Impersonal Verb Definition, Usage, and Examples

Impersonal Verb Definition, Usage, and Examples Impersonal verbs, verbs that dont refer to the action of a specific entity, are used in both English and Spanish, although in different ways. Known as verbos impersonales in Spanish, they are fairly rare. They consist mainly of some  weather verbs and certain uses of haber and ser along with their English equivalents. Definition of Impersonal Verb An impersonal verb is one that expresses the action of an unspecified, generally meaningless subject. In its narrowest sense, an impersonal verb can have no subject. Impersonal Spanish verbs in this narrow sense include the weather verbs such as llover (to rain), which are also defective verbs, because conjugated forms exist only in the third-person singular (as in llueve, it is raining). Applying this strict definition to English, only one impersonal verb- methinks- remains in use, and then only in literature or for effect. In a broader and more usual sense, however, impersonal verbs in English are those that use a meaningless it as the subject. The it, known by many grammarians as an expletive, dummy pronoun, or pleonastic pronoun, is used not to provide meaning in the sentence but to provide a grammatically necessary subject. In the sentences It snowed and It is apparent he lied, snowed and is, respectively, are impersonal verbs. In Spanish, sometimes plural verbs can be considered impersonal, as in a sentence such as Comen arroz en Guatemala (they eat rice in Guatemala). Note how in this sentence, the implied subject of the sentence (translated as they in English) doesnt refer to anyone in particular. There is no significant difference in meaning between saying Comen arroz en Guatemala and Se come el arroz en Guatemala (Rice is eaten in Guatemala). In other words, this impersonal usage is similar in meaning to that of the passive voice. Using the Weather Verbs The most common weather verbs that are used impersonally in addition to llover are granizar (to hail), helar (to freeze), lloviznar (to drizzle), never (to snow), and tronar (to thunder). Hacer can similarly be used impersonally in phrases such as hacer viento (to be windy, literally to make or do wind). Other weather-related hacer phrases include hacer buen tiempo (to have good weather), hacer calor (to be hot), hacer frà ­o (to be cold), hacer mal tiempo (to have bad weather), and hacer sol (to be sunny). Verbs used similarly to refer to outdoor phenomena include amanecer (to become dawn), anochecer (to become dark, as at night), and relampaguear (to become brighter). When used impersonally, these verbs can be used only in the third person, but they can be used in any tense. For example, forms of llover include llovà ­a (it was raining), llovià ³ (it rained), ha llovido (it has rained), and lloverà ­a (it would rain). Haber as an Impersonal Verb In Spanish, the hay  form of  haber also is considered impersonal. In translation to English, there rather than it is used as a dummy pronoun. When used in the third person, haber can have meanings such as there is, there are, and there were. In the present indicative, haber takes the form of hay when referring to the existence of both singular and plural subjects. So Hay una mesa is used for There is one table, while Hay tres mesas is used for There are three tables. Traditionally in other tenses, only the singular form is used. Thus you would say Habà ­a una mesa for There was one table and Habà ­a tres mesas for There were three tables. However, although grammar purists may frown on it, it isnt unusual to hear habà ­an used for the plural, or habrn in the future tense. Ser as an Impersonal Verb In Spanish, no equivalent of it is used with impersonal verbs, which stand alone using a third-person singular conjugation. An example of an impersonal verb usage is the es in Es verdad que estoy loco (It is true that I am crazy). Ser is commonly used impersonally as the equivalent of constructions such as it is, it was and it will be in English impersonal expressions. Thus you could say Es posible que salgamos for It is possible we will leave. Note how it doesnt refer to anyone or anything in particular but is included simply so is can have a subject. Key Takeaways Impersonal verbs are those which the subject of the verb is no person or entity in particular.When impersonal verbs are used, Spanish doesnt use a noun or pronoun as the subject, omitting the subject entirely. In English, it and sometimes there are used as dummy subjects for impersonal verbs.Impersonal verbs are used only in the third person.

My World, My Dreams, My Destiny Essays - Free Essays, Term Papers

My World, My Dreams, My Destiny Essays - Free Essays, Term Papers My World, My Dreams, My Destiny Everest University My World, My Dreams, My Destiny When I was about twelve years old I watched a man get shot and killed right in the door way of a friends house. He just lay there stiff without movement. Watching from my balcony I knew he was dead. No one was willing to speak to the police about what had happened. No one wanted to be labeled as the snitch or they had the fear of the killer coming after them next. But sense does it make to try to better our world if no one is willing to talk up or help out. Dreams are shaped by ideals and families shape the beliefs we grasp so strongly. Because my parents always pushed me to do better and learn all that I can I have acquired the passion to learn whatever I can. I always liked to solve puzzles and find solutions to problems so I decided to pursue a career in Criminal Justice here at Everest University. I returned to school to gain more knowledge on my selected career choice, to become a Crime Scene Investigator, and in search of a better life for my family and myself. Before signing u p at Everest University I had been working in places where there was no room for growth and I had no passion for doing. First, Education is one of the most important parts of ones life. Not everyone goes to college right after high school. College is not intended for everyone. Criminal Justice is my area of study where I am learning the theories and practices of maintaining law and order, crime prevention strategies, corrections and probation, criminal evidence, and the justice system. In order to succeed in a selected career, you should always be aware of the terminology and rules and regulations that come with it. By me enrolling into school to further my education I am one step closer to knowing what I need to know and being where I want to be; a Crime Scene Investigator. I have taken classes such as Criminal Investigation where I learned the proper way to collect evidence from a crime scene, and Criminal Procedure and The Constitution where I learned about the States laws and proper procedures. Enrolling in these courses and so much more gives me a better opportunity to succeed in my selected care er field opposed to someone who does not have this knowledge. Becoming a Crime Scene Investigator is my ultimate goal and I am on my way toward it. Second, as a crime scene investigator, I will be in charge of cleaning up a crime scene and analyzing the data or information pertaining to it. A crime scene investigator is a professional who is trained to collect, preserve and process evidence at the scene of a crime. It is sort of like puzzle pieces being scattered everywhere, and you have to piece them together one by one. Being a CSI is a challenging and complex position, but it has its perks as far as pay. Salary for crime scene investigators differ significantly based on the industry in which they work. For example, the Bureau of Labor Statistics (BLS) reported that, as of May 2012, crime scene investigators earned a median annual salary of $94,800 if they worked for a federal governmental agency, compared with just $55,950 a year for local governments and $51,100 for state governments (Occupational, 2015). Lastly, family is everything. This is where everything begins and where it ends. As I grew up, I watched my mom tire herself out working two jobs just to support my siblings and me. It is a struggle now a days with the economy the way it is to support even one child. The cost of living has gone up and will continue to do so with the globalization of society. I want to be able to support my son with ease and without the worry of whether my check will be enough to cover expenses. I want to be able to take care of my parents the way I watched them work so hard to take care of me. With this degree that I am aiming

Free sample - Assessment by Portfolio and Standardized Testing. translation missing

Assessment by Portfolio and Standardized Testing. Assessment by Portfolio and Standardized TestingComparison and Contrast between Assessment by Portfolio and Standardized Testing Assessment is an important aspect of evaluating a student performance and ability throughout their learning period. There are several types of assessment among them assessment by portfolio and standardized testing. These two types of assessment have many differences as opposed to similarities with portfolio assessment considered to be appropriate in the current education system in parts of the globe due to its merits. On the other hand standardized testing is considered as traditional method due to its reliance on multiple choice assessments thus not giving students enough room for developing their skill set.  Ã‚   Standardized tests are used by psychologists as primary basis for assessing cognitive abilities and academic achievement. Weiner, et al, (2003) indicated that â€Å"standardized tests may be administered to a group of people or students by the examiner so as to match the students to academic curricula† (p. 275). On the other hand portfolio assessment provides a means for gathering student work over a long period of time which demonstrates the student’s proficiency in one or more academic areas. As a result Weiner, et al, (2003) established that â€Å"unlike standardized tests portfolio assessment usually emphasizes on complex works that integrate multiple dimensions of proficiency such as performance assessments, essays, and recordings of student performances† (p. 277). Standardized tests are also known as traditional assessment or norm-referenced and they have been used for a long period of time as a means of evaluating student performance. Mundell DeLario (1994) found out that â€Å"standardized tests measure growth in basic skills and their content is based on the best of curriculum practices for diverse population† (p. 1). This type of tests is known to have several inadequacies hence as a result efforts have been made to come up with a more precise assessment method. Mundell DeLario (1994) further says that portfolio assessment was developed out of the need to review performance and to logically collect sections of scholar’s work which is based on what the students are familiar with or are capable to do. Compared to portfolio assessment, standardized tests have a numerous choice format which makes tests a simple and economical way to evaluate knowledge.   Mundell DeLario (1994) indicated that â€Å"information obtained from these type of tests used for reporting to the parents on their children’s progress in learning basic skills, determining the developmental level of students for instructional purposes and providing information helpful in planning programs or groupings for instruction† (p. 1). Portfolio assessment revolves around the assortment of work that shows an individual’s knowledge in an area a criterion which was embraced by the progressives. For example a student may be good in art and consequently as an artist’s portfolio this can include various segments indicating what he or she can do. When a portfolio assessment is assumed, it is used to bring together and weigh up multiple sources of information that confirms a scholar’s capability in terms of procedure and invention (Mundell DeLario, 1994). Where else standardized tests use multiple choices, portfolio assessment reflects students work in one or additional subject areas and the models are chosen by mutually the scholar and the tutor. These are gathered analytically over time and are utilized to assess student development. One of the limitations of standardized tests is that they quantify comprehension learned instead of demonstrating what the student comprehends and can be comfortably apply and put more attention on recall. Mundell DeLario (1994) continues to say that â€Å"the how and why of what students read and write, the strategies they apply and how this learning relates to other tasks and to new ideas are not measured by standardized† (p. 1). In addition it important to note that using standardized test it is not possible to assess student’s abilities, analyze reason, reflect, and persuade from multiple choice answers (Mundell DeLario, 1994). This type of tests does not assist the teachers to plan more effective lessons. As a result, Mundell DeLario (1994) argued that â€Å"standardized tests limit the planning of lessons geared towards the achievement of students needs† (p. 2). Portfolio assessment is known to present authenticity as one of its characteristic. Using this type of assessment the teacher is able to evaluate reading throughout a range of daily reading activities in the classroom thus using this type of assessment, students are appraised on the basis of comprehending strategies they exhibit, their reactions in their reading journals and their conversation with the teacher or with other classmates (Mundell DeLario, 1994). Furthermore, Mundell DeLario (1994) argued that â€Å"portfolio assessment creates an accurate picture of achievement because it directly involves the teacher and students in establishing criteria for evaluation† (p. 3). This means that using portfolio assessment there is a undeviating relationship amid what is learned and what is evaluated, and learners know from the start of an assignment what they are expected to accomplish. Unlike in standardized test in portfolio assessment students have a number of examples in their portfolios to exhibit attainment of a particular objective more willingly than just one sample taken during one testing circumstance (Mundell DeLario, 1994). Ryan Cooper (2008) in addition indicated that â€Å"standardized tests overemphasize technical information and underemphasize educator’s professional judgments about the worthiness of a school programs† (p. 396). With the increasing calls from the progressives for more crises solving, decisive thinking and inscribing skills in the schools, standardized tests do not measure these outcomes. Studies show that qualities such as vital thinking and predicament solving abilities are difficult to measure while using multiple choices and other objective tests hence this calls for portfolio assessment (Ryan Cooper, 2008). Standardized tests can not gauge genuine student performance on some momentous tasks. Due to these limitations associated with standardized tests portfolio assessment was developed which puts into consideration recital tests that gets closer to how students relate knowledge rather than how they accumulate it in their brains. Both portfolio assessment and standardized tests present different dimensions of determining how students can fair in their schooling process. According to Ryan Cooper (2008) using portfolio assessment, it is possible to determine how well the students understand scientific concepts and can carry out scientific processes by requesting them to perform actual experiments. Ryan Cooper (2008) says that â€Å"through portfolio assessment teachers are capable of measuring what they want students to be able to do rather than relying on them to choose the correct response on a multiple choice test item in standardized tests† (p. 396). A major advantage of portfolio assessment is that it reveals student’s escalation in a certain period of time. A major contrast between portfolio assessment and standardized tests is that in portfolio assessment, students are appraised against themselves and not judge against other students (Mundell DeLario, 1994). This implies that in portfolio assessment, students become talented at evaluating their ability and set logical targets hence they can see their enhancement over a specific time epoch as skills are disclosed on tasks and goals are arrived at. Mundell DeLario (1994) continues to say that in â€Å"portfolio assessment, evaluation is part of instruction and also it considered to be ongoing and there not just the final product is important but also the process and growth over time† (p. 3). Also portfolio assessment is considered to be wide as it takes into account the students concerns, personal know-how, inspiration, and tactics. In conclusion, the progressive’s reaction to portfolio assessment was considered far much better than standardized test because of its strengths. While standardized tests do not focus on students development, this criteria does not give the students an opportunity to develop their skills in a particular area and it is does not assess their strengths and weaknesses. The advantages of portfolio assessment outweighs those of standardized tests because students work harder on tasks giving them more ownership in their work besides increasing their responsibility for learning and enhances their self concepts as learners. References Mundell, S. B DeLario, K (1994). Practical portfolios: reading, writing, math, and life skills, grades 3-6, Santa Barbara, CA: Libraries Unlimited.Ryan, K    Cooper, J. M (2008). Those Who Can, Teach, Stamford, CT: Cengage Learning.Weiner, I. B, Freedheim, D. K, Graham, J. R. Naglieri, J.A (2003). Handbook of Psychology: Assessment psychology, Hoboken, NJ: John Wiley and Sons.

Battle of Shiloh in the Civil War

Battle of Shiloh in the Civil War The Battle of Shiloh was fought April 6-7, 1862, and was an early engagement of the Civil War (1861-1865). Advancing into Tennessee, Major General Ulysses S. Grants troops were attacked by the Confederate Army of Mississippi. Taken by surprise, Union forces were driven back towards the Tennessee River. Able to hold, Grant was reinforced during the night of April 6/7 and launched a massive counterattack in the morning. This drove the Confederates from the field and secured a victory for the Union. The bloodiest battle of the war to date, the losses at Shiloh stunned the public but were far lower than the battles that would come later in the conflict. Lead-up to the Battle In the wake of the Union victories at Forts Henry and Donelson in February 1862, Major General Ulysses S. Grant pressed up the Tennessee River with the Army of West Tennessee. Halting at Pittsburg Landing, Grant was under orders to link up with Major General Don Carlos Buells Army of the Ohio for a thrust against the Memphis and Charleston Railroad. Not expecting a Confederate attack, Grant ordered his men to bivouac and commenced a regimen of training and drill. Lieutenant General Ulysses S. Grant. Photograph Courtesy of the National Archives Records Administration While the bulk of the army remained at Pittsburg Landing, Grant dispatched Major General Lew Wallaces division several miles north to Stoney Lonesome. Unbeknownst to Grant, his Confederate opposite number, General Albert Sidney Johnston had concentrated his departments forces at Corinth, MS. Intending to attack the Union camp, Johnstons Army of Mississippi departed Corinth on April 3 and encamped three miles from Grants men. Planning to move forward the next day, Johnston was forced to delay the attack forty-eight hours. This delay led his second-in-command, General P.G.T. Beauregard, to advocate cancelling the operation as he believed the element of surprise had been lost. Not to be deterred, Johnston led his men out of camp early on April 6. General P.G.T. Beauregard. Photograph Courtesy of the National Archives Records Administration Fast Facts: Battle of Shiloh Conflict: Civil War (1861-1865)Dates: April 6-7, 1862Armies Commanders:UnionMajor General Ulysses S. GrantMajor General Don Carlos BuellArmy of West Tennessee - 48,894 menArmy of the Ohio - 17, 918 menConfederateGeneral Albert Sidney JohnstonGeneral Pierre G.T. BeauregardArmy of Mississippi - 44,699 menCasualties:Union: 1,754 killed, 8,408 wounded, and 2,885 captured/missingConfederate: 1,728 killed, 8,012 wounded, 959 captured/missing The Confederate Plan Johnstons plan called for the weight of the assault to strike the Union left with the goal of separating it from the Tennessee River and driving Grants army north and west into the swamps of Snake and Owl Creeks. Around 5:15 AM, the Confederates encountered a Union patrol and the fighting began. Surging forward, the corps of Major Generals Braxton Bragg and William Hardee formed a single, long battle line and struck the unprepared Union camps. As they advanced, units became entangled and difficult to control. Meeting with success, the attack drove into the camps as the Union troops attempted to rally. The Confederates Strike Around 7:30, Beauregard, who had been instructed to remain in the rear, sent forward the corps of Major General Leonidas Polk and Brigadier General John C. Breckinridge. Grant, who was downstream at Savannah, TN when the battle began, raced back and reached the field around 8:30. Bearing the brunt of the initial Confederate attack was Brigadier General William T. Shermans division which anchored the Union right. Though forced back, he worked tirelessly to rally his men and mounted a strong defense. Major General John McClernand. Photograph Courtesy of the Library of Congress To his left, Major General John A. McClernands division was also forced to stubbornly give ground. Around 9:00, as Grant was recalling Wallaces division and attempting to hasten the lead division of Buells army, troops from Brigadier Generals W.H.L. Wallaces and Benjamin Prentiss division occupied a strong defensive position in an oak thicket dubbed the Hornets Nest. Fighting valiantly, they repulsed several Confederate attacks as Union troops on either side were forced back. The Hornets Nest held for seven hours and only fell when fifty Confederate guns were brought to bear. Johnston Lost Around 2:30 PM, the Confederate command structure was badly shaken when Johnston was mortally wounded in the leg. Ascending to command, Beauregard continued to push his men forward and Colonel David Stuarts brigade achieved a breakthrough on the Union left along the river. Pausing to reform his men, Stuart failed to exploit the gap and moved his men towards the fighting at the Hornets Nest. With the collapse of the Hornets Nest, Grant formed a strong position extending west from the river and north up the River Road with Sherman on the right, McClernand in the center, and the remnants of Wallace and Brigadier General Stephen Hurlbuts division on the left. Attacking this new Union line, Beauregard had little success and his men were beaten back by heavy fire and naval gunfire support. With dusk approaching, he elected to retire for the night with the goal of returning to the offensive in the morning. Between 6:30-7:00 PM, Lew Wallaces division finally arrived after an unnecessarily circuitous march. While Wallaces men joined the Union line on the right, Buells army began arriving and reinforced his left. Realizing that he now possessed a sizable numerical advantage, Grant planned a massive counterattack for the next morning. Major General Don Carlos Buell. Photograph Courtesy of the Library of Congress Grant Strikes Back Advancing at dawn, Lew Wallaces men opened the attack around 7:00 AM. Pushing south, Grant and Buells troops drove the Confederates back as Beauregard worked to stabilize his lines. Hampered by the previous days intermingling of units, he was not able to form his entire army until around 10:00 AM. Pushing forward, Buells men retook the Hornets Nest by late morning but met strong counterattacks by Breckinridges men. Grinding on, Grant was able to retake his old camps around noon, forcing Beauregard to launch a series of attacks to protect access to the roads leading back to Corinth. By 2:00 PM, Beauregard realized that the battle was lost and began ordering his troops to retreat south. Breckinridges men moved into a covering position, while Confederate artillery was massed near Shiloh Church to protect the withdrawal. By 5:00 PM, most of Beauregards men had departed the field. With dusk approaching and his men exhausted, Grant elected not to pursue. A Terrible Toll The bloodiest battle of the war to date, Shiloh cost the Union 1,754 killed, 8,408 wounded, and 2,885 captured/missing. The Confederates lost 1,728 killed (including Johnston), 8,012 wounded, 959 captured/missing. A stunning victory, Grant was initially vilified for being taken by surprise, while Buell and Sherman were hailed as saviors. Pressured to remove Grant, President Abraham Lincoln famously replied, I cant spare this man; he fights. When the smoke of battle cleared, Grant was praised for his cool demeanor in saving the army from disaster. Regardless, he was temporarily relegated to a supporting role when Major General Henry Halleck, Grants immediate superior, took direct command for an advance against Corinth. Grant regained his army that summer when Halleck was promoted to general-in-chief of the Union armies. With Johnstons death, command of the Army of Mississippi was given to Bragg who would lead it in the battles of Perryville, Stones River, Chickamauga, and Chattanooga.

Current Events and U.S. Diplomacy Research Paper - 1

Current Events and U.S. Diplomacy - Research Paper Example A president’s foreign policy can be thoroughly diplomatic, while his military stance can play merely the role of a diplomatic apparatus. It is normally determined by the country’s economic, military, and sociopolitical statuses. Whereas a presidential doctrine is usually objective-oriented, the implement of this doctrine needs in-depth knowledge of and proper response to home economy, politics, military strength, etc. Simultaneously the president should have in-depth knowledge of and proper response to counterparty’s economy, politics, military strength, etc. During the developing stage of the Cold War in the first half of the 1960s, John Fitzgerald Kennedy’s foreign policy had been more diplomatic than his predecessor Dwight Eisenhower’s unyielding view about the US presence in the world politics. The diplomatic essence of the Kennedy Doctrine initially played a crucial role in building up the very premises –â€Å"Flexible Response to the I nternational Political Powers†, â€Å"Containment of Communism† and â€Å"Reversal of Soviet Progress in the West† –of the Kennedy Doctrine. ... In this regard Gaddis (2005) opined that also the failed CIA-backed military coup in Cuba, in spite of Kennedy’s promise to refrain from Cuban Affairs, provoked the president to be bold to pronounce the United States’ defensive stance regarding the Berlin issue and the diplomatic acknowledgement of the Soviet Union’s concern in Germany. (Gaddis, 2005, pp. 112-115) Kennedy’s policy for the â€Å"containment of communism† was essentially the legacy of Eisenhower and Truman’s foreign policy prerogatives. During the peak-hours of Cold War, Kennedy had no other choice but to follow his â€Å"White House predecessors† (Schweizer, 1994, pp. 65). Being panicked by the rapid communist advancement, both Truman and Eisenhower turned back to the country’s military strength -though they did not go into any direct war- to contain communism. As a result, superpowers involved into proxy wars in various geographical regions of interests. Nuclear arm race between the two main parties of the war, the USA and the Soviet Union, began as a response to the superpowers’ desire to overpower each other. During the period, the world experienced a worldwide regrouping of the countries into the US block and the Soviet bloc. This regrouping in the Soviet block was mainly based on the Marxist political ideology of Communism, whereas capitalism and democratic interests dominated the countries in the US block. This regroupings in both of the blocks often turned into expansionism and counter-expansionism. (Schweizer, 1994, pp. 69-74) The Soviet leadership’s expansionist desire to force Marxist ideals upon the rest of the earth panicked the wealthy capitalist west whose reaction to the communist expansionism eventually

A literary analysis of a short story,poem or essay of benjamin Research Paper

A literary analysis of a short story,poem or essay of benjamin franklin - Research Paper Example First, the story of the Whistle by Benjamin has salient themes. The broader theme that the author has presented in the work is indeed the lesson that has been learnt from the story. One easily learns that it is not wise for people to spend all the money they have on things that are unworthy. Benjamin revels that; whenever he was tempted to buy things that he felt were unnecessary, he would convince himself not to pay so much money for the whistle, and as such, he saved money. This theme overrides the whole story and one is able to notice that Franklin applies the situation in all matters. The author has used a number of stylistic devices that contribute majorly to the theme. First, there is a strong use of imagery. The whistle has been used figuratively in the story. Benjamin Franklin consistently reveals how he perceived objects to be purchased as â€Å"whistle† or as â€Å"time with value. In an excerpt, he suggest that when he saw another fond of popularity and constantly engaging themselves in political bustles while neglecting his own affairs , he would compare himself with such a man and conclude that the man is paying too much for the whistle, something he would not want to do. The author has further use the repetition in the entire work. Repetition is a style that is always used when one wants to create some sense of musicality, memorability, emphasis or create some stress on an idea. (Ishizuka, Kenkichi, and Takehisa Onisawa , 13)In this case, the author has utilized the style of repetition to present the four meanings. At the first instance, the author makes emphasis on the whistle, to inform the reader to develop a strong imagery on it. In another instance, the word whistle is repeated to break the boredom of the continuous narration. It therefore sets a breaking point. This breaking point announces a new transition, and as such activates the mind of the

Langston Hughes and Walt Whitman Essay Example | Topics and Well Written Essays - 750 words

Langston Hughes and Walt Whitman - Essay Example Hughes is famous for writing about the ordinary lives of black people from the 20s to the 60s. Hughes claimed that his writings were influenced by Paul Lawrence Dunbar, W.E.B. Du Bois, Carl Sandburg, and Walt Whitman. On the other hand, Walt Whitman was born on May 31, 1819 in New York. Whitman worked as a printer, teacher, journalist, editor and during the war, he volunteered as a nurse in hospitals. His literary inspirations are Homer, Dante and Shakespeare. The era when Hughes became very popular was during the Harlem Renaissance (1918 to 1930) which was during the time when the Blacks were discriminated against. Being a Black himself, his themes were about social injustices against the Blacks and what it meant to be black, which earned him the title â€Å"The Black Poet Laureate†. Hughes also believed in socialism and became a member of the Communist Party. In contrast, Whitman’s epoch was during the Civil War. He witnessed the rise of the United States as a commerc ial and political power. He witnessed both the peak and the abolition of slavery. This is why the themes of his poems are mainly on the ideas of democracy, equality and brotherhood (SparkNotes Editors, par.6). With regards to writing style, both Whitman and Hughes use rhythm and repetition which creates a captivating quality of incantation. Both of them use anaphora, which is a literary device where several lines in a row begin with the same word or phrase. In Whitman, an example of this is his poem â€Å"When I Heard the Learn’d Astronomer† (1865), where the first four lines each begin with â€Å"when†, as illustrated below: When I heard the learn’d astronomer; When the proofs, the figures, were ranged in columns before me; When I was shown the charts and the diagrams, to add, divide, and measure them; When I, sitting, heard the astronomer, where he lectured with much applause in the lecture-room, In Hughes’ â€Å"Let America Be America Againâ₠¬ , the first three lines begin with â€Å"let†. Let America be America again. Let it be the dream it used to be. Let it be the pioneer on the plain Unlike Whitman, Hughes’ poems are more pessimistic about the nature of America; but at the same time he offers a call to change, as can be seen in his poem above. The themes of Whitman’s works revolve around democracy as a way of life, the cycle of growth and death and the beauty of the individual. On the other hand, Hughes’ themes are based on his personal life, his travels, his involvement in radical and protest movements, his interest in Africa and South America as well as the Caribbean. With regards to the use of language, Whitman widened the possibilities of poetic diction by including slang, colloquialisms, and regional dialects, rather than employing the stiff, erudite language so often found in nineteenth-century verse (SparkNotesEditors, par.2). In contrast, Hughes language style incorporates rhythm ical language, jazz, blues structures, dialects and colorful verses. Hughes’ poetry is best read aloud because of its cadence. Whitman and Hughes are poets who were largely influenced by the political and social issues during their times. Their works goes beyond literature, crossing the boundaries of political and social content. Both the subject matter and language contribute to its aesthetic value. This is what made their poems more memorable and considered to be among the masterpieces of world literature. Work Cited â€Å"Poets.org. Guide to Langston Hughes.† Poets.org. Web. 18 May 2011. http://www.poets.org/page.php/prmID/323 SparkNotes Editors. â€Å"SparkNote on Whitman’s Poetry.† SparkNotes.com. SparkNotes LLC. 2002. Web. 18 May 2011.

How pedagogical principles could be applied to information systems Coursework

How pedagogical principles could be applied to information systems likes Intranet in organizations - Coursework Example Focusing on this aspect, the essay describes about how pedagogical principles can be applied in information system such as intranet in organisations for better management of information and learning. Pedagogical Principles Pedagogical principles are effective tool for information management and learning which can demonstrate the aspects to be educated. They are pragmatic and can produce rich set of real-world and instructional experiences which can be further used in organisations for solving practical problems. Pedagogical principles are functional proposition of training and knowledge development. These principles simplify the procedure of devising instructive strategies which in turn determine how people experience, involve and react to the informative components. Ideally, pedagogical principles are first expressed in general terms and afterwards with respect to specific actual learning environment (Anderson & McCormick, 2011). The applicability of pedagogical principles have alwa ys considered as interesting topic from the viewpoint of information system. Pedagogical principles are influenced by national, cultural and circumstantial situations. During innovation process, pedagogical principles are developed and applied according to experiences. The implementation of pedagogical principles occurs by perception of regular viability and the influence of market, competitive environment and collective development such as information system (Anderson & McCormick, 2011). There are several pedagogical principles and some of the important principles are as follows. Involvement of learners: Pedagogy must involve the learners and motivate them. This involvement must be evident of being educational, i.e. having educational objectives and inspiring. In other words, learners’ involvement must be pleasurable that would make them to continue to use information system (Anderson & McCormick, 2011). Effective learning: Another vital pedagogical principle is related with effective learning which can be demonstrated by the utilisation of different approaches, allowing learners to extend the knowledge or by providing genuine learning prospects, allowing them to understand multiple perspectives on a single subject among others (Anderson & McCormick, 2011). Summative evaluation: Summative evaluation is also an important pedagogic principle which is used for understanding work or educational opportunities. It helps to understand the criteria that are required to be developed for accomplishing better performance (Anderson & McCormick, 2011). Simplicity: According to pedagogical principle, learning must be simple, i.e. effective learning should be open, accessible, intuitive and must not necessitate guidance for utilisation. Inclusion: Pedagogy must support inclusive activities with respect to diverse types s of job accomplishments and within different social or cultural groups (Anderson & McCormick, 2011). Information System in Organisations Information system is the term which is commonly used in various fields including business with different purposes. It play vital role in organisations to utilise knowledge and to accomplish strategic organisational objectives. Organisations generally spend considerable amount of money in order to successfully integrate information syst

Global Leaders Essay Example for Free

Global Leaders Essay For my essay I chose Nicolas Sarkozy, who is the President of the French Republic. I would describe Nicolas Sarkozy’s leadership style as visionary, affiliative, commanding and pacesetting. Nicolas Sarkozy has a reputation as being â€Å"confident and fast-paced† and â€Å"aggressive†. I would consider Mr. Sarkozy as a visionary on the fact that he was once a lawyer and is close to his people. Mr. Sarkozy inspires people with his vision and reforms. Mr. Sarkozy is affiliative by boosting morale during the economies downturn by saving the French company Alstom. Mr. Sarkozy would be considered commanding and pacesetting on the bases that he is very focus driven and has high standards that he expects to be done when he wants them done. I chose to compare U. S. President Barack Obama to French Republic President Nicolas Sarkozy. I would consider President Obama as the â€Å"new school† style of leadership as opposed to President Sarkozy’s â€Å"old school† style of leadership. I would describe Mr. Obama’s leadership as visionary, coaching, democratic. Mr. Obama and Mr. Sarkozy leadership styles defer in that President Obama is not an aggressive leader but instead puts more effort into the visionary, coaching, and democratic approach to get the people’s value and support. While President Sarkozy has a more my way or the highway approach and more effort is put towards the affiliative, pacesetting and commanding leadership style. Both Presidents have a common style of being visionaries; they spend time in inspiring their people on the course that should be taken.

Kudler Fine Foods & Cardiff Seaside Market Analysis Essay Example for Free

Kudler Fine Foods Cardiff Seaside Market Analysis Essay In this paper I will talk about Kudler Fine Foods and Cardiff Seaside Market and since both the businesses are direct competitors of one another, I would compare and contrast the two businesses in order to analyze the areas where one falls short from the other.   Kudler Fine Foods is a gourmet grocery store that targets the upscale customers for whom time constraint is a big issue as the store enables the customers to buy their desired products at one go. It is based on Southern California and it operates in three locations in San Diego in La Jolla, Del Mar and Encinitas. Kudler Fine Foods was founded by Kathy Kudler in 1998 who felt that traveling all the way out of the town only for the purpose of purchasing grocery items and ingredients used in cooking is tiring and to crater to this problem, she came up with the initiative of one stop shopping. The five main departments that Kudler Fine Foods is divided into are mentioned below. Fresh bakery and pastries Fresh produce Fresh meat and seafood Condiments and packaged foods Cheeses and specialty dairy products One thing that has to be noted about Kudler Fine Foods is that they do not just sell the ingredients that are used by people while cooking meals but they sell home cooked meals as well and this eases the cooking efforts. (University of Phoenix, 2007). Cardiff Seaside Market is one of the biggest competitors of Kudler Fine Foods and it was formed in 1985. It does not just offer top-notch quality products to the customers but it also provides them with excellent services. It is a family owned and operated business and the management promises to create excellence in every department. Cardiff Seaside Market has a chain of stores that offers a variety of items that includes food items and they also sell other things such as floral items and gifts. The items and services that Cardiff Seaside Market offers to its customers are mentioned below. (Cardiff Seaside Market, n.d.). 1.  Ã‚  Ã‚  Ã‚  Ã‚   Catering 2.  Ã‚  Ã‚  Ã‚  Ã‚   Cheese 3.  Ã‚  Ã‚  Ã‚  Ã‚   Cuisine and bakery 4.  Ã‚  Ã‚  Ã‚  Ã‚   Floral and gifts 5.  Ã‚  Ã‚  Ã‚  Ã‚   Meat and sea food 6.  Ã‚  Ã‚  Ã‚  Ã‚   Produce 7.  Ã‚  Ã‚  Ã‚  Ã‚   Wine 8.  Ã‚  Ã‚  Ã‚  Ã‚   Gluten free products When we compare the home pages of the websites of both the businesses, it is much evident that the offerings of Cardiff Seaside Market outnumber that of Kudler Fine Foods. Both the businesses offer the customers to buy cheese and dairy products, cuisine and bakery items, meat and sea food, wine and produce. However, Cardiff Seaside Market also offers catering services and gluten free products and free healthy recipes. Cardiff Seaside Market is a family oriented business while Kudler Fine Foods was founded by a lady named Kathy Kudler who realized that travelling to the town to buy kitchen items was tiring. Further talking about the home page, I would say that since Kudler Fine Foods is owned by a lady, not much innovations and new strategies are being used to improve the business operations but Cardiff Seaside Market offers special food items on daily basis and they have also given their weekly special. Besides this, the reward card of Cardiff Seaside Market offers the customers the opportunity to earn rewards up to 3%. Complimentary Healthy Grocery Store Tours are also offered by Cardiff Seaside Market where the customers get to know about all kinds of information related to nutrition. Since the expert has studied dietary theories and clinical aspects of health and nutrition, the customers can get to know about their queries and about the way they can live healthier lives. Moreover, since the programs offered by them are uniquely tailored according to the preferences of the customers, all the health concerns of the individuals are well taken care of. (The Whole Journey, n.d.). Further talking about the sub sections of the websites of both the businesses, they are divided into different parts according to their offerings in which the details of the offerings are mentioned. (Hisrich, Peters Shepherd, 2006). The website of Kudler Fine Foods is not available for access to every individual and when you search for it on Google; we are not able to get any such link. However, people can have access to the website through University of Phoenix but they need a username and password for that. Therefore, access to the website of Kudler Fine Foods is not easy as it is not public but the website access of Cardiff Seaside Market is very easy and convenient as it can be easily found while browsing on the Internet. As I already mentioned about the website access, I would say that the search ability of Cardiff Seaside Market is very easy but in the case of Kudler Fine Foods, everyone cannot have access to the website. Further talking about the layout of the websites, Kudler Fine Foods has a very simple website and everything mentioned on the website can be easily found and is easy to read and understand. Same is the case with Cardiff Seaside Market is but they have added some more things other than the basics i.e. their offerings. These new additions that Cardiff Seaside Market has made include the weekly specials, soups of the day and recipes. The graphics of both the websites are fine but the pictures used by Cardiff Seaside Market are not too catchy and so they must be replaced with more lively pictures while Kudler Fine Foods must add some more pictures to keep the interest of the customers. The navigation of the websites is fine and one is easily able to browse the entire website. Although the product display at Cardiff Seaside Market is fine but they should add some more pictures to make them stand out but in the case of Kudler Fine Foods, the website has very less pictures because of which it is a bit boring. The site administration of Kudler Fine Foods is done by Apollo Group and it is being done apart from the other changes that have to be made. On the website of Kudler Fine Foods, there is no option for the customers to pay online but Cardiff Seaside market offers a payment solution to the customers and the customers can order online and they can either pick up their delivery or they can get their orders delivered to their desired address. Once the customers select their desired option, they can choose their pick up date and they also have the facility of ordering seven days before they actually need to collect the order or to get the order delivered. Lastly, the customers can also choose the time at which they find it feasible for them to pick the order or to get it delivered. Reference Cardiff Seaside Market. (n.d.). How May We Serve You? May 12th, 2010.   Retrieved from:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://seasidemarket.com/ Hisrich, R., Peters, M. Shepherd, D. (2006). Entrepreneurship. 7th Edn. McGraw-Hill/Irwin. The Whole Journey. (n.d.). Holistic nutrition and wellness. May 12th, 2010.   Retrieved from:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.thewholejourney.com/ University of Phoenix. (2007). Kudler Fine Foods.   May 12th, 2010.   Retrieved from:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   https://ecampus.phoenix.edu/secure/aapd/CIST/VOP/Business/Kudler/Internet/Index.htm

death of a salesman :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Capitalism in â€Å"Death of a Salesman†, is undermining to the human spirit and human condition. In â€Å"Death of a Salesman†, money was the Loman’s biggest issue. That’s is not to say that if he had money it would not have made things better. Willy left home with financial problems, he came home with financial problems. To Willy it was never enough. He never made enough, he wasn’t the man that he portrayed to be to the children. But with Willy it was always his bills, bills, bills. â€Å"Willy: What do we owe? Linda: Well, on the first there’s sixteen dollars on the refrigerator- Willy: Why sixteen? Linda: Well, the fan belt broke, so it was a dollar eighty. Willy: But it’s brand new. Linda: Well, the man said that’s the way it is. Till they work themselves in, y’know. Willy: I hope we don’t get stuck on that machine. Linda: They got the biggest ads of any of them! Willy: I know, it’s a fine machine. What else? Linda: Well, There’s nine-sixty for the washing machine. And for the vacuum cleaner there’s three and a half due on the fifteenth. Then the roof you got twenty-one dollars remaining. Willy: It don’t leak, does it? Linda: No, they did a wonderful job. Then you owe Frank for the carburetor.†   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  QUALLS 2   Ã‚  Ã‚  Ã‚  Ã‚  Linda Loman, was the wife of Willy Loman. She never complained about money, her biggest issue was to make sure that her husband didn’t run himself raggedy with mental problems. She always thought that they would make it. Linda was very assertive, and never had anything bad to say. â€Å"Willy: You’re not worried about me, are you, sweetheart? Biff: What’s the matter? Happy: Listen! Linda: You’ve got too much on the ball to worry about.

Climbing Rocks and Dreams :: Personal Narrative, Autobiographical Essay

I am the bravest guy I know. I don't mean to brag, but that's just the way it is. Granted, I'm not great pals with any prisoners of war or any cowboys, but I am a climber, and climbers are hardcore. By sheer will, climbers scale overhanging rock faces, risk life and limb in the pursuit of the summit, and just generally go all out all the time. Aside from being able to handle the risk, climbers latch onto the sharpest and most painful handholds for the simplest reward of having climbed a particular rock wall. No, climbers don't seek attention from the crowds or big bucks for competing; they climb with the pure, unadulterated motivation of being brave enough to achieve their dreams. What places me in the upper most tier of bravery among climbers, aren't the bold routes I've conquered, but rather my willingness to commit to my dreams with irrefutable impetuousness. Throughout my 17 years of life, I've always had an affinity for adventure. The same irrational craving I had as a child for extended power outages fueled my desire to be a climber-in particular my desire to climb at America's most famous bouldering area, Hueco Tanks, Texas. While I had done a significant amount of climbing beforehand, including a weeklong Southern climbing tour with the Adventure Guild, I had only gotten my foot in the door of the climbing scene. I had to have more. My participation in this trip to Hueco not only placed me on the road to becoming a prominent climber, but also enlightened me to my outstanding bravery. There wasn't a single thing that scared me there. Even from the very beginning, I started out on the courageous path. I had been sick the week leading up to the trip, but no, I didn't let the fear of being stranded sick in a tent in the middle of the dessert hold me back. It was a beautiful early afternoon after the last half-day of school before spring break, and I was getting in my car totally distraught over my parent's decision that I would not go on the trip. (After all, they had only let me come to school that day because I had to take a math test.) After tossing my books in the back seat of my car, I casually cruised over to the microbus where Stuart, the trip leader, and the rest of the climbers were busily making final preparations for their departure.

Models for Change Business Process Reengineering Essay

Assess Business Strategy Like many other approaches, BPR claims to align organisation change (and IT development) with business strategy. This is important because BPR concentrates of improving processes which are of primary strategic importance. The assumption is that strategy is already determined, and that it is externally focussed, dealing with customers, products, suppliers and markets. BPR is quite distinct from strategic planning. Select Processes Here we choose those processes on which we will concentrate our reengineering effort. This choice involves a number of steps. Identify Major Processes A process as â€Å"a structured,measured set of activities designed to produce a specified output for a particular customer or market, process is â€Å"an interrelated series of activities that convert business inputs into business outputs (by changing the state of relevant business entities)†. Determine Process Boundaries This is easy to say and hard to do. Some processes, such as product manufacture, are fairly obvious, though there may be doubt whether to include activities such as materials procurement within this process. Sometimes the boundaries between processes which follow one another (eg marketing and sales, delivery and installation) are hard to agree. Processes which involve more than one company can also cause boundary problems. Assess Strategic Relevance Usually reengineering will concentrate on a small number of processes. This may seem suboptimal, but provided the processes chosen are complete (not parts of processes) and the reengineering is thorough, a flow-on effect will probably mean that unsatisfactory neighbouring processes will soon become candidates for redesign. So we should begin with those processes which are most critical to the organisation’s strategy. At UTS, for instance, the major strategy might be to obtain more money from industry. Processes directly contributing to this strategy would be good candidates for reengineering. Qualify Culture and Politics This step (which is even less quantifiable than the others) assesses the culture and politics of the organisational units performing activities within the process, and how these units are viewed in wider organisational politics and culture. Processes in a medical school, for instance, may be harder to reengineer than those in a business school, both because the medical school places a high value on its independence and because it is highly regarded by the rest of the university (or even society). Since successful reengineering ultimately depends on the cooperation of those performing the process, it is better to deal with processes where the culture and politics are favourable. Creating a Process Vision â€Å"Creating a strong and sustained linkage between strategy and the way work is done is an enduring challenge in complex organizations. Because business processes define how work is done, we are dealing with the relationship between strategy and processes.In BPR, as in all design work, creating the vision is the crucial stage; and it is also the least structured. In assessing strategy and selecting processes we were trying to understand things which (in theory) already exist. Similarly when we come to assess existing processes and resources. For design and implementation we may be helped by guidelines, methodologies and examples of similar systems. But in creating a vision we are more or less on our own. There are a number of techniques, which are known to help in the creative process. When working on process visions it is also helpful to consider in which areas of the business we wish to redesign processes. Davenport deals with two aspects of vision creation: the search for a vi sion and vision characteristics. Vision – search Process visons must be related to strategy, so we may look to the organisation’s strategy for inspiration. This assumes that the strategy is sufficiently specific to give a sense of direction (eg â€Å"improve quality of service to regular customers† rather than â€Å"improve quality†). Thinking about strategy also keeps the vision search at the right level – broad but specific. Because much BPR work supports a customer focused strategy, it is important to have customer input to the vision. More generally, the â€Å"customer† is the one receiving the business output, and this includes internal customers; it is important that we know the output is â€Å"right† before we start working out how to produce it. Benchmarking, in the context of creating a project, means seeing how other people do it. This is related to the idea of adopting â€Å"best practice†, though if we want competitive advantage we may have to do better than â€Å"best†; nevertheless, it is good to find out what is best so far. We are looking for ideas, not imitating, so we may look for benchmarks in quite different types of organisation; in fact this may be easier, since our direct competitors may not wish to reveal their â€Å"best† practice to us. Vision – objectives and attributes â€Å"Process visions, like strategies, should be easy to communicate to the organization, no threatening to those who must implement (or who are affected by) them, and as inspirational as measurable targets can be.† [Davenport,p119] The process vision shows what we want our new process to do and to a very limited extent how it will do it. These are respectively the process objectives and attributes. The objectives should have a customer or business focus – they must truly be concerned with outcome. They must according to all the experts be measurable – we must be able to tell how we have done. And they should be simple and non-contradicty – we don’t want a long list of competing objectives, nor objectives whose measures are only comprehensible to a mathematician, economist or accountant. Typical objectives would be â€Å"reduce delivery time by 50%† or â€Å"double the number of potential customers contacted per month†. The attributes indicate how we intend to achieve the objectives, perhaps in terms of technology or general principles. It is somewhat unusual to develop objectives and means simultaneously but since BPR is aiming for radical objectives it is necessary to have some indication of how they will be achieved before management will be prepared to commit to the design phase. Notice that it is important at this stage to consider a variety of means before the vision is finalised. Adding attributes to our objectives might give â€Å"reduce delivery time by 50% by outsourcing delivery services† or â€Å"use to internet to double the number of potential customers contacted per month without increasing staff†. Davenport points out that radical change will only be achieved by setting ambitious objectives – â€Å"creativity must be encouraged by setting impossible goals†. Understand and Improve Existing Processes Some proponents of BPR advocate starting with a â€Å"clean slate† but most (including Davenport) recommend that we spend time studying existing processes. There are a number of reasons for this: †¢People in the organisations (and customers) will use language based on the existing processes. We need to use this language to explain our proposals. †¢When implementing the new processes we will have to plan change from the current situation – the existing processes. †¢The existing processes may be causing problems which we could easily repeat if we do not understand them. Existing processes may also contain activities for avoiding problems which we might not anticipate. †¢The existing processes are the base from which we measure improvement. Studying the existing processes includes the following activities: †¢The current process flow is described using any suitable diagramming method. Such a method should indicate the sequence of activities, trigger events, time taken for each activity and any buffering delays. †¢The current process is evaluated against the new objectives and assessed for conformance to the new attributes. †¢Problems with the current process are identified. It is important to remember that reengneering is not meant simply to rationalize existing processes. †¢Short term improvements to the current processes are proposed. It is not advisable to postpone simple improvements until complete reengineering is done. Assess Social and Technical Resources In this step we judge whether we have the resources available to proceed with the project. â€Å"Social resources† refer to the organisation and the people in it. Is the organisation used to change? Are there key supporters of BPR? Does the organisation have a tradition of team work and open discussion? Is there an atmosphere of trust? What skills are available? Are people willing to learn? If social resources appear to be inadequate, they will need to be developed before or during the reengineering project. The same applies to technical resources, though these are easier to judge. Is appropriate technology available to support the new processes? This means hardware, software and skilled people. Limitations particularly occur with network infrastructure. Again, missing capabilities will have to be developed, although in this case (unlike social resources) outsourcing is a possibility. Design and Implement New Processes Design and implementation of the new processes can use any suitable methodology, but a number of points need to be remembered. †¢Since BPR is performance oriented the methodology must be able to predict performance during design. †¢BPR projects are meant to be done quickly – the methodology should support this. †¢Stakeholders (both customers and those who will be operating the process) must be involved. †¢We are looking for radical design as well as radical vision so there will be more brainstorming. †¢For any design proposal we must be able to assess feasibility, risk and benefit. †¢It would be difficult to achieve the previous objectives unless the methodology was strongly based on prototyping. 5 stages of reengineering: †¢preparation †¢identification †¢vision †¢design – technical, social †¢transformation These stages are very similar to Davenport’s, although they go into more detail about process modelling. Manganelli pays more attention to improving existing processes and his methodology has more emphasis on entities rather than processes – ie it has more of a data base flavour. Davenport (1993) notes that Quality management, often referred to as total quality management (TQM) or continuous improvement, refers to programs and initiatives that emphasize incremental improvement in work processes and outputs over an open-ended period of time. In contrast, Reengineering, also known as business process redesign or process innovation, refers to discrete initiatives that are intended to achieve radically redesigned and improved work processes in a bounded time frame. Contrast between the two is provided by Davenport (1993):

A Soul Built Through Pain and Suffering Essay

Similar to imprints on sand or carvings in wood, character is moulded and developed by indents – through pain and suffrage. In the novel, The White Tiger, Aravind Adiga explores the dark realities of India’s caste system with a story of a man who broke through the division. The quote by Helen Keller, â€Å"Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired, and success achieved,† is seen through Balram’s journey as he overcomes obstacles to achieve his success. Adiga illustrates that one cannot see true light of a strong soul, inspired ambition and success, without the struggles of being in true darkness and the disadvantages that come along with it. Balram Halwai is raised in the lower-social caste town of Laxmangarh, India, where he is forced to deal with indignities caused by his family’s poverty. Balram witness’s the death of both of his parents, from illnesses in both of which could have been cured had he been in a higher-caste system of society. His father, Vikram Halwai, died of mistreated tuberculosis. Balram exclaims the ignorance of the government as they failed to appropriately care for his father’s condition and death: The ward boys made us clean up our Father before we could remove the body. A goat came in and sniffed as we were mopping the blood off the floor. The ward boys petter her and fed her a plump carrot as we mopped our father’s infected blood off the floor. (Adiga 42) The lack of care exhibited by the hospital emphasizes the harsh reality of just how terrible life is for the impoverished in India. Balram spoke in high honor of his father and mentions that his father â€Å"never crouched,† like the servants were expected to on his job – that he â€Å"preferred to stand† (Adiga 20). A life of a man that Balram respected and loved, a life that protected him against his worst fear of lizards, and taught him how to have pride in everything he does – a life Balram held with the utmost importance and praise – was the same life that later had to be mopped off the floor by his very own son. The negligence of human life desensitized Balram at a young age and strengthened his soul by realizing the dog-eat-dog society he lives in. Following his father’s death, Balram soon realizes he doesn’t only live in a dog-eat-dog society, but a dog-eat-dog home, too. Balram reminisces on his encounter with his brother and notes: I couldn’t stop thinking of Kishan’s body. They were eating him alive in there! They would do the same thing to him that they did to father – scoop him out from the inside and leave him weak and helpless until he got tuberculosis and died on the floor of a government hospital†¦Ã¢â‚¬  (Adiga 74) Balram recognizes that the women he used to live with before becoming a driver – especially his grandmother – use the men for hard labour to provide for the family, wearing them down to the bone. His grandmother’s further letters of blackmail demanding money from Balram are another clear example of selfishness within the family. This realization strengthens Balram’s soul even more by teaching him that he is truly alone and that no one – not even his own family – is willing or wanting to help guide him forward. If he is going to make it out of the darkness, Balram knows it will have to be on his own. Consequently, the pain and suffering triggered Balram’s ambition to veer the direction of his predetermined life of poverty into something more. Balram uses the rooster coop as his analogy of life for the low-caste system in India. He explains: Hundreds of pale hens and brightly coloured roosters stuffed tightly into wire-mesh cages, packed as tightly as worms in a belly, pecking each other and shitting on each other, jostling just for breathing space; the whole cage giving off a horrible stench†¦The roosters in the coop smell the blood from above. They see the organs of their brothers lying around them. (Adiga 147) He compares the chickens to the people in his country as neither of them are attempting to escape their cages, â€Å"The very same thing is done with human beings in this country† (Adiga 148). He details how the coop is self-trapping and comes to a conclusion that only through individual action can one break out of the coop. This realization gives Balram a will and determination to escape the rooster coop. As Mr. Ashok’s personal driver, Balram is forced to partake on more roles in the job such as giving the Stork foot massages, cooking, cleaning, and almost having to be framed for a murder he did not commit. When Balram finally starts cheating his master off his money, he expresses that, â€Å"Instead of guilt, what did I feel? Rage. The more I stole from him, the more I realized how much he had stolen from me.† (Adiga 196). This is a milestone in Balram’s life as he finally changes from the quiet, hard worker but begins to realize that he was facing numerous unnecessary humiliations, none of which were part of the job. He knows that the rich are treating him like an animal and that is a feeling that no amount of rupees can compensate for. Through the disloyalty towards his master, Balram demonstrates ambition by taking action in getting closer to his dream of escaping his servant status which is done by escaping the rooster coop. As a result of taking action to liberate himself from the rooster coop, he achieves success. Balram murders his master, Mr. Ashok, and steals his bag enclosed with thousands of rupees. He uses his reoccurring analogy of the rooster coop to validate the murder of his master by stating, â€Å"I think the Rooster Coop needs people like me to break out of it. It needs masters like Mr. Ashok – who, for all his numerous virtues, was not much of a master – to be weeded out, and exceptional servants like me to replace them† (Adiga 257). The murder of Mr. Ashok was the final action that all of his previous small acts of cheating and stealing led up to. The money Balram gained from the murder provided him a chance at a new life filled with endless opportunities. He chooses to start his own taxi business and explains, â€Å"Once I was a driver to a master, but now I am a master of drivers. I don’t treat them like servants – I don’t slap, or bully, or mock anyone. I don’t insult any of them by calling them â€Å"family,† either. They’re my employees; I’m their boss, that’s all.† (Adiga 259). This shows the contrast of his life and how far he has come. His life takes a complete turn, as he changes roles from servant to master. It also foils the characters of the rich and corrupted masters Balram encounters in his life, as it emphasizes his moral character. Balram achieves his success but still remains a fair, professional boss – nothing like the other masters in India. His struggles drove Balram to fight for a life of freedom and dignity. He re-evaluates the actions he had to take in order to achieve this success and questions, â€Å"Are you a man or a demon?† and quickly justifies it with, â€Å"Neither, I say. I have woken up, and the rest of you are still sleeping and that is the only difference between us† (Adiga 271). Balram realized the dog-eat-dog world he was faced with and knew from a young age that it was every man for himself. He had no advantages above any single other person living in the low-social caste. He was equally impoverished but woke up and broke free. Throughout the course of his life, there’s not a minute where Balram does not see suffering. Pushed by his dark life of having watched his parents die, and being stripped of his dignity by the rich, Balram becomes determined to raise himself up from the darkness and into the light. He takes the necessary action of murdering his master to carry out his plan of escaping the rooster coop. His hardships are finally rewarded by the honest taxi company he establishes. Had Balram never been encaged, he would not appreciate the beauty of his freedom as much as he does now. One who has never seen a sunset cannot fully appreciate the sunrise, and one who’s never felt the storm cannot fully appreciate the sun. Balram’s seen both dusk and dawn and rain and sun which allows him to appreciate the light a little more than ever.

Case Review Law of Tort

TRESPASS TO LAND BUKIT LENANG DEVELOPMENT SDN BHD v. TELEKOM MALAYSIA BHD & ORS [2012] 1 CLJ FACTS The plaintiff purchased a land from Oakfield Enterprises Sdn Bhd through a sale and purchase agreement dated 15 May 1996. The plaintiff was aware at that time of the presence of squatters on the land. Following the said purchase, the plaintiff commenced eviction proceedings against the squatters and succeeded in obtaining judgment where the court ordered that the squatters surrender vacant possession of the subject land to plaintiff.The plaintiff’s solicitors demanded that second defendant cease supply of electricity and remove all structures in connection with the supply by letter dated 28 April 2004. Plaintiff brings a suit due to second defendant’s refusal to comply with the demand. The defence counsel, however, argued that second defendant could not be held liable for trespass in view of its statutory obligation under the Electricity Supply Act 1990 (ESA), and the plai ntiff had failed to distinguish between the lots owned by the plaintiff and the rest of the land.ISSUES 1. Whether second defendant's failure to comply with plaintiff's demand to cease supply of electricity and remove structures in plaintiff's land can be amounted to trespass to land? 2. Whether second defendant liable for trespass to a certain extent? JUDGMENT 1. The High Court had come to a conclusion that the second defendant liable for trespass to the extent of supplying electricity to legal occupants in plaintiff's land.The illegal occupants did not have the authority to allow TNB as licensee to place any structures on the land of its cables or wires to run over the plaintiff’s lots which would be trespass. A valid and subsisting High Court order declaring the occupants’ status as squatters or trespassers had been served on second defendant and they had to comply with the plaintiff’s demand to cease supply of electricity premised on a valid and enforceable order.Second defendant as a public utility provider had failed to discontinue the trespass when due notice of illegal occupation had been given. 2. Plaintiff had vide its solicitors’ letter of 28 April 2004 put second defendant to notice that the court had determined that the occupiers on the plaintiff's land who had been supplied electricity were trespassers and the lot numbers owned by the plaintiff were supplied. The defence raised there was no evidence of any response from second to the effect that the plaintiff’s lots could not be identified from the entire piece of land.The occupants being squatters were strangers to the plaintiff whereas second defendant was in possession of records showing their identities and location of the households that had electricity supply. Hence, the issue of non-identification or demarcation of the plaintiff’s lots did not arise in this case. 3. So, second defendant were held liable for trespassing plaintiff's land by placing c ables and wires to run over plaintiff's lots and also by supplying electricity to illegal occupants in plaintiff's land.COMMENTARY I agree on behalf of High Court's decision where second defendant (Telekom Malaysia Bhd) should be liable for trespassing into plaintiff's (Bukit Lenang Development Sdn Bhd). This is because they had been informed earlier by plaintiff's solicitor to cease supply of electricity and remove all structures in connection with the supply by letter dated 28 April 2004 but they still failed to do so. They also know that the people they are supplying the electricity are illegal occupants of plaintiff's land.From a legal view, even by placing something on other's land and continue the act would be considered as trespass to land. So, second defendant had trespass plaintiff's land intentionally as they were informed earlier to comply with it. Furthermore, second defendant's action of supplying electricity to the illegal occupants is regarded as immoral by abetting a nd conspires with them to occupy plaintiff's land illegally. Therefore, in moral view, they should avoid from doing so. In conclusion, High Court's decision that second defendant liable for trespassing plaintiff's land is reasonable.PASSING OFF DANONE BISCUITS MANUFACTURING (M) SDN BHD V. HWA TAI INDUSTRIES BHD [2010] 8 MLJ 500 FACTS In early April 2001, the Plaintiff discovered that the defendant, Hwa Tai Industries Bhd, had been manufacturing and selling chocolate chip cookies bearing the trademark â€Å"Chipsplus†. The plaintiff subsequently requested that the defendant cease the manufacture and sale of cookies bearing this trademark, on the basis that the trademark, as well as get-up and packaging of the product, were confusingly similar to their registered â€Å"ChipsMore† mark.However, the defendant refused to do so, and as such, the plaintiff sued the defendant for trademark infringement and passing off. The plaintiff argued that the defendant’s â€Å"Ch ipsplus† trademark infringed upon its registered trademark, while the similar get-up and packaging of the cookies amounted to the defendant passing off its â€Å"Chipsplus† cookies as the Plaintiff’s â€Å"ChipsMore† cookies, and this affected their business, reputation and goodwill in Malaysia.The defendant however denied the plaintiff’s claims, and further contended that the â€Å"ChipsMore† registration had lapsed, and was therefore invalid. ISSUES 1. Whether Hwa Tai Industries Bhd is liable for passing off defendant's chocolate chip cookies â€Å"ChipsMore† trademark? JUDGMENT 1. It was held that the defendant’s mark â€Å"CHIPSPLUS† used on chocolate chip cookies were to bring result in confusion to the public as the mark â€Å"CHIPSPLUS† and the Plaintiff’s registered mark for â€Å"CHIPSMORE† for the same product are conceptually similar.The court found that the defendant was liable for infring ement because the plaintiff had a registration certificate and renewal certificate evidencing a valid trademark, and the Plaintiff had not given the defendant permission to use their trademark. Furthermore, as â€Å"Chipsplus† was similar to â€Å"ChipsMore†, there was a possibility of confusion or deception amongst the public. Court found in the plaintiff’s favour and allowed the plaintiff’s claim for infringement and passing off. COMMENTARYI am against the decision made by the court as the mark ‘CHIPSPLUS' used by defendant was like merely to use the word ‘CHIPSPLUS' to promote their new cookies products with extra and additional chips and it is not necessary to prove that the word ‘CHIPSPLUS' can be used by plaintiff only. Other manufacturers can have freedom to use any appropriate word as label for their products as long as it does not totally imitate other manufacturer's product label. Plaintiff maybe has the idea to promote their c hips cookies by using the ‘CHIPSPLUS' word too and not have the intention to pass off defendant's trademark.

Medusa

How does the writer present power in medusa and another poem In medusa, Duffy uses the character of a female to show power. â€Å"Be terrfied†. This quote is a short sentence which emphasises her power and that when she looks at you, it doesnt take long till you are turned into stone. The sentence also creates a sinister tone in a way that she wants you t be afraid of her because she was once destroyed now she wants to destroy others as she has the power to do so.Duffy later on uses the verb â€Å"shattered† which links with the word â€Å"spattered†. This demonstartes the strength of her power to destroy, her power is so strong that anything that comes in her way either ends up â€Å"shattered† or â€Å"spattered†. The verbs also infer that with power comes jelousy because Medusa destroys everything that appears to be positive and beautiful. They might also suggest that the way she has destroyed inncocent life is a way to say that she is out of con tro herself.The poem structured around her transformation, and the escalating scale of the living things she turns to â€Å"stone†. She starts with a â€Å"buzzing-bee† and her victims increase in size until she changes a â€Å"dragon† into a â€Å"volcano†. Finally she turns her attention to the man who broke her heart. In her last line Medusa says â€Å"look at me now†. this line, given great structural emphasis, is hugely ambiguous.It could be a heart-felt plea for attention as well as, of course, a heavily ironic threat and reminder of her capabilities. The paradox for Medusa is that she has become trapped by her own power. Duffy may be suggesting that the negative and destructive qualities of revenge will eventually undo their perpetrator. In the same way power is a major theme in Ozymandias, what was once so magnificent – a symbol of the king's great power – is now â€Å"sunk†¦ shattered†¦ lifeless†.

Mixed methodology Essay Example

Mixed methodology Essay Example Mixed methodology Essay Mixed methodology Essay Methodology This study will employ the mixed method in obtaining the results. Mixed methodology although considered complex and tasking, it is identified as one of the effective ways to conduct a comprehensive study (Mertens, 2014). In this mixed method, it will entail both the qualitative and quantitative methods. The qualitative method will involve the use of questionnaires and survey to obtain relevant information regarding the topic in research. Also, it will comprise of an understanding in details the available literature on the subject. In such a study that aims at developing better interventions, it is important to obtain some of the explanations involving the research topic. Another qualitative method will involve the use of interviews to some of the employees especially in the oil industry. In the quantitative analysis which involves the use of numeric values to conduct a research, it will also entail the use of questionnaires but in the format that allows for numeric data to be obtaine d. The quantitative analysis will also entail the use of already researched data found in the existing literature on the subject. The materials that will be required in the methodology will mainly include funding for the entire process. The funding will be used for purchasing the required writing materials. Additionally, in the live interviews and use of the questionnaires, it is important to consider motivating the employees who will be involved in the study although the research is based on voluntary services. In consideration also is payment of the people who will be assisting me in conducting the study such as the administering of the questionnaires and collecting of various data. Another requirement is obtaining the necessary legal documents for the study such as permission by the companys officials of all the industries I will conduct my study. Data analysis will entail the use of software to provide the necessary graphs and determine the correlation between the different variables of the questionnaire. A transcriber will also be used to convert the audio information into written words for ease in storage and analysis. The questionnaires on the other hand, since they are few will be sampled and analyzed singly while putting down on paper the necessary data and information. It is important to put into consideration some of the ethical aspects during the study. This will include ensuring gender equity among the respondents and fairness in the administration of the questionnaires. Notably, legal considerations should also be ensured to avoid conflicts with different people during the study. While it is important to seek permissions from the relevant officials of the industries where the study will be conducted, it is crucial to ensure that the respondents information is kept confidential. This will be achieved with the help of avoiding the use of names of the employees and those involved in the study. The methodology will also entail following the set procedure in conducting research such as training the respondents on what is expected from them before commencing the study. In such a study where both information and data is required, it is conducted with the help of both the qualitative and quantitative methods. While the quantitative data provides information based on numeric figures, the qualitative method will provide the necessary information in a theoretical manner. Questionnaires are selected as most people can express themselves amicably without fear of victimization by the companies they represent. The live interview, on the other hand, will be based on accessing information from the management team and those who do not fear any related issue with the study. Plan for the research This study is expected to cover the duration of seven months. Among the various aspects of the study which will be added include discussion and presentation of the results. Also, there will be the development of the proposed strategies based on the results obtained while recommending on some of the new strategies that can be used. The project will be distributed as follows Activity October (2016) November (2016) December (2016) January (2017) February (2017) March (2017) April (2017) May (2017) Project Proposal Literature review Data Collection Data Analysis Discussion Compiling of the report Presentation Conclusion Change remains the most viable option to improve the success of an organization while reducing the loss of customers and profits. However, the risk of resistance to change remains a dire situation that requires effective intervention. While this is possible, it is first important to consider the reasons behind the resistance which will then assist in developing efficient interventions. Various studies have been developed to study this topic. According to the literature review, technical expertise, efficacy, receptivity and readiness remain the core reasons behind the change resistance. While technical knowledge defines the skills and abilities of the different employees, receptivity is described as how well the workers will adopt the changes being proposed. Receptivity has been identified as a core reason behind change resistance since it focuses on challenges that will face the employees workability. Considering the issue of readiness, it entails both the aspects of knowledge and re sources. According to the existing literature, communication remains the key factor behind both resistance to change and developing ways to avert this aspect in any organization. This proposal will, therefore, aim at seeking more answers towards this topic while basing on two main aspects; the issue of the current trends and their influence on the change resistance and the role of management in change management and mitigation of resistance. The two areas are selected sincle they have not been effectively analysed.The study is based on the Oil Corporation in Angola, one of the largest industries globally. The study will then employ the use of mixed methodology to provide an effective analysis of information. While the qualitative method will entail the use of surveys, questionnaires, and interviews, the quantitative methodology will involve obtaining numeric data from previously done research. The entire study is expected to take eight months while making use of various resources and workforce. Through this study, I anticipate contributing to the existing literature on various aspects involving reasons for change resistance. While focusing my study on the glo bal trends that will influence change resistance, it will be therefore easy to develop strategies that are aimed at addressing possible challenges in change implementation. Similarly, I aim at identifying the role of the management and leadership in organizational change and averting possible resistance in its implementation. References Alvesson, M., Sveningsson, S. (2015).Changing organizational culture: Cultural change work in progress. Routledge. Austin, M. J., Ciaassen, J. (2008). Impact of organizational change on organizational culture: Implications for introducing evidence-based practice.Journal of Evidence-Based Social Work,5(1-2), 321-359. Barros, C., Antunes, O. S. (2014). Productivity change in the oil blocks of Angola.Energy Sources, Part B: Economics, Planning, and Policy,9(4), 413-424. Benn, S., Dunphy, D., Griffiths, A. (2014).Organizational change for corporate sustainability. Routledge. Burke, W. W. (2013).Organization change: Theory and practice. Sage Publications. Cameron, E., Green, M. (2015).Making sense of change management: a complete guide to the models, tools and techniques of organizational change. Kogan Page Publishers. Cameron, E., Green, M. (2015).Making sense of change management: a complete guide to the models, tools and techniques of organizational change. Kogan Page Publishers. Girons, F., Guerra, F., Hernndez, J., Poblacin, J. (2013). Structural Change in the Crude Oil Price Dynamic: Theoretical Study and Practical Implications.Business and Economic Research,3(1). Hanif, M., Khan, Y. S., Zaheer, A. (2014). Impact of organizational resistance to change on BPR implementation: a case of state bank of Pakistan.European Journal of Business and Management,6(4), 186-196. Klonek, F. E., Lehmann-Willenbrock, N., Kauffeld, S. (2014). Dynamics of resistance to change: a sequential analysis of change agents in action.Journal of change management,14(3), 334-360. Lindmark, M., Acar, S. (2015). Periods of converging carbon dioxide emissions from oil combustion 1973-2004.Available at SSRN 2573668. Lundy, V., Morin, P. P. (2013). Project leadership influences resistance to change: The case of the Canadian public service.Project Management Journal,44(4), 45-64. Matos Marques Simoes, P., Esposito, M. (2014). Improving change management: How communication nature influences resistance to change.Journal of Management Development,33(4), 324-341. Mertens, D. M. (2014).Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications. Tudor, L. (2014). Change Management Employees Resistance Towards Organizational Change.Romanian Statistical Review Supplement,62(9), 36-43. Tummers, L. G. (2013). Connecting public administration and change management literature: The effects of policy alienation on resistance to change.(FSW).Faculteit der Sociale Wetenschappen. Umble, M. I. C. H. A. E. L., Umble, E. L. I. S. A. B. E. T. H. (2014). Overcoming resistance to change.Industrial Management,1, 16-21. VINES, A. (2016). Continuity and change in Angola: insights from modern history.International Affairs,92(5), 1229-1237.

Free Essays on Case Study Making Business In Asia

Intercultural Management CASE STUDY Â · Eldora Company (EDC) a leading U.S. bicycle maker. Â · Domestic manufacturing strategy: keeping its plant on the same campus as its corporate offices in Boulder, Colorado. It had contributed greatly to cooperating among various departments and ultimately to the company’s growth. Â · In 1992 EDC’s sales and earnings had hit record levels. Â · Now the Company produced almost 30% of the bicycles sold in the United States. Â · U.S. mass-market bicycle sales were growing by only 2% per year. Â · For years, the Company had concentrated its efforts on inexpensive bicycles. Â · Boulder Colorado, was a bicyclists Mecca. Eldora employees at all levels shared a genuine love of bicycling and eagerly pursued knowledge of the industry’s latest trends and styles. Â · All marketing staff, engineers, designers and manufacturing personnel worked on one campus, within a 10-minute walk of one another. Â · A Joint venture with Rinaldi, a high-end Italian bicycle manufacturer. EDC had begun importing Rinaldi bikes and Rinaldi had begun marketing EDC bikes in Europe. MOVING TO CHINA Reasons for do it. Â · The industry is reaching the saturation point in United States. Â · Two of the largest bike manufacturers in the world, located in rapidly growing Asian markets, enjoyed a significant labor and distribution cost advantage. Â · Of the 200 million bicycles made in the world last year, 40 million were sold in China, 30 million in India and 9 million in Japan. Â · There’s a growing middle class. The demand in Asia has been doubling annually. Â · EDC can’t compete from U.S, about 20% of it product cost is labor, and the hourly wages of the manufacturing workforce in those countries are between 5% and 15% of EDC. Â · EDC has also a 20% cost in transportation and duties for get its bicycles to those markets. Â · There are a lot of companies in Asia that could provide EDC with a product very quickl... Free Essays on Case Study Making Business In Asia Free Essays on Case Study Making Business In Asia Intercultural Management CASE STUDY Â · Eldora Company (EDC) a leading U.S. bicycle maker. Â · Domestic manufacturing strategy: keeping its plant on the same campus as its corporate offices in Boulder, Colorado. It had contributed greatly to cooperating among various departments and ultimately to the company’s growth. Â · In 1992 EDC’s sales and earnings had hit record levels. Â · Now the Company produced almost 30% of the bicycles sold in the United States. Â · U.S. mass-market bicycle sales were growing by only 2% per year. Â · For years, the Company had concentrated its efforts on inexpensive bicycles. Â · Boulder Colorado, was a bicyclists Mecca. Eldora employees at all levels shared a genuine love of bicycling and eagerly pursued knowledge of the industry’s latest trends and styles. Â · All marketing staff, engineers, designers and manufacturing personnel worked on one campus, within a 10-minute walk of one another. Â · A Joint venture with Rinaldi, a high-end Italian bicycle manufacturer. EDC had begun importing Rinaldi bikes and Rinaldi had begun marketing EDC bikes in Europe. MOVING TO CHINA Reasons for do it. Â · The industry is reaching the saturation point in United States. Â · Two of the largest bike manufacturers in the world, located in rapidly growing Asian markets, enjoyed a significant labor and distribution cost advantage. Â · Of the 200 million bicycles made in the world last year, 40 million were sold in China, 30 million in India and 9 million in Japan. Â · There’s a growing middle class. The demand in Asia has been doubling annually. Â · EDC can’t compete from U.S, about 20% of it product cost is labor, and the hourly wages of the manufacturing workforce in those countries are between 5% and 15% of EDC. Â · EDC has also a 20% cost in transportation and duties for get its bicycles to those markets. Â · There are a lot of companies in Asia that could provide EDC with a product very quickl...

Round vs. Around

Round vs. Around Round vs. Around Round vs. Around By Maeve Maddox One of the differences between American and British English is the usage of the words round and around. Americans use around in contexts in which most British speakers prefer round. The word round has five grammatical functions: noun, verb, adjective, adverb, and preposition. The fighter was able to go another round. (noun) We watched as the runner rounded first base. (verb) Do you want a round plate or a square one? (adjective) The bridge was out, so we had to go round. (adverb) The tiger ran round the tree. (preposition) Round came into the language as a noun meaning â€Å"a circular object.† At various times, the â€Å"circular object† was a racecourse, a ring, and a coin. In a text from 1325, round is the word used for a diadem encircling the head of a man in a painting. Chaucer used round in the sense of a globe. In Macbeth, Shakespeare used round as a word for a sovereign’s crown. Around was formed from the noun round by adding the prefix a-, a variation of the prefix on-, creating an adverb that meant â€Å"in a circle.† In some contexts, British speakers use round and around interchangeably; for example, either â€Å"He put his arm round her,† or â€Å"He put his arm around her.† Otherwise, according to a note in the British English section of Oxford Dictionaries, there’s a general preference among British speakers to use round for â€Å"definite, specific movement,† and around in contexts that are less definite. For example, She turned round. A bus came round the corner. She wandered around for ages. The computer cost around  £3,000. According to a rumor circulating around the track, he’s using steroids. American usage sometimes reflects British usage by using round, but around is more common. Although the Oxford note says that in most contexts, â€Å"round is generally regarded as informal or non-standard,† I haven’t found anything in Merriam-Webster or the Chicago Manual of Style to indicate that using round the way the British do is â€Å"non-standard† in American usage. It may be old-fashioned, but it is not unknown in American writing: By the rude bridge that arched the flood, Their flag to April’s breeze unfurled, Here once the embattled farmers stood And fired the shot heard round the world. Ralph Waldo Emerson, â€Å"Concord Hymn,† 1837 I should like if my sisters are well and all the people round the neighborhood. letter from Peter Van Wagener (son of Sojourner Truth), March 22, 1841 The usage is still seen in emails and web comments by American speakers: We live downtown and I take them round the neighborhood, A mother talking about taking children trick or treating in Sacramento, California. One of the latest scams going round is that someone will stop you and ask if you are interested in perfume, email debunked on Snopes.com/. The strange form ‘round crops up in both British and American contexts, but as round is not a shortening of around, and as there’s no law against the American use of round to mean around, the apostrophe makes no sense in either dialect. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:75 Contronyms (Words with Contradictory Meanings)Using the Active Voice to Strengthen Your WritingPreposition Mistakes #3: Two Idioms

How to Conjugate Regular 3rd Conjugation Latin Verbs

How to Conjugate Regular 3rd Conjugation Latin Verbs Third conjugation verbs end in -ere in the infinitive (the second principal part). In the third conjugation, a three-syllable infinitive stresses the first syllable. Our model Latin third conjugation verb below is gero, so its second principal part would be pronounced GEreh-reh, where the g is hard, as in get. [See Latin Discussion.] Distinguishing 3rd Conjugation Verbs From Other Conjugations Like the third declension, the third conjugation seems to have more than its share of different types, since it actually has a subtype, the -io verbs. It may also seem hard to distinguish verbs of the third conjugation from other conjugations. If this is something you have problems with, please read the following; otherwise, skip to the paradigm. The other conjugation with an -ere as the second principal part is actually different because it has a long -e that you may see marked with a macron (- ). The second conjugation syllable with a long -e is stressed. If you see the complete paradigm, you can tell a second from a third conjugation because the future has a -b-, just like the imperfect. Third conjugation verbs do not have a -b- in the future. You need to pay attention to the differences between the future indicative and the present subjunctive. If you want to know whether a verb is in the third conjugation, you can look at the first two principal parts. The conjugations in the running are the second and fourth, but the first principal part distinguishes the second conjugation from the third, and the second principal part distinguishes the fourth conjugation from the third conjugation -io subtype of verbs. Endings for the four Latin conjugations shown with macrons: 1st: -o, -Ä re | 2nd: -eo, -Ä“re | 3rd: -o, -ere / -io, -ere | 4th: -io, Ä «re The Paradigm of Gero With Notes Principal parts for the 3rd conjugation verb gerere, to manage gero, gerere, gessi, gestus. Infinitives Active Voice Present - gererePerfect - gessisseFuture - gesturus esse Passive Voice See conjugation of sum for use with the passive. Present - geriPerfect - gestus esseFuture - gestum iri Participles Active Present - gerensFuture - gesturus Passive Voice Perfect - gestusFuture - gerendus Active Voice and Indicative Mood Present Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gero gerimus 2 geris geritis 3 gerit gerunt Imperfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gerebam gerebamus 2 gerebas gerebatis 3 gerebat gerebant Future Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 geram geremus 2 geres geretis 3 geret gerent Perfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gessi gessimus 2 gessisti gessistis 3 gessit gesserunt Pluperfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gesseram gesseramus 2 gesseras gesseratis 3 gesserat gesserant Future Perfect Tense, Active Voice, Indicative Mood Person SINGULAR PLURAL 1 gessero gesserimus 2 gesseris gesseritis 3 gesserit gesserint Passive Voice and Indicative Mood Present Tense, Passive Voice, Indicative Mood Person SINGULAR PLURAL 1 geror gerimur 2 gereris gerimini 3 geritur geruntur Imperfect Tense, Passive Voice, Indicative Mood Person SINGULAR PLURAL 1 gerebar gerebamur 2 gerebaris gerebamini 3 gerebatur gerebantur Future Tense, Passive Voice, Indicative Mood Person SINGULAR PLURAL 1 gerar geremur 2 gereris geremini 3 geretur gerentur The perfect tense is a tense showing completed action. That is the meaning of perfect in terms of tenses. Imperfect means incomplete. A future perfect is an action that will have been completed at some point in the future. Perfect - gestus sum ​etc.Pluperfect - gestus eram etc.Future Perfect -gestus ero etc. Active Voice and Subjunctive Mood Present Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 geram geramus 2 geras geratis 3 gerat gerant Imperfect Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gererem gereremus 2 gereres gereretis 3 gereret gererent Perfect Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gesserim gesserimus 2 gesseris gesseritis 3 gesserit gesserint Pluperfect Tense, Active Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gessissem gessissemus 2 gessisses gessissetis 3 gessisset gessissent Passive Voice and Subjunctive Mood Present Tense, Passive Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gerar geramur 2 geraris geramini 3 geratur gerantur Imperfect Tense, Passive Voice, Subjunctive Mood Person SINGULAR PLURAL 1 gererer gereremur 2 gerereris gereremini 3 gereretur gererentur Perfect Tense, Passive Voice, Subjunctive Mood - gestus sim Pluperfect Tense, Passive Voice, Subjunctive Mood - gestus essem Active Voice and Imperative Mood Present Tense 2d person - gere gerite Future Tense 2d person - gerito geritote3d person - gerito gerunto Passive Voice and Imperative Mood Present Tense 2d person - gerere gerimini Future Tense 2d person - geritor3d person - geritor geruntor