changed. The â€Å"War† on drugs needs to be changed because it costs the government way too much money. According to Havards Jeffrey A. Miron an economist, and doctoral candidate Katherine Waldock, in the U.S alone legalizing drugs would save roughly 41. 3 billion per year in government expenditure on enforcement of prohibition (Bandow, 2011). This means that the government could save a lot of money if they would just stop the â€Å"War† on drugs. Alcohol and tobacco are more dangerous than some illegal drugs. According to Professor David Nutt of Britains Bristol University and colleagues, heroin, crack and crystal meth are deadliest to individual user, but when their wider social effects are taken into account, alcohol is the most damaging, followed by heroin and crack (Hunter, 2010). This means that more people are using alcohol than heroin or crack because of that alcohol has cause more damage to people; the governments just being hypocrites about the â€Å"War†, theyre fighting something that are less dangerous than the things that already are legal. The current drug laws promote additional crime. According to The Cato Institutes David Boaz and Timothy Lynch, addicts commit crimes to pay for a habit that would be ea sily affordable if it were legal (Bandow, 2011). This mean that people are committing crimes to get the money so they can pay for the drugs at a high price in the black market. Overall the â€Å"War† on drugs hasnt been helping people in the U.S at all. See more:  Capital budgeting essay Drug use may not be wise, and it could even cause death. However, the â€Å"War† on drugs has cause the U.S turn into a prison state, putting more Americans in prison each and everyday. According to Lisa Trei at Stanford University in 1980, about 2 million people in the United States were under some kind of criminal justice supervision. By 2000, the figure had jumped to about 6 million, the jump is largely attributed to the government’s ongoing war on drugs. The â€Å"War† is not stopping people from using drugs, just a program to watse money. If I was able to in charge of a country I would try to make drug use legal.  By having drugs legal the crime rate will drop because people can buy them legally for cheap money. I would also set an age limit on people that could use drug. This way kids will know when they grow up they will have a chance to try it, that will decrease youth drug use. Lastly, I would set a limit on how much people could buy. By setting this restriction drug use wont able to harm people as much as before. These laws could help out to country.

Why Did America Become Involved in WWI Essay Example for Free

Why Did America Become Involved in WWI Essay Why did America become involved in WWI? How did President Wilson justify his decision to enter the war in 1917? Was the war in the national interest? At the start of 1917, the United States and its president was not interested in fighting in the war. President Woodrow Wilson wanted to remain neutral. Even though 2 years earlier in 1915, a Germen u-boat destroyed the R. M. S Lusitania, in which 128 Americans were lost. The United States was interested in selling weapons and help with funding the allies in the war. There were several factors that propelled the United States into the war. One of the factors that contributed in the President’s design in entering the war was a message intercepted by the United States government from German Foreign Minister Arthur Zimmerman to the Mexican government. This proposed a German-Mexican alliance, if Mexico declared war on the United States. If this happened, it would return Texas and other territories to Mexico. On April 6, 1917, the U. S. joined its alliesBritain, France, and Russia to fight in World War I. World War I was also know as the great war or the war to end all war’s. This Great War cost the United States $33 billion dollars, and 116,708 were killed, along with 204,002 were wounded from the United States. The Great War cost over 37 million lives from both sides. As Woodrow Wilson would describe this war, The Americans who went to Europe to die are a unique breed. (They) crossed the seas to a foreign land to fight for a cause which they did not pretend was peculiarly their own, which they knew was the cause of humanity and mankind. These Americans gave the greatest of all gifts, the gift of life and the gift of spirit.

Contrastive Analysis Hypothesis

Contrastive Analysis Hypothesis The chapter is a theoretical examination of the discipline of contrastive analysis. Its main aim is to provide a literature review of contrastive analysis. In pursuit of this aim, the chapter first sheds the light on the history of the discipline of contrastive analysis by providing a definition and a sketch of its origin. Then, an account of the stages involved in the comparison and contrastive process is provided. After that a classification of the contrastive studies is introduced. Additionally, a brief review of the contrastive analysis hypothesis is presented as well as CAs applications and contributions to other fields like language teaching, language universals, etc. Finally, the criticism directed towards CA is identified along with the recent developments originating from the discipline itself. Definition and Origin There are three types of comparative studies. They are comparative historical linguistics, comparative typological linguistics, and contrastive linguistics. Comparative historical linguistics developed in the 19th century, it aims to find the common genetic relatedness between groups of languages. Comparative typological linguistics classify languages according to the characteristics and features they share. Note that languages which belong to a given typological group do not need to be genetically related, i.e., two languages can be closely related in their typological classification regardless their genetic distance. Contrastive linguistics/analysis is a sub discipline in linguistics which is concerned with another kind of comparison. It is concerned neither with historical development nor with the problems of describing genetic relationships. Contrastive analysis is purely synchronic in its orientation. It differs in its scope from comparative historical linguistics, since it is t ypically concerned with a comparison of corresponding subsystems in only two languages. To put it differently, Contrastive analysis studies the language items used in the same period, not those items which exist in different periods. It involves comparing and contrasting languages or subsystems of languages in order to identify their similarities and differences. Accordingly, contrastive analysis is based on theoretical linguistics as well as descriptive linguistics. It is based on the former since the success or failure of these comparisons depends on the theory applied; and it is based on the latter since no comparison is to take place without a prior description of the languages under study. Contrastive analysis had a long history. As early as 1000 A.D, the English abbot Aelfric of Eynsham (c. 955 c. 1010) wrote his Grammatica: a grammar of Latin and English, based on the assumption that the knowledge of grammar of one language facilitates the learning of the other. Additionally, in the 17th century, the grammarian John Hewes expresses the view that the knowledge of the native grammar cannot only facilitate learning a foreign language but also interface (the idea of interference) with it. Hewes in his (1624) A Perfect Survey of the English Tongue taken according to the USA and analogie of the Latine, presented the fundamentals of English in order to provide the learner with a Right knowledge censure of their owne mother tongue, in regard it holden a great difference in it selfe from the dialect of the Latine (as cited in Krzeszowski, Tomasz, 1990, p. 02). Other grammarians like Howel (1662), Coles (1675), and Lewis (1670?) applied the idea of facilitation (positive transfer) through adapting the grammars of English or of Latin to the needs of speakers of various native languages. Note that those early contrastive studies were motivated in almost the same way as modern contraceptive studies in the USA. As early as 1670, Mark Lewis stated the following: The most facil (sic!) way of introducing any in a Tongue unknown is to show what Grammar it hath beyond, or short of his Mother tongue; following that Maxime, to proceed a noto ad ignotum, making what we know, a step to what we are to lean (sic!) (as cited in Krzeszowski, Tomasz, 1990, p. 02). Nearly three centuries later, Charles Fries wrote the following: The most efficient materials are those that are based upon a scientific description of the languages to be learned, carefully compared with a parallel description of the native language of the learner (Fries, 1945, p. 9) Although the word contrast did not appear until the end of the 18th century, the idea of comparing languages for pedagogical reasons is not a new one, as it goes back to the beginning of the foreign language teaching tradition. Nevertheless, written records of such kind of procedures went back to the 15th century. It should be mentioned that earlier contrastivists were not concerned with methodological problems, though they did develop a method of comparison know as The Sign Theory, the first method in contrastive studies. The sign theory is an approach introduced by Krzeszowski (1985) and was designed for teaching Latin in England; it involved adjusting the grammatical descriptions of both English and Latin. For many years, contrastive studies were practiced in the classroom intuitively. However, modern linguistic theories which flourished in the 20th century did affect the state of contrastive studies and hence, interests in methodology and theory of contrastive analysis began to grow. Contrastive analysis usually involves two languages and it is based on the assumption that languages have enough in common to be compared, as stated by James (1980, p. 3): CA is a linguistic enterprise aimed at producing inverted (i.e. contrastive, not comparative) two-valued typologies (a CA is always concerned with a pair of languages), and founded on the assumption that languages can be compared. Among the prominent objectives of contrastive analysis are: supplying insights into the convergences and divergences existing among languages, predicting problematic areas in L2 learning and contributing to the development of language teaching materials. A quick glance at the history of the discipline of CA will manifest that it has been assigned different labels by different European and American scholars. It was referred to as parallel description (Fries 1945), analytical comparison (Mathesius, 1964), comparative descriptive linguistics (Halliday-McIntosh-Stevens 1964), differential description (Mackey 1965), descriptive comparison (Catford 1968), dialinguistic analysis (Nemser 1971), analytical description (Ibid), differential studies (Lee 1974), interlingual comparison (Fillipovic 1975c). However, the widely used term contrastive linguistics has been coined by the American linguist and anthropologist Benjamin Lee Whorf (1897-1941) in his 1941 article Languages and logic. In the aforementioned article, Whorf distinguished between comparative and contrastive linguistics. He claimed that contrastive linguistics is of even greater importance for the future technology of thought (1967, p. 240); and he defines it as a discipline which plots the outstanding differences among tongues in grammar, logic, and general analysis of experience. Contrastive analysis first appeared in Central Europe before the Second World War and spread afterwards in North America. It was Lados Linguistics Across Cultures (1957) which sets the corner stone of contrastive analysis, specifically the idea that the degree of differences between the two languages correlates with that of difficulty. In its early days in the forties (1940s) and fifties (1950s), CA was seen as a pedagogical tool, through which problematic areas in language teaching and learning can be predicted. Accordingly, CA relies very much on psychology as it is concerned with the prediction of learning difficulties which crop up from learners NL and TL; hence it needs a psychological component. It should be mentioned that CA is more powerful in the prediction of pronunciation difficulties, however, when it comes to grammar, it is not so powerful since most of grammatical errors in second language learning occur in areas where CA cannot predict. It is important to realize that there are three phases of Contrastive Analysis; each having its own characteristics: the (1) traditional, (2) classical and (3) modern phase. Traditional contrastive studies which marked the end of the 19th century and the beginning of the 20th century were horizontal in dimension in the sense that an element(s) in language A is compared with an equivalent element(s) in language B. They proceed from the description of the same features in the two languages to their juxtaposition on the basis of translation equivalence as assessed by a bilingual informant. Normally, a point of reference, often called tertium comparationis, is required outside the languages to be contrasted. The period between the end of the Second World War and 1965 was recognized as the classical period of contrastive studies. In this period, CA has been credited its status as a scientific, pragmatic as well as academic discipline. The most prominent figures of that period are Charles Fries, Robert Lado, Kenneth Pike, Ureil Weinreich among many others. The modern period of contrastive studies has been marked by the numerous contrastive projects carried out all over the world. However, it should be emphasized that theoretical issues of previous periods came under severe criticism. We will return to this presently, for the time being, it is sufficient to see that a problem exists. Despite the criticism of the previous periods, this phase marked the establishment of CA as an academic discipline throughout the world. It should be emphasized that modern linguistic approaches and technology have opened new horizons for CA. Notably, cognitive linguistics, pragmatics and corpus linguistics have all offered new theoretical frameworks and methodology. Stages of Contrastive Analysis Contrastive Analysis involves three stages, description, juxtaposition, and comparison. Lets consider each stage separately. The descriptive stage In this stage, the contrastive analyst provides an exhaustive description of the languages under study. Note that each language should be described individually apart from the other. Furthermore, the two languages should be described using the same model or framework, because if it happens that the two languages were described using different models, certain features may be described successfully than others. The juxtaposition stage In this stage, the contrastive analyst should respond to the following question: what is to be compared with what? In classical contrastive studies, the decision was based on intuitive judgments of competent bilingual informants. It was thought that competent bilinguals are able to decide about whether an element X in language A is equivalent to element Y in language B or is not. However, these intuitive judgments proved to be very weak as there are no clear principles underlying these decisions and as they were based on formal resemblances only which are not enough. As a consequence, the contrastive analyst faced the problem of establishing the criteria of comparison, also referred to as the tertium comparationis. It should be mentioned that the tertium comparationis is a kind of constant against which differences are measured, as stated by James (1980): The first thing we do is make sure that we are comparing like with like: this means that the two (or more) entities to be compared, while differing in some respect, must share certain attributes. This requirement is especially strong when we are contrasting, i.e., looking for differences-since it is only against a background of sameness that differences are significant. We shall call this sameness the constant and the differences variables. (p. 169) The notions of the equivalence and the tertium comparationis were presented graphically in Djordjevi (1987). In traditional contrastive studies, the TC was defined as the common platform of reference (Krzeszowski, 1990, p. 15). During the classical period, however, the TC was either formally or semantically based (James, 1980). Note that in phonological CA, the tertium comparationis is the IPA chart and the vowel diagram; in Lexis, it is the set of semantic components. However, contrastivists failed to establish a clear TC for grammatical CA. Because of this failure, three candidates have been proposed: surface structure TC, deep structure TC, and translation equivalence TC. The comparative stage In this stage, the contrastive analyst identifies the similarities and differences existing among the two languages. Note that the comparison involves types and not tokens (i.e. the contrastive analyst compares structures rather than strings of sound or graphic substance). Another issue related to the comparison stage is the fact that one does not compare languages in toto, instead a specifying process is usually under way, like for example the area of grammar, phonology or lexicology; which result in a variety of contrastive studies such as grammatical CA, phonological CA, and lexical CA. According to Krzeszowski (1990), there are three distinguished areas in this stage: Comparisons of various equivalent systems across languages, such as pronouns, articles, verbs, and in phonology consonants, vowels, as well as sub-systems, such as nasals, laterals, etc., depending on the degree of delicacy of the grammar. Comparisons of equivalent constructions, for example, interrogative, relative, negative, nominal phrase, etc., And in phonology clusters, syllables, diphthongs, and various distributions of sounds. Comparisons of equivalent rules (in those models where the concept of the rule appears), for example, subject raising from the embedded sentence, adjective placement, interrogative inversion, passivization, etc., and in phonology assimilation, dissimilation, metathesis, etc. In each area of comparison, one of three possible situations may arise: XLi = XLj When item X in Li may be identical in some respects with an equivalent item in Lj. XLi à ¢Ã¢â‚¬ °Ã‚   XLj When item X in Li may be different in some respects from an equivalent item in Lj. XLi = ØLj When item X in Li has no equivalent in Lj. (Krzeszowski, 1976, p. 90) (as cited in Krzeszowski, Tomasz, 1990, p. 39). Levels of Analysis Contrastive analysis can be conducted at different levels of language, for example it can be carried out at the phonological level, grammatical level, as well as the lexical level. Phonological CA When comparing the sound system of two languages, the contrastive analyst has to go through four basic steps. Firstly, he should draw up the phonemic inventory (describe and compare vowels and consonants) of the two languages under study. Secondly, the contrastive analyst should compare the phonemes in the two languages interlingually. At this stage, the contrastive analyst should apply the minimal pair test. Here is an example of the minimal pair test between the phonemes /k/ and /g/ in English and Arabic: English: came /Keim/ vs. game /geim/ Arabic: /kelb/ dog vs. /gelb/ heart In Algerian Arabic /q/ and /g/ are phonemes and allophones: /gern/ horn vs. /qern/ century à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ phonemes /gma::r/ moon vs. /qma:r/ moon à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ allophones Thirdly, the contrastive analyst should state the allophones of each phoneme of the two languages being compared. And fourthly, he should state the distribution restrictions of the phonemes and allophones of both languages. Grammatical CA In a grammatical contrastive analysis, the contrastive analyst compares and contrasts between the grammatical systems of two languages. The comparison may take different forms, for example, in English; word order is used to differentiate between an affirmative sentence and an interrogative one: you are a teacher/are you a teacher? In Spanish, however, the same distinction is indicated via the use of intonation; while in Arabic, the same distinction is expressed through the addition of functional words like Ù†¡Ãƒâ„¢Ã¢â‚¬Å¾ at the beginning of sentences. Another kind of grammatical contrastive analysis may investigate how a given linguistic category functions in two different languages, such as the case of adjectives in English and French. In English, adjectives tend to be pronominal, however, in French; they tend to be post nominal, for example: The narrow door La porte etroite. Lexical CA Contrastive lexicology is carried out between the vocabulary system(s) of two languages. It is concerned with the way lexical items in one language are expressed in another language. This can be done through identifying both the semantic fields and the semantic properties in order to specify the divisions and sub-divisions of the lexicon. Lexical CA may result in complete, partial, or nil equivalence between languages. Towards the Classification of Contrastive Studies Contrastive studies can be divided into various subdivisions according to many criteria. Jacek Fisiak distinguished between theoretical contrastive studies and applied contrastive studies as stated in the following quote: Theoretical CS give an exhaustive account of the differences and similarities between two or more languages provide an adequate model for their comparison, determine how and which elements are comparable, thus defining such notions as congruence, equivalence, correspondence, etc. à ¢Ã¢â€š ¬Ã‚ ¦ Applied CS is part of applied linguistics. Drawing on the findings of theoretical contrastive studies they provide a framework for the comparison of languages, selecting whatever information is necessary for a specific purpose, e.g. teaching, bilingual analysis, translating, etc. (Fisiak, 1981, p. 9) He claims that theoretical contrastive studies do not investigate how a given category present in language A is represented in language B. Instead they look for the realization of a universal category X in both A and B (Fisiak et al. 1978: 10). Whereas, applied contrastive studies are preoccupied with the problem of how a universal category X, realized in language A as y, is rendered in language B. (Fisiak et al., 1978, p. 10), as illustrated below: X X A B A(y) B(?) Figure 2. a) Theoretical CAs b) Applied CAs Hence, a theoretical contrastive study provides us with exhaustive descriptions of the languages being compared and contrasted. Also, it highlights the main points of convergences and divergences between the languages in question. A worth emphasizing point is that there are no claims to be made as to whether the results are applicable for other purposes or not. An advantage of theoretical contrastive analyses is that they make reference to the universal tertium comparationis X; whereas applied contrastive analyses do not make such a reference. Additionally, theoretical contrastive studies contribute to the establishment of language universals. Also, they are language independent and non-directional. It should be mentioned that theoretical contrastive studies insist on the descriptive neutrality between the two languages under study, which is why attention should be drawn to some problems of terminology. In contrastive studies, terms like SL vs. TL, L1 vs. L2, and NL vs. FL occur and re-occur. However, the avoidance of these terms is highly required in theoretical contrastive studies, simply because the languages under study have an equal status. Applied contrastive studies draw on the findings of theoretical contrastive studies. Their aim is not merely linguistic but also applicable to other domains like: language teaching, translation, bilingual education, etc. Traditionally speaking, applied contrastive studies have been concerned with setting out the possible problematic areas in the learners target language, i.e., providing reliable prediction of the learners difficulties (James, 1980, p. 181-7). It should be mentioned that Applied contrastive studies devote more attention to surface representations since these are what the learners/translators have a more immediate access to and what language teaching has always been concerned with. Despite the fact that applied contrastive studies draw on the findings of theoretical contrastive studies, still they do not deal only with differences but also they give importance to the similarities. Hence, the teacher should point out the similar forms, so that learners will not guess them, because very often, an element of a foreign language is similar to what one has in his own language. Notice that the first contrastive studies were predominantly theoretical (Grandgent, 1982; Vietor, 1894; Passy, 1912; J Baudouin de Courtenay, 1912; Bogorodickij, 1915). Still, the applied part of CA was not completely neglected (e.g. Vietor, 1903), but it was of little importance. Also, the aim of developing pedagogical materials was more visible in the US, while Europe was more interested in the theoretical dimension. The other classification of contrastive studies is based on the linguistic model applied when describing the languages involved. Since contrastive analysis can be carried out in different linguistic frameworks, there are the structural, transformational, stratificational, or systemic contrastive studies. A third taxonomy is the one provided by Di Pietro (1971). He divided contrastive studies into Autonomous vs. Generalized and into Taxonomic vs. Operational. In autonomous contrastive studies, no reference is made to any universal which may be shared between the languages compared. Each language is described independently from the other. However, in generalized contrastive studies, reference is made to the shared features/structures which exist between the compared languages, not only because of their typological or genetic similarities but because of the universal grammar which underlie all human languages. Concerning the Taxonomic vs. Operational contrastive studies, the former states the similarities and differences across languages, the latter seeks to formulate a series of conversions performed on the source language in order to produce the forms of the goal language (Di Pietro 1971, as cited in Krzeszowski, Tomasz, 1990, p. 24). Contrastive Analysis Hypothesis (CAH) Definition and origin Contrastive Analysis Hypothesis states that the structure of the learners L1 affects the acquisition (the two terms acquisition/learning interchangeably) of their L2, in the sense that whenever there are similarities the L2 learning is facilitated, and whenever there are differences the learning process is difficult. The term Contrastive Hypothesis implies the theory itself, while the term Contrastive Analysis implies the methodology. Hence, the term Contrastive Analysis Hypothesis implies both theory and methodology. CAH came into existence in the 1960s. It originated from Lados Linguistics across Cultures: The plan of the book rests on the assumption that we can predict and describe the patterns that will cause difficulty in learning, and those that will not cause difficulty, by comparing systematically the language and the culture to be learned with the native language and culture of the student (1957, p. VII). CAH is based on the assumption that second language learners tend to transfer L1 features to L2 utterances as stated by Lado (1957): Individuals tend to transfer the forms and meanings, and the distribution of forms and meanings of their native language and culture to the foreign language and culture (p. 2). Accordingly, Ellis (1965) suggested that the psychological foundation of CAH is transfer theory. In fact, CAs assumption that L1 interferes with the learners L2 acquisition/Learning leads us to the notion of transfer; be it positive or negative. Transfer refers to the application of native language knowledge when trying to speak the target language. Positive Transfer (facilitation) occurs when the structure of the two languages is the same; hence no errors will crop up. However, negative transfer (interference) occurs when the structure of the languages is different, and here errors will crop up and so the difficulties in tackling the target language. All in all, the more the similarities the more the learning process is facilitated, and the more the differences the more the learning process will be difficult. The aforementioned statement reflects linguists belief that a comparison of learners L1 and L2 will reveal problematic areas for L2 students, as stated by Lado (1957): In the comparison between native and foreign language lies the key to ease or difficulty in foreing language learningà ¢Ã¢â€š ¬Ã‚ ¦ Those elements that are similar to (the learners) native language will be simple for him, and those elements that are different will be difficult. (p. 1-2) The linguistic framework of the CAH is structuralism which assumes that language is a finite structure which can be compared with structures of other languages. Additionally, Skinners behavioural psychology is the basis of the CAH, specifically, the idea that learning is a habit formation process that takes place by reinforcement. Language acquisition consists of the acquisition of a set of habits; errors in second language were seen as the result of the first language habits interfering with the acquisition of the habits of the second. Procedures of the contrastive analysis hypothesis CAH applies the following procedure when attempting to predict areas of difficulty, as illustrated or stated by Whitman (1970): A contrastive analysis must proceed through four steps; description, selection, contrast, and prediction. Unfortunately, most analyses are weakened by insufficient care or attention at one or more of these steps, each of which is beset with a host of problems. (p. 191) In the Description stage, the contrastive analyst provides a formal description of the learners L1 and L2. In the selection stage, he selects specific forms (linguistic items, or rules, or structures, etc.) for contrast, as it is impossible to contrast every single facet of two languages. In the contrast stage, he carries out the contrastive process which will result in highlighting the similarities and differences existing among the two languages. Finally, come the stage of prediction in which the contrastive analyst predicts the problematic issues and difficulties, which the learner may or may not face while learning the target language. In order to describe the stage of prediction, Stockwell et al. (1965) proposed a hierarchy of difficulty based on the notion of transfer, be it positive transfer, negative transfer or zero transfer. When the forms of the two languages are similar, positive transfer will occur and hence the facilitation of the learning process; however, when the forms of the two languages are different, negative transfer will occur and hence difficulty in learning; when there is no relation at all between the forms of the two languages, here no transfer is to take place, i.e., zero transfer. Versions of the CAH It is important to realize that there are different versions of the CAH. These are the strong and weak versions of Wardhaugh (1970) and the moderate version of Oller and Ziahosseiny (1970). Wardhaugh (1970) suggested that the strong version predicts areas of difficulty via providing a systematic and scientific analysis of the learners L1 and L2. However, the weak version requires of the linguist only that he uses the best linguistic knowledge available to account for observed difficulties in second language learning. (Wardhaugh, 1970, p. 129) So, there is a shift in focus from the predictive power of areas of difficulty to the explanatory power of observable errors. In addition, Oller and Ziahosseiny (1970) find the strong version too strong and the weak version too weak, and so they proposed a moderate version of the hypothesis which they summarized as follows: à ¢Ã¢â€š ¬Ã‚ ¦the categorization of abstract and concrete patterns according to their perceived similarities and differences is the basis for learning; therefore, wherever patterns are minimally distinct in form or meaning in one or more systems, confusion may result (p. 186). To explain their view, they conducted a study based on English spelling errors on the UCLA placement test. In this test, they compared the spelling errors of foreign students whose native language employed/uses a Roman alphabet with foreign students spelling errors whose native language has little or no relation to the Roman alphabet. They arrive to the conclusion that knowledge of one Roman writing system makes it more difficult to learn/acquire another Roman spelling system. Implementations of Contrastive Analysis Be it a very useful tool, CA is applied in many fields of inquiry. It contributes to different areas of study as stated in the Encyclopedic Dictionary of Applied Linguistics: CA has been used as a tool in historical linguistics to establish language genealogies, in comparative linguistics to create language taxonomies and in translation theory to investigate problems of equivalence. In language teaching it has been influential through the contrastive analysis hypothesis CAHà ¢Ã¢â€š ¬Ã‚ ¦ (Johnson Johnson, 1998, p. 85) Contrastive analysis and language teaching In the field of language teaching, CA has been influential through the Contrastive Analysis Hypothesis, as Fries point out: The most efficient materials are those that are based upon a scientific description of the languages to be learned, carefully compared with a parallel description of the native language of the learner (1945, p. 9) As a matter of fact, the contributions of contrastive analysis to the field of language teaching are numerous and remarkable. First, a contrastive analysis of the learners L1 and L2 helps syllabus designers to prepare effective teaching materials taking into consideration students difficulties. As stated by Lado in his (1957) Linguistics across Cultures: The results of such comparisons have proven of fundamental value for the preparation of teaching materials, test and language teaching experiments. Foreign language teachers who understand this field will acquire insights and tools for evaluating the language and culture content of the textbooks and tests, supplementing the materials in use, preparing new materials and tests, and diagnosing students difficulties accurately. ( p. I) Secondly, contrastive analysis provides useful insights to the teacher who has performed a contrastive analysis between the students L1 and L2, and makes him/her aware of the real learning problems and the best way(s) to teach them, as stated by Lado (1957): The teacher who has made a comparison of a foreign language with the native language of the student will know better what the real learning problems are and can better provide for teaching them. (p. 2) In addition to Lado, Mackey (1965) illustrates the significance of CA to language teaching in the following quotation: CA is of particular interest to language teaching because many of the difficulties in learning a second language are due to the fact that it differs from the first. So that if we subtract the characteristics of the first language from those of the second; what presumably remains is a list of the learners difficulties. I DID NOT FIND THE PAGE It seems likely then, that the most useful contribution that Contrastive Analysis can make to language teaching lies in predicting learning difficulties and helping syllabus designers to produce the most effective materials. Contrastive analysis and language typology

Organization Design in FMC Green River Essay -- Business Management Es

Organization Design in FMC Green River Organization design is a formal, guided process for integrating the people, information and technology of an organization. It is used to match the form of the organization as closely as possible to the purpose of the organization. This design process seeks to improve and facilitate the efforts of members within the organization. With respect to FMC Corporation’s Green River, Wyoming facility, under the guidance of this entity’s site manager, Kenneth Dailey, the design should be approached as an internal changes within the organization with the entity’s members working together to define the needs of the organization then create systems to meet those needs most effectively. FMC Green River (the â€Å"company†), in Wyoming, mines and manufactures sodium carbonate soda ash, maintaining the largest sodium tripolyphosphate plant in the world, relying on the coal and natural gas abundant in the Wyoming/Utah/Idaho basin. The company is part of the Alkali Chemicals Division of FMC that supplies sodium-based chemicals to the detergent industry, the glass industry and large commercial chemical plants. The large underground mine of the Green River facility has 400 employees and produces about 5 million tons of trona ore a year. Green River’s first plant was built between 1948 and 1953, producing approximately 1.3 million tons of various grades of soda ash a year. The second refining plant was completed in 1970, producing approximately 1.5 million tons of a single grade of soda ash a year. Currently, Dailey was in the process of supervising the construction of three new smaller plants, one each for 60,000 tons annually of sodium bicarbonate, 30,000 t ons of sodium cyanide used in refining precious metals, and 60,000 tons of caustic sodium hydroxide. Upon discussions held with employees who observed the modifications made at the Aberdeen plant of South Dakota, which deals in the production of a single product related to the defense industry, whose single customer was the US Navy, Dailey is ready to identify key areas of improvement for implementation within his Green River facility based on these procedures and methods placed in Aberdeen facility, as applicable.   Ã‚  Ã‚  Ã‚  Ã‚  As indicated in the background of the company above, FMC Green River is in the business of the production of specific chemicals, competing against Texas Gulf, Ge... ...ilitation of the feeling of family, through the notion that management truly cares. This can be reinforced through the same notions provided by Aberdeen of creating a variety of social events that help build the family culture such as plant sponsored events of sports teams, fun sport tournaments and annual social functions and or plant/team parties. Organizational ethics can be achieved by instilling trust within the organization and its employees. Aberdeen did this well, by allowing employees to make their own decisions and judgments on the job that they felt would benefit the organization. As noted within Clawson’s, Custom Business Resources, morale at Aberdeen was consistently high. â€Å"People commented on how much they appreciated being trusted by management, having management’s help in times of need, having management who listened to their concerns and having control over their work environment, pace and structure.† This form of environment may also benefit Dailey’s Green River facilities, as employees who feel important and always feel that management will support them will willingly work better and be more productive because they will truly feel like they work as a family.

Sex Education Should Be Offered in Public Schools Essay -- Sexual Educ

Should Sex Education Be Offered in Public Schools Sex can be traced back as far as Adam and Eve, the first two people on this planet. Today, all age groups encounter things associated with sex, but it is not a problem that concerns everyone. The problem that has been at hand for more than thirty years is should sex education classes be offered in Public Schools? (1.Teaching Fear; 1996) The reason such debate has arose over the years is because there are many diverse opinions about the topic. Children are now faced with problems at a much earlier age than years passed. There must be a way to reach the children before they are in such need of help and are clueless about the devastating problems around them. Sex education is one step in the right direction, when it comes to the health of our children, and the guarantee of a solid future. Although some people disagree with the idea of sex education classes, in the public school system, the majorities seem to favor it. On the other hand, some people agree with the idea of sex education, but feel like the problem lies more in the way that it is taught, rather than being totally against the idea. Those who are against sex education in class feel as though all the classes would do is create more problems. They are uncertain about the outcome, whether or not it would cause students to be more or less likely to engage in sexual activities and intercourse.( 2.Keen, Cathy. Florida Teens Get Inadequate Sex Education; 1999) The main concerns for most people, especially parents, are what can the students learn from the classes and how can they apply it to their lives. In some cases, people feel as though new methods of teaching the subject would bring better results, such as lower t... ...2000 file://A:OnHealthSmarterTeensLikelytoDelaySex.html 5. " Sex Education in Schools; Its Effects on Sexual Behavior." Sept. 1995. HealthFacts. Vol. 20 Issue 196. 26 Sept. 2000. 6. Dunn, Vincy. "Profile of a Sex Education Program." 1995. SchoolNurse.com. 09 Sept. 2000. 7. " Do Abstinence Only Sex Education Programs Work?" 15 July 2000 Kentucky Community College. Network-KCTCS Health Reference Center Academic. 26 Sept2000 8. Decarlo, Pamela. "Does Sex Education Work?" 7 Sept 2000. UCSF 9. " National Adolescent Reproductive Health Partnership." 1998. What the Experts Say. 16 Oct.2000 10. Woznicki, Katrina. "Some Girls Need Sex Education Earlier." 28 June 1999. 26 Sept. 2000 11. Alexander, Linda. "Sex Ed. Coalition." 26 Sept 2000 12. Weston, Louanne. "Teaching Teens to Think Before Sex." 29 April 2000. 26 Sept 2000.

ABO Blood Test to Determine Paternity Essay

The ABO blood test was used in this lab to test which of the three fathers is the blood father of Andrea. The blood test that is closely related to the blood type of Andrea is the respective blood father. Each blood sample was mixed with synthetic anti-A, anti-B, and anti-Rh to test for clotting or not. Father #3 and Andrea were the only subjects tested with Rh positive with all other subjects Rh negative, resulting in Father #3 as the blood father. Introduction Table 1: Possible Child Blood Types Table 1: Possible Child Blood Types The purpose of this lab is to determine which father is the blood father of the child. The mother, Andrea, and three other fathers were tested by their blood type and Rh factor to determine the blood father. The ABO blood test determines the blood type of subjects by the alleles IA, IB, and i. The blood alleles IA and IB are codominant over i, meaning both of the alleles are dominant over the recessive i. The antigen with the Rh factor is determined by D as dominant or d as recessive, with the Rh positive factor as dominant and the Rh negative factor as recessive. In the ABO blood test, synthetic blood samples and synthetic serum of Anti-A, Anti-B, and Anti-Rh are mixed respectively into a blood typing slide. If agglutination occurs as the samples are mixed, then the subject’s blood type is the respective A, B, or Rh factor. The father with the most closely related alleles with Andrea is the blood father by testing June, the mother, Andrea, and all the fathers. Methods The container vials with synthetic blood samples each are respectively the mother, the child, Father #1, Father #2, and Father #3. Each of the respective blood samples are used once ever round in the experiment. One of the blood samples is dropped into the blood typing slide under three labels; A, B, and Rh. After applying the blood sample, a drop of synthetic serum blue (anti-A) is dropped into well A. Synthetic serum yellow (anti-B) is dropped into well B. Synthetic serum clear (anti-Rh) is dropped into well Rh. Using the respective colored toothpicks, each well is stirred and checked for agglutination (clotting). The blood typing slide is washed and re-used for the next blood sample. Results Table 2: ABO Test results In Table 2, only Andrea and Father #3 showed agglutination when anti-Rh was mixed with their blood sample. The June and Andrea both showed clotting with anti-B serum. The child showed agglutination in all of the following serums. Table 3: Blood Group Determination Table Table 3 resulted with Andrea’s blood type assumed as AB negative. Father #3 was the only one with a positive blood type. The Child has a Rh group of Dd containing the recessive allele d due to her mother’s Rh group being homozygous recessive dd. Father #3 had a Rh group of D_ followed with an uknown allele because no known factor can support an exact second allele. Discussion Father #3 is the blood father of Andrea because in accordance to the lab results. Andrea was tested to have a blood type of AB positive and the mother as B negative. The only possible blood types of a blood father from the results are blood types AB positive or A positive. Only father #3 showed a matching blood type to the following possible blood types. The lab results supported the fact that father #3’s blood type was most closely related to Andrea’s blood type. References Q, R. (2010, January 5). Paternity testing using ABO blood types is impossible. Retrieved 2010, from Boston Paternity; The DNA Solution Blog: http://www.bostonpaternity.com/blog/paternity-testing-using-abo-blood-types-is-impossible/ Biology 240 Lab Handout, Lab 4: Multiple alleles and the ABO blood type

Nutritious Food Essay

For good health, we need a balanced diet that gives us different nutrients in the amount our body needs. We must eat a variety of food because different foods have different combinations of nutrients. Therefore, nutritious food is needed in our food pyramid. Nutritious food is defined as food ingestion with the purpose of obtaining of them the nutrients that the body needs to preserve the health. Examples of nutritious foods are vegetables and fruits. They are rich in vitamins. Eating nutritious food is important from the day we are born. Foods all contain nutrients that provide us not only with energy, but also with the substances that build our bones and muscles. Not getting enough of one nutrient may cause a variety of problems, including stunning our growth. Next, maintaining function is also not important without eating nutritious food. In our daily lives, we use energy to think, walk, breathe and perform any other action. The energy comes from two places: fat reserves in the body or our daily food intake. If we don’t eat nutritious food, we will find that we are storing more unnecessary fat and we will fell sluggish or weak. We will not stay healthy if we do not eat nutritious food. Diets that don’t include enough vitamins and minerals can cause people to have severe mood swings. People may become energetic and easily excitable when they have too much caffeine and sugar, and crash later after their body quickly metabolises the simple carbohydrates. Furthermore, diets that are too dependent on preservative-laden food, sweets or fast food usually don’t include enough fiber. This can lead to constipation and stomach pain. Unbalanced diets that include too much acidic food can result in ulcers, which cause severe stomach pain. In conclusion, nutritious food is important to us. We must practise healthy eating habits, for instance, eating nutritious food in the right amount to ensure a healthy body.

Aed01

AED-01 Bachelor’s Degree Programme (BDP) Also for: B. Com (A & F) B. Com (CA & A) B. Com (F & CA) ASSIGNMENT 2012-13 Application Oriented Course AED-01: EXPORT PROCEDURES AND DOCUMENTATION For July 2012 and January 2013 admission cycle School of Management Studies Indira Gandhi National Open University Maidan Garhi, New Delhi-110 068 Application Oriented Course AED-01: Export Procedures and Documentation ASSIGNMENT – 2012-13 Dear Students, As explained in the Programme Guide, you have to do one Tutor Marked Assignment in this Course.Assignment is given 30% weightage in the final assessment. To be eligible to appear in the Term-end examination, it is compulsory for you to submit the assignment as per the schedule. Before attempting the assignments, you should carefully read the instructions given in the Programme Guide. This assignment is valid for two admission cycles (July 2012 and January 2013. ) The validity is given below: 1. Those who are enrolled in July 2012, it is valid upto June 2013. . Those who are enrolled in, January 2013 it is valid upto December 2013. You have to submit the assignment of all the courses to The Coordinator of your Study Centre. For appearing in June Term-end Examination, you must submit assignment to the Coordinator of your study centre latest by 15th March Similarly for appearing in December Term-end Examination, you must submit assignments to the Coordinator of your study centre latest by 15th SeptemberNote : In case you receive the study material and assignments late, you can submit the assignment responses within one month after receiving the study material. 2 TUTOR MARKED ASSIGNMENT Course Code Course Title Assignment Code Assignment Coverage : : : : AED-01 Export Procedures and Documentation AED-01/TMA/2012-13 All Blocks Maximum Marks : 100 Attempt all the questions 1. 2. Describe the various kinds of commercial documents used in export. Discuss the significance of commercial invoice and bill of lading. 10+10) (a) Describe the various factors which may motivate a firm to export. (b) Discuss the methods of dispute settlement in international trade. (10+10) (a) (b) Discuss the foreign trade policy related to export. What do you mean by cargo insurance? Why should the goods be insured? 3. (10+10) 4. Distinguish between the following: (a) FOB Contract and CIF Contract (b) Total Loss and Particular Loss Write short notes on the following: (a) Export Licensing (b) Procedure for Claiming Duty Drawback (10+10) 5. (10+10) 3

Adolescent Behaviors and the Challenges in Society Today Essay

Increased awareness needs to be established so that adults can be aware of adolescent behaviors and challenges in our society today. Some issues as simple as adolescents are being ostracized because of obesity, mothers work schedule causing risky behaviors, children being raised by depressed mothers, parent stress causing adolescents not to have good self-concept, and adolescents being involved in risky behavior in order to be accepted by peers. All of these actions are causing behaviors such as teen pregnancy, self-injuries, suicide, and eating disorders. Research states many of these behaviors have high statistics coming from the home environment. The United States having the highest teen pregnancy rate all around, what are parents doing wrong and how can society be educated so that behaviors can change with adolescents in the world today. With increased awareness of what adolescents are doing, adults can be helpful to adolescents who are so desperately in need of attention? A family needs to raise their children in a Christian setting so they will have a solid foundation when they grow into adolescents because, they need to be strong enough to face the challenges, peer pressures, and behaviors of our adolescents who are not raised to know right from wrong in their environment. Because of reality of society all adolescents will be challenged to deal with other adolescent behaviors. Adolescents can’t be put into a bubble and be protected from what society has to offer. Society is proof that there is lack of guidance for adolescents in the world today. Is society proof that there is lack of guidance for adolescents in the world today? Research proves lack of guidance is evident. In this study research says that adolescent problems can stem from weight problems, peer pressure, parents work schedule, and parent stress, causing many different behaviors in adolescents. See more:  The Story of an Hour Literary Analysis Essay The discussion in one of the articles researched says that social status for adolescents depend on how your body is developed. Girls and boys are not being accepted or are not popular by peers if they are overweight. â€Å"Adolescent girls are more popular if they have the â€Å"perceived body size† and the boy’s popularity depends on the â€Å"overall muscularity† of his body† (Wang,S.S., Houshyar, &Prinstein, 2006). The research in this article is based on â€Å"522 students in grades 11 and 12.† (Wang, 2006) â€Å"The research was discovered by students choosing popular kids and not so popular kids and results being those popular kids, having the perceived bodies being popular and the not so popular kids being overweight† (Wang, 2006). This research states â€Å"Messages within the media or family promoting ‘idea’ body shapes may be reinforced within adolescents’ own peer groups and associated with social rewards that are particularly salient during this developmental stage† (Wang, 2006). â€Å"Adolescents who desire to achieve high levels of status among peers may be motivated to engage in behaviors that will help them achieve an â€Å"ideal† body shape. (Wang, 2006) Do adolescents have to be socially ostracized by peers to be motivated to look the same as others to be accepted? Are we accepting these behaviors from adolescents, that they should ostracized by anyone? With appropriate guidance and education, we can help adolescents with weight problems instead of adolescents wanting to lose weight to be accepted by peers. The cultural idea for adolescents is to be slim and trim and when they are not slim and trim they react with different kinds of eating disorders. â€Å"Psychological consequences may be particularly severe during a time of life when body image is of special concern† (Feldman, 2011). Anorexia is a disorder when the person refuses to eat because they are afraid of getting fat. ( 2011) When our adolescents don’t get the proper diet it can cause health problems and psychological problems in our children. Feldman states obesity is the most common problem with our adolescents stating that, â€Å"One in 5 adolescents is overweight, and 1 in 20 can be formally classified as obese† (Feldman, 2011) Our text states why our children are becoming overweight and not getting the exercise they need to burn the calories they are eating.(2011) It is a challenge to go past a fast food place because of the affordable prices and availability. It is a challenge for family’s to eat at home. The text also states a disorder called bulimia which adolescents eat large amounts of food and then they vomit it out of their system.(2011) These disorders are very serious and can lead to many health problems. The challenge for adolescents to have the perceived body weight is hurtful to those who are considered overweight or obese. This idea of perceived body weight is causing depression which causes risky behaviors for adolescents. Another example that shows guidance is vital is in this article about peer pressure and friend influences. The article states how our adolescents are being influenced by peer pressure. Do our adolescents have to join the group norms to be accepted or are they strong enough to say no and still be liked by the group? In this research there are two categories of friends called stable friends and unstable friends. Who influence who? According to research â€Å"the more accepted friend had greater influence than the less accepted friend after the friendship was established† ( Laursen, 2012). When the stable friends were paired up with the unstable friends, the stable friends were influencing the unstable friends. (2012 ) â€Å"The stable friends being the popular group and the unstable friend being the less popular group the unstable group was being pressured by the stable groups† (Laursen, B., Hafen, C. A., Kerr, M., & Stattin, H† (2012). Research stated that the unst able friends did not influence the stable friends. (2012) The stable friends were influencing to the unstable friends because of their status in who they were and the unstable friends were being accepted. The research shows how â€Å"adolescents alter behaviors so that they will fit in even when it comes to alcohol consumption and other deviant behaviors† (Laursen, 2012). This is a challenge even for the stable friends to be able to say no to the alcohol and other deviant behaviors. If parents would teach their children about peer pressure, use the word as something happens, the children would know when an issue comes up and they said they did it because everyone else did, let them know they allowed themselves to do the wrong thing because of peer pressure. How something as simple as parental work schedules cause risky behaviors in adolescents. Why are parental work schedules vital when it comes to adolescent risky behaviors? What are adolescents doing while parents are at work? The article provides â€Å"new evidence on the pathways linking parental work schedules with adolescent risky behaviors†( Han, W.-J., Miller, D. P., & Waldfogel, J. (2010). The research states that years of night shift work for mothers indicate that the relationship between their children are not developed as to mothers who work day time jobs.(2010) Parents working to make a living are having to sacrifice having a relationship with their children. As these parents work it allows more freedom for risky behaviors. Also, while parents are working different shifts research indicates that parents don’t know what their children are doing or where their children are.(2010) â€Å"Effects were particularly evident when parents work such schedules during children’s middle childhood years but were also evident during preschool years and early adolescence†(Han, 2010). Our analyses by children’s developmental stage suggest that the number of year’s parents worked nonstandard hours at various stages of childhood influence adolescent outcomes, but in different ways depending on the stage when nonstandard shift work occurred. These results make sense given that children face very different developmental tasks during these different stages. In the middle childhood years mark a time of important changes related to school transitions, developmental advances that establish children’s sense of identity, and developing relationships with parents and peers. These years serve as a foundation for later development, and experiences during these periods can have lasting effects. (Han, 2010) The risky behaviors focused on in this article while parents are working was, â€Å"cigarette smoking, alcohol use, drug use, delinquency, and sexual behavior. With evidence of all these behaviors in adolescents because of parents work schedule, parental guidance is vital in our society today so that these behaviors will be recognized by parents so they will know that their adolescent needs some attention. This article provides facts about how much parent stress is apparent toward parenting behavior and how it reflects adolescent’s self-concept? According to the findings in this article, parent behavior reflected on their stress that they deal with daily? How does the parent behavior affect the adolescent’s self-concept? The article debates how the lax parents and stern parent’s reactions are toward adolescent’s self-concept. The parent’s relationship to the child contributes to the child’s â€Å"self-concept and well-being.† Without self-worth how can adolescents achieve what they need to accomplish in their life as they grow into adulthood. Putnick, D.L., Bornstein, M. H., Hendricks, C., Painter, K.M., Suwalsky, J.T. D.&Collins, W.A. (2008)† Why is society having so many problems with adolescents? Appropriate parental guidance is vital so that adolescents can grow into healthy men and woman. However, we have adolescents growing up and being exposed to many different challenges. Being raised by a mother who has dealt with depression, the article states that the children are the caretakers of the siblings and the house. (2009) The authors stated that they observed â€Å"a 13-year old boy talked about regularly preparing dinner for his mother and younger sibling (instrumental caretaking) and a 9-year old girl offered suggestions to her mother for ways to feel better and reduce her stress at work, including setting up and appointment to talk with her boss. (Emotiona l caretaking)† (Champion,Jaser, Reeslund, Simmons, Potts, Shears,Ccompas, (2009). â€Å"Emotional and instrumental caretaking were significantly correlated with greater self-reported anxiety-depression symptoms only among adolescents whose mothers had a history of depression† (Champion, 2009).The research states that â€Å"mothers think there children are more capable if they are preforming emotional caretaking however the children feel more anxiety and depression when they are preforming those task† (Champion, 2009). How do these children stand a chance to grow and develop their needs if they are caring for depressed mother? The challenges these children face are tremendous as they grow into adult hood. They totally missed childhood and all their lives saw their mother cry, take overdose and the many other behaviors that depressed people do. These children grow cold of emotions. They don’t know how to express except the way their mother expressed. How do we expect them to grow up as good citizens? The United States having the highest teen pregnancy rate of all other countries is not making a good statement of how adolescents are seeking to get the attention they need. The authors in this article state that a â€Å"disturbing discovery that the percentage of apparently involuntary sex among female teens is a significant social problem, around 13% for ages 15-19 by one estimation† (Thomas and Dimitrox, 2007). Also another alarming fact discovered is that â€Å"over half of teens ages 15-19 have had oral sex, including roughly 25% who have not engaged in vaginal sex (2007). Seeing it as a strategy to avoid pregnancies, many teens believe that oral sex avoids the prospect of STD’s including HIV/AIDS. (Thomas, and Dimitrox (2007).† Research detects that direct effects of teen pregnancy are coming from background variables such as family poverty, early school failure, and dysfunctional family systems. â€Å"Some research suggests that most of the economic consequences of early childbearing can be explained by family background variables.†(Thomas and Dimitrox, 2007) However, research is not saying that all teen pregnancies are coming from these variables. â€Å"Recent data suggest that the number of children living in poverty in the United States would have risen by 8.3% if the teen birth rates had not declined as they did for the years 1991-2003† (Thomas , 2007). Education to adolescents and parents is vital. There are so many grandparents raising the adolescents’ babies. The adolescents never have to take responsibility for their action because they have someone to raise their child. What do they do but go have another child for their parents. Even more hurtful than teen pregnancy, would be facing a knock on the door telling you you’re adolescent tried to commit suicide or even worse committed suicide. â€Å"The institute of Medicine defines a suicide attempt as a nonfatal, self-inflicted destructive act with the explicit or implied intent to die.† (Hausmann, C., Kuhlberg, J., A., Zayas, L.H., Nolle, A., P., & Cintron, S., L. 2012) We often think that these things can’t happen to us until we are faced with the issue at hand. Research says that â€Å"depression is the number one disorder diagnosed among adolescents†( Hausmann, 2012). Research also states that depression is associated with the greatest risk of suicide attempts.(2012) â€Å"Adolescents are using objects in their homes to commit suicide such as, drug overdose, knives, pieces of glass, nail files, and guns† (Hausmann, 2012). Less common attempting methods were â€Å"jumping off buildings, suffocating by placing plastic bags over their heads, and trying to hang themselves† (Hausmann, 2012). The majority of adolescents in this study had a lifetime history of two to more than six previous suicide attempts† (Hausmann, 2012). The authors state that the â€Å"Latino population adolescents are at high risk for attempted suicide† (Hausmann, 2012).† Latino population for the youth is up to 41% in the US†(Hausmann,2012). The 76 adolescents in this study have already tried suicide 2 or 3 times. The article states that adolescents will try suicide in the next 3 or 4 months and may continue trying suicide up to the next 12 years. (Hausmann, 2012) `Talk about a heartbreaking behavior for parent, siblings, whom ever involved. If parents could get some education on some of these behaviors, to reinforce that there is a problem with Adolescents growing up in society today. â€Å"The structure of the family for the last couple decades has changed in many ways. With an increase in the number of parents who both work outside of the home, soaring divorce rate, and a rise in single-parent families, the environment faced by children passing through middle childhood in the 21st century is very different from that faced by prior generation† (Feldman, 2011 pg.332). Conclusion is that a family needs to raise their children in a Christian setting so they will have a solid foundation when they grow into adolescents because, they need to be strong enough to face the challenges, peer pressures, and behaviors of adolescents today. Adolescents who go to church are not free from this kind of behaviors but have a solid rock to stand on if they know the Lord. Is society proof that there is lack of guidance for adolescents in the world today? Reference Champion, J. E., Jaser, S. S., Reeslund, K. L., Simmons, L., Potts, J. E., Shears, A. R., & Compas, B. E. (2009). Caretaking behaviors by adolescent children of mothers with and without a history of depression. Journal of Family Psychology 23(2), 156-166 . Feldman S.R., (2011). Food, and Eating Disorders: Fueling the Growth of Adolescence, Development across the Life Span, Pg.365. Grella, C. E., Stein, J. A., & Greenwell, L. (2005). Associations among Childhood Trauma, Adolescent Problem Behaviors, and Adverse Adult Outcomes in Substance-Abusing Women Offenders. Psychology of Addictive Behaviors, 19(1), 43-53. Han, W.-J., Miller, D. P., & Waldfogel, J. (2010). Parental work schedules and adolescent risky behaviors. Developmental Psychology, 46(5), 1245-1267. Hausmann-Stabile, C., Kuhlberg, J. A., Zayas, L. H., Nolle, A. P., & Cintron, S. L. (2012). Means, intent, lethality, behaviors, and psychiatric diagnosis in Latina adolescent suicide attempters. Professional Psychology: Research and Practice, 43(3), 241-248. Laursen, B., Hafen, C. A., Kerr, M., & Stattin, H. (2012). Friend influence over adolescent problem behaviors as a function of relative peer acceptance: To be liked is to be emulated. Journal of Abnormal Psychology, 121(1), 88-94. Nock, M. K., Holmberg, E. B., Photos, V. I., & Michel, B. D. (2007). Self-Injurious Thoughts and Behaviors Interview: Development, reliability, and validity in an adolescent sample. Psychological Assessment, 19(3), 309-317. Putnick, D. L., Bornstein, M. H., Hendricks, C., Painter, K. M., Suwalsky, J. T. D., & Collins, W. A. (2008). Parenting stress, perceived parenting behaviors, and adolescent self-concept in European American families. Journal of Family Psychology, 22(5), 752-762. Thomas, C.L., & Dimitrov, D. M. (2007). Effects of a teen pregnancy prevention program on teen’s attitudes toward sexuality: A latent trait modeling approach. Developmental Psychology, 43(1), 173-185.

Titration

Determination of the Percent Acetic Acid in Vinegar Objectives: (1) To introduce and use the concept of solution geochemistry (2) To specifically use solution geochemistry to determine the percent of acetic acid in vinegar. (3) To prepare a standard solution by the method of titration.Consider the following balanced chemical equations: IPPP + + OH (2) (4) (5) HCI + Noah HASPS + Noah CLC + – HASPS + – Niacin + HO Nassau + OHO acacia + OHO cases + OHO These reactions in water have one feature in common: a hydrogen ion from one impound reacts with a hydroxide ion from the other compound to form water. The compound furnishing the hydrogen ion is called an acid and the one furnishing the hydroxide ion is called a base. The metal ion (the action) of the base and the anion of the acid combine to form a salt. In this context, salt is essentially synonymous with ionic compound.Reactions such as these are called acid-base reactions. The concepts of solution reactions and geochemi stry in this experiment are applicable to any chemical reaction taking place in solution, not Just the acid base reactions indicated here. Geochemistry is the area of chemistry that deals with how much of one compound reacts with another. When compounds are mixed in amounts such that these amounts Just exactly react and none of any reactant is in excess (they are all the limiting reagent), this mixture is said to be a psychometric mixture or that psychometric amounts have been mixed.Observation of the above balanced equations indicates that symptomatically reaction occurs so that the total number of hydrogen ions available in the amount of acid reacting is the same as the total number of hydroxide ions available in the amount of base reacting. Thus in reaction 2) above, one mole (or one molecule) of HASPS (sulfuric acid) can furnish the same number of hydrogen as the number of hydroxides that two mole (or two molecules) of Noah can furnish.Therefore one mole of HASPS reacts with 2 m oles of Noah (or one molecule of HASPS reacts with two molecules of Noah). This type of geochemistry information is obtained from any balanced chemical equation. In a solution the militarily, M, is the number of moles of solute in a liter of solution. Thus where n is the number of moles and V the volume in liters. By equation (6), the number of moles of solute in V liters of a solution of militarily M is Suppose one takes 34. 56 ml off 0. 13 M solution of sulfuric acid (HASPS).If one has a certain volume of sulfuric acid solution, there is one volume of a given Noah solution needed such that equivalent amounts of the two reactants are mixed. Equivalent amounts are the amounts that symptomatically react (that is, none of either reactant is left over). When the amount of Noah (in solution or otherwise) needed for psychometric reaction has been added, this is called the equivalence point. In the laboratory, the determination of the volume (the amount) of Noah required to exact symptoma tically with the sulfuric acid solution is done by a procedure called titration.A burette is used to measure an accurate volume of the sulfuric acid solution into a flask. A few drops of an indicator is added and another burette is used to add the Noah solution to the sulfuric acid solution until there is a visual change in color of the solution (due to the indicator). There is a visual change in color in the solution caused by the indicator, a substance that changes color as close as possible to the point when the psychometric amount of Noah (in this case) has been added. When the solution changes color (the indicator changes color) this is called the endpoint of the titration.The solution should be colorless and change to a pink color (for the phenolphthalein indicator used here) upon the addition of one drop of Noah iterant. The indicator phenolphthalein is pink in basic solutions and colorless in acid solutions. The solution for the titration of sulfuric acid with Noah changes f rom acidic (indicator colorless) to basic (indicator pink) at the endpoint. At the endpoint the solution is slightly basic when the iterant is a base. Other indicators have a different color change but work the same in principle. The endpoint and the equivalence point should be as nearly the same as possible.In general for a sample of an acid which has z acid hydrogen titrated with Noah, the equation using normality, CEQ 38, is unchanged but CEQ 39 becomes CEQ 40 (40) % acid = (1 of For a sample of an acid with acid acid hydrogen titrated with a base with Sybase hydroxide ions, the percent of the acid in the sample is given by (41) (Sybase/acid)(Numb)(mom of Titration are usually used to determine the amount of a substance in a sample of a old or in a solution by determining the volume of iterant that is needed to react with the desired compound.In order to do this, the militarily and/or normality of the iterant solution must be accurately known and the chemical reaction between the m must be known. This concepts and calculations above are not restricted to acid/base reactions and can be used for other types of chemical reactions. The definition of gram equivalent weight may change, however, to keep the requirement that one equivalent react with one equivalent. See the appendix to Experiment 9 for more illustration of this. If one considers the operations above, it will become clear why solutions are used in the laboratory.It would be difficult without using solutions to effect the reaction of the sodium hydroxide (a solid) with the vinegar sample (a liquid) and make accurate measurements in regard to how much sodium hydroxide would be required to react with a given sample of the vinegar. Using solutions makes the process much easier and convenient and is one of the reasons chemists use solutions. It does, however, require that one learn about solution concentrations and how they can relate to reaction geochemistry.In CEQ 32, note that in reaction only one of t he four hydrogen in acetic acid reacts with the Noah to give a salt and water. Not all the hydrogen in compounds will react with the hydroxide of Noah to form water. Those that will are called acid hydrogen and the acid hydrogen are written first in the formula for a compound. Thus the formula for acetic acid is HACHURE indicating that it has one acid hydrogen. The determination of which and how many of the hydrogen are acid hydrogen in a compound must be done experimentally but once this is done, the formula is written so as to indicate this.

Liverpool Football Club Essay Example | Topics and Well Written Essays - 750 words

Liverpool Football Club - Essay Example One of the best ways to evaluate a team is to look at their accomplishments. Furthermore, gazing at this timeline can help to predict how the team will perform in the future. Next, we will take a look at the timeline. Elliot (2005) says that the club set a record at earning eighteen First Division Titles. Additionally, Rose (2000) says that the club also holds seventeen League Cups. Access World News (2002) claims that the club also set an English record by winning five European Cups. Finally, Charleston (2002) says that they earned the FA Cup seven times. According to Taylor (1987), the club was formed in 1892. According to the Daily Post (2002), also in that year, a great victory was achieved by the Reds, the time they played their first game. The Liverpool Football Club (2009) claims that the first game in the Football League took place in 1893. They also say that, at the time a promotion was attempted in 1894, it was achieved. Furthermore, in 1896, Tom Watson was appointed as manager of the club. Also in that year, the Reds made it to the first FA Cup final game. The Reds were crowned as champions for the first time in 1901, and the title was given back to Anfield in 1906. In 1922, they won their third title, according to the Liverpool Football League (2009). In 1923, there were two consecutive title wins for the Reds. In 1928, a roof was put on the Spion Kop. In 1938, the quickest goal was recorded by Balmer. 1946 saw a record deal being made for Stubbins, and Balmer hit a treble, treble. The Reds were recognized as post-war champions in 1947. The Reds lost the Cup in the finals in 1950. In 1952, a new record was set by Anfield. Nevertheless, the Reds were led to misery when they suffered a great defeat in 1954. In the 1960's, the Liverpool Football Club (2009) reports several key events that were of great significance. The Reds endured a promotion from Division Two, the Reds dressed in all red for the first time, the Shield was shared between the Reds and United, they lost their first European final, they smashed their transfer record, they brought home the title for the sixth time, they finally won the Cup for the first time, they reclaimed the Title after winning against Chelsea, and they took home the Shield. In the 1970's, they won their eighth title, Paisley takes over the club, they won the UEFA Cup for the second time, they won their tenth title, and they won the Super Cup. All of this is reported by the Liverpool Football League (2009). Also reported by the League in that decade is Shankly resigning, winning the Shield, winning their ninth title, winning the Shield again, and winning the European Cup. In the 1980's, according to the Liverpool Football League (2009), they won the twelfth title. They also retained the League Cup and re-earned the Charity Shield. Next, they won their fourteenth title and Fagan led the team. In the 1990's, according to the Liverpool Football League (2009), they won their fifth Cup. Sadly, fans loaded into Kop for the last time. They won their eighteenth title, Rush set a new scoring record, and they won the League Cup. They also won the Youth Cup, according to the League. Since then, the Liverpool Football League (2009) reports many landmark events. They won the Cup and the Charity Shield, they won against Istanbul, they won the Youth Cup, they won the Community Shield, they retained the Youth Cup, the transfer record was smashed again, and

Rana Plaza building collapse Essay Example | Topics and Well Written Essays - 1000 words

Rana Plaza building collapse - Essay Example Every structure is design specific observing the building codes and laws accurately. Rana Plaza buildings failure to observe building codes rendered it a failure. Gomes reports on an article open security published on 9 May 2013 that in Bangladesh, any permission for constructing high-rise building is obtainable through bribes, and the building built without procuring suitable materials. Unsuitable materials in most cases comprise substandard materials lacking the desired strength to withstand the forces and pressures exerted and imposed by the structure. That automatically leads to an eventual failure and collapse of the structure. In addition to the substandard materials used, the load bearing columns were found to have been erected haphazardly. Live loads in a structure exerts pressure it as well as the dead loads. The workers form part of the live loads exerting a weight on the structure. The overcrowded workers at Rana Plaza building exerted more loading than the structure could bear. That could lead to an eventual collapse. An early assessment conducted by NGO Asian Disaster Preparedness Center reveals the building was built primarily and purely for retail purposes. However, the building hosted three garment factories with electrical generators. The generators together shook and vibrated the poorly constructed building exerting a weight estimated to be six times more than the intended weight bearing capacity of the building. The excess loading on the structure led to its eventual collapse. Industrial police asked the garment factory owners at Rana Plaza to keep the factories shut and only proceed further procedures after consulting with expert structural engineer. The bosses failed to respond to the directives and forced the workers in threatening them of pay cut. The presence of the workers in the already weak building exerted more pressure on it thereby causing the collapse. The bosses ignored calls by the employees who saw cracks on the

Motivation Essay Example | Topics and Well Written Essays - 2000 words - 1

Motivation - Essay Example This piece of research work addresses motivation as an important tool that managers take in to account to get things done successfully through others. Based on Bratton’s (2012, p. 191) view that motivation highlights the nature of employment relationship, this paper explains different ways that managers use to motivate their employees. Motivation and Management Motivation is an important management strategy with which managers can accomplish their goals and lead the organization to a high performing and out-performing organization. Robbins and Judge (2011) defined motivation as a â€Å"process that accounts for an individual’s intensity, direction and persistence of efforts toward attaining a goal† (p. 204). They identified basic three elements in motivation- intensity, direction and persistence. With intensity, they meant the way people try to work hard. High or low intensity may not always lead to favourable outcome unless people’s effort is channeled th rough direction. They also argued that motivation has persistence dimension because it is important to see how long a person can maintain effort. Motivation is something that influences people’s behavior and attitude towards pursuing a specific outcome. As Lussier, Achua and Lussier (2009, p. 79) noted, motivation is a quest for a personal gain and therefore managers have to consider it as an opportunity to be seized to help the organization achieve its goals such as increased productivity, competitive advantage and long term profitability. Daft and Lane (2008, p. 226) argued that motivation is a force, either internal or external to people, that stimulates enthusiasm and persistence to pursue a specific action that managers or leaders want them to do. Both Robbins and Judge (2011) and Daft and Lane (2008) have considered persistence as a very important element in motivation. Managers and leaders are required to use motivation as strategic link between people and their ways t o achieve organizational goals. In making motivation such as link, it should in turn direct people’s skills, talent, knowledge and experiences towards the accomplishment of organization’s goal and managers’ vision. Management creates a specific environment internal to the organization in which individuals work in groups with a view to perform efficiently and effectively towards attainment of a group or common goal. As management is a process of creating, developing and affecting organizational objectives and available resources to realize organizational aspirations, managers’ central task is managing people and motivation is at its heart. Management is simply getting things done through others and therefore managers need to understand people in the organization and their varying requirements in order to influence them by helping them meet their needs and requirements (Msoroka, 2012, p. 2). Newstrom and Davis (2004, p. 30) found that the result of an effec tive organizational behavior is motivation and therefore when motivation is combined with employee skills and abilities, it results in the achievement of performance goals and individual satisfaction as well. Motivation thus builds two-way relationship. The two-way relationship created by motivation is mutually supportive because manager and employee are jointly influencing each other as well as jointly benefiting. It highlights the view

Globalisation Essay Example | Topics and Well Written Essays - 1500 words - 1

Globalisation - Essay Example However, interrelations and dependence among the different economies of the world was present from the historical period but what appears to be new with the concept of globalization is the intensification of the awareness of people. Local transformations as well as extensions of social relations laterally through time and space are parts of the process of globalization. Thus, with globalization the society will be without borders and boundaries with no specified cultural territories. This often results in dominance of the developed countries of the world over the poor economies in their efforts of decision making which often leads to the exploitation of the dominant economy leading to their degradation of the environment and human rights suppression. Thus, the objectives of the global economists are to suppress the negative impacts of the globalization process so that the positivities of the phenomenon could dominate. (Globalization101, n.d.: Waters, 2001, pp. 2-4) Background of glob alization There have been constant debates among economist regarding whether globalization is a unique phenomenon of the recent modern period. However, history reveals that trade relations existed among economies from historical age. There were also cultural interactions among countries, and work relations as people migrated to different countries of the world for better living from the time immemorial. From the years before the First World War capital flows from one country to the other, trade relations between countries and immigration of workers existed. The change that ultimately occurred with globalization is the increase in the volume of unrestricted trade, doubling of the capital flows amongst economies and rise in the number of the migrants. For over the past twenty years the features of globalization also took a change of course. Globalization that was previously restricted to the developed economies of the world spread among the developing economies with the opening of the markets of these nations through liberalization. Thus, the economic relations among the nations underwent a huge change with the spread of globalization across the borders of the rich countries. With globalization, the trade pattern experienced considerable change. The developing economies of the world that previously exports raw materials to the developed world emerged as serious competitors of manufacturing products of the industrialized nations. Thus with the increasing trade relations the developing economies mainly India and China experienced continuous economic growth. With globalization and increased trade relations world production increased by about 30% which further increases international trade by almost 80%. This resulted in reducing the cost of production through specialization of products and thus helped in increasing the living standards of people. The increase in the trade of service sector implies that nations are becoming richer. With the advancement of technology and communication trade in services has been popularized in recent years. The developing countries that opened up market through policies like trade liberalization, deregulation of the capital markets and privatization of state owned industries experience huge capital inflows and stands as the emerging economies of t